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Republic of Rwanda Ministry of Education CURRICULUM RTQF LEVEL 6 TVET DIPLOMA OF INFORMATION TECHNOLOGY ICTITL6001 Tumba, August 2020 ICTITL6001-TVET DIPLOMA Information Technology RTQF Level 6 CURRICULUM 2 | Page Skills for a better destiny © Rwanda Polytechnic, 2020 Copies available from: Rwanda Polytechnic (RP) Email: [email protected] Web: www.rp.ac.rw P.O. Box: 164 Kigali, Rwanda Original published version updated: August 2020 i | Page Skills for a better destiny 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 the RP. © Rwanda Polytechnic (RP) 2020 Published by Rwanda Polytechnic (RP) Internet:http://www.rp.ac.rw P.O. Box: 164 Kigali, Rwanda ii | Page Skills for a better destiny Table of contents Copyright ...................................................................................................................................... ii Table of contents ......................................................................................................................... iii Acknowledgments ...................................................................................................................... xii Production team ................................................................................................................................. xii 1. GENERAL INTRODUCTION ...................................................................................................... 1 2. QUALIFICATION DETAILS ........................................................................................................ 2 2.1. Description .................................................................................................................................... 2 2.2 Minimum entry requirements ....................................................................................................... 3 2.3 Information about pathways ......................................................................................................... 3 2.4 Rationale of the Qualification ........................................................................................................ 3 2.5 Job related information ................................................................................................................. 4 2.6 Employability and life skills ............................................................................................................ 4 2.7 Information about competencies .................................................................................................. 6 3. TRAINING PACKAGE ............................................................................................................... 8 3.1 Course structure ............................................................................................................................ 8 3.2 Competencies chart ....................................................................................................................... 8 3.3 Flowchart ..................................................................................................................................... 11 4. ASSESSMENT GUIDELINES .................................................................................................... 13 4.1 Assessment Methodology ............................................................................................................ 13 4.2 Portfolio ....................................................................................................................................... 13 CCMOL601- OCCUPATION AND LEARNING PROCESS ................................................................. 16 LEARNING UNIT 1 – MATCH LEARNING PROCESS WITH OCCUPATION ............................................. 18 LEARNING UNIT 2 – DEVELOP ACTION PLAN TO MEET OCCUPATION STANDARDS ........................ 24 LEARNING UNIT 3 – RELATE OCCUPATION WITH LABOR MARKET DEMAND.................................... 30 CCMSH601- OCCUPATIONAL SAFETY AND HEALTH ACTIVITIES MANAGEMENT .......................... 36 LEARNING UNIT 1 - MONITOR HYGIENE AND SANITATION BEST PRACTICES AT WORKPLACE ......... 38 LEARNING UNIT 2–DESCRIBE NON COMMUNICABLE AND COMMUNICABLE DISEASES .................. 47 LEARNING UNIT 3 - PREVENT GENDER BASED VIOLENCE AT WORKPLACE ....................................... 52 LEARNING UNIT 4– SUSTAIN INDIVIDUAL HEALTH AND SAFETY AT WORKPLACE ............................ 56 CCMKN601- IKINYARWANDA CY’UMUKANGURAMBAGA ........................................................ 68 IMBUMBE YA 1 - GUKORESHA UBUVANGANZO BW’ABANA ATANGA UBURERE BUKWIYE KU BANA BAKIRI BATO ....................................................................................................................................... 70 iii | Page Skills for a better destiny IMBUMBE YA 2 - GUKORESHA IKINYARWANDA CY’UMUKANGURAMBAGA MU BUGENI BW’IYAMAMAZA ................................................................................................................................ 76 IMBUMBE YA 3 - GUKORESHA IKINYARWANDA KIBONEYE UWIGA AKORA UBUKANGURAMBAGA KU NGINGO ZITANDUKANYE .............................................................................................................. 82 CCMEN601 PRE-ADVANCED WORKPLACE ENGLISH ............................................................ 92 LEARNING UNIT 1: APPLY ENGLISH GENERAL LANGUAGE SKILLS...................................................... 94 LEARNING UNIT 2: LISTEN TO TRADE RELATED SPEECHES .............................................................. 102 LEARNING UNIT 3: SPEAK ABOUT TRADE RELATED TOPICS............................................................. 113 LEARNING UNIT 4: READ TRADE-SPECIFIC TEXTS ............................................................................ 122 CCMFR601- FRANÇAIS ELEMENTAIRE DANS LE METIER ................................................. 130 UNITÉ D’APPRENTISSAGE 1 – S’EXPRIMER ORALEMENT ET PAR ÉCRIT DANS LE LANGAGE SIMPLE.............................................................................................................................................. 133 UNITÉ D’APPRENTISSAGE 1 – S’EXPRIMER ORALEMENT ET PAR ÉCRIT DANS LE LANGAGE SIMPLE.............................................................................................................................................. 140 CCMPE601- PROFFESSIONAL ETHICS ................................................................................... 161 LEARNING UNIT 1 – DESCRIBE ETHICS ............................................................................................. 163 LEARNING UNIT 2 –APPLY PROFESSIONAL ETHICS ........................................................................ 168 LEARNING UNIT 3 – APPLY PROFESSIONAL POLICY, LAWS AND REGULATIONS ............................. 172 CCMBM601- BUSINESS MANAGEMENT .......................................................................... 178 LEARNING UNIT 1 - MANAGE A BUSINESS DEVELOPMENT ............................................................. 181 LEARNING UNIT 2 - MANAGE BUSINESS FINANCE ........................................................................... 191 LEARNING UNIT 4 – MANAGE MARKETING OPERATIONS ............................................................... 210 CCMTM601- TEAM MANAGEMENT SKILLS........................................................................... 222 LEARNING UNIT 1 - APPLY PROFESSIONAL COMMUNICATION SKILLS ............................................ 224 LEARNING UNIT 2 - APPLY TEAM LEADING SKILLS ........................................................................... 233 LEARNING UNIT 3 - MANAGE MEETING .......................................................................................... 239 CCMRM601 INTRODUCTION RESEARCH METHODOLOGY ..................................................... 247 LEARNING UNIT 1 – DESCRIBE RESEARCH CONCEPT ....................................................................... 249 LEARNING UNIT 2 - DEVELOP A RESEARCH PROPOSAL ................................................................... 255 LEARNING UNIT 3 - PRESENT RESEARCH PROPOSAL ....................................................................... 274 GENFM601 FUNDAMENTALS OF ENGINEERING MATHEMATICS .......................................... 284 LEARNING UNIT 1 - APPLY ELEMENTARY FUNCTIONS ..................................................................... 287 LEARNING UNIT 2 - APPLY DIFFERENTIATION.................................................................................. 294 LEARNING UNIT 3 - APPLY SIMPLE INTEGRATION ........................................................................... 300 LEARNING UNIT 4 - APPLY SEQUENCES AND SERIES........................................................................ 304 LEARNING UNIT 5 - APPLY MATRICES AND DETERMINANT ............................................................. 308 iv | Page Skills for a better destiny ETTFE601- ELECTRONICS FUNDAMENTALS ............................................................... 315 LEARNING UNIT 1 – USE ELECTRONIC LAB/ WORKSHOP EQUIPMENT ............................................ 317 LEARNING UNIT 2 – APPLY PASSIVE DEVICE .................................................................................... 322 LEARNING UNIT 3 – APPLY ACTIVE DEVICE ...................................................................................... 328 LEARNING UNIT 4 – APPLY LINEAR ICS AND AMPLIFIERS ................................................................ 334 GENDM601- DISCRETE MATHEMATICS ................................................................................ 340 LEARNING UNIT 1 - APPLY INTRODUCTION TO MATHEMATICAL LOGIC ......................................... 343 LEARNING UNIT 2 - APPLY TECHNIQUES OF COUNTING AND DISCRETE PROBABILITY. .................. 350 LEARNING UNIT 3: APPLY INTRODUCTION TO NUMBER THEORY AND CRYPTOGRAPHY................ 358 LEARNING UNIT 4 - APPLY INTRODUCTION TO GRAPH THEORY AND AUTOMATA ......................... 366 ITLDE601- BASICS OF DIGITAL ELECTRONICS ............................................................ 374 LEARNING UNIT 1 - DESCRIBE DIGITAL ELECTRONICS ..................................................................... 376 LEARNING UNIT 2–APPLY DIGITAL ARTHIMETIC AND BASIC DIGITAL CODING ............................... 382 LEARNING UNIT 3–APPLY BASIC OF COMBINATIONAL AND SEQUENTIAL LOGIC ........................... 387 LEARNING UNIT 4–APPLY DIGITAL INTEGRATED CIRCUITS .............................................................. 392 ITLDS601- ALGORITHM AND DATA STRUCTURE USING C .................................................... 398 LEARNING UNIT 1 - USE ALGORITHM TO SOLVE PROBLEMS ........................................................... 402 LEARNING UNIT 2- APPLY C PROGRAMMING FUNDAMENTALS...................................................... 421 LEARNING UNIT 3- APPLY DATA STRUCTURE USING C .................................................................... 443 ITLCL601 ADVANCED COMPUTER LITERACY ................................................................. 457 LEARNING UNIT 1 - PERFORM COMMON TASKS ............................................................................. 461 LEARNING UNIT 2 – APPLY ADVANCED WORD PROCESSING .......................................................... 466 LEARNING UNIT 3 – APPLY ADVANCED SPREADSHEET TO PRODUCE SOFISCATED REPORTS ......... 487 LEARNING UNIT 4 – PRODUCE AN ADVANCED PRESENTATION ...................................................... 500 LEARNING UNIT 5 - EDIT CORRABORATIVELY .................................................................................. 511 LEARNING UNIT 6 – MANAGE DATABASE ........................................................................................ 515 ITLFM701 FUNDAMENTALS OF MULTIMEDIA ................................................................ 528 LEARNING UNIT 1 - DESCRIBE FUNDAMENTALS OF MULTIMEDIA .................................................. 530 LEARNING UNIT 2 – APPLICATION OF VIDEO CAMERA WORK ........................................................ 535 LEARNING UNIT 3 APPLICATION OF MULTIMEDIA AUTHORING TOOLS ...................................... 542 ITLOJ601- OOP USING JAVA ........................................................................................... 551 LEARNING UNIT 1 – DESCRIBE JAVA BASIC CONCEPTS AND PREPARE THE ENVIRONEMENT ......... 554 LEARNING UNIT 2 – Apply control statements ................................................................................ 559 LEARNING UNIT 3– APPLY OBJECT ORIENTED PRINCIPALS.............................................................. 564 LEARNING UNIT 4 – PROCESS STRING AND ARRAYS........................................................................ 576 v | Page Skills for a better destiny LEARNING UNIT 5 – HANDLE EXCEPTIONS....................................................................................... 581 LEARNING UNIT 6 – DEVELOP GUI USING AWT ............................................................................... 586 LEARNING UNIT 7 – Program GUI with Swing.................................................................................. 592 LEARNING UNIT 8 – JDBC ................................................................................................................. 597 ITLMC601 COMPUTER MAINTENANCE...................................................................... 603 LEARNING UNIT 1 - DESCRIBE PERSONAL COMPUTER .................................................................... 606 LEARNING UNIT 2 - DISASSEMBLE AND ASSEMBLE PERSONAL COMPUTER ................................... 613 LEARNING UNIT 3- PREVENTIVE MAINTENANCE AND TROUBLESHOOTING .................................. 619 LEARNING UNIT 4 - INSTALL AND CONFIGURE LAPTOPS AND OTHER MOBILE DEVICES ................ 625 LEARNING UNIT 5- INSTALL WINDOWS AND MOBILE OPERATING SYSTEM ................................... 630 LEARNING UNIT 6 -INSTALL AND MAINTAIN PRINTER ..................................................................... 636 ITLDF601- DATABASE DEVELOPMENT ............................................................................... 646 LEARNING UNIT 1 - DETERMINE DATABASE REQUIREMENTS ......................................................... 649 LEARNING UNIT 2- DEVELOP A LOGICAL DATA MODEL ................................................................... 654 LEARNING UNIT 3: DESIGN THE DATA STRUCTURES ....................................................................... 661 LEARNING UNIT 4 – PERFORM DATABASE STRUCTURE .................................................................. 667 LEARNING UNIT 5 – TEST AND FINALIZE DATABASE ........................................................................ 678 ITLDF601- FRONT-END DEVELOPMENT ................................................................ 687 LEARNING UNIT 1 – DESIGN GUI ...................................................................................................... 690 LEARNING UNIT 2 - DEVELOP COMPLEX FRONT-END USING HYPER TEXT MARKUP LANGUAGE (HTML) ..................................................................................................................... 697 LEARNING UNIT 3 - DEVELOP COMPLEX CASCADING STYLE SHEETS (CSS)...................................... 717 LEARNING UNIT 4 – INTERACTIVE JAVASCRIPT FRONTEND............................................................. 733 ITLAD601- DATABASE ADMINISTRATION .......................................................... 751 LEARNING UNIT 1 - START UP A DATABASE..................................................................................... 754 LEARNING UNIT 2 - SECURE ORACLE DATABASE ............................................................................. 763 LEARNING UNIT 3 - MANAGE DATABASE......................................................................................... 780 ITLDP601- BACKEND DEVELOPMENT USING PHP ............................................................... 785 LEARNING UNIT 1 – PREPARE PHP ENVIRONMENT ......................................................................... 788 LEARNING UNIT 2 – APPLY PHP FUNDAMENTALS ........................................................................... 793 LEARNING UNIT 3 – INTEGRATE DATABASE WITH PHP ................................................................... 815 LEARNING UNIT 4 – DEPLOY WEB APPLICATION ............................................................................. 820 ITLID601- INSTALLATION OF IP BASED DEVICES ....................................................................... 835 LEARNING UNIT 1 - Identify type of device to install ....................................................................... 838 LEARNING UNIT 2- INSTALL CCTV CAMERA ..................................................................................... 846 LEARNING UNIT 3 – Enable connection via wireless technology..................................................... 858 vi | Page Skills for a better destiny LEARNING UNIT 4 - Operate mobile devices ................................................................................... 866 LEARNING UNIT 5- MAINTAIN IP DEVICE ......................................................................................... 871 ITLAL601- LINUX SYSTEM ADMINISTRATION .................................................................. 880 LEARNING UNIT 1 - INSTALL OS ....................................................................................................... 882 LEARNING UNIT 2 – Apply Linux operations and basic commands ................................................. 887 LEARNING UNIT 3 - INSTALL AND CONFIGURE LINUX SERVER SERVICES AND TOOLS .................... 896 ITLSN601- SMALL NETWORKS ADMINISTRATION........................................................ 911 LEARNING UNIT 1 – DESIGN NETWORK ......................................................................................... 914 LEARNING UNIT 2 – IMPLEMENT PHYSICAL TOPOLOGY .................................................................. 923 LEARNING UNIT 3 – PROVIDE ACCESS TO THE MEDIA..................................................................... 929 LEARNING UNIT 4 – APPLY AND SUBNET IP ADDRESSING ............................................................... 937 LEARNING UNIT 5 – ENABLE CONNECTION VIA WIRELESS TECHNOLOGY ..................................... 943 LEARNING UNIT 6 – IMPLEMENT THE INTERNET PROTOCOL TO NETWORK ................................... 951 ITLWN601- LARGE NETWORKS ADMINISTRATION .............................................................. 967 LEARNING UNIT 1 - DESCRIBE WAN CONCEPT ................................................................................ 970 LEARNING UNIT 2- IMPLEMENT ROUTING AND POINT-TO-POINT PROTOCOLS ............................. 976 LEARNING UNIT 3 - IMPLEMENT VLAN ............................................................................................ 993 LEARNING UNIT 4- IMPLEMENT SECURITY NETWORK POLICIES ................................................... 1004 LEARNING UNIT 5- APPLY QUALITY OF SERVICE ............................................................................ 1013 ITLAW601- WINDOWS SERVER ADMINISTRATION ........................................................... 1024 LEARNING UNIT 1 - PREPARE WINDOWS OPERATING SYSTEM ENVIRONMENT ........................... 1027 LEARNING UNIT 2 - PROMOTE THE SERVER TO A DOMAIN CONTROLLER .................................... 1034 LEARNING UNIT 3 - JOIN THE CLIENT TO THE DOMAIN ................................................................. 1042 LEARNING UNIT 4 - IMPLEMENT GROUP POLICY OBJECT (GPO) ................................................... 1047 LEARNING UNIT 5 - INSTALL AND CONFIGURE SERVER SERVICES ................................................. 1052 LEARNING UNIT 6 - IMPLEMENT MAIL SERVER SERVICE ............................................................... 1060 LEARNING UNIT 7 - APPLY VIRTUALIZATION.................................................................................. 1065 ELTAI601- INDUSTRIAL ATTACHMENT PROGRAM (IAP).................................................. 1076 LEARNING UNIT 1 - ANALYZE OWN PROFESSIONAL GAPS IN LINE WITH INDUSTRY DEMANDS ... 1079 LEARNING UNIT 2–ENHANCE INNOVATION DURING IAP PROGRAM ............................................ 1084 LEARNING UNIT 3 - IMPLEMENT PROFESSIONAL SKILLS TRANSFER .............................................. 1089 LEARNING UNIT 4 - REPORT IAP ACTIVITIES .................................................................................. 1093 GLOSSARY .............................................................................................................................. 1097 vii | Page Skills for a better destiny List of Abbreviations AAA Authentication, Authorization, Accounting ACL Access Control Lists API Application Programming Interface ATM Asynchronous Transfer Mode AWS Amazon web services BGP Border Gateway Protocol CBIS Computer-based information system CBWFQ Class-Based Weighted Fair Queuing CDM Conceptual Data Model CDP Cisco Discovery Protocol CDU Curriculum Development Unit CHAP Challenge-Handshake Authentication Protocol CM Complementary Modules CPU Central Processing Unit CRUD Create Retrieve Update Delete DBA Database Administrator DBMS Database Management System DCL Data Control Language DDL Data Definition Language DDoS Distributed Denial-Of-Service DFD Data flow diagram DHCP Dynamic Host Configuration Protocol DiffServ Differentiated services DML Data Manupulation Language DNS Domain Name System DSL Digital Subscriber Line DUAL Dual Algorithm DWDM Dense Wavelength Division Multiplexing eBGP external BGP EIGRP Enhanced Interior Gateway Routing Protocol ERD Entity Relationship Diagram FHRP First Hop Redundancy Protocols FIFO First-In, First-Out GRE Generic Routing Encapsulation GUI Graphical User Interface viii | Page Skills for a better destiny HDD Hard disk drive HDLC High-Level Data Link Control HSRP Hot Standby Router Protocol HTML Hypertext Markup Language I/O Input/Output IaaS Infrustructure as a service ICMP Internet Control Message Protocol ICT Information Communication Technology IDE Integrated Development Environment IGP Interior Gateway Protocol IMAP Internet Message Access Protocol IntServ Integrated services IOS Internetwork Operating System IPSec Internet Protocol Security ISDN Integrated Services Digital Network ISP Internet Service Provider JSON JavaScript Object Notation LACP Link Aggregation Protocol LCP Link Control Protocol LDM Logic Data Model LDS Logical Data structure LLDP Link Layer Discovery Protocol LLQ Low Latency Queuing LSA Link-State Advertisement LU Learning Unit MPLS Multi-Protocol Label Switching MVC Model-View-Controller MySQL My Structured Query Language NCP Network Control Program NTP Network time protocol OSPF Open Shortest Path First OSPFv2 Open Shortest Path First Version Two/IPv4 OSPFv3 Open Shortest Path First Version Three/IPv6 PaaS Platform as a service PAgP Port Aggregation Protocol PAP Password Authentication Protocol ix | Page Skills for a better destiny PDO PHP Data Objects PHP Hypertext Preprocessor PPE Personal Protective Equipment PPP Point To Point Protocol PSTN Public Switched Telephone Network PVST Per-VLAN Spanning Tree QoS Quality of Service RAM Random access memory RDBMS Relational Database Management System RISA Rwanda Information Society Authority RP Rwanda Polytechnic RTQF Rwanda TVET Qualifications Framework Saas Software as a service SDH Synchronous Digital Hierarchy SMTP Simple Mail Transfer Protocol SONET Synchronous Optical Network SQL Structural Query Language SSADM Structured system analysis and design method SSH Secure Shell STP Spanning Tree Protocol SVI Switch Virtual Interface TCP Transmission Control Protocol TFTP Trivial File Transfer Protocol TSP Tunnel Setup Protocol TSS Technical Secondary Schools TVET Technical and Vocational Education and Training UDP User Datagram Protocol USB Universal Serial Bus VLAN Virtual Local Area Network VM Virtual machine VPN Virtual Private Network VTC Vocational Training Center VTP Vlan Trunking Protocols VTY Virtual teletype W3C World Wide Web Consortium WAMP Windows, Apache, MySQL, and PHP x | Page Skills for a better destiny WAN Wide Area Network WDA Workforce Development Authority WFQ Weighted Fair Queuing WWW World Wide Web XAMPP Cross-platform Apache MySQL PHP, Perl XML Extensible Markup Language xi | Page Skills for a better destiny Acknowledgments Rwanda polytechnic (RP) wishes to extend its gratitude to the following partners, stakeholders and institutions involved in development of this programme including private sector, government institutions and other professionals. Production team Coordination - RWAMASIRABO Aimable, Curriculum Development, RP Facilitation - Bernadette NIKUZE - BENIMANA Pascal Editing - UWIRAGIYE Solange - BAMPIRE Delphine Reviewer - TUYISHIME Jean pierre Curriculum Development Team # 1 Names BUCYIBARUTA Nelson Function Assistant Lecturer ICT Company/Institution IPRC HUYE 2 BYIRINGIRO Aimé Samson ICT Director CALEB IT FIRM 3 HARERIMANA Sophonie Assistant Lecturer ICT IPRC KARONGI 4 HAVUMIRAGIRA Etienne Lecturer IT IPRC TUMBA 5 KARINDA PACIFIQUE CEO RIC-HOUSE Ltd 6 MUVANDIMWE Anastase Assistant Lecturer IT IPRC TUMBA 7 NDAYIZEYE Pacifique IT Employment service specialist RDB 8 NDUWAWE Patience NZABANITA CEO COM &C Ltd xii | Page Skills for a better destiny 9 NIYIBIZI Jean Paul Lecturer ICT IPRC NGOMA 10 TUYISENGE Jean Claude Software Developer ITYAZO Media Group xiii | Page Skills for a better destiny 1. GENERAL INTRODUCTION The curriculum presents a coherent and significant set of competencies to perform the occupation of an Assistant Information Technologist. 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 the training. The modules of the curriculum include a description of the expected results of the training. They have a direct influence on the choice of the theoretical and practical learning activities. The competencies are the targets of the 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 based on this document. The curriculum consists of three parts. The first part is of general interest and shows the nature and goals of the 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 attitudes) and the learning contents related to each learning unit. In addition, the learning activities and resources for learning are suggested. Finally, the assessment specifications and guidelines are included in each module. 1 | Page Skills for a better destiny 2. QUALIFICATION DETAILS 2.1. Description Title: TVET Diploma of Information Technology Level: RTQF Level 6 Credits: 248 Sector: ICT Sub-sector: IT Issue date: August, 2020 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 ICT sectors/industries where skills in network and software development are provided, including governmental and private institutions. Learners may work with full autonomy. At the end of this qualification, qualified learners will be able to: 1. Describe occupation and learning process 2. Develop occupational safety and health activities 3. Gukoresha ikinyarwanda cy'umukangurambaga 4. Apply pre-advanced English at the workplace 5. Utiliser le Français Elémentaire dans le Métier 6. Apply Professional Ethics 7. Manage a business entity 8. Apply team management skills 9. Develop a research proposal 10. Apply fundamentals of Engineering Mathematics 11. Apply Discrete mathematics 12. Apply fundamental of electronics 13. Apply basics of digital electronics 14. Apply algorithm & data structure using C 15. Apply advanced computer literacy 16. Apply fundamental of multimedia 17. Apply OOP using JAVA 18. Maintain Computer Systems 19. Develop database 20. Develop Front-end 2 | Page Skills for a better destiny 21. Apply advanced web technologies 22. Develop backend using JAVA 23. Administer Database 24. Develop Back-end using PHP 25. Install & Operate IP Based devices 26. Administer Linux System 27. Design, Configure and Administer Small Network 28. Design, Configure and Administer Wide Network 29. Administer window server 30. Integrate the workplace 2.2 Minimum entry requirements Eligible Candidates to this qualification should fulfil the following: Be a holder of Advanced Level Certificate (A’ Level) with two Principal Passes or Be a Holder of RTQF level V Certificate with a strong background in software development or computer networking or A Certificate of Recognition of Prior Learning at National Qualifications Framework equivalent to A Level or RTQF Level 5 in Information Technology Related Fields; Any other equivalent Certificate obtained from other recognized Institutions; Have a background in Basic Mathematics and Sciences including basic Physics, Basic Economics, and Computer Science) related subjects. 2.3 Information about pathways Pathways into the qualification Preferred pathways for candidates entering this qualification include: - Certificate V in Software Development; Certificate V in Computer Networking; Or Any other related qualifications/Programs Pathways from the qualification Progression route of candidates achieving this qualification include: - Advanced Diploma in Information Technology; Or Any other related Qualifications/Programs 2.4 Rationale of the Qualification Due to significant current and planned investment in infrastructure by the GoR and the private sector over the next 10 years and beyond. The creation of the Ministry of ICT and Innovation, RISA, Irembo, Rwanda Online e-procurement system, BCS and the use of electronic ID are indications that ICT and corresponding new technologies are priority imperatives for the country. As per NST1 the GoR is investing on boosting human capital by 3 | Page Skills for a better destiny introducing TVET courses and other higher academic programs as response towards a highly needed critical mass of qualified technicians and professionals. This qualification provides skills, knowledge and right attitudes required by IT related industry and graduates from this qualification will help the country to reduce dependencies on external expertise, increase employment rate, reduce cost of labour and increase decent jobs 2.5 Job related information This qualification prepares candidates aspiring to work in IT subsector confidently and professionally and it also benefits people who have been working within the ICT industry to obtain formal international recognition and enhance career progression. The competencies contained in this qualification are essential for social and economic transformation, empowerment and upliftment within the ICT environment, whilst simultaneously improving the skills base of the country. On completion of the qualification or part qualification qualified learners will be able to gain access to job opportunities in the ICT sector both locally and internationally. Possible jobs related to this qualification IT Support Officer Assistant IT Business Analyst Database Designer Database Developer Database Administrator Software Developer Network Designer Network Administrator System Administrator Cloud & Computing Engineer IT Support & CCTV Operator Quality Assurance Engineer (test engineer) Senior Front-End Developer Back-End Developer 2.6 Employability and life skills This Qualification will also provide opportunity to learn industry needed soft skills known as employability and life skills which is the key towards the success of any industry. This includes communication skills, Computer literacy, negotiation skills, organization skills, personal and interpersonal skills and managerial skills. Individuals with this qualification will easily integrate themselves in the workplace environment. 4 | Page Skills for a better destiny Communication Negotiating and liaising with a broad range of colleagues and customers on operational and service issues: consulting with others to elicit feedback and ideas Providing briefing to operational staff and other managers Developing and maintaining workplace documentation such as operational procedures, staff-related documentation or report Safety and security precautions Working collaboratively with project team members Health and environment Health reproduction Rwanda environmental protection, practices rules and regulations Teamwork Motivating and leading diverse teams; Providing support and coaching; Planning work operations to take account of team member strengths; Taking a lead role in agreeing and establishing work team goals Problem solving Developing and applying a range of strategies to address both typical and unpredictable workplace problems; Responding effectively to a wide range of operational issues requiring immediate resolution; Working with colleagues to develop practical solutions; Monitoring and evaluating the effectiveness of solutions based on operational experience. Self-management 5 | Page Taking responsibility for own outputs in relation to specified quality standards; Working according to the Rwandan Utility Regulation Authority required Code of Ethics regarding security, legal, moral and ethical issues of Information Technology and Cyber Security. Understanding the legal and compliance framework that affect those working in ICT sector. Maintaining general and technical knowledge to inform work practice Skills for a better destiny Technology Use of computers Use of Internet Software Cameras Use of software applications Use of computer network tools and equipments Uso of computer servers Languages other than Kinyarwanda English,French 2.7 Information about competencies Code CCM0L601 CCMHE601 ▲ ▲ 3 CCMEN601 ▲ 4 5 6 7 8 CCMkn601 CMFR601 CCMPR601 CCMMT601 CCMRM601 ▲ ▲ ▲ ▲ ▲ 9 CCMMB601 ▲ Manage Business Total SPECIFIC GENERAL No 1 2 No 1 2 3 4 5 6 7 8 9 10 11 12 13 6 | Page Code ITLCL601 GENFM601 ETTFE601 GENDM601 ITLFM601 ETTDE601 ITLDS 601 ITLOJ601 ITLMC601 ITLSN601 ITLDB601 ITLDF601 ITLID601 Complementary competencies Describe the occupation and learning process Develop effective occupational health and safety programs Communicate using pre-advanced English at the workplace Gukoresha Kinyarwanda cy’ Umukangurambaga Utiliser le Français élémentaire dans le métier Apply professional ethics Manage teams Develop a research proposal ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ Credit 3 3 5 5 5 3 3 5 5 37 Core competencies Apply advanced computer literacy Apply fundamentals of Engineering Mathematics Apply fundamentals of electronics Apply Discrete mathematics Apply fundamentals of multimedia Apply basics of digital electronics Apply algorithm & data structure using C Apply OOP using JAVA Maintain computer Design, Configure and Administer Small Network Design & develop database Develop Front-end Install & Operate IP Based devices Skills for a better destiny Credit 12 8 8 8 10 6 12 12 12 12 10 12 6 14 15 16 17 18 19 20 21 ITLAW601 ITLAL606 ITLWN601 ITLBP601 ITLDB601 ITLDF601 ITLAD601 ITLIA601 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ Administer window server Administer Linux Server Design, Configure and Administer Wide Network Develop Back-end using PHP Apply advanced web technologies Develop backend using JAVA Administer Database Integrate work place Total Year one 7 | Page Year two ▲: Semester 1 ▲: Semester 1 ▲: Semester 2 ▲: Semester 2 Complementary competencies:8 Complementary competencies:1 General competencies: 7 General competencies: 0 Specific competencies:3 Specific competencies: 11 Skills for a better destiny 9 10 10 10 8 10 9 30 224 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: 8 | Page Skills for a better destiny 9 | Page Gukoresha Kinyarwanda cy’ Umukangurambaga Communicate using pre-advanced English at the workplace Utiliser le Français élémentaire dans le métier Manage teams Manage Business Apply professional ethics Apply advanced computer literacy Apply fundamentals of Engineering Mathematics Apply fundamentals of electronics Apply fundamental of multimedia Apply algorithm & data structure using C Apply discrete mathematics Apply basics of digital electronics 4 5 6 7 8 9 10 11 13 14 15 16 50 50 30 50 30 120 80 80 100 120 80 60 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ● ○ ● ○ ● 100 ∆ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○ ● ● ○ 120 ∆ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○ ● ● ○ Between the process and particular competencies Clean the workplace and arrange tools and equipment Perform testing Carry out the work Monitor computer systems and safety measures Prepare Tools, Equipment and materials Review requirements Visit site 3 Develop Front- 50 4 end Develop effective occupational health and safety programs Design & 3 develop database 2 computer 30 1 Maintain Describe occupation and learning process Duration (960Hrs) 1 # 30 SPECIFIC COMPETENCIES Duration (340 Hrs) ASSISTANT INFORMATION TECHNOLOGIST PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES YEAR 1|TOTAL CREDITS NOTIONAL LEARNING HOURS Table 1: Competencies chart for year one Between general and particular competencies Skills for a better destiny ▲: Functional link application ●: Functional link application ∆: Functional link existence ο: Functional link existence ASSISTANT INFORMATION TECHNOLOGIST GENERAL AND COMPLEMENTARY COMPETENCIES Monitor computer systems and safety measures ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 2 Install & Operate IP Based devices 60 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 3 Administer window server 90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 4 Administer Database 90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 5 Design, Configure and Administer Small Network 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 6 Develop Back-end using PHP 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 7 Apply advanced web technologies 80 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 8 Design, Configure and Administer Wide Network 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 1 # Develop research proposal Prepare Tools, Equipment and materials 120 Clean the workplace and arrange tools and equipment Review requirements Apply OOP using JAVA Perform testing Visit site 1 SPECIFIC COMPETENCIES Carry out the work Duration (1260 Hrs) PROCESS 50 Duration (50Hrs) 10 | Page Skills for a better destiny 9 Develop Back-end using JAVA 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 10 Administer Linux Server 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● 11 Integrate Workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● YEAR 2 |TOTAL CREDITS NOTIONAL LEARNING HOURS Table 2: Competencies chart for year two Between the process and particular competencies Between general and particular competencies ▲: Functional link application ●: Functional link application ∆: Functional link existence ο: Functional link existence 3.3 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. Occupation And Learning Process 3 Ikinyarwanda Cy’ Umukangurambaga 5 Pre-Advanced Workplace English 5 Business Management 3 Français Elementaire Dans Le Metier 5 Bussiness ethics 3 Apply advanced computer literacy 12 Apply basics of digital electronics 8 Apply fundamentals of Engineering Mathematics 8 Apply fundamental of multimedia 10 11 | Page Skills for a better destiny effective occupational health and safety programs 3 Manage teams 3 Apply discrete mathematics 8 Apply basics of digital electronics 6 Apply algorithm and data structure using C 12 Maintain computer 12 Design & develop database 10 Develop Front-end 12 Year Two Develop a research proposal 5 Design, Configure and Administer Small Network 12 Develop Back-end using PHP 10 Administer Database 9 Apply OOP using JAVA 12 Install & Operate IP Based devices 6 Design, Configure and Administer Wide Network 10 Administer Linux Server 10 Advanced web technologies 8 Develop backend using JAVA 10 Integrate workplace 12 | Page Skills for a better destiny 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 13 | Page Skills for a better destiny 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 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: For YES or NO scoring of indicators in Summative/Integrated Checklist 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% The trainee can be declared competent based on the assessment CRITERIA and its respective assessment indicators 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. 14 | Page Skills for a better destiny 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. 15 | Page Skills for a better destiny OCCUPATION AND LEARNING PROCESS CCMOL601CCMOL601 RTQF Level: 6 Credits: 3 Sector: All Sub-sector: All Describe the occupation and learning process Learning hours 30 Issue date: August, 2020 Purpose statement This module describes the skills, knowledge and right attitudes required to match the learning process with occupation, develop action plan to meet occupation standards and relate occupation with the labor market demand. This module is intended for trainees pursuing Diploma in all engineering trades. The trainees will be able to identify the occupation and its learning processes. They will also be able to integrate in the working environment, set out the goals to perform the occupation and self-assessment. This module encourages greater motivation and, subsequently, a better integration of various learning. The trainees will be able to independently develop a comprehensive and clear vision of the occupation and training programme at professional level. 16 | Page Skills for a better destiny Learning assumed to be in place Not applicable Elements of competency and performance criteria Learning units describe the essential outcomes of a competency. Performance criteria describe the required performance needed to demonstrate the achievement of the learning unit. By the end of the module, the trainee will be able to: Elements of competency Performance criteria 1. Match learning process with occupation 1.1. Effective orientation to the trainees to discover their talents, interests, strengths and weaknesses according to the occupation 1.2. Proper engagement of the trainees in learning process according to the occupation standards 1.3. Adequate description of the assessment procedures according to the occupation standards 2. Develop action plan to meet occupation standards 2.1. Correct setting of own learning goals in line with occupation standards 2.2. Proper development of action plan basing on occupation standards 2.3. Adequate self-evaluation and reflection on learning achievement basing on action plan 3. Relate occupation with the labormarket demand 3.1. Proper description of the main/major elements of occupation according to the labor market demand 3.2. Clear explanation of rationale of thequalification to be achieved according to the labor market demand 3.3. Clear linkage of one’s qualification level in accordance with the labor market demand 17 | Page Skills for a better destiny LEARNING UNIT 1 – MATCH LEARNING PROCESS WITH OCCUPATION 1.1. Orient the trainees to discover their talents, interests, strengths and weaknesses 1.2. Engage in learning process 1.3. Describe the assessment procedures Learning Outcomes: Learning Hours: 10 Hours Learning Outcome 1.1: Orient the trainees to discover their talents, interests, strengths and weaknesses Content Learning activities Introduction to occupation Definition Internet search on requirements for a desired graduate Characteristics Group discussion and presentation on motivation to learn Place occupation in the sector Working conditions Requirements for a desired graduate Knowledge Engineering skills Right attitudes Group discussion on SWOT for trainee and Teacher in occupation Individual presentation on Strength-based approach Motivation to learn Trainees’ beliefs and values Self-efficacy Individual on application of Strength-based approach Interest Importance of goals SWOT for trainee and Teacher in occupation Strength-based approach Definition Principles of Strength-based approach Advantages and disadvantages ofStrength-based approach Application of Strength-based approach Reflective practice Equity and diversity 18 | Page Skills for a better destiny Resources Internet Books computer Projector Marker pens White/black board Chalk Formative Assessment 1.1 Performance criterion Effective orientation to the trainees to discover their talents, interests, strengths and weakness according to the occupation Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Checklist Score Yes No Indicator: Requirements for a desired graduatefrom an occupation are well described knowledge, Engineering skills Right attitudes Indicator: Factors that motivate trainees are well defined Trainees’ beliefs Self-Efficacy Values Interest the importance of goals Indicator: Application of Strength-based approach is practiced Reflective practice Equity and diversity Observation 19 | Page Skills for a better destiny Learning Outcome 1.2: Engage trainee in learning process Content Learning activities Introduction to engage trainee in learning process Definition Internet search on engaging trainee in learning process Importance Group discussion and presentation on challenges to engage trainee Challenges to engage trainee Cognitive view of learning Motivating to trainees Reflections on lessons Characteristics of engaged trainee Committed Group discussion and presentation on characteristics of engaged trainee Resources Internet Books computer Projector Marker pens White/black board Chalk Individual presentation on interaction with trainees Attentive Persistent connected Trainer expectations Interaction with trainees Communicating with trainees/trainers Assessment instructions Demonstrating flexibility and responsiveness Formative Assessment 1.2 Performance criterion Proper engagement in learning process according to the occupation standards Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record 20 | Page Skills for a better destiny Checklist Score Yes Indicator 1: Challenges to engaging trainees are well defined Cognitive view of learning Motivating to students Reflections on lessons Indicator 2: Characteristics of Engaged student are identified Committed Attentive Persistent Connected Indicator 3: Methods of Interacting with trainees are defined Communicating with students Assessment in instruction Demonstrating flexibility and responsiveness Observation: Learning Outcome 1.3: Describe the assessment procedures Content Learning activities Overview on assessment procedures Inventory Interest inventory Reading inventory Interview Meaning Types of interview Purpose of interview Components of interview Checklist Advantages and limitations Internet search on assessment procedures Group discussion and presentation on assessment techniques Individual presentation on assessment techniques and procedures Questionnaire Types of questions Question sequence 21 | Page Skills for a better destiny Resources Internet Books computer Projector Marker pens White board No Characteristics of a good questionnaire Questionnaire design Sociogram Social graphs Characteristics Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio & integrated situation) Formative Assessment 1.1 Performance criterion Adequate description of the assessment procedures according to the occupation standards Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Checklist Score Yes Indicator 1: Assessment techniques are well described Inventory Interview Checklist Questionnaire Sociogram Indicator 2: Assessment procedures are well described Time of assessment Roles of Assessors 22 | Page Skills for a better destiny No Roles of verifiers List of values List of skills Observation 23 | Page Skills for a better destiny LEARNING UNIT 2 – DEVELOP ACTION PLAN TO MEET OCCUPATION STANDARDS Learning Outcomes: Learning Hours: 2.1. Set own learning goals 2.2. Develop action plan 2.3. Self-evaluate and reflect on learning achievement 10 Hours Learning Outcome 2.1: Set own learning goals Content Introduction to learning goal setting Definitions Learning goal orientation Learning goal objectives Types of learning goals Importance of goal setting Setting professional development goals SMART learning Goal Definitions The Importance of SMART Goal Setting Methods to set achievable learning goals Determining life learning goals Setting specific goals from large goals Setting short term goals Setting long term goals Changing goals periodically Applying effective learning goals Making goals specific Creating measurable goals Making realistic goals Prioritizing goals Keeping track of the progress Assessing the goals Learning activities Internet search on SMART learning Goal Group discussion and presentation on methods to set achievable learning goals Individual assessment and presentation on applying effective learning goals Resources Books Computers Video aids Internet Teaching manual Projector Marker pens White board Formative Assessment 2.1 Performance criterion Correct Setting of own learning goals according to occupation Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 24 | Page Skills for a better destiny Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Checklist Score Yes Indicator 1: Learning goal is well defined Learning goal orientation Learning goal objectives Types of learning goals Importance of goal setting Indicator 2: SMART learning goals are well described Definitions The importance of SMART goal setting Indicator 3:Methods for setting achievable learning goals are well applied Determining life learning goals Setting specific goals from large goals Setting short term goals Setting long term goals Changing goals periodically Indicator 4: Applying effective learning goalsis well performed Making goals specific Creating measurable goals Making realistic goals Prioritizing goals Keeping track of the progress Observation: 25 | Page Skills for a better destiny No Learning Outcome 2.2: Develop action plan Content Learning activities Resources Introduction to action plan Definitions Purpose Criteria for a good action plan Components of an action plan Steps to write action plan Defining learning end goal Listing down the steps Prioritizing tasks and adding deadlines Setting milestones Identifying the resources needed Visualizing the action plan Monitoring the progress Implementation of a corrective action plan Definitions Corrective action plan examples Basic components of a corrective action plan Methods to create a corrective action plan Internet search on action plan development Group discussion and presentation on steps to write action plan Individual assessment and presentation oncorrective action plan implementation Books Computers Video aids Internet Teaching manual Projector Marker pens White board Action plan template Formative Assessment 2.2 Performance criterion Proper development of action plan in order to reach the set goals Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Checklist Score Yes Indicator 1: Action plan is well defined Definitions Purpose for developing action plan Criteria for a good action plan 26 | Page Skills for a better destiny No Components of an action plan Indicator 2: Steps to write action plan are well followed Defining learning end goal Listing down the steps Prioritizing tasks and adding deadlines Setting milestones Identifying the resources needed Visualizing the action plan Monitoring the progress Indicator 3: Corrective action plan is well implemented Corrective action plan examples Basic components of a corrective action plan Methods to create a corrective action plan Observation Learning Outcome 2.3: Self-evaluate and reflect on learning achievement Content Learning activities Resources Introduction to self-evaluation on learningachievement Definitions Difference between selfreflection and selfevaluation Importance of selfevaluation Core self-evaluations on learning achievement Selection of the core selfevaluation traits Examples of self-evaluation learning goals Steps to perform selfevaluation Process of self-evaluation and reflection on learning Influences of self-reflection on learningachievement Definitions Importance of selfreflection for learning Internet search on selfevaluation on learning achievement Group discussion and presentation on influences self-reflection on learning achievement Individual assessment onprocedures to write a self-evaluation for learning achievement Books 27 | Page Skills for a better destiny Computers Video aids Internet Teaching manual Projector Marker pens White board Self-Evaluation on achievement form template Steps to implement selfreflection Processes of self-reflection Reflective practice A comparative analysis of reflection and selfassessment Procedures to write a selfevaluation for learningachievement Reviewing the assigned learning goals Areas of accomplishment since last review Insights on productivity Areas of improvement since last review Growth plan or professional development plan Personal values on learning goals Formative Assessment 2.3 Performance criterion Adequate self-evaluation and reflection on learning achievement basing on action plan Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Portfolio assessment tools Matching questions Oral evidence Multiple choice questions Performance evidence Short questions Record Task Checklist Score Yes Indicator 1: Self-evaluationon learning achievement are well described Definitions 28 | Page Skills for a better destiny No Difference between self- reflection and evaluation The importance of self-evaluation Core self-evaluations on learning achievement Selection of the core self-evaluation traits Steps to perform self-evaluation Indicator 2: Influences self-reflection on learning achievement are well described Definitions The importance of self-reflection for learning Steps to implement self-reflection Processes of self-reflection Reflective practice A comparative analysis of reflection and self-assessment Indicator 3: Procedures to write a self-evaluation are well followed Reviewing the assigned learning goals Areas of accomplishment since last review Insights on productivity Areas of improvement since last review Growth plan or professional development plan Personal values on learning goals Observation 29 | Page Skills for a better destiny LEARNING UNIT 3 – RELATE OCCUPATION WITH LABOR MARKET DEMAND Learning Outcomes: Learning Hours: 3.1. Describe the main/major elements of occupation 3.2. Explain about one’s qualification 3.3. Link one’s qualification with labor market 10 Hours Learning Outcome 3.1: Describe the main/major elements of occupation Content Learning activities Characteristics of the occupation Job satisfaction Career-family balance Occupational perception Wage Potential Place of the occupation in the sector Accountancy, banking and finance. Business, consulting and management. Charity and voluntary work. Creative arts and design. Energy and utilities. Engineering Internet search on characteristics of the occupation Group discussion and presentation on place of the occupation in the sector Individual practice presentation on working conditions Resources Books Computers Internet Teaching manual Projector Marker pens White board The impact/importance of the occupation in economic development Working conditions Hygiene factors Health & safety Employee benefits Occupational stress Responsibility & accountability Organizational structure Employment terms Workload Work schedule Formative Assessment 3.1 Performance criterion Proper estimation of production budget basing on production requirements 30 | Page Skills for a better destiny Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Checklist Score Yes Indicator 1: Characteristics of the occupation are well performed Job satisfaction Career-family balance Occupational perception Wage Potential Indicator 2: Place of the occupation in the sector are well described Accountancy, banking and finance. Business, consulting and management. Charity and voluntary work. Creative arts and design. Energy and utilities. Engineering and manufacturing. Environment and agriculture. Healthcare Indicator 3: Working conditions are well described Hygiene factors Health & safety Employee benefits Occupational stress Responsibility & accountability Organizational structure Employment terms Workload Work schedule 31 | Page Skills for a better destiny No Observation Learning Outcome 3.2: Explain about one’s qualification Content Rationale of the qualification Purpose of the qualification Content of the training programme (modules) Duration Flowchart Pathways (exit level & further learning) Entry requirements Pathways into the qualification Qualification details Pathways after the qualification Presentation of the timetable Presentation of the classrooms and workshops Learning activities Internet search onrationale of the qualification Group discussion and presentation on content of the training programme (modules) Individual assignment and presentation on pathways (exit level & further learning) Resources Books Computers Internet Teaching manual Projector Marker pens White board Flip chart Rules of the classroom Rules of the workshops Formative Assessment 3.2 Performance criterion Proper ordering of production materials in accordance with product Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Performance evidence 32 | Page Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Task Skills for a better destiny Checklist Score Yes Indicator 1:Rationale of the qualification is well described Purpose of the qualification Indicator 2: Content of the training programme (modules) is well described Duration Flowchart Indicator 3:Pathways (exit level & further learning) arewell described Entry requirement Pathways into the qualification Qualification details Pathways after the qualification Observation Learning Outcome 3.3: Link one’s qualification with labor market Content Learning activities Labor market skills Communication Teamwork Organization Problem solving Punctuality Expectations on the labor market Wage expectation Opportunity for growth Collaborative team Job target identification Resources Internet search on labor market skills Books Group discussion and presentation on expectations on the labor market Internet Individual assignment on job target identification Marker pens Computers Teaching manual Projector White board Industry Function Geography Formative Assessment 1.3 Performance criterion Appropriate assigning of tasks according to the required work 33 | Page Skills for a better destiny No Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Matching questions, Multiple choice questions, Short questions Record Checklist Score Yes Indicator 1:Labor market skills are well described Communication Teamwork Organization Problem solving Punctuality Indicator 2: Expectations on the labor market are well described Wage expectation Opportunity for growth Collaborative team Wage expectation Indicator 3: Job target identification is well described Industry Function Geography Observation 34 | Page Skills for a better destiny No References Baker, J. (1988). Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals. New York: Quorum Books. Fawcett, S., Claassen, L., Thurman, T., Whitney, H., & Cheng, H. . (1996). reventing child abuse and neglect: an action planning guide for building a caring community. Lawrence, KS: Work Group on Health Promotion and Community Development, University of Kansas. Hatton, Neville; Smith, David. (January 1995). "Reflection in teacher education: towards definition and implementation. Teaching and Teacher Education, 33–49. Henningsen, M.; Valde, K.; Russell, G.A.; Russell, G.R. (2011). Student–faculty interactions about disappointing grades: Application of the goals–plans–actions model and the theory of planned behavior. Communication Education. Stephens. (2006). SMART (Self-monitoring, analysis, and reporting technology) feature set. (A. A, Trans.) VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument (8 ed.). Educational and Psychological Measurement. https://www.youtube.com/watch?v=gQU3EphIpMY&feature=player_detailpage#t=29 Kuczera, M. (2009). LEARNING FOR JOBS: OECD POLICY REVIEW OF VOCATIONAL EDUCATION AND TRAINING. Paris: The OECD International Survey of VET Systems, OECD. Powell, T. S. (2009). Labour market information and analysis for skills development. Geneva: Copyright © International Labour Organization. 35 | Page Skills for a better destiny CCMSH601CCMSH601 REQF Level: 6 Credits: 4 Sector: All Sub-sector: All OCCUPATIONAL SAFETY AND HEALTH ACTIVITIES MANAGEMENT Manage occupational safety and health activities Learning hours 30 Issue date: September, 2020 Purpose statement This module describes the skills, knowledge and attitudes required to monitor hygiene and sanitation best practices at workplace, describe communicable and non communicable diseases, prevent gender based violence and sustain individual health and safety at workplace. 36 | Page Skills for a better destiny 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 1. Monitor Hygiene and sanitation best practices at workplace Performance criteria 1.1. Select effectively tools and materials used for hygiene and sanitation in accordance with the activity 1.2. Monitor properly hygiene activities in accordance with hygiene best practices 1.3. Monitor properly sanitation activities in accordance with sanitation best practices 2. Describe communicable and non communicable diseases 2.1. Describe properly non communicable diseases in accordance with causal agents. 2.2. Describe communicable diseases in accordance with ways of transmission 3. Prevent gender based violence at workplace 3.1. Describe properly gender based violence at workplace in accordance with forms of gender based violence 3.2. Apply effectively preventive measures for gender based violence at workplace according to Rwandan national policy against gender-based violence 4. Sustain individual health and safety at workplace 4.1. Assess clearly health and safety hazards at workplace in accordance with workplace health and safety audit checklist 4.2. Establish effectively workplace safety measures based on general safety indicators 4.3. Monitor effectively safety performance at workplace in accordance with Safety performance measurement 4.4. Respond effectively to emergencies at workplace based on emergencies response procedures 37 | Page Skills for a better destiny LEARNING UNIT 1 - MONITOR HYGIENE AND SANITATION BEST PRACTICES AT WORKPLACE Learning Outcomes: 1.1. Select tools and materials used for hygiene and sanitation 1.2. Monitor hygiene activities 1.3. Monitor sanitation activities Learning hours: 6 Hours Learning Outcome 1.1: Select tools and materials used for hygiene and sanitation Content Learning activities Resources o Discussion on key terms - Hand out notes o Discussion on tools used in hygiene and sanitation - Sponges - Towels o Discussion on materials used in hygiene and sanitation - MicrofiberCloths - Squeegees o Practical work on selection of tools and materials based on the activity - Buckets - Spray Bottles - Brushes - Brooms - Dustpans - Dustbins - Mops - Vacuums - Sanitizers - Detergents - Acids - Disinfectants - Antiseptics - Computer - White board and markers - projector Key terms Hygiene Sanitation Sanitizing Tools used in hygiene and sanitation Sponges Towels Microfiber Cloths Squeegees Buckets Spray Bottles Brushes Brooms Dustpans Dustbins Mops Vacuums Materials used in hygiene and sanitation Sanitizers Detergents Acids Disinfectants Antiseptics Selection criteria of tools and materials used in hygiene and sanitation Work performance Ease of handling 38 | Page Skills for a better destiny Appearance Safety Suitability Versatility Portability Noise level Availability of spareparts Formative Assessment1.1 Performance criterion Select effectively tools and materials used for hygiene and sanitation in accordance with the activity Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. - Types of evidence Writtenevidence Performance evidence Product evidence Oral evidence Portfolio assessment tools - Matching questions - Multiple choice questions - Essay questions - Observation checklist Task 1: Select tools and materials for a hygiene activity Task 2 : Select tools and materials for a sanitation activity Checklist Score Yes Indicator 1: Key terms are well explained Hygiene is explained Sanitation is explained Sanitizing is explained Indicator 2: Tools for hygiene and sanitation activities are well identified Sponges are identified Towels are identified Microfiber Cloths are identified Squeegees are identified Buckets are identified Spray Bottles are identified 39 | Page Skills for a better destiny No Brushes are identified Brooms are identified Dustpans are identified Dustbins are identified Mops are identified Vacuums are identified Indicator 3: Materials for hygiene and sanitation activities are well identified Sanitizer is identified Detergent is identified Acid is identified Disinfectant is identified Antiseptic is identified Indicator 4: Selection criteria of tools and materials are well respected Work performance criterion is considered Ease of handling criterion is considered Appearance criterion is considered Safety criterion is considered Suitability criterion is considered Versatility criterion is considered Portability criterion is considered Noise level criterion is considered Availability of spare parts criterion is considered Observation Learning Outcome1.2: Monitor hygiene activities Content Learning activities Resources o Discussion on measures to ensure hygiene practice - Hand out notes - Water - Wastereceptanc e - Detergents o Practice on Hygiene best practices - Towels - Sanitizer o Discussion on Hygiene monitoring process at workplace - Computer - White board and markers Measures to ensure hygiene practice Hand hygiene Clean running water Detergent Sanitizer Respiratory hygiene Waste receptacle Chemneys Edible products hygiene Freshness smell 40 | Page o Discussion on hygiene best practices Skills for a better destiny Ensuring safe water at point of use o Practice on Hygiene monitoring process at workplace Clean of harmful contaminants Replenish with natural minerals Great natural spring water taste Safe storing of tools and materials Sort Set in order Standardize sustain Preventing cross contamination Tools handling Equipment touching Hygiene best practices in the workplace Provide anti-bacterial handgel Provide paper hand towels over actual towels in the bathroom Eat away from the desk Mandatory Hygiene Signs Wash hand Hair protection mask Rubbish to be placed in bins Wear appropriate hand Clean as you go Monitoring process Determine purpose and uses for process monitoring Develop measurable process Develop process evaluation questions 41 | Page Skills for a better destiny - Projector Collect/gather credible evidence Analyze data & Justify conclusions Report findings Formative Assessment 1.2 Performance criterion Monitor properly hygiene activities in accordance with hygiene best practices Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Writtenevidence - Multiple questions - Oral evidence - Essay questions - Performance evidence - Observation checklist - Task: Monitor hygiene activities in the workplace Checklist Score Yes Indicator 1: Hand hygiene measures are well set Clean running water is available at point of use Detergents is available at point of use Hand sanitizer is available at point of use anti-bacterial hand-gel is available hand towels are available Indicator 2: Respiratory hygiene measures are well set Suitable mouth and nose masks are worn Dustbins are available Indicator 3: Edible products hygiene measures are well set Edible products are fresh Edible products have good smell Indicator 4: Materials safe storing measures are well set Stored materials are sorted Stored materials are set in order Stored materials are set by standards 42 | Page Skills for a better destiny No Stored materials are set in a sustainable way Indicator 5: Measures for preventing cross contamination are well set utensils used for raw and cooked food are different Hands are washed after touching raw food Hands are washed before handling ready-to-eat food. Indicator 6: Mandatory Hygiene signs are appropriately posted Wash hand signs are posted Hair protection masks are posted Rubbish to be placed in bins signs are posted Wear appropriate hand protection signs are posted Clean as you go signs are posted Indicator 6: Hygiene activities are well monitored Purpose and uses for process monitoring are determined Measurable process is developed Process evaluation questions are developed Credible evidence are collected/gathered Data are analyzed Conclusions are justified Findings are reported Observation Learning Outcome1.3: Monitor sanitation activities Content Learning activities o Discussion on sanitation activities o Discussion on sanitation best practices Sanitation activities laundry cleaning surfaces cleaning toilets cleaning baths cleaning sinks cleaning Safe disposal of wastes Control of wastewater and rainwater Sanitation best practices Check product labels and safety data sheets Wear PPE as appropriate for the products in use 43 | Page o Discussion on steps for effective Sanitation activity o Practical work on sanitation activities monitoring Skills for a better destiny Resources - Hand sanitizer - Detergents - Hond out notes - PPE - Computer - White board and markers - Projector - Sanitation monitoring checklistBoots Use cleaning products as appropriate to supplier's recommendation Use disinfectant to disinfect areas as required. Wash hands regularly Report to the supervisor all spills, incidents Steps for effective Sanitation activity Dry clean-up Remove all materials Pick up all solid waste Clean sensitive equipment Pre-rinse From top to bottom From the wall to the center or drains Inspect surface Clean the drains Chemical application Apply detergent Cover surface with foam Let foam collapses gradually Scrub Choose appropriate sponge Scrubbing the surface Rinse Remove chemicals by pouring clean water Rinse from the top down Remove all chemical residues Inspect and re-clean if needed Inspect for residual soil Water beads up on dirty surface Sanitize or disinfect, rinse and sanitize Apply appropriate sanitizer or disinfectant 44 | Page Skills for a better destiny Allow sanitizer on the surface as per supplier recommendation Sanitation monitoring process Determine purpose and uses for process monitoring Develop measurable process Develop process evaluation questions Collect/gather credible evidence Formative Assessment 1.3 Performance criterion Monitor properly sanitation activities in accordance with sanitation best practices Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Performance evidence - Portfolio assessment tools Multiple questions Essay questions Observation checklist Task: Monitor sanitation activities in the workplace Checklist Score Yes Indicator 1: Dry clean-up is well done All materials are removed Pick up of all solid waste is done Sensitive equipment is cleaned Indicator 2: Pre-rinse is well done Work direction is respected Area ready for foaming is inspected The drains are cleaned Indicator 3: Chemicals are well applied Appropriate detergent is applied All surface is covered with foam Foam is allowed to collapse gradually and release cleaner to the surface Indicator4: Scrub is done 45 | Page Skills for a better destiny No Appropriate scrubbing tool is chosen Surface is scrubbed Indicator5: Rinse is well done Chemicals are removed by pouring clean water Rinsing is done from top to down All chemical residues are removed Indicator6: Inspect and re-clean is well done Inspection for residual soil is done Water beads up on dirty surface is done Indicator 7: Sanitize or disinfect is well done Appropriate sanitizer or disinfectant is applied Sanitizer is left on the surface in line with thetime specified on label Indicator 8: Sanitation activities are well monitored Purpose and uses for process monitoring are determined Measurable process is developed Process evaluation questions are developed Credible evidence are collected/gathered Data are analyzed Conclusions are justified Findings are reported Observation 46 | Page Skills for a better destiny LEARNING UNIT 2–DESCRIBE NON COMMUNICABLE AND COMMUNICABLE DISEASES Learning Outcomes: 2.1 Describe non communicable diseases 2.2 Describe communicable diseases Learning hours: 6 Hours Learning Outcome 2.1: Describe non communicable diseases Content Learning activities Resources o Discussion on key terms - Hand out notes o Discussion on noncommunicable diseases - Video on communicable diseasesymptom s - Picture of people with non communicable disease - Computer White board and markers projector Key terms Disease Pandemic Epidemic Endemic Non-Communicable diseases Malaria Cancer Epilepsy Diabetes cataracts Causes Symptoms Prevention o Observe pictures and Watch video on non communicable disease symptoms o Discussion on communicable disease, their symptoms, ways of transmission and prevention - Formative Assessment2.1 Performance criterion Describe properly non communicable diseases in accordance with causal agents Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence - Writtenevidence - Oral evidence - Portfolio assessment tools Matching questions Multiple questions Essay (short responses / extended responses) Task: Describe non communicable diseases 47 | Page Skills for a better destiny Checklist Score Yes No Indicator 1: Key terms are well explained Disease is explained Pandemic explained Epidemic is explained Endemic is explained Disease is explained Indicator 2: Malaria is well described Causes are explained Symptoms are explained Ways of prevention are explained Indicator 3: Cancer is well described Causes are explained Symptoms are explained Ways of prevention are explained Indicator 4: Epilepsy is well described Causes are explained Symptoms are explained Ways of prevention are explained Indicator 5: Diabetes is well described Causes are explained Symptoms are explained Ways of prevention are explained Indicator 6: Cataract is well described Causes are explained Symptoms are explained Ways of prevention are explained Observation Learning Outcome2.2: Describe communicable diseases Content Learning activities o Discussion on ways of Transmission of communicable disease Ways of transmission of Communicable disease Direct contact Indirect contact Communicable diseases Influenza Causes Transmission 48 | Page o Discussion on Causes, Symptoms, Transmission and Prevention of influenza Skills for a better destiny Resources Hand out notes Computer White board and markers projector Symptoms Prevention Hepatitis Causes Transmission Symptoms Prevention Tuberculosis Causes Transmission Symptoms Prevention AIDS Causes Transmission Symptoms Prevention Coronavirus o Discussion on Causes, Symptoms, Transmission and Prevention of Hepatitis o Discussion on Causes, Symptoms, Transmission and Prevention of tuberculosis o Discussion on Causes, Symptoms, Transmission and Prevention of AIDS o Discussion on Causes, Symptoms, Transmission and Prevention of CORONAVIRUS o Discussion on main control strategies Causes Transmission Symptoms Prevention Main control strategies of communicable disease Immunization Mass drug distribution Food safety Safe water and sanitation Injection safety and sterilization Blood safety Vector control Formative Assessment2.2 Performance criterion Describe properly communicable diseases in accordance with ways of transmission Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 49 | Page Skills for a better destiny Types of evidence - Writtenevidence - Performance evidence - Portfolio assessment tools Writtenevidence Matching questions Performance evidence Multiple questions Essay (short responses / extended responses) - Task: Describe communicable disease Checklist Score Yes Indicator 1: Ways of transmission of Communicable disease are well illustrated Direct contact is illustrated Indirect contact is illustrated Indicator 2: Influenza is well illustrated Causes are explained Ways of transmission are explained Symptoms are explained Ways of prevention are explained Indicator 3: Hepatitis is well illustrated Causes are explained Ways of transmission are explained Symptoms are explained Ways of prevention are explained Indicator 4: Tuberculosis is well illustrated Causes are explained Ways of transmission are explained Symptoms are explained Ways of prevention are explained Indicator 5: AIDS is well illustrated Causes are explained Ways of transmission are explained Symptoms are explained Ways of prevention are explained Indicator 6: Coronavirus is well illustrated Causes are explained Ways of transmission are explained Symptoms are explained Ways of prevention are explained Indicator 7: Main control strategies are well explained Immunization is explained 50 | Page Skills for a better destiny No Mass drug distribution is explained Food safety is explained Safe water and sanitation is explained Injection safety and sterilization is explained Blood safety is explained Vector control is explained Observation 51 | Page Skills for a better destiny LEARNING UNIT 3 - PREVENT GENDER BASED VIOLENCE AT WORKPLACE Learning Outcomes: 3.1 Describe gender based violence at workplace 3.2 Apply preventive measures for gender based violence at workplace Learning hours: 6 Hours Learning Outcome 3.1: Describe gender based violence Content Learning activities Resources o Discussion on key terms - Hand out notes o Discussion on forms of gender based violence - PPT slides on forms of gender based violence and types of sexual violence - Computer - White board and markers - projector Key terms Gender Violence Sexuality Forms of gender-based violence Child marriage Female genital mutilation Honor killings Trafficking for sex or slavery Intimate partner violence Physical punishment Sexual, emotional or psychological violence Gender based violence at workplace Sexual coercion Gender-based workplace discrimination Sexual harassment and intimidation Sexual exploitation and abuse Abuse and harassment around pregnancy. Psychological abuse 52 | Page o Discussion on types of sexual violence Skills for a better destiny Formative Assessment3.1 Performance criterion Describe properly gender based violence at workplace in accordance with forms of gender based violence Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. - Types of evidence Writtenevidence - Portfolio assessment tools Matching questions Multiple questions Essay (short responses / extended responses) Task: Describe gender based violence at workplace Checklist Score Yes Indicator 1: Key terms are well explained Gender is explained Violence is explained Sexuality is explained Indicator 2: Forms of gender-based violence are well explained Child marriage is explained Female genital mutilation is explained Honor killings is explained Trafficking for sex or slavery is explained Intimate partner violence is explained Physical punishment is explained Sexual, emotional or psychological violence is explained Indicator 3: Gender based violence at workplace are well explained Sexual coercion is explained Gender-based workplace discrimination is explained Sexual harassment and intimidation is explained Sexual exploitation and abuse is explained Abuse and harassment around pregnancy is explained Psychological abuse is explained Observation 53 | Page Skills for a better destiny No Learning Outcome3.2: Apply preventive measures for gender based violence at workplace Content Learning activities Resources o Discussion on key concepts - Warning signs - Posters of GBV - Reference books - Computer - White board and markers - projector Key concepts Gender based violence(GBV) Sexual violence Rwandan National policy for gender based violence workplace GBV preventive measures Create a supportive environment Offer communication and empathy training Establish a clear workplace violence policy Commit to a non-violent workplace Train employees to recognize warning signs Create an action plan, share it with employees, and practice Prevention Strategies (STOP SV) Promote Social Norms that Protect Against Violence Teach Skills to Prevent Sexual Violence Provide Opportunities to Empower and Support Girls and Women Create Protective Environments Support Victims/Survivors to Lessen Harms o Discussion on national policy for gender based violence o Discussion on workplace violence preventive measures o Discussion on preventive measures for sexual violence o Role play on applying preventive measures for gender based violence at workplace Formative Assessment3.2 Performance criterion Apply effectively preventive measures for gender based violence according to Rwandan national policy against gender-based violence 54 | Page Skills for a better destiny Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Writtenevidence - Performance evidence - Oral evidence Portfolio assessment tools - Matching questions Multiple questions Essay (short responses / extended responses) Observation checklist Task: Apply preventive measures for the following gender based violence in the workplace Sexual coercion Gender-based workplace discrimination Sexual harassment and intimidation Sexual exploitation and abuse Abuse and harassment around pregnancy. Psychological abuse Checklist Score Yes Indicator 1: Key concepts are well explained Gender based violence is explained Sexual violence is explained Indicator 2: Workplace GBV preventive measures are well applied Supportive environment is created Communication and empathy training is offered Clear workplace violence policy is established Commit to a non-violent workplace is done Employees are trained to recognize warning signs Action plan is created, shared with employees, and practised Indicator 3: Prevention strategies of sexual violence are well applied Social Norms that Protect Against Violence are promote Skills to Prevent Sexual Violence are taught Opportunities to Empower and Support Girls and Women are provided Protective Environments are created Victims/Survivors are supported to Lessen Harms Observation 55 | Page Skills for a better destiny No LEARNING UNIT 4– SUSTAIN INDIVIDUAL HEALTH AND SAFETY AT WORKPLACE Learning Outcomes: 4.1. Assess health and safety hazards at workplace 4.2. Establish workplace safety measures 4.3. Monitor safety performance at workplace 4.4. Respond to emergencies at workplace Equipment Learning hours: 12 Hours Learning Outcome 4.1: Assess health and safety hazards at workplace Content Learning activities Resources o Discussion ok key terms - Flipcharts - Markers o Discussion health best practice - Flipcharts stand - Training room - Projector - Lap top - Internet Key terms Health Safety Hazards Health best practice Eating a healthy diet Getting regular exercise Not smoking Maintain healthy weight limiting alcohol Getting enough rest Common types of health hazards in the workplace Chemical (asbestos, solvents, chlorine) Biological (tuberculosis, HIV, hepatitis, molds) Physical (noise, heat and cold, radiation, vibration) Ergonomics or Repetitive Strain Injuries (carpal tunnel syndrome, back injuries) Psychological (stress) Ways health hazards enter the body Breathing (inhalation) Swallowing (ingestion) Skin (absorption) Cuts (injection) Types of health effects Acute 56 | Page o Discussion on common types of health hazards in the workplace o Discussion on ways health hazards enter the body o Discussion on types of health effects o Discussion on common types of safety hazards in the workplace o Discussion on types of health effects o Discussion on common types of safety hazards in the workplace o Discussion on characteristics of healthy workplace Skills for a better destiny Chronic Local systematic Common types of safety hazards in the workplace Slips, trips and falls Being caught in or struck by moving machinery or other objects Fire and explosions Transportation and vehicle‐ related accidents Confined spaces Violence Benefits of a safe and healthy work environment Improve business performance Employee engagement. Reduce accidents and workrelated ill health Reduce sickness and sick pay costs Reduce insurance costs Characteristics of healthy workplace Maintain warning systems (fire, Alarms, precaution signs or warning posters). Consistent inspections of environmental conditions for hazards. Reporting and notation of safety issues. Health and Safety Audit Checklist for Workplace o Discussion on health and Safety Audit Checklist for Workplace Formative Assessment4.1 Performance criterion Assess clearly health and safety hazards at workplace in accordance with workplace health and safety audit checklist Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. 57 | Page Skills for a better destiny Types of evidence - Writtenevidence - Writtenevidence - Performance evidence - Oral evidence - Portfolio assessment tools Matching questions Multiple questions Essay (short responses / extended responses) Observation checklist Task: Assess health and safety hazards at workplace Checklist Score Yes Indicator 1: Key terms are well explained Health is explained Safety is explained Hazard is explained Indicator 2: Health best practice are well applied Healthy diet is taken Regular physical exercise is done Not smoking is applied Healthy weight is maintained Alcohol is limited Enough rest is taken Indicator 3: Common types of health hazards in the workplace are well explained Chemical hazards are explained Biological hazards are explained Physical hazards are explained Ergonomics or Repetitive Strain Injuries hazards are explained Psychological hazards are explained Indicator 4: Ways health hazards enter the body are explained Breathing is explained Swallowing is explained Skin way is explained Cuts way is explained Indicator 5: Types of health effects are explained Acute is explained Chronic is explained Local is explained Systematic is explained Indicator 6: Common types of safety hazards in the workplace are explained Slips, trips and falls are explained Being caught in or struck by moving machinery are explained 58 | Page Skills for a better destiny No Fire and explosions are explained Transportation and vehicle‐related accidents are explained Confined spaces are explained Violence is explained Indicator 7: Benefits of a safe and healthy work environment are explained Improve business performance are explained Employee engagement are explained Reduce accidents and work-related ill health are explained Reduce sickness and sick pay costs are explained Reduce insurance costs are explained Indicator 8: Characteristics of healthy workplace are explained Maintain warning systems are explained Consistent inspections of environmental conditions for hazards are explained Reporting and notation of safety issues are explained Indicator 9: Health and safety hazards at workplace are assessed Working Environment is assessed Housekeeping is assessed Material storage is assessed Electrical materials are assessed Ladders/step ladders are assessed Kitchen areas is assessed Toilet Facilities are assessed First Aid is assessed Fire Precautions are assessed Fire instructions are assessed COSHH (control of substances hazardous to health) is assessed Machinery is assessed PPE (personal protective equipment) is assessed Eyewash Bottles/Cylinders is assessed Outside areas is assessed Observation Learning Outcome4.2: Establish workplace safety measures Content Learning activities Resources o Discussion on tips for work safety - Handout notes - OSH Posters o Discussion on general safety indicators - Alarm - Warning signs Tips for work safety Reduce workplace stress Use mechanical aids whenever possible 59 | Page Skills for a better destiny Wear protective equipment o Discussion on ways to create a safe working to suit the task environment Use color codes, posters, labels and/or signs to warn o Practice on safety employees of potential measures hazards establishement Place OSH posters in all work and recreational areas Use digital signage to broadcast important safety information, updates, and messages. General safety indicators keep the work environment tidy and organized Report unsafe working conditions up the chain of command wear PPE in the right way and fits properly Easy access to safety equipment Handles heavy objects using proper lifting and carrying techniques Precaution signs (Everyone knows where to go and what to do in an emergency) Ways to create a safe working environment Eliminate potential hazards. Make sure all workers are properly trained Ensure workers have the proper equipment. Provide visual safety aids and messages Create/appoint a safety committee and hold safety meetings 60 | Page Skills for a better destiny - PPE - Computer - Projector - White/chalkboar d - Maker pen - Chalks Formative Assessment4.2 Performance criterion Establish effectively workplace safety measures based on general safety indicators Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. - Types of evidence Writtenevidence Performance evidence - Portfolio assessment tools Matching questions Multiple questions Essay (short responses / extended responses) Observation checklist Task: Establish safety measures in your workplace Checklist Score Yes Indicator 1: Potential hazards are well eliminated Workplace stress is reduced Mechanical aids are used whenever possible The work environment is kept tidy and organized Indicator 2: Make sure all workers are properly trained Precaution signs are respected Heavy objects are handled using proper lifting and carrying techniques Unsafe working conditions are reported up the chain of command Indicator 3: Make sure the appropriate PPE is well used Safety equipment is accessible PPE is worn in the right way and fits workers Protective equipment is worn to suit the task Indicator 4: Visual safety aids and messages are well used Color codes, posters, labels and/or signs are used to warn employees of potential hazards OSH posters are posted in all work and recreational areas Digital signage is used to broadcast important safety information, updates, and messages. Indicator 5: Safety committee is well created and safety meetings are properly held safety committee made up of workers from different units/departments is created Monthly meeting of safety committee is held 61 | Page Skills for a better destiny No Termly meeting of all employees is held Obervation Learning Outcome4.3: Monitor safety performance at workplace Content Learning activities Resources o Group discussion on basic concepts - Pictures of precautionsigns o Discussion on safety model - Hand out notes - Case study on Safety system excellence at workplace - Computer - White board and markers - Projector Basic concepts safety culture safety performance Safety climate Safety performance measurement Leading indicators Lagging indicators Safety performance (Safety system excellence) Input Leadership Resources Engineering controls Vision Values Assumptions Process o Discussion on safety system performance at workplace o Discussion on safety performance monitoring o Practice on safety performance monitoring at workplace Behavior Inspection and audits Teamwork Training Meeting Output Safe site Attitudes and awareness Safe production Results Safety excellence (No injuries, No incidents, stakeholder satisfaction) Safety performance monitoring Identification of indicators to be monitored 62 | Page Skills for a better destiny Collation of the information for safety monitoring Analysis of indicators Application of corrective action process Formative Assessment4.3 Performance criterion Monitor effectively safety performance at workplace in accordance with workplace Safety regulations Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. - Types of evidence Writtenevidence Performance evidence Oral evidence - Portfolio assessment tools Matching questions Multiple questions Essay (short responses / extended responses) Observation checklist Task: Monitor safety performance in your workplace Checklist Score Yes Indicator 1: Basic concepts are well explained safety culture safety performance Safety climate Indicator 2: Safety performance is well measured Leading indicators are measured Lagging indicators are measured Indicator 3: Safety performance input are well provided Leadership support is provided for safety of workers Resources for workplace safety are provided Assumptions of hazards are made Indicator 4: Safety performance process is well applied Safety behavior is applied Safety inspection and audits are conducted Teamwork is applied Training is provided Meetings are held 63 | Page Skills for a better destiny No Indicator 5: Safety performance output is well maintained Safe site is maintained Attitudes and awareness are kept Safe production is sustained Indicator 6: Safety performance results are interpreted No injuries No incidents, stakeholder satisfaction is kept Indicator 7: safety performance is well monitored Indicators to be monitored are identified The information for safety monitoring is collated Indicators are analyzed Corrective action process is applied Observation Learning Outcome4.4: Respond to emergencies at workplace Content Key terms Disaster Emergency Types of workplace emergencies Natural emergencies Work-related emergencies Civil emergencies Emergency Safety equipment Fire extinguisher Fire Horse Fire Blanket First aid kit Fire triangle Water fire extinguisher Swimming gear Car glass breaker PPE Stretcher/pram Workplace emergencies response procedures Chain of Command Emergency Response Personnel Emergency equipment 64 | Page Learning activities Resources o Discussion on key terms - Pictures/video o Discussion on video of emergencies at workplace - Disaster Blaster Game board, paper, marker, dice, game cards - - Fire extinguisher Fire Horse Fire Blanket First aid kit Fire triangle Water fire extinguisher Swimming gear Car glass breaker PPE Stretcher/pram - First aid kit - Computer - White board and markers o Discussion on Types of workplace emergencies o Discussion on Emergency Safety equipment o Practice on how to use emergency safety equipments o Discussion on Workplace emergencies response procedures o Discussion on how to Respond to emergencies in the workplace o Role play on emergency response Skills for a better destiny - Evacuation procedures Alarm system Respond to emergencies in the workplace Communication with emergency-scene coordinators. Block unsafe path ways Evacuate Providing first aid Estimate human injuries and casualties. Assess damage to the workplace. - projector Formative Assessment 4.4 Performance criterion Respond effectively to emergencies at workplace based on emergencies response procedures Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Writtenevidence - Matching questions - Performance evidence - Multiple questions - Essay (short responses / extended responses) - Observation checklist Task: Respond to emergency at your workplace Checklist Score Yes Indicator 1: Key terms are well explained Disaster is explained Emergency is explained Indicator 2: Types of workplace emergencies are well explained Natural emergencies are explained 65 | Page Skills for a better destiny No Work-related emergencies are explained Civil emergencies are explained Indicator 3: Emergency safety equipment are well described Fire extinguisher is described Fire Horse is described Fire Blanket is described First aid kit is described Fire triangle is illustrated Water fire extinguisher is described Swimming gear is described Car glass breaker is described Emergency PPE is described Stretcher/pram is described Indicator 3: Workplace emergencies response procedures are well established Chain of command is established Emergency response personnel are available Emergency equipment are accessible Evacuation procedures is established Alarm system is set Indicator 4: Respond to emergencies in the workplace is well done Communication with emergency-scene coordinators is done Unsafe path ways are blocked Evacuation is done First aid is provided Human injuries and casualties is estimated Damage to the workplace is assessed Observation 66 | Page Skills for a better destiny References AFSCME. (Jan 2011). Guide to health and safety in the workplace. AFSME. BLEICH, C. (n.d.). How To Prevent Workplace Violence: 7 Steps To Take Right Now. Retrieved September 2, 2020, from www.edgepointlearning.com: https://www.edgepointlearning.com/blog/workplace-violence-prevention/ Bob Smith, J. D. (2013, Jan 1). Rwandan National Policy on Gender-Based Violence. Retrieved August 26, 2020, from https://www.care.org.rw/: https://www.care.org.rw/resources/policies-andstrategies/item/306-rwandan-national-policy-on-gbv chaturvedi, P. (2005). Managing Safety Challanges Ahead. New delhi: Ashok kumar Mittal. David L. Heymann, A. P. (2004). Control of Communicable Diseases Manual. University of Michigan: American Public Health Association. Dean, F. L. (2020). First Aid and Emergency Care. Retrieved September 4, 2020, from www.fdean.com: https://fdean.com/RiskManagement/FirstAidAndEmergencyCare education, S. s. ( 2007, May 18). OH&S PROGRAM: GUIDES, POLICIES & PROCEDURES. Retrieved September 7, 2020, from https://ssrce.ca/: https://ssrce.ca/ohas-program-guides-policies-aprocedures/ Gautam, O., & Adhikari, B. (February 2010). Stages of hygiene monitorng. Bangradesh: Adhikar. Gross, P. D. (2011). Sexually transmitted infections and sexually transmitted diseases. Berlin. HSE. (December 2001). Guide to measuring health safety performance. Organization, W. H. (2001). WHO Recommended Strategies for the Prevention and Control of Communicable Diseases. World Health Organization, Department of Communicable Disease Control, Prevention and Eradication. safety, C. c. ( 2020, July 10). Hazard and Risk. Retrieved August 22, 2020, from www.ccohs.ca: https://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.html 67 | Page Skills for a better destiny IKINYARWANDA CY’UMUKANGURAMBAGA CCMKN601CCMKN601 Ikiciro : Gukoresha Ikinyarwanda cy’Umukangurambaga Amasaha ateganyijwe 6 50 Indengo : 5 Ishami : Agashami : Yose Twose Igihe yateguriwe: Kanama, 2020 Intego nyamukuru Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwigishwa abashe gukoresha neza Ikinyarwanda mu bukangurambaga butandukanye. Nyuma y’iri somo, uwiga azaba ashobora: Gukoresha ubuvanganzo bw’abana atanga uburere bukwiye ku bana, gukoresha Ikinyarwanda cy’ Umukangurambaga mu bugeni bw’iyamamaza no gukoresha Ikinyarwanda kiboneye akora ubukangurambaga ku ngingo zitandukanye. 68 | Page Skills for a better destiny Ubushobozi fatizo Si ngombwa Ingingo n’ibipimo by’ubushobozi Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho. Nyuma y’iri somo, uwiga azaba ashobora: Ingingo z’ubushobozi Ibipimo by’ubushobozi 1.1 Gusobanura neza ubuvanganzo bw’abana hashingiwe ku ngeri zabwo 3. Gukoresha ubuvanganzo bw’abana atanga uburere bukwiye ku bana 1.2 Gusesengura neza ubuvanganzo bw’abana hashingiwe ku turango twabwo 1.3 Gutanga uburere bukwiye ku bana hifashishijwe ubuvanganzo bubasusurutsa n’uburenganzira bwabo 2.1 Gusobanura neza ubugêni bw’iyamamaza hashingiwe ku turango twabwo 2. Gukoresha Ikinyarwanda cy’Umukangurambaga mu bugeni bw’iyamamaza 2.2 Guhimba neza amatangazo yamamaza hashingiwe ku mahame agenga ihimba ryayo 2.3 Gutegura neza inyandiko z’udukino tw’amatangazo yamamaza hashingiwe ku inozamvugo riyagaragaramo 3. Gukoresha Ikinyarwanda kiboneye akora ubukangurambaga ku ngingo zitandukanye 3.1 Gusobanura neza ubugêni bwo gukora ubukangurambaga yubahiriza amahame agenga itangwa ry’ibiganiro 3.2 Kugaragaza ingingo zitandukanye zakorwaho ubukangurambaga hashingiwe ku bibazo bihangayikishije umuryango nyarwanda 3.3 Gukoresha neza ikibonezamvugo mu bikorwa by’ubukangurambaga hashingiwe ku moko y’amagambo 69 | Page Skills for a better destiny IMBUMBE YA 1 - GUKORESHA UBUVANGANZO BW’ABANA ATANGA UBURERE BUKWIYE KU BANA BAKIRI BATO Umusaruro w’inyigisho: 1.1 Gusobanura ubuvanganzo bw’abana 1.2 Gusesengura ubuvanganzo bw’abana 1.3 Gutanga uburere bukwiye ku bana bakiri bato Amasaha: 10 Umusaruro w’inyigisho 1.1: Gusobanura ubuvanganzo bw’abana Ibyiîgwa Ibikorwa by’uwigwa o Ivumburamatsiko n’Ibibazo n’ibisubizo ku nshoza y’ubuvanganzo o Ubushakashatsi bwite ku ngeri z’ubuvanganzo bw’abana o Ibiganiro mu matsinda n’imurika ku ngingo z’umuco n’amateka mu buvanganzobw’abana Inshoza y’ubuvanganzo bw’abana Igisobanuro Umumaro Ingeri: Utuvugo Utwivugo Uturirirmbo Uturingushyo Amagorane Ibisakuzo Ingingo z’umuco n’amateka Imfashanyigisho - Ibitabo by’ubuvanganzo bw’abana - SEDE (CD) - Ikibaho - Amakaramu - Ingwa - Murandasi - Inkoranyamaga mbo mu buvanganzo bw’abana Igisonuro k’ingingo y’umuco n’iy’amateka Igaragazwa ry’ingingo z’umuco Igaragazwa ry’ingingo z’amateka Isuzuma mbonezanyigisho 1.1 Ubushobozi busuzumwa Gusobanura neza ubuvanganzo bw’abana hashingiwe ku ngeri zabwo 70 | Page Skills for a better destiny Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire - Inyandiko - Guhuza ukoresheje akambi - Ibikorwa - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA) - Ibibazo bisaba ibisubizo birambuye - Amajwi n’amashusho by’uwiga asobanura ubuvanganzo bw’abana Urutonde rw’ibisuzumwa Byagezweho Yego Oya Ikimenyetso cy’ubushobozi 1: Inshoza y’ubuvanganzo bw’abana yatanzwe neza Igisobanuro cy’ubuvanganzo bw’abana cyatanzwe Umumaro w’ubuvanganzo bw’abana wasobanuwe Ikimenyetso cy’ubushobozi 2: Ingeri z’ubuvanganzo bw’abana zasobanuwe neza Utuvugo twavuzwe Utwivugo twavuzwe Uturirimbo twavuzwe Uturingushyo twavuzwe Amagorane yavuzwe Ibisakuzo byavuzwe Ikimenyetso cy’ubushobozi 3: Ingingo z’umuco n’amateka zagaragajwe neza mu ngeri zitandukanye z’ubuvanganzo bw’abana Ingingo z’umuco zagaragajwe Ingingo z’amateka zagaragajwe Umwanzuro: Umusaruro w’inyigisho 1.2: Gusesengura ubuvanganzo bw’abana Ibyiîgwa Ibikorwa by’uwigwa o Ubushakashatsi bwite, ibiganiro mu matsinda n’imurika ku turango Uturango tw’ubuvanganzo bw’abana Uturango tw’Utuvugo 71 | Page Skills for a better destiny Imfashanyigisho - Ibitabo by’ubuvanganzo bw’abana Uturango tw’Utwivugo Uturango tw’Uturirirmbo Uturingushyo Amagorane Ibisakuzo Ikeshamvugo mu buvanganzo bw’abana Isubirajwi Isubirajambo Iishoboza Ihwanisha Iyitirira tw’ubuvanganzo bw’abana o Ubushakashatsi bwite, ibiganiro mu matsinda n’imurika ku ikeshamvugo mu buvanganzo bw’abana o Ubushakashatsi bwite, ibiganiro mu matsinda n’imurika ku nsanganyamatsiko ziri mu buvanganzo bw’abana - SEDE (CD) - Ikibaho - Amakaramu - Ingwa - Murandasi - Inkoranyamaga mbo Insanganyamatsiko ziri mu buvanganzo bw’abana Igisobanuro k’insanganyamatsiko Uburyo bwo gushaka insanganyamatsiko Itahura ry’insanganyamatsiko Isuzuma mbonezanyigisho 1.2 Ubushobozi busuzumwa Gusesengura neza ubuvanganzo bw’abana hashingiwe ku turango twabwo Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire - Inyandiko - Guhuza ukoresheje akambi - Ibikorwa - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA - Ibibazo bisaba ibisubizo birambuye - Amajwi n’amashusho uwiga asesengura ubuvanganzo bw’abana 72 | Page Skills for a better destiny Urutonde rw’ibisuzumwa Byagezweho Yego Oya Ikimenyetso cy’ubushobozi 1: Uturango tw’ingeri z’ubuvanganzo bw’abana twagaragajwe neza Uturango tw’utuvugo twagaragajwe Uturango tw’utwivugo twagaragajwe Uturango tw’uturirimbo twagaragajwe Uturango tw’uturingushyo twagaragajwe Uturango tw’amagorane twagaragajwe Uturango tw’ibisakuzo twagaragajwe Ikimenyetso cy’ubushobozi 2: Ikeshamvugo rikoreshwa mu buvanganzo bw’abana ryatahuwe neza Isubirajwi ryatahuwe Isubirajambo ryatahuwe Ishoboza yatahuwe Ihwanisha ryatahuwe Iyitirira ryatahuwe Ikimenyetso cy’ubushobozi 2: Insanganyamatsiko zitandukanye ziri mu buvanganzo bw’abana zatahuwe neza Igisobanuro k’insanganyamatsiko cyatanzwe Uburyo bwo gushaka insanganyamatsiko bwubahirijwe Insanganyamatsiko zagaragajwe Umwanzuro: Umusaruro w’inyigisho 1.3: Gutanga uburere bukwiye ku bana Ibyiîgwa Ubuvanganzo bususurutsa abana Ibihozo Imigani Ibisakuzo Utwivugo Uturirimbo Amagorane Udukino 73 | Page Ibikorwa by’uwigwa o Ubushakashatsi bwite, ibiganiro mu matsinda n’imurika ku buvanganzo bususurutsa abana o Ubushakashatsi bwite, ibiganiro mu matsinda n’imurika ku burenganzira bw’abana Skills for a better destiny Imfashanyigisho - Ibitabo by’ubuvanganzo bw’abana - SEDE (CD) - Ikibaho - Amakaramu - Ingwa n’inshingano z’umurezi ku mwana o Ibibazo n’ibisubizo, Ibiganiro mu matsinda n’imurika ku ngero zifatika zigaragaza uburyo bwo gutanga uburere bukwiye ku bana bakiri bato Uburenganzira bw’abana n’inshingano z’umurezi ku mwana Uburenganzira bw’umwana Uruhare r’umwana mu guharanira uburenganzira bwe Uruhare rw’umurezi mu guharanira uburenganzira bw’umwana Uruhare rwa Leta mu guharanira uburenganzira bw’umwana Uruhare rw’ imiryango itandukanye mu guharanira uburenganzira bw’ umwana Ingingo zigaragaza uburyo bwo gutanga uburere bukwiye ku bana bakiri bato Umuco nyarwanda Amateka Iterambere Ubusabane - Murandasi - Inkoranyamaga mbo Isuzuma mbonezanyigisho 1.3 Ubushobozi busuzumwa Gutanga uburere bukwiye ku bana hifashishijwe ubuvanganzo bubasusurutsa n’uburenganzira bwabo Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire • Inyandiko - Guhuza ukoresheje akambi - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA Amajwi 74 | Page Skills for a better destiny Ibibazo bisaba ibisubizo birambuye Amajwi n’ amashusho uwiga akoresha ubuvanganzo bususurutsa abana Itonde ry’ ibisuzumwa - Ibikorwa - Urutonde rw’ibisuzumwa Byagezweho Yego Oya Ikimenyetso cy’ Ubushobozi 1: Ubuvanganzo bususurutsa abana bwakoreshejwe neza Ibihozo byaririmbwe Imigani yaciwe Ibisakuzo byasakujwe Utwivugo twivuzwe Uturirimbo twaririmbwe Amagorane yavuzwe Udukino twakinwe Ikimenyetso cy’ubushobozi 2: Uburenganzira bw’abana n’inshingano z’umurezi ku mwana byagaragajwe neza Uburenganzira bw’ umwana bwasobanuwe Uruhare rw’umwana mu guharanira uburenganzira bwe rwagaragajwe Uruhare rw’umubyeyi mu guharanira uburenganzira bw’umwana rwagaragajwe Uruhare rwa Leta mu guharanira uburenganzira bw’umwana rwagaragajwe Uruhare rw’imiryango itandukanye mu muharanira uburenganzira bw’ umwana rwagaragajwe Ikimenyetso cy’ubushobozi 3: Ingingo zigaragaza uburyo bwo gutanga uburere bukwiye ku bana zagaragajwe Umuco wakomojweho Amateka yakomojweho Iterambere ryakomojweho Ubusabane bwakomojweho Umwanzuro: 75 | Page Skills for a better destiny IMBUMBE YA 2 - GUKORESHA IKINYARWANDA CY’UMUKANGURAMBAGA MU BUGENI BW’IYAMAMAZA Umusaruro w’inyigisho: 2.1 Gusobanura ubugêni bw’iyamamaza 2.2 Guhimba amatangazo yamamaza 2.3 Gutegura inyandiko z’udukino tw’amatangazo yamamaza Amasaha: 20 Umusaruro w’inyigisho 2.1: Gusobanura ubugêni bw’iyamamaza Ibyiîgwa Inshoza y’ubugêni bw’iyamamaza Igisobanuro k’iyamamaza Uturango tw’iyamamaza Indangagaciro na Kirazira mu iyamamaza Inzira z’iyamamaza Ibitangazamakuru Byandika Bisakaza amajwi n’amashusho Imbuga nkoranyambaga Impapuro nto ngendanwa Akamaro k’iyamamaza Ku mucuruzi Ku muguzi Ku bandi Ibikorwa by’uwigwa Imfashanyigisho o Ibibazo n’ibisubizo ku nshoza y’ubuvanganzo o Ivumburamatsiko ku nzira z’iyamamaza o Ibiganiro mu matsinda ku kamaro k’iyamamaza ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ Ibinyamakuru n’ibyapa byamamaza Sede (cd) Fulashi Ingwa Amakaramu Mudasobwa Inkoranyamaga mbo Ibikoresho bifata amajwi n’amashusho Ibikoresho bisakaza amajwi n’amashusho Ikibaho Murandasi Inkoranyamaga mbo Isuzuma mbonezanyigisho 2.1 Ubushobozi busuzumwa Gusobanura neza ubugêni bw’iyamamaza hashingiwe ku turango twabwo Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. 76 | Page Skills for a better destiny - Gihamya Inyandiko Ibikorwa Ibimenyetso mpamyamyigire - Guhuza ukoresheje akambi - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA - Ibibazo bisaba ibisubizo birambuye - Amashusho n’amajwi by’uwiga asobanura ubugeni bw’iyamamaza Urutonde rw’ibisuzumwa Byagezweho Yego Oya Ikimenyetso cy’ubushobozi 1: Inshoza y’ubugeni bw’iyamamaza yatanzwe neza Igisobanuro k’iyamamaza cyatanzwe Uturango tw’iyamamaza twagaragajwe Indangagaciro na kirazira mu iyamamaza byagaragajwe Ikimenyetso cy’ubushobozi 2: Inzira z’iyamamaza zagaragajwe neza Inzira y’ibitangazamakuru yagaragajwe Inzira y’imbuga nkoranyambaga yagaragajwe Inzira y’impapuro nto ngendanwa yagaragajwe Ikimenyetso cy’ubushobozi 3: Akamaro k’iyamamaza kasobanuwe neza Akamaro ku mucuruzi kasobanuwe Akamaro ku muguzi kasobanuwe Akamaro ku bandi kasobanuwe Umwanzuro Umusaruro w’inyigisho 2.2: Guhimba amatangazo yamamaza Ibyiîgwa Amahame agenga ihimba ry’amatangazo yamamaza Imvugo yoroheje Kurasa inteego Ibikorwa by’uwigwa Imfashanyigisho o Ubushakashatsi bwite ku mahame agenga ihimba ry’amatangazo yamamaza o Ubushakashatsi bwite ku moko y’amatangazo yamamaza ˗ Ukutarambirana Kugira umwimerere 77 | Page Skills for a better destiny ˗ ˗ ˗ ˗ ˗ ˗ Ibinyamakuru n’ibyapa byamamaza Sede (cd) Fulashi Ingwa Amakaramu Mudasobwa Inkoranyamaga mbo o Kwigana ibikorwa na Mwarimu ku guhimba itangazo ryamamaza Amoko y’amatangazo yamamaza Ayanditse Ay’iyumvamvugo Iyumvabona Guhimba itangazo ryamamaza Intambwe zo gukora itangazo ryamamaza Isesengura ryimbitse ku cyamamazwa no ku kigo kigicuruza Inteego nyamukuru Ubushakashatsi ku miterere y’isoko Kwandika itangazo Imbata y’amatangazo yamamaza Nyiramukurura Igihimba Umukono ˗ ˗ ˗ ˗ ˗ Ibikoresho bifata amajwi n’amashusho Ibikoresho bisakaza amajwi n’amashusho Ikibaho Murandasi Inkoranyamagamb o Isuzuma mbonezanyigisho 2.2 Ubushobozi busuzumwa Guhimba neza amatangazo yamamaza hashingiwe ku mahame agenga ihimba ryayo Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire - Amajwi - Guhuza ukoresheje akambi - Inyandiko - Guhitamo igisubizo cy’ukuri - Ibikorwa - Kuzurisha interuro amagambo, YEGO cyangwa OYA - Umusaruro - Ibibazo bisaba ibisubizo birambuye - Amajwi n’amashusho uwiga akoresha ubuvanganzo bususurutsa abana 78 | Page Skills for a better destiny - Itonde ry’ ibisuzumwa - Amashuho n’amajwi by’uwiga ahimba amatangazo yamamaza - Umukorongiro: Uwiga arahimba amatangazo yamamaza anayamurike? Urutonde rw’ibisuzumwa Byagezweho Yego Oya Ikimenyetso cy’ubushobozi 1: Amahame agenga ihimba ry’amatangazo yamamaza yasobanuwe neza Imvugo yoroheje yasobanuwe Irasa ku ntego ryasobanuwe Ukutarambirana byasobanuwe Ukugira umwimerere kwasobanuwe Ikimenyetso cy’ubushobozi 2: Amoko y’amatangazo yamamaza yasobanuwe neza Amatangazo yanditse yasobanuwe Amatangazo y’iyumvamvugo yasobanuwe Amatanganzo y’iyumvabona yasobanuwe Ikimenyetso cy’ubushobozi 3: Guhimba itangazo ryamamaza byakozwe neza Intambwe zo gukora itangazo ryamamaza zubahirijwe Imbata y’amatangazo yamamaza yubahirijwe Itangazo ryamamaza ryakozwe Umwanzuro: Umusaruro w’inyigisho 2.3: Gutegura inyandiko z’udukino tw’amatangazo yamamaza Ibyiîgwa Imyandikire y’Ikinyarwanda Ikata n’itakara ry’inyajwi Ifatana n’itandukana ry’amagambo Utwatuzo n’ibimenyetso byihariye no gukoresha inyuguti nkuru 79 | Page Ibikorwa by’uwigwa Imfashanyigisho o Ubushakashatsi bwite n’imurika ku myandikire y’Ikinyarwanda o Ibiganiro mu matsinda ku inozamvugo mu matangazo yamamaza o Kwigana ibikorwa na Mwarimu ku ntambwe zo ˗ Skills for a better destiny ˗ ˗ ˗ ˗ ˗ Ibinyamakuru n’ibyapa byamamaza; Sede (cd); Fulashi Ingwa Amakaramu; Mudasobwa; Inozamvugo mu matangazo yamamaza Inyunguramagambo Iminozanganzo Ikabya Ishushanyamvugo Igereranya Igerura N’iyindi Ihanikarurimi Imvugo ya gîhaânga Imvugo isanzwe Imvugo y’ubushyikirane Urufefeko Imvugo nyandagazi Intambwe zo gutegura inyandiko y’agakino k’iyamamaza Gukusanya ibitekerezo byo kubaka inkuru Gukora inshamake y’umuteguro w’inkuru Gutegura imbanzirizamushinga y’inyandiko y’agakino Kuzuza/Kurangiza/kunoza inyandiko y’agakino k’iyamamaza gutegura inyandiko y’agakinok’itangazo ryamamaza ˗ ˗ ˗ ˗ ˗ ˗ Inkoranyamaga mbo Ibikoresho bifata amajwi n’amashusho Ibikoresho bisakaza amajwi n’amashusho Ikibaho Murandasi Inkoranyamagamb o. Isuzuma mbonezanyigisho 2.3 Ubushobozi busuzumwa Gutegura neza inyandiko z’udukino tw’amatangazo yamamaza hashingiwe ku inozamvugo riyagaragaramo Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. 80 | Page Skills for a better destiny Gihamya Ibimenyetso mpamyamyigire - Amajwi - Guhuza ukoresheje akambi - Inyandiko - Guhitamo igisubizo cy’ukuri - Ibikorwa - Kuzurisha interuro amagambo, YEGO cyangwa OYA - Umusaruro - Ibibazo bisaba ibisubizo birambuyeAmajwi n’amashusho uwiga akoresha ubuvanganzo bususurutsa abanaItonde ry’ ibisuzumwa - Amashusho y’uwiga ategura inyandiko z’udukino tw’amatangazo yamamaza Umukorongiro: Uwiga arategura agakino gashingiye ku nyandiko yahimbye y’agakino k’itangazo ryamamaza - Urutonde rw’ibisuzumwa Byagezweho Yego Ikimenyetso cy’ubushobozi 1: Imyandikire y’Ikinyarwanda yubahirijwe neza Ikata n’itakara ry’inyajwi byubahirijwe Ifatana n’itandukana ry’amagambo byubahirijwe Utwatuzo n’ibimenyetso byihariye no gukoresha inyuguti nkuru byubahirijwe Ikimenyetso cy’ubushobozi 2: Inozamvugo mu matangazo yamamaza ryakoreshejwe neza Amagambo yakoreshejwe aratoranyije Iminozanganzo yakoreshejwe Ihanikarurimi rikwiye ryakoreshejwe Ikimenyetso cy’ubushobozi 3: Intambwe zo gutegura inyandiko y’agakino k’iyamamaza zubahirijwe neza Ikusanya ry’ibitekerezo byo kubaka inkuru ryakozwe Inshamake y’umuteguro w’inkuru yakozwe Imbanzirizamushiga y’inyandiko y’agakino yakozwe Inyandiko y’agakino k’iyamamaza yanogejwe Umwanzuro: 81 | Page Skills for a better destiny Oya IMBUMBE YA 3 - GUKORESHA IKINYARWANDA KIBONEYE UWIGA AKORA UBUKANGURAMBAGA KU NGINGO ZITANDUKANYE Umusaruro w’inyigisho: 3.1 Gusobanura ubugêni bwo gukora ubukangurambaga 3.2 Kugaragaza ingingo zitandukanye zakorwaho ubukangurambaga 3.3 Gukoresha ikibonezamvugo mu bukangurambaga Amasaha: 20 Umusaruro w’inyigisho 3.1: Gusobanura ubugêni bwo gukora ubukangurambaga Ibyiîgwa Inshoza y’ubukangurambaga Igisobanuro Inzira z’ubukangurambaga Inama rusange Amahuriro Ibiganiro mpaka Ibirori by’imyidagaduro Amarushanwa Urugo ku rundi Ubugêni bwo kuvuga mu ruhame Kumenya abo ubwira Kumenya aho uvugira Kwimenyereza icyo uvuga mu ruhame Kugenzura ibikoresho nkenerwa mbere yo kubikoresha Intambwe zo gukora ubukangurambaga 82 | Page Ibikorwa by’uwigwa Imfashanyigisho o Ivumburamatsiko n’ibibazo n’ibisubizo ku nshoza y’ubukangurambaga o Ibiganiro mu matsinda, ubushakashatsi bwite n’imurika ku bugeni bwo kuvuga mu ruhame o Ubushakashatsi bwite, ibibazo n’ibisubizo n’imurika ku ntambwe zo gukora ubukangurambaga ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ Skills for a better destiny Ibitabo binyuranye SEDE (CD) Ikibaho Marikeri Mudasobwa Murandasi Inkoranyamaga mbo Ibinyamakuru n’ibyapa byamamaza Sede (cd) Fulashi Ingwa Amakaramu Mudasobwa Inkoranyamaga mbo Ibikoresho bifata amajwi n’amashusho Ibikoresho bisakaza amajwi n’amashusho Ikibaho Murandasi Inkoranyamagam bo. Gusobanura imiterere y’ikibazo Gutegura abafashamyumvire Kugena intego Gutegura iteganyabikorwa Guhugura abafashamyumvire Guhitamo abafatanyabikorwa Gushyira mu bikorwa iteganyabikorwa Isuzumabikorwa Isuzuma mbonezanyigisho 3.1 Ubushobozi busuzumwa Gusobanura neza ubugêni bwo gukora ubukangurambaga yubahiriza amahame agenga itangwa ry’ibiganiro Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire - Inyandiko - Guhuza ukoresheje akambi - Ibikorwa - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA Ibibazo bisaba ibisubizo birambuye - Amajwi n’amashusho by’uwiga asobanura ubugeni bwo gukora ubukangurambaga Urutonde rw’ibisuzumwa Byagezweho Yego Ikimenyetso cy’ubushobozi 1: Gusobanura ubugêni bwo gukora ubukangurambaga byubahirijwe neza Inshoza y’ubugeni yasobanuwe 83 | Page Skills for a better destiny Oya Ubukangurambaga bwasobanuwe Inzira z’ubukangurambaga zarondowe Ikimenyetso cy’ubushobozi 2: Ubugêni bwo kuvuga mu ruhame bwubahirijwe neza Kumenya abo abwira byubahirijwe Kumenya aho uvugira byubahirijwe Kwimenyereza icyo uvuga mu ruhame byakozwe Kugenzura ibikoresho nkenerwa mbere yo kubikoresha byakozwe Ikimenyetso cy’ubushobozi 3: Intambwe zo gukora ubukangurambaga zagaragajwe neza Intambwe yo gusobanura imiterere y’ikibazo yagaragajwe Intambwe y’itegurwa ry’abafashamyumvire yagaragajwe Intambwe yo kugena inteego yagaragajwe Intambwe y’iteganyabikorwa ryagaragajwe Intambwe y’amahugurwa y’abafashamyumvire yagaragajwe Intambwe y’itoranya ry’abafatanyabikorwa yagaragajwe Intambwe y’ishyirwa mu bikorwa ry’iteganyabikorwa yagaragajwe Umwanzuro: Umusaruro w’inyigisho 3.2: Kugaragaza ingingo zitandukanye zakorwaho ubukangurambaga Ibyiîgwa Ubukangurambaga ku burwayi bwo mu mutwe Inshoza ku burwayi bwo mu mutwe Ikeshamvugo rijyanye n’ubuzima bwo mutwe Uburyo bwo kwita ku bafite uburwayi bwo mu mutwe Kumutega amatwi Kwirinda kumuhutaza Kumushyikiriza inzego z’ubuzima 84 | Page Ibikorwa by’uwigwa Imfashanyigisho o Ivumburamatsiko/ Ibiganiro mu matsinda/Ibibazo n’ibisubizo, n’imurika ku bukangurambaga ku burwayi bwo mu mutwe o Ivumburamatsiko/ Ibiganiro mu matsinda/Ibibazo n’ibisubizo, n’imurika ku bukangurambaga ku bahuye n’ihungabana o Ivumburamatsiko/ Ibiganiro mu ˗ Skills for a better destiny ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ Ibitabo binyuranye SEDE (CD) Ikibaho Marikeri Mudasobwa Murandasi Inkoranyamaga mbo Ibinyamakuru n’ibyapa byamamaza Sede (cd) Fulashi Ingwa Amakaramu Mudasobwa Ubukangurambaga ku ngingo y’ihungabana Inshoza ku ihungabana Ikeshamvugo rijyanye n’ihungabana Uburyo bwo kwita ku bahuye n’ihungabana Kumutega amatwi Ubutabazi bw’ibanze (ku babihuguriwe ) Kumushyikiriz a inzego z’ubuzima Ubukangurambaga ku ngingo yo kwimakaza umuco w’amahoro Inshoza ku muco w’amahoro Igisobanuro ku muco w’amahoro Amateka ku ihungabana ry’umuco w’amahoro mu Rwanda Intambwe zatewe mu kugarura umuco w’amahoro mu Rwanda Ibikorwa byo kwimakaza umuco w’amahoro Kwirinda amakimbirane Gukemura ibibazo binyuze mu nzira z’ibiganiro Gukorera mu birakwiye ko 85 | Page matsinda/Ibibazo ˗ n’ibisubizo, n’imurika ku ˗ bukangurambaga ku bikorwa byo kwimakaza umuco w’amahoro ˗ ˗ ˗ ˗ Skills for a better destiny Inkoranyamaga mbo Ibikoresho bifata amajwi n’amashusho Ibikoresho bisakaza amajwi n’amashusho Ikibaho Murandasi Inkoranyamagamb o matsinda n’amashyirahamwe Ubumwe n’ubwiyunge Isuzuma mbonezanyigisho 3.2 Ubushobozi busuzumwa Kugaragaza ingingo zitandukanye zakorwaho ubukangurambaga hashingiwe ku bibazo bihangayikishije umuryango nyarwanda Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire - Inyandiko - Guhuza ukoresheje akambi - Ibikorwa - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA - Ibibazo bisaba ibisubizo birambuye - Amajwi n’amashusho by’uwiga agaragaza ingingo zinyuranye zakorwaho ubukangurambaga Urutonde rw’ibisuzumwa Byagezweho Yego Ikimenyetso cy’ubushobozi 1: Ubukangurambaga ku burwayi bwo mu mutwe bwakozwe neza Inshoza ku burwayi bwo mu mutwe yasobanuwe Ikeshamvugo rijyanye n’ubuzima bwo mutwe ryagaragajwe Uburyo bwo kwita ku bafite uburwayi bwo mu mutwe bwagaragajwe Ikimenyetso cy’ubushobozi 2: Ubukangurambaga ku ngingo y’ihungabana yakozwe neza Inshoza ku ihungabana yasobanuwe Ikeshamvugo rijyanye n’ihungabana ryagaragajwe Uburyo bwo kwita ku bahuye n’ihungabana bwagaragajwe 86 | Page Skills for a better destiny Oya Ikimenyetso cy’ubushobozi 3: Ibikorwa byo kwimakaza umuco w’amahoro byagaragajwe neza Uburyo bwo kwirinda amakimbirane bwagaragajwe Uburyo bwo gukemura ibibazo binyuze mu nzira z’ibiganiro bwagaragajwe Uburyo bwo gukorera mu matsinda n’amashyirahamwe bwagaragajwe Uburyo bwo guharanira ubumwe n’ubwiyunge bwagaragajwe Umwanzuro: Umusaruro w’inyigisho 3.3: Gukoresha ikibonezamvugo mu bikorwa by’ubukangurambaga Ibyiîgwa Izina Inshoza y’izina Amoko y’amazina Izina bwite Izina rusange Intêgo zihariye z’amazina Intego y’izina mbonera Intego y’izina ry’urusobe Inshinga Inshoza y’inshinga Amoko y’inshinga. Inshinga isanzwe (yuzuye) Inshinga nkene (mburabuzi) Indango z’inshinga Indango yemeza Indango ihakana Ingiro z’inshinga Ingiro nkora Ingiro ntega Ingiro ngaruka Amagambo adahinduka Ibyungo 87 | Page Ibikorwa by’uwigwa Imfashanyigisho o Ivumburamatsiko/Ibiganiro mu matsinda/ Ibibazo/Kwigana ibikorwa na Mwarimu ku ntego zihariye z’amazina/ ubushakashatsi n’imurika ku izina o Ivumburamatsiko/Ibiganiro mu matsinda/ Ibibazo, ubushakashatsi n’imurika ku nshinga o Ivumburamatsiko/Ibiganiro mu matsinda/ Ibibazo, ubushakashatsi n’imurika ku magambo adahinduka ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ Skills for a better destiny Ibitabo binyuranye SEDE (CD) Ikibaho Marikeri Mudasobwa Murandasi Inkoranyamag ambo Ibinyamakuru n’ibyapa byamamaza Sede (cd) Fulashi Ingwa Amakaramu Mudasobwa Ibikoresho bifata amajwi n’amashusho Ibikoresho bisakaza amajwi n’amashusho Ingera Indangahantu Amarangamutima Inyigana Isuzuma mbonezanyigisho 3.3 Ubushobozi busuzumwa Gukoresha neza ikibonezamvugo mu bikorwa by’ubukangurambaga hashingiwe ku moko y’amagambo Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho. Gihamya Ibimenyetso mpamyamyigire - Inyandiko - Guhuza ukoresheje akambi - Ibikorwa - Guhitamo igisubizo cy’ukuri - Kuzurisha interuro amagambo, YEGO cyangwa OYA - Ibibazo bisaba ibisubizo birambuye - Amashusho n’amajwi by’uwiga akoresha neza ikibonezamvugo mu mvugo no mu nyandiko by’ubukangurambaga - Umukorongiro: Uwiga arakoresha ikibonezamvugo mu mvugo cyangwa inyandiko mu bikorwa by’ubukangurambaga binyuranye Urutonde rw’ibisuzumwa Byagezweho Yego Ikimenyetso cy’ubushobozi 1: izina mu bukangurambaga ryakoreshejwe neza Inshoza y’izina yagaragajwe Amoko y’amazina yarondowe Intêgo zihariye z’amazina zasesenguwe Ikimenyetso cy’ubushobozi2: Inshinga mu bukangurambaga yakoreshejwe neza Inshoza y’inshinga yasobanuwe Amoko y’inshinga yatondaguwe Indango z’inshinga zagaragajwe/ zasobanuwe/ zakoreshejwe 88 | Page Skills for a better destiny Oya Ingiro z’inshinga zagaragajwe/ zasobanuwe/ zakoreshejwe Ikimenyetso cy’ubushobozi 3: Ubwoko bw’amagambo adahinduka bwakoreshejwe neza Ibyungo byakoreshejwe Ingera zakoreshejwe Indangahantu zakoreshejwe Amarangamutima yakoreshejwe Inyigana zakoreshejwe Umwanzuro: 89 | Page Skills for a better destiny 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. Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire (1961) Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain Publishers, Kigali 10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain Publishers, Kigali 11. 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. 12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima, Paris, OIF 13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda, Imfashanyigisho ibanza, Kigali Rwanda 14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 15. MARIUS D.(1971), Les Devinettes Du Rwanda Ibisakuzo Editions universitaires, Butare 16. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC, Kigali 17. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu Cyiciro cya Gatatu, Kigali 18. SIBOMANA A,(1984) Igitaramo cy’Abana 19. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo Nyarwanda, Kigali. 20. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils. 90 | Page Skills for a better destiny Ibyifashishijwe kuri murandasi 1. https://www.scriptreaderpro.com/screenwriting-tips-and-tricks/ 2. https://www.google.com/search?q=steps+of+writing+an+advertisement&oq=steps+ ofwriting+an+advertisment&aqs=chrome.1.69i57j0.32054j0j7&client=ms-androidtranssion-tecno-rev1&sourceid=chrome-mobile&ie=UTF-8 3. https://smallbusiness.chron.com/5-parts-advertising-ad-23988.html 4. https://www.google.com/search?q=steps+of+writing+an+advertisement&oq=steps+ ofwriting+an+advertisment&aqs=chrome.1.69i57j0.32054j0j7&client=ms-androidtranssion-tecno-rev1&sourceid=chrome-mobile&ie=UTF-8 5. https://advocatesforyouth.org/resources/health-information/strategies-guided-bybest-practice-for-community-mobilization/ 6. https://moodle.digital-campus.org/mod/page/view.php?id=15160 https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-publicspeaking.html 7. https:/advocatesforyouth.org/resources/health-information/strategies-guided-bybest-practice-for-community-mobilization/ 91 | Page Skills for a better destiny PRE-ADVANCED WORKPLACE ENGLISH CCMEN601 CCMEN601 RTQF Level: 6 Credits: 9 Apply Pre-advanced Workplace English Learning hours 50 Sector: All Sub-sector: All Issue date: September, 2020 Purpose statement This module describes the skills, knowledge and attitudes required to communicate effectively at the workplace. In fact, the trainee will be able to apply English general language skills, listen to trade related speeches, speak about trade related topics and read trade-specific texts. Once this module is well delivered the trainee will be equipped with necessary skills to communicate in English at workplace. 92 | Page Skills for a better destiny Learning assumed to be in place N/A 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 1. Apply English general language skills Performance criteria 2.1. Use effectively English parts of speech in sentences in accordance with grammatical rules 2.2. Use correctly verb forms in sentences according to grammar rules 2.3. Write correctly sentences according to sentence types 2.1. Interpret information from audiovisual materials in relation with different varieties of English accents 2. Listen to trade related speeches 2.2. Answer correctly listening questions in accordance with effective listening skills 2.3. Summarize effectively information captured in line with summarizing techniques 2.1. Pronounce properly English sounds according to phonological rules. 3. Speak about trade related topics 2.2. Present clearly trade related topics based on speaking skills 2.3. Describe effectively trade related activities according to the given context 2.1. Identify accurately specific information from text as per reading techniques 4. Read trade-specific texts 2.2. Read correctly trade related texts according to stress rules 2.3. Apply effectively punctuation marks and spelling rules to read trade related text based on proper orthography 93 | Page Skills for a better destiny LEARNING UNIT 1: APPLY ENGLISH GENERAL LANGUAGE SKILLS Learning Outcomes: 1.1. Use English parts of speech 1.2. Use verb forms 1.3. Write sentences Learning hours: 10 Hours Learning Outcome 1.1: Use English parts of speech Content Learning activities ● Concept of nouns o Brainstorming on nouns - Whiteboard Definition o Discussion on adjectives - Chalkboard - Markers - Chalks o Discussion on article - Eraser o Brainstorming on prepositions - Flipchart - Pen o Question and answer on conjunctions - Sheets of paper - Pencil/ highlighter - Reference books - Reading material Types of nouns Proper versus common nouns countable versus uncountable abstract versus concrete single versus compound nouns collective nouns Function of nouns o Discussion on pronouns o Practical exercise on using parts of speech in sentences Subject Object Object of preposition Complement Agent Appositive Apostrophes Plural of nouns ● Adjectives Possessive adjectives 94 | Page Skills for a better destiny Resources Demonstrative adjectives Indefinite adjectives Numerical adjectives ● Pronouns Personal pronouns Subject Object Possessive pronouns Reflexive pronouns ● Articles Definite article Indefinite article Zero article ● Prepositions Definition Types Time Place Prepositions after some words After verbs After adjectives ● Conjunctions Definition of conjunction Coordinating conjunctions Correlative conjunctions Subordinating conjunctions Formative Assessment 1.1 Performance criterion Use effectively English parts of speech in sentences in accordance with grammatical rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 95 | Page Skills for a better destiny Types of evidence - Written evidence Portfolio assessment tools - Matching questions - Multiple questions - Fill in the blanks/sentence completion - Essay (Short responses) Checklist Score Yes Indicator 1: the concepts of “nouns” is well explained “Noun” is defined Types of nouns are explained Functions of nouns are explained Plural of nouns are explained Indicator 2: Adjectives are properly used Possessive adjectives are used Demonstrative adjectives are used Indefinite adjectives are used Numerical adjectives are used Indicator3: Pronouns are effectively used Personal pronouns are used Possessive pronouns are used Reflexive pronouns considered 96 | Page Skills for a better destiny No Indicator 4: Articles are correctly used Definite article is used Indefinite articles are used Zero article is considered Indicator 5: Prepositions are effectively used Types of prepositions are considered Prepositions after some words are used Indicator 6: Conjunctions are effectively used Coordinating conjunctions are used Correlative conjunctions are used Subordinating conjunctions are used Observation Learning Outcome 1.2: Use verb forms Content Learning activities ● Concept of verb o Discussion the concept of the verb - Whiteboard - Chalkboard o Discussion on tenses - Markers o Discussion on active versus passive voice - Chalks - Eraser - Flipchart - Pen - Sheets of paper - Pencil/highlighter - Reference books - Reading material Definition Types of verbs Action verbs Transitive verbs Intransitive verbs Linking verbs Helping verbs Auxiliary verbs o Brainstorming on reported speech o Discussion on conditional sentences Modal verbs Phrasal verbs 97 | Page Skills for a better destiny Resources o Discussion on relative clauses ● Tenses Definition Present tenses o Practical exercise on the application of verb forms to write sentences Past tenses Future tenses Subjunctive Present subjunctive Past subjunctive ● Active versus passive voice Change of tenses Change of adverbs Change of pronouns ● Reported speech Reporting statements Reporting questions Reporting orders ● Conditional sentences Pprobable Improbable Unfulfilled ● Relative clauses Defining relative clause Non-defining relative clause Formative Assessment 1.2 Performance criterion Use correctly verb forms in sentences according to grammar rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence 98 | Page Portfolio assessment tools - Matching questions - Multiple questions - Fill in the blanks/sentence completion Skills for a better destiny - Essay (Short responses) - Observation checklist - Task: Write conditional sentences (probable improbable &unfulfilled) Checklist Score Yes Indicator 1: The concept of verb is clearly explained Key terms are defined The term “verb” is defined The term “tense” is defined Types of verbs are identified Action verbs are identified Linking verbs are identified Helping verbs are identified Phrasal verbs are identified Indicator 2: Tenses are correctly used Present tenses are used Past tenses are used Future tenses are used Subjunctive is used Indicator 3: Active and passive voice are effectively used Tenses are used Adverbs are used 99 | Page Skills for a better destiny No Pronouns are used Indicator 4: Reported speech is properly used Statements are reported Questions are reported Orders are reported Indicator 5: Conditional sentences are correctly written Probable conditional sentence is written Improbable conditional sentence is written Unfulfilled conditional sentence is written Indicator 6: Relative clauses are correctly written Defining relative clause is written Non-defining relative clause is written Observation Learning Outcome 1.3: Write sentences Content Learning activities o Brainstorming on definition of key terms o Question and answer on forms of sentences o Discussion on the structure of sentences o Practical exercise on writing Definition of key terms Sentence Clause Types of sentences according to the form Declarative sentence Interrogative sentence Imperative sentence Exclamatory sentence sentences Types of sentences according to the structure Simple sentence Compound sentence Complex sentence Compound complex sentence 100 | Page Skills for a better destiny Resources - Whiteboard - Projector - Computer - Flipcharts - Markers - Chalks - Duster - Reference books - Pen - Paper Formative Assessment 1.3 Performance criterion Write correctly sentences according to sentence types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence Portfolio assessment tools - Close questions (Matching questions, multiple Choice questions, true – false questions, sentence completion / fill in the blanks, etc) - Open questions (Essay: short responses) - Observation checklist - Task: Write sentences according to given instructions Checklist Score Yes Indicator 1: Key terms are well defined Sentence is defined Clause is defined Indicator 2: Types of sentences according to the form are well written A full stop is used in declarative sentences A question mark is used in interrogative sentence Instructions are given using imperative sentences Exclamation mark is used in exclamatory sentence Indicator 3: Types of sentences according to the structure are written Simple sentences are written Compound sentences are written Complex sentences are written Compound complex sentence are written Observation 101 | Page Skills for a better destiny No LEARNING UNIT 2: LISTEN TO TRADE RELATED SPEECHES Learning Outcomes: 2.1. Interpret effectively information from audiovisual materials 2.2. Answer listening questions 2.3. Summarize information captured Learning hours: 10 Hours Learning Outcome 2.1: Interpret information from audiovisual materials Content Learning activities ● Concepts of listening o Question and answer on listening definition - Whiteboard - Chalkboard o Discussion on listening process - Markers - Chalks o Listening practical exercise on trade related topics - Eraser - Computer - Projector o Discussion on Benefits of applying listening strategies - Internet - Audiovisual resources - Speakers - Flipchart - Pen - Sheets of paper - Pencil/highlighter - Reference books Definition of key terms Listening models Competitive or combative listening Passive or attentive listening Active or reflective listening Types of listening Biased listening Sympathetic listening Empathetic listening Critical listening Informational listening Appreciative listening Selective listening Rapport listening Types of listerners Time-oriented Action-oriented Content-oriented People-oriented 102 | Page Skills for a better destiny Resources ● Listening process Pre-listening While listening Post-listening ● Listening strategies Be attentive Ask questions Don’t interrupt unnecessarily Use body language Take note ● English accents Definition of key terms Accent Dialect World English(es) paradigm Global spread of English The future of World Englishes Types of accents British accent (RP) American accent Indian accent Nigerian accent Formative Assessment 2.1 Performance criterion Interpret effectively information from audiovisual materials in relation with different varieties of English accents Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 103 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Oral evidence - Multiple questions - Short questions - Checklist - Task: Answer questions about a trade related recorded audiovisual material Checklist Score Yes Indicator1: Concepts of listening are well explained The term “listening” is defined Listening models are explained Types of listening are explained Types of listeners are explained Indicator 2: Listening process is well respected Pre-listening is done While listening is done Post-listening is done Indicator 3: Listening strategies are well applied Attentiveness is reflected Questions are asked Unnecessary interruptions are avoided Body language is used Notes are taken 104 | Page Skills for a better destiny No Indicator 4: World Englishe (s ) paradigm is well explained Global spread of English is explained The future of World Englishes is explained Indicator 5: Audiovisual materials with different types of English accents are well interpreted Key terms are explained World Englishe(s ) paradigm is explained Types of English accents are listened to Audiovisual material with British accent (RP) is interpreted Audiovisual material with American accent is interpreted Audiovisual material with Indian accent is interpreted Audiovisual material with Nigerian accent is interpreted Observation Learning Outcome 2.2: Answer listening questions Content Learning activities ● Listening barriers Environmental and physical Cognitive and personal barriers Difference between speech and thought rate Lack of listening preparation Bad messages and/or speakers Prejudice Bad listening practices o Discussion on listening barriers o Practical exercise on applying paraphrasing techniques in answering questions of different types. ● Paraphrasing techniques 105 | Page Skills for a better destiny Resources - Whiteboard - Chalkboard - Markers - Chalks - Eraser - Computer - Projector - Internet - Audiovisual resources - Speakers Using synonyms and key words - Flipchart - Pen Changing word class - Sheets of paper Changing the grammatical structure - Pencil/highlighter - Reference books Changing percentages and numbers Changing word order Changing sentence patterns Breaking long sentences nito short ones Making abstract ideas more concrete Change a clause to a phrase or vice versa Change quoted speech to indirect speech or vice versa Change from active voice to passive voice or vice versa Answering different types of listening questions Matching Multiple choice Note completion Form completion Table completion Sentence completion Summary completion Short answer questions Map & plan labelling Diagram & flowchart completion 106 | Page Skills for a better destiny Formative Assessment 2.2 Performance criterion Answer correctly listening questions in accordance with effective listening skills Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Oral evidence - Multiple choice questions - Short answer questions - Performance evidence checklist - Task: Listen to a recorded audio visual trade related message and answer to the questions about it. Checklist Score Yes Indicator 1: Listening barriers are well explained Environmental and physical barriers are explained Cognitive and personal barriers are explained Speech and thought rate are differentiated Lack of listening preparation is explained Bad messages and/or speakers are explained Prejudice is explained Bad listening practices are explained Environmental and physical barriers are explained Indicator 2: Paraphrasing techniques are well applied 107 | Page Skills for a better destiny No Synonyms and key words are used The class of words is changed Grammatical structure is changed Percentages and numbers are changed Word order is changed Sentence patterns are changed Long sentences are broken into short ones Abstract ideas are made more concrete Clauses are changed to phrases or vice vers Quoted speeches are chanded to indirect speeches or vice versa Active voice is changed to passive voice or vice versa Indicator 3: Questions of different types are answered Matching questions are asnwered Multiple choice questions are asnwered Note completion is done Form completion is done Table completion is done Sentence completion is done Summary completion is done 108 | Page Skills for a better destiny Short answer questions are asnwered Map & plan labelling is done Diagram & flowchart completion is done Matching questions are asnwered Observation Learning Outcome 2.3: Summarize information captured Content Learning activities o Question and answer on definition of key terms - Chalkboard - Markers o Discussion on characteristics and elements of agood summary - Chalks - Eraser - Computer - Projector - Internet - Audiovisual resources - Speakers - Flipchart - Pen Proper citation - Sheets of paper Thesis statement - Pencil/highlighter - Reference books Definition of key terms Summary Characteristics of a good summary Understandable Faithful Brief o Practical exercise on summarizing trade related instructions. Unified Elements for a good summary Supporting ideas Grammar and the structure of writing Length Steps in summary writing 109 | Page Skills for a better destiny Resources Read Reread Write one sentence summaries Formulate the thesis statement Write the first draft Edit the draft Write the final draft Techniques in summary writing Grasping the central idea Condensation Formative Assessment 2.3 Performance criterion Summarize effectively information captured in line with summarizing techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Essay (short / extended responses) - Oral evidence - Checklist - Product evidence - Task: Summarize a recorded audio visual trade related message Checklist 110 | Page Skills for a better destiny Score Yes Indicator 1: Key term(s) is/are defined The term “summary” is defined Indicator 2: Characteristics of a good summary are well reflected The summary is understandable The reproduction is faithful The summary is brief The summary is unified Indicator 3: Elements for a good summary are well reflected Proper citations are reflected The thesis statement is reflected Supporting ideas are reflected Grammar and the structure of writing are reflected Length is appropriate Indicator 4: Steps in summary writing are well respected Reading is done Rereading is done One-sentence summaries are written The thesis statement is formulated 111 | Page Skills for a better destiny No The first draft is written The draft is edited The final draft is written Indicator 5: Techniques in summary writing are well applied Paraphrasing is done The central idea is grasped Condensation is done Observation 112 | Page Skills for a better destiny LEARNING UNIT 3: SPEAK ABOUT TRADE RELATED TOPICS Learning Outcomes: 3.1. Pronounce English sounds 3.2. Present trade related topics 3.3. Describe trade related activities Learning hours: 20 hours Learning Outcome 3.1: Pronounce English sounds Content Learning activities ● Brainstorming on definition of key terms Repetition drills on all types of sounds Brainstorming on types of sounds ● Definition of key terms sound phonology phonetics Types of sounds Vowel sounds Short vowels Long vowels Diphthongs Triphthongs Consonant sounds Silent letters Auxiliary letters Exocentric diagraphs Endocentric duagraphs Dummy letters Inert letters Empty letters Individual research and presentation on all the types of sounds Practical exercise on pronunciation of all types of sounds Practical exercise on pronunciation of words containing silent letters Resources - Whiteboard - Computer - Projector - internet - speakers - Chalkboard - Eraser - Flipchart - Audiovisual resources - Soft and hard dictionaries - Pen - Sheets of paper - Pencil/highlighter - Reference books - Reading materials Formative Assessment 3.1 Performance criterion Pronounce properly English sounds according to phonological patterns Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 113 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Oral evidence - Multiple questions - Short questions - Sentence completion / fill in the blanks - Observation checklist - Task: Read a given passage pronouncing correctly the English sounds and respecting the silent ones. Checklist Score Yes Indicator 1: Key terms are clearly explained Sound is defined Phonology is defined Phonetics is defined Indicator 2: Vowel sounds are properly pronounced Short vowels are pronounced Long vowels are pronounced Diphthongs are pronounced Triphthongs are pronounced Consonants are pronounced Indicator 3: Silent letters are omitted Silent letters are identified (auxiliary letters and dummy letters) Silent letters are not pronounced Observation Learning Outcome 3.2: Present trade related topics Content Learning activities ● Oral presentation skills Structure of an oral presentation Introduction Body Conclusion 114 | Page o Brainstorming on oral presentation skills o Discussion / role play on public speaking Skills for a better destiny Resources - Whiteboard - Projector - Computer - Flipcharts - Markers - Chalks No ● Preparation Knowledge of the audience Knowledge of subject Use of time and rehearsal o Discussion on debate o Public speaking /debate practical exercise on trade related topics Personal appearance ● Presentation delivery Poise and enthousiasm Eye contact Use of voice Use of time Language Visual aids Dos and DON’Ts of oral presentation ● Delivery methods Extemporaneous method Impromptu method Memorization method Reading method ● Public speaking Definition of public speaking Types of public speaking Demonstrative speaking Persuasive speaking Descriptive speaking Narrative speaking 115 | Page Skills for a better destiny - Duster - Reference books - Pen - Sheets of paper - Tips for effective public speaking Prepare to succeed Say it correctly Overcome your anxiety Make first impressions count Stand for attention Act naturally Make eye contact Show your feelings Make yourself heard Silence your distracters ● Debate Debate vs discussion Debate skills Structure Role of the teams Opening proposition Opening opposition Closing proposition team Closing opposition team Case building Points of information Formative Assessment 3.2 Performance criterion Present clearly trade related topics based on speaking skills 116 | Page Skills for a better destiny Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Oral evidence - Matching questions - Written evidence - Multiple questions - Performance evidence - Essay (Short answer questions) - Recordings of presentation and debate. - Observation checklist - Task: Organize a parliamentary debate in class. - Present a given trade related topic in class. Checklist Score Yes Indicator 1: Oral presentation skills are effectively applied Structure of an oral presentation is respected Indicator 2: Oral presentation is well prepared Knowledge of the audience is reflected Knowledge of subject is reflected Time is appropriately used Personal appearance is appropriate Indicator 3: Oral presentation is well delivered Poise and enthousiasm are reflected Eye contact is maintained Voice is appropriately used Time is effectively used Language is appropriate Visual aids are effectively used Dos and DON’Ts of oral presentation are considered Indicator 4: Oral presentation delivery methods are well applied Extemporaneous method is applied Impromptu method is applied Memorization method is applied 117 | Page Skills for a better destiny No Reading method is applied Indicator 5: The concept of public speaking is effectively explained Public speaking is defined Types of public speaking are explained Indicator 6: Tips for effective public speaking are well applied Desired outcome is identified Value to the audience is provided Slides are not relied on too much Conversational tone is used Examples and anecdotes are incorporated Indicator 7: Concept of debate is well explained Debate is defined Debate and discussion are differentiated Debate skills are applied Structure is respected Role of each of the teams is performed Cases are built Points of information are given Observation Learning Outcome 3.3: Describe trade related activities Content Learning activities Key term(s) Descriptive words Descriptive words Verbs Definition o Discussion on descriptive words - Whiteboard - Markers o Brainstorming on tips for an oral description - Computer - Projector - internet - speakers - Chalkboard - Chalks - Eraser - Flipchart - Audiovisual resources - Pen o Oral presentation on trade related topics descriptions Some descriptive verbs Adjectives Definition Comparison of adjectives Comparative 118 | Page Resources Skills for a better destiny Superlative - Sheets of paper Irregular comparison - Reference books - Reading materials Progressive comparison Conditional comparison Order of adjectives Some descriptive adjectives Adverbs Definition Adverbs of frequency Adverbs of manner Adverbs of degree ● Tips for an oral description Talk in sentences Organize your description – Start with a general idea before going into details Give reasons for your ideas Talk about the situation as well as the physical things you can see 119 | Page Skills for a better destiny Give some personal reaction Listen quietly when your partner describes Formative Assessment 3.3 Performance criterion Describe effectively trade related activities according to the given context Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Close questions - Performance evidence - Matching questions - Multiple Choice questions, - True – false questions - Sentence completion / fill in the blanks, etc) - Open questions (Essay: short responses) - Observation checklist - Task: Describe your workshop orally to your colleagues in class. Checklist Score Yes Indicator 1:the key term is well defined The term ”descriptive words” is defined Indicator 2: Descriptive words are appropriately used Descriptive verbs are used Descriptive adjectives are used Order of adjectives is respected Adverbs are used Indicator 3: Tips of an oral description are well applied Talk in sentences is applied Description is organized 120 | Page Skills for a better destiny No General idea started before going into details Reason for the idea is given Situation and physical things that can be seen are talked about Some personal reactions are given Partner description is listened to quietly Observation 121 | Page Skills for a better destiny LEARNING UNIT 4: READ TRADE-SPECIFIC TEXTS Learning Outcomes: 4.1. Identify specific information from the text 4.2. Read trade related texts 4.3. Apply punctuation marks and spelling rules to read trade related texts Learning hours: 10 Hours Learning Outcome 4.1: Identify specific information from the text Content Learning activities ● Concept of effective reading o Discussion on the concept of effective reading Definition of effective reading Effective reading strategies o Question and answer on reading techniques Components of reading o Discussion on bad reading habits to avoid Attitude/motivation (Contextualisation) o Practical exercise on Phonological Identification of specific awareness information from trade related texts Reading fluency Vocabulary Comprehension ● Reading techniques Scanning Skimming Intensive Extensive ● Bad reading habits to avoid Poor decoding Poor automaticity. Poor fluency 122 | Page Skills for a better destiny Resources - Whiteboard - Markers - Eraser - Chalkboard - Flipchart - Pen - Sheets of paper - Pencil/highlighter - Reference books - Reading material Reading too fast Being a passive rather than active reader Physical discomfort while reading Formative Assessment 4.1. Performance criterion Identify accurately specific information from text as per reading techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Oral evidence - Multiple choice questions - Short answer questions - Record of students’ reading - Observation checklist - Task: Identify trade related vocabulary in the text. Checklist Score Yes Indicator 1: Concept of effective reading Effective reading is defined Effective reading strategies are stated Components of reading are explained Indicator 2: Reading techniques are clearly explained Scanning is defined Skimming defined 123 | Page Skills for a better destiny No Intensive reading explained Extensive reading explained Indicator 3: Components of reading are effectively explained Attitude/motivation is explained Phonological awareness is defined Reading fluency is explained Vocabulary is explained Comprehension is explained Observation Learning Outcome 4.2: Read trade related texts Content Learning activities ● Concept of Stress o Brainstorming on stress Resources o Discussion on word stress rules - Whiteboard - Chalkboard o Practical exercise on application of stress and intonation to read trade related texts. - Markers - Chalks - Computer Stress on first syllable - Speakers Stress on last syllable - Stress on penultimate syllable Audiovisual resoiurces - Flipchart - Pen - Sheets of paper - Pencil/ highlighter - Reference books - Reading materials definition Forms of stress Weak forms Strong forms ● Word stress rules Stress on anti-penultimate Stress on compound nouns ● Intonation Definition Types of intonation Falling intonation Rising intonation Rise-fall intonation 124 | Page Skills for a better destiny Fall-rise intonation Formative Assessment 4.2 Performance criterion Read correctly trade related texts according to stress rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Oral evidence - Multiple Choice questions - True – False questions - Sentence completion / fill in the blanks) - Observation checklist - Task: Read a given trade related text Checklist Score Yes Indicator 1: the concept of Stress is properly explained Stress is defined Forms of stress are explained Indicator 2: Word stress rules are correctly applied Stress on first syllable is considered Stress on last syllable is applied Stress on penultimate syllable is considered Stress on ante-penultimate is applied 125 | Page Skills for a better destiny No Stress on compound nouns is applied Indicator 3: Intonation is effectively used Intonation is defined Types of intonation are applied Observation Learning Outcome 4.3: Apply punctuation marks and spelling rules to read trade related texts Content Learning activities ● Key concepts: o Question and answer on key concepts - Whiteboard - Chalkboard o Question and answer on types of punctuation - Markers - Chalks o Discussion on spelling rules - Eraser - Flipchart o Practical exercise on reading text related topics - Pen - Sheets of paper - Pencil/highlighter - Reference books - Reading material Orthography Punctuation spelling ● Types of punctuation marks Question mark Full stop Exclamation mark Dash Hyphen Coma Colon Semicolon Quotation marks is applied Apostrophes are used Spelling rules “I” before “E”, except after “C” 126 | Page Skills for a better destiny Resources Adding suffixes to words that End in “Y” The silent “E” Double consonants Plural suffixes Formative Assessment 4.3 Performance criterion Apply effectively punctuation marks and spelling rules to read trade related text based on proper orthography Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Oral evidence - Multiple Choice questions - True – False questions - Sentence completion / fill in the blanks) - Observation checklist - Task: Read a trade related text Checklist Score Yes Indicator 1: key terms are defined Orthography is defined Punctuation is defined Spelling is defined Indicator 2: Types punctuation marks are properly applied Question mark is applied Full stop is applied Exclamation mark is applied 127 | Page Skills for a better destiny No Dash is applied Hyphen is applied Coma is applied Colon is applied Semicolon is applied Quotation marks is applied Apostrophes are used Indicator 3: Spelling rules are properly applied “I” before “E”, except after “C” rule is applied Adding suffixes to words that End in “Y” rule is applied The silent “E” rule is applied Double consonants rule is applied Plural suffixes rule is applied Observation References 1 EDC Communications. (n.d.). Developing Effective Listening Skills. Retrieved September 11, 2020, from www.thinkedc.com: https://thinkedc.com/wpcontent/uploads/2016/10/Effective-Listening-Skills-eBook.pdf 2 Brady, M., & Leigh, J. A. (n.d.). A little book of listening skills. 52 essential practices for profoundlly loving yourself and other people. Retrieved September 11, 2020, from https://lavasoft.gosearchresults.com/?q=A+little+book+of+listening+skills.+52+essential+ practices+for+profoundlly+loving+yourself+and+other+people&tt=vmn__webcompa__1_0 __go__lvs__webcompa__1_0__go__ch_WCYID10384_200826__yrff__yrff&pid=5ac784309 091147a162b 3 Clementson, T. (2005). Natural English reading and writing skills. Pre-intermediate resource book. Oxford: Oxford University Press. 4 Davidson, J. (2003). The Complete Guide to Public Speaking. New Jersey: John Wiley & Sons, Inc. 5 Daywalt, D. (n.d.). AN EDUCATOR’S GUIDE TO LETTER WRITING. Retrieved August 27, 2020, from https://www.penguin.com/static/images/yr/pdf/CrayonsGuide.pdf 6 Duffy, G. g. (2009). Explaining REading.A Resource for Teaching Concepts, Skills, and Strategies. Ney York: The Guilford Press . 128 | Page Skills for a better destiny 7 Foster, J. (2005). Effective Writing Skills for Public Relations (3 ed.). London: Kogan Page Limited. 8 Ladouce, G. P. (1995). Reading intermediate. Oxford suplementary skills. Oxford: Oxford University Press. 9 Miller, R. T. (2019). English orthography and reading . John Wiley & Sons, Inc. . 10 Murphy, R. (2019). English Grammar in Use. A self study reference and practice book for intermediate learners of English with answers (5 ed.). Cambridge: Cambridge University Press. 11 Murphy, R. (2012). English Grammar in Use. A self-study reference and practice book for intermediate learners of English (4 ed.). Cambridge: Cambridge University Press. 12 Wells, J. C. (1996). Accents of English 3: Beyond the British Isles . Cambridge : Cambridge Universiry Prees . 13 Wells, J. C. (1982). Accents of English I. An introduction. Cambridge: Cambridge University Press. 129 | Page Skills for a better destiny FRANÇAIS ELEMENTAIRE DANS LE METIER CCMFR601- CCMFR601 Utiliser le Français élémentaire dans le métier Heures d’apprentissag e 50 RTQF Niveau: 6 Crédits: 3 Secteurs : Toutes les secteurs sauf : tourisme et Hôtellerie Sous secteur: Toutes les options sauf : tourisme et Hôtellerie Date d’édition: Septembre, 2020 But visé Ce module vise à doter les apprenants de connaissances, de compétences et d'attitudes nécessaires pour employer le français élémentaire. Tout au long de ce module, les apprenants seront capables de s’exprimer oralement et par ecrit dans le langage simple, utiliser les règles grammaticales de base, employer les termes techniques appropriés et composer un texte simple. A la fin de ce module, l’apprenant sera capable d’employer le français élémentaire dans le métier. 130 | Page Skills for a better destiny Les prérequis exigés N/A Les éléments de compétence et critères de performance Des unités d’apprentissage décrivent les résultats essentiels de compétence. Les critères de performance décrivent les performances requises pour démontrer l’accomplissement de l'unité d’apprentissage. A la fin du module, l’apprenant sera capable de : Eléments de compétence 1. S’exprimer oralement et par écrit dans le langage simple 2. Utiliser les règles grammaticales de base Critères de performance 1.1. Employer correctement le vocabulaire approprié selon la situation présentée 1.2. Poser convenablement une question selon les règles grammaticales 1.3. Formuler précisément une idée en se basant sur la formation de la phrase simple 2.1 Conjuguer convenablement les verbes de base selon les règles de conjugaison 2.2. Ordonner logiquement les mots dans la phrase simple selon leur nature et fonction 2.3. Accorder correctement les mots dans une phrase selon les règles grammaticales 3. Employer les termes techniques appropriés 3.1 Utiliser convenablement les mots techniques en rapport avec le domaine et le contexte 3.2 Négocier d’une façon convaincante des différentes affaires en conformité avec les règles de politesse 3.3 Décrire proprement les activités professionnelles en rapport avec le domaine et le contexte 131 | Page Skills for a better destiny 4. Composer un texte simple 4.1 Formuler correctement une phrase complexe en utilisant les locutions conjonctives 4.2 Rédiger méthodiquement un paragraphe en suivant les techniques de rédaction d’un paragraphe 4.3 Composer clairement un texte simple selon la structure d’un texte 132 | Page Skills for a better destiny UNITÉ D’APPRENTISSAGE 1 – S’EXPRIMER ORALEMENT ET PAR ÉCRIT DANS LE LANGAGE SIMPLE Résultats d’apprentissage: 1.1 Employer le vocabulaire approprié 1.2 Poser une question 1.3 Formuler une idée Heures 20 Heures d’apprentissage: Résultats d’apprentissage 1.1: Employer le vocabulaire approprié Contenu Activités d’apprentissage ● Différentes façons d’entrer en contact avec quelqu’un Expressions de salutations Expressions de prendre congé Expressions de se présenter Nom Age Nationalité Profession Lieu de naissance et de résidence Présenter quelqu’un d’autre o Exercices d’imitation des sons et des expressions énoncées Audio-visuels (CD, Disques, etc…) o Jeux de rôle appliqués sur tout le contenu en rapport avec l’usage du vocabulaire approprié Tableau o Questions- réponses appliquées sur tout le contenu en rapport avec l’usage du vocabulaire approprié o Observation de la vidéo, image et objets en rapport avec le vocabulaire approprié Les présentatifs Epeler le nom ● Expressions de se débrouiller dans une situation donnée 133 | Page Ressources Skills for a better destiny Projecteurs Craies Marqueur Photo image Livres Machine ordinateur Haut-parleur Microphone Manières simples d’accepter et refuser Les formules de politesse les plus courantes (« excusezmoi », « s’il vous plaît », « pardon », « merci ») Donner des instructions / des indications (ordonner) Expressions temporelles et spaciales Heure Jour Date Mois Quatre points cardinaux Expression de quantité Expression de lien de parenté Expression des goûts et de préférence Des termes designant activités quotidiennes ● Vocabulaires en rapport avec des objets du milieu environnant 134 | Page Classe Bureau Habits Parties du corps Animaux Skills for a better destiny Evaluation formative 1.1 Critère de performance Employer correctement le vocabulaire approprié selon la situation présentée L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille Preuve orale Enregistrement Preuve écrite Liste de vérification Preuve de performance Questions fermees (Question à choix multiple, questions correspondantes, Vrai ou Faux) Tâche : Jouer un dialogue sur les salutations et présentations Liste de vérification/contrôle Résultat Oui Indicateur 1: Différentes expressions d’entrer en contact avec quelqu’un sont bien employées Expressions de salutations sont utilisées selon le temps Expressions de prendre congé sont utilisées selon le contexte Expressions de se présenter sont utilisées( Nom, Age, Nationalité, Profession, Lieu de naissance et de résidence) Expressions de présentation de quelqu’un sont utilisées (Les présentatifs, Epelation du nom) Indicateur 2 : Expressions de se débrouiller dans une situation donnée sont bien employées Expressions simples d’accepter et refuser sont appliquées Formules de politesse les plus courantes sont utilisées Expressions de donner des instructions / des indications (ordonner) est appliquée Expressions temporelles et spaciales sont utilisées Expression de quantité sont utilisées Expression de lien de parenté sont utilisées Expression des goûts et de préférence sont utilisées Termes designant activités quotidiennes sont employées 135 | Page Skills for a better destiny Non Indicateur 3 : Le Vocabulaire en rapport avec des objets du milieu environnant est bien employé Le vocabulaire en rapport avec les objets de la classe est utilisé Le vocabulaire en rapport avec les materiels de bureau est utilisé Le vocabulaire en rapport avec les habits est utilisé Le vocabulaire en rapport avec les parties du corps est utilisé Le vocabulaire en rapport avec les noms des animaux est utilisé Observation Résultats d’apprentissage 1.2: Poser une question Contenu ● Activités d’apprentissage Trois façons de poser une question Intonation Emploi de “est-ce que” Inversion du sujet ● Les déterminants interrogatifs Adjectifs interrogatifs Pronoms interrogatifs Adverbes interrogatifs où (Le lieu) quand (Le temps) comment (La manière) combien (La quantité) pourquoi (Le but / cause) Ressources o Questions-réponses appliquées sur tout le contenu en rapport avec les façons de poser une question Audio-visuels (CD, Disques, etc…) o Exercices d’imitation sur des expressions énoncées Marqueur o Jeux de rôle appliqués sur tout le contenu en rapport avec les façons de poser une question Projecteurs Tableau Craies Photo image Livres Machine ordinateur Haut-parleur Microphone Evaluation formative 1.2 Critère de performance Poser convenablement une question selon les règles grammaticales L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. 136 | Page Skills for a better destiny Types des preuves Outil d'évaluation de portefeuille Preuve orale Enregistrement Preuve écrite Liste de vérification Questions fermees (Question à choix multiple, questions correspondantes, Vrai ou Faux) Tâche : Jouer un dialogue sur ‘poser une question’ Liste de vérification/contrôle Résultat Oui Non Indicateur 1: Les trois façons de poser une question sont bien appliquées Intonation est utilisée « est-ce que » est employé Inversion du sujet est utilisée Indicateur 2 : Les déterminants interrogatifs sont bien employés Les adjectifs interrogatifs sont employés Les pronoms interrogatifs sont employés Indicateur 3 : les adverbes interrogatifs sont bien employés « où » est associé avec complément circonstaciel de lieu « quand » est associé avec le complément circonstaciel de temps « comment » est associé avec complément circonstanciel de manière « combien » est associé avec complément circonstaciel de mesure « pourquoi » est associé avec le complément circonstaciel de but/cause Observation Résultats d’apprentissage 1.3: Formuler une idée Contenu ● Les pronoms personnels Pronoms personnels sujet Pronoms personnel complément ● Les fonctions des verbes 137 | Page Activités d’apprentissage Ressources o Questions -réponses sur tout le contenu en rapport avec la formulation d’une idee Audio-visuels (CD, Disques, etc…) Projecteurs Tableau Craies Marqueur Skills for a better destiny ● ● Verbes d’état Verbes d’action Les compléments d’objet o Exercices d’application sur la formulation d’une idee Direct Indirect Formation d’une phrase simple Photo image Livres Machine ordinateur Haut-parleur Microphone Sujet+Verbe d’action Sujet+Verbe+Adjectif Sujet+Verbe d’action+adverbe Sujet+Verbe d’action+adverbe+adje ctif Sujet+Verbe d’action+adverbe+adve rbe Sujet+Verbe complément d’objet Sujet+Verbe complément circonstaciel Evaluation formative 1.3 Critère de performance Formuler précisément une idée en se basant sur la formation de la phrase simple L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille Preuve orale Enregistrement Preuve écrite Liste de vérification Choix multiple Vrai ou Faux Compléter une phrase Tâche : Former une phrase simple 138 | Page Skills for a better destiny Liste de vérification/contrôle Résultat Oui Indicateur 1: Les pronoms personnels sont bien employés Pronoms personnels sujet sont employés Pronoms personnel complément sont employée Indicateur 2 : Les fonctions des verbes sont bien identifiés L’état ou une manière d’etre du sujet est exprimé Action faite ou subit par le sujet est exprimée Indicateur 3 : Les compléments d’objet sont bien distingués Complément d’Objet Direct est identifié Complément d’Objet Indirect est identifié Indicateur 4 : Une phrase simple est bien structurée Sujet+Verbe d’action Sujet+Verbe d’état+adjectif Sujet+Verbe+Adv+adjectif Sujet+Verbe+Adverbe+Adverbe Sujet+Verbe+Complémen d’objet Sujet+Verbe+Complément Circonstaciel Observation 139 | Page Skills for a better destiny Non UNITÉ D’APPRENTISSAGE 2 – S’EXPRIMER ORALEMENT ET PAR ÉCRIT DANS LE LANGAGE SIMPLE Résultats d’apprentissage: Heures d’apprentissage: 2.1. Employer le vocabulaire approprié 2.2. Poser une question 2.3. Formuler une idée Heures 30 Résultats d’apprentissage 2.1: Employer le vocabulaire approprié Contenu Activités d’apprentissage Les verbes de base Questions-réponse sur tout le contenu en rapport avec conjugaison des verbes de base Auxiliaires Être Avoir Semi auxiliaires Venir de Exercices d’application sur tout le contenu en rapport avec conjugaison des verbes de base Aller Être en train de Pouvoir Vouloir Verbes du 1er groupe Verbes du 2eme groupe Types de modes Indicatif Infinitif Participe Subjonctif Conditionnel Impératif Les temps de l’indicatif 140 | Page Skills for a better destiny Ressources Projecteurs Tableau Craies Marqueur Livres Machine ordinateur Indicatif présent Indicatif imparfait Indicatif Futur Indicatif PC Evaluation formative 2.1 Critère de performance Conjuguer convenablement les verbes de base selon les règles de conjugaison L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille Preuves écrites Questions fermées (Question à choix multiple, questions correspondantes, Vrai ou Faux, compléter une phrase) Questions ouvertes Liste de vérification/contrôle Résultat Oui Indicateur 1: Les verbes de base sont bien employés La conjugaison des verbes auxiliaires est mémorisée( Etre, Avoir) La conjugaison des verbes semi-auxiliaires est mémorisée (Venir de, Aller, Être en train de, Pouvoir,Vouloir) La conjugaison des verbes du 1er groupe est mémorisée La conjugaison des verbes du 2eme est mémorisée Indicateur 2 : Les différents types de modes sont bien identifiés Indicatif est identifié Infinitif est identifié Participe est identifié Subjonctif est identifié Conditionnel est identifié Imperatif est identifié Indicateur 3 : Les temps de l’indicatif sont employés Indicatif présent est employé Indicatif imparfait est employé Indicatif Futur est employé Indicatif PC est employé 141 | Page Skills for a better destiny Non Observation Résultats d’apprentissage 2.2: Ordonner les mots dans la phrase simple Contenu Nature des mots Article Défini Indéfini Partitif Nom Genre Nombre Activités d’apprentissage Questions-réponses appliquées sur tout contenu en rapport avec l’ordre des mots dans la phrase simple Projecteurs Tableau Craies Marqueur Livres Exercices d’application sur tout le contenu en rapport avec l’ordre des mots dans la phrase Pronom Possessif Démonstratif Adjectif Qualificatif Possessif Démonstration Numéral Adverbe Lieu Manière Temps Quantité Préposition Lieu Temps 142 | Page Ressources Skills for a better destiny Machine ordinateur Les fonctions d’un mot Les fonctions grammaticales par rapport à un nom Apposition Epithète Complément du nom Les fonctions grammaticales par rapport à un verbe Sujet COD COI COS Complémet d’agent Complément circonstaciels Les fonctions grammaticales compléments circonstaciels Lieu Temps Moyen Manière Comparaison Les fonctions attribut Attribut du sujet Attribut du COD Type de phrases 143 | Page Skills for a better destiny Affirmative Négative Interrogative Exclamative Evaluation formative 2.2 Critère de performance Ordonner logiquement les mots dans la phrase simple selon leur nature et fonction L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Preuves écrites Outil d'évaluation de portefeuille Questions fermees (Question à choix multiple, questions correspondantes, Vrai ou Faux, compléter une phrase) Questions ouvertes Liste de vérification/contrôle Résultat Oui Indicateur 1 : Les natures des mots sont bien identifiés Les articles sont employés Les règles de genre des noms sont appliquées Les règles de nombre des noms sont appliques Les différents pronoms sont employés (possessifs, demonstratifs) Les différents adjectifs sont utilisés (Qualitatifs,Possessif, Démonstratif, Numéral) Les adverbes sont employés (Lieu, Manière,temps, quantité) Préposition sont employés (Lieu, Temps) Indicateur 2 : Les fonctions d’un mot sont bien identifiées Les fonctions grammaticales par rapport à un nom sont identifiées (Apposition, Epithète, complément du nom) Les fonctions grammaticales par rapport à un verbe sont identifiées 144 | Page Skills for a better destiny Non Les fonctions grammaticales compléments circonstaciels sont identifiées Les fonctions attribut sont identifiées Indicateur 3 : Les différents types de phrases sont bien identifiés Phrase affirmative est construite Phrase negative est construite Phrase interrogative est construite Phrase exclamative est construite Observation Résultats d’apprentissage 2.3: Accorder les mots dans une phrase Contenu Accord du verbe Accord du verbe avec un ou plusieurs sujets Accord du verbe avec un adverbe de quantité Accord de l’adjectif qualificatif Genre Activités d’apprentissage Questions-réponses sur tout le contenu en rapport avec l’accord des mots dans une phrase Projecteurs Tableau Craies Marqueur Livres Exercices d’application sur l’accord des mots dans une phrase Nombre Accord du participe passé Accord du participe passé employé sans auxiliaire Accord du participe passé employé avec l'auxiliaire être Accord du participe passé employé avec l’auxiliaire avoir 145 | Page Ressources Skills for a better destiny Machine ordinateur Evaluation formative 2.3 Critère de performance Accorder les mots dans une phrase d’une façon appropriée selon les règles grammaticales L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Preuve ecrite Outil d'évaluation de portefeuille Questions fermees (Question à choix multiple, questions correspondantes, Vrai ou Faux, compléter une phrase) Questions ouvertes Liste de vérification/contrôle Résultat Oui Indicateur 1: Accord du verbe est bien fait Indicateur 2 : Accord de l’adjectif est bien fait Les règles d’accord sur le genre des adjectifs sont appliquées Les règles d’accord sur le nombre des adjectifs sont appliquées Indicateur 3 : Accord du participe passé est bien fait Accord du participe passé employé sans auxiliaire est fait Accord du participe passé employé avec l'auxiliaire être est fait Accord du participe passé employé avec l’auxiliaire avoir est fait Observation 146 | Page Skills for a better destiny Non UNITÉ D’APPRENTISSAGE 3 – EMPLOYER LES TERMES TECHNIQUES APPROPRIÉS Résultats d’apprentissage: Utiliser les mots techniques. Négocier différentes affaires. Décrire les activités professionnelles Heures d’apprentissage: Heures 10 Résultats d’apprentissage 3.1: Utiliser les mots techniques Contenu Activités d’apprentissage Les outils relatifs au domaine (Exemple au choix : Automobile) Questions-réponses sur les outils relatifs au domaine L’outillage de base Les clés à ouverture fixe Les Clés et pinces à ouverture variable Outils à chocs et tournevis Le marteau Une panoplie de tournevis Les titres Les chefs de technique Les chefs de mécanique 147 | Page Projecteurs Tableau Craies Exercices d’application sur les outils, titres et services. Marqueur L’observation guidée sur les outils relatifs au domaine Machine ordinateur Classe promenade dans les ateliers pour l’apprentissage des noms des outils Un jeu de clés mâles Un tournevis à choc Ressources Recherche individuelle et présentation sur les titres Recherche individuelle et présentation sur les services Skills for a better destiny Photo image Livres Haut-parleur Microphone Les mécanicien spécialiste auto Les techniciens de maintenance Acheteur/Acheteuse Aérodynamicien/ Aérodynamicienne Carrossier/Carrossière Chef/Cheffe des ventes Contrôleur/Contrôleuse technique automobile Designer industriel/Designeuse industrielle Dessinateur/Dessinatrice en construction mécanique Électromécanicien/Électroméc anicienne Ingénieur/Ingénieure calcul Les services Administratifs Techniques De soutien Evaluation formative 3.1 Critère de performance Utiliser convenablement les mots techniques en rapport avec le domaine et le contexte 148 | Page Skills for a better destiny L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille Preuve orale Enregistrement Preuve écrite Liste de contrôle Questions fermees (Question à choix multiple, questions correspondantes, Vrai ou Faux, compléter une phrase) Questions ouvertes Liste de vérification/contrôle Résultat Oui Non Indicateur 1: Les expressions désingant des outils relatifs au domaine (Exemple au choix : Automobile) sont convenablement utilisées Indicateur 2 : Les termes désignant les titres relatifs au domaine sont bien utilisés Indicateur 3 : Les expressions désignant les services sont bien utiliséss selon le domaine et le contexte Observation Résultats d’apprentissage 3.2: Négocier différentes affaires Contenu Formules de politesse à un supérieur hiérarchique et un client Utilisation du conditionnel Vouvoiements Les expressions pour debattre ou négocier Expressions des émotions (encourager, soulager, Supplier, Remercier) Activités d’apprentissage Exercices d’imitation des expressions énoncées sur les formules de politesse et sur la gestion d’une conversation. Audio-visuels (CD, Disques, etc…) Question réponse sur gestion d’une conversation Marqueur Jeux de rôle appliqués sur tout le contenu en rapport avec la gestion d’une conversation. Machine ordinateur Observation de la vidéo, image et objets en 149 | Page Ressources Skills for a better destiny Projecteurs Tableau Craies Photo image Livres Haut-parleur Microphone Expressions utiles quand on n’a pas bien compris quelque chose Expressions de demander l’avis Expression de desaccord Expression d’accord rapport avec les expressions appropriées pour les formules de politesse et la gestion d’une conversation. Question réponse sur “donner son point de vue” Jeux de rôle appliqués sur donner son point de Evaluation formative 3.2 Critère de performance Négocier d’une façon convaincante différentes affaires en conformité avec les règles de politesse L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille Preuves orales Enregistrement Liste de vérification/contrôle Liste de vérification/contrôle Résultats Oui Non Indicateur 1: Les formules de politesse à un supérieur hiérarchique et à un client sont convenablement employées Le conditionnel est utilisé Le vouvoiement est utilisé Indicateur 2: Les expressions pour débattre ou négocier sont convenablement employées Expressions des émotions (encourager, soulager, Supplier, Remercier) sont utilisées Expressions utiles quand on n’a pas bien compris quelque chose sont utilisées 150 | Page Skills for a better destiny Indicateur 3 : Expressions de demander l’avis sont bien utilisées Expressions de désaccord sont employées Expressions d’accord sont employées Observation Résultats d’apprentissage 3.3: Décrire les activités professionnelles Contenu Les verbes d’action liés au domaine Electricité Electronique Automobile Génie civile Description des outils professionnels liés au domaine Electricité Electronique Automobile Génie civile Description d’une activité professionnelle liée au domaine Activités d’apprentissage Questions-réponses sur tout le contenu en rapport avec la descriptiondes activites professionnelles Lecture et analyse des textes simples relatifs au domaine Les exposées sur la description des activités professionnelles liées au domaine Les jeux de rôles sur la description des outils et des activités professionnelles liées au domaine. Electricité Electronique Automobile Génie civile 151 | Page Skills for a better destiny Ressources Projecteurs Tableau Craies Marqueur Photo image Livres Machine ordinateur Haut-parleur Microphone Evaluation formative 3.3 Critère de performance Décrire proprement les activités professionnelles en rapport avec le domaine et le contexte L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille Preuve orale Enregistrement Preuve écrite Liste de contrôle Questions fermees (Question à choix multiple, questions correspondantes, Vrai ou Faux, compléter une phrase) Questions ouvertes Liste de vérification Résultat Oui Non Indicateur 1: Les verbes d’action liés au domaine respectif sont bien employés Indicateur 2 : Des outils professionnels liés au domaine respectif sont précisément décrits selon leurs aspects physiques et utilitaires Indicateur 3 : Des activités professionnelles liées au domaine respectif sont bien décrites selon leurs déroulement Observation: 152 | Page Skills for a better destiny UNITÉ D’APPRENTISSAGE 4 – COMPOSER UN TEXTE SIMPLE Résultats d’apprentissage: Formuler une phrase complexe Rédiger un paragraphe Composer un texte simple Heures d’apprentissage: Heures 10 Résultats d’apprentissage 4.1: Formuler une phrase complexe Contenu Activités d’apprentissage Définition des mots clés Questions-réponses sur formulation des phrases complexes. Proposition Proposition principale Proposition subordonnée Antécédent Phrase complexe Projecteurs Tableau Craies Application guidée sur les phrases complexes. Marqueur Exercices d’application sur l’emploie des locutions conjonctives. Livres Les constituants d’une phrase complexe Photo image Machine ordinateur Haut-parleur Microphone Les propositions principales Les propositions subordonnées Différentes manières de constituer une phrase complexe La juxtaposition La coordination La subordination Les locutions conjonctives 153 | Page Ressources Skills for a better destiny Les conjonctions de coordination Les conjonctions de subordination Les propositions circonstancielles Les propositions relatives Les propositions conjonctives Evaluation formative 4.1 Critère de performance Formuler correctement une phrase complexe en utilisant les locutions conjonctives L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves -Preuve écrite Outil d'évaluation de portefeuille -Questions fermées (Compléter une phrase, Choix multiple Vrai/Faux, questions correspondantes) -Questions ouvertes Liste de vérification/contrôle Résultat Oui Non Indicateur 1: Mots clés sont bien définis Proposition est définie Proposition principale est définie Proposition subordonnée est définie Antécédent est défini Phrase complexe est définie Indicateur 2 : Les constituants d’une phrase complexe sont bien identifiés La proposition principale est identifiée La proposition subordonnée est identifiée Indicateur 3 : Différentes manières de former une phrase complexe sont correctement employées 154 | Page Skills for a better destiny La juxtaposition est formulée La coordinnation est formulée La subordonnation est formulée Indicateur 4 : Les locutions conjonctives sont correctement employées Les conjonctions de coordinations sont utilisées Les conjonctions de subordinations sont utilisées Observation Résultats d’apprentissage 4.2: Rédiger un paragraphe Contenu Activités d’apprentissage Paragrpaphe Définition Les qualités d’un bon paragraphe Clarité Cohérence Concision Structure d’un paragraphe Introduire l’idée principale du paragraphe Questions-reponses sur la redaction d’un paragraphe Le brainstorming sur la rédaction d’un paragraphe Exercices d’application sur la structuration d’un paragraphe et l’emploi des connecteurs logiques dans la structuration d’un paragraphe Prouver et expliquer l’idée avec exemples Conclure sur une idée Les connecteurs logiques De cause : parce que, car, etc. De conséquence : donc, de sorte que, etc. 155 | Page Skills for a better destiny Ressources Projecteurs Tableau Craies Marqueur Livres Machine ordinateur De comparaison : ainsi que, de même, etc. D’opposition : mais, pourtant, etc. D'adjonction : et, de plus, voire De temps : tout d’abord, puis, ensuite Evaluation formative 4.2 Critère de performance Rédiger méthodiquement un paragraphe en suivant les techniques de rédaction d’un paragraphe L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non. Types des preuves Outil d'évaluation de portefeuille -Preuve écrite Rédaction d’un paragraphe -Preuve de performance Questions ouvertes Questions correspondantes Tâche : Faire un paragraphe Liste de vérification/contrôle Résultat Oui Indicateur 1: Le paragraphe est bien défini Les qualités d’un bon paragraphe sont bien distinguées Indicateur 2: Le paragraphe est bien subdivisé L’introduction d’une idée principale est organisée Le développement d‘une idée principale est illustré La conclusion est faite Indicateur 3: Les connecteurs logiques sont bien employés 156 | Page Skills for a better destiny Non Les connecteurs de cause sont utilisés Les connecteurs de conséquence sont utilisés Les connecteurs de comparaison sont utilisés Les connecteurs d’opposition sont utilisés Les connecteurs d'adjonction sont utilisés Les connecteurs de temps sont utilisés Observation Résultats d’apprentissage 4.3: Composer un texte simple Contenu Activités d’apprentissage La structure du texte les éléments d'organisation du texte La disposition des paragraphes Les connecteurs logiques Les éléments de transition. Les phrases de transition Ceci étant posé, on peut aussi avancer que Mais il convient également de considérer que Selon un point de vue différent… Questions-réponses sur la composition d’un texte simple Le brainstorming sur les phrases de transition et la structure du texte Ecriture collaborative sur les connecteurs logiques Exercices d’application sur la structure du texte simple et l’utilisation des phrases de transition, la planification et la rédaction du texte Tout d’abord, Ensuite Plan du texte Introduction 157 | Page Skills for a better destiny Ressources Projecteurs Tableau Craies Marqueur Livres Machine ordinateur Développent conclusion Les étapes de rédiger un texte simple Objectif et public cible Collecte et sélection des informations Structuration du contenu Brouillon Rédaction Mise en page Relecture et correction Evaluation formative 4.3 Critère de performance Composer clairement un texte simple selon la structure d’un texte L’évaluateur peut collecter parmi les preuves suivantes et déterminer si le critère de performance a été atteint ou non Types des preuves Outil d'évaluation de portefeuille Preuve écrite Questions fermee (Question à choix multiple, Vrai ou Faux, questions correspondantes) Preuve de performance Questions ouvertes Tâche : Ecrire un texte simple Liste de vérification/contrôle Résultat Oui Indicateur 1: Le Texte simple est bien structuré 158 | Page Skills for a better destiny Non Les éléments d’organisation du texte sont employés Les phrases de transition sont employées Indicateur 2: Le plan du texte est bien appliqué L’introduction est organisée Le développement est illustré La conclusion est faite Indicateur 3: Les étapes de rédiger un texte simple sont bien appliquées L’objectif et le public cible sont identifiés Les informations sont collectées et sélectionnées Le contenu est structuré Le brouillon est fait Le texte est rédigé La mise en page est faite La relecture et la correction sont faites Observation : 159 | Page Skills for a better destiny Références LEROY-MIQUEL C. GOLIOT-LÉTÉ, A Vocabulaire progressif du Français, Paris, Clé International, 1997. Marc Wilmet, Grammaire critique du français, Bluxelles, Duculot, 2003,3e Ed., SIREJOLS E. CLAUDE P., Grammaire (le nouvel entraînez-vous). 450 exercices (Niveau débutant), Paris, 2002, Clé International. http://fr.123rf.com/images-libres-de-droits.html http://www.francaisfacile.com/ 160 | Page Skills for a better destiny CCMPE601CCMPE601 PROFFESSIONAL ETHICS Apply Proffessional Ethics Learning hours 30 REQF Level:6 Credits:3 Sector: All Subsector:all Issue date: October, 2020 Purpose statement This module aims at equipping the learner with skills, knowledge and attitudes required to apply engineering ethics that facilitate effective learning at the workplace. After completion of this module, learner will be able to descibe ethics concept, apply engineering ethics and Apply professional policy, laws and regulations as well. 161 | Page Skills for a better destiny 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 1. Describe ethic concept Performance criteria 1.1. Explain properly ethic concept in accordance with existing literature 1.2. Describe correctly workplace ethical issues based on working rules 1.3. Explain correctly ethical behaviour according to codes of ethics 2. Apply professional ethics 2.1. Explain correctly engineering ethics according to Association of engineers code of conduct 2.2. Describe properly Conflict Resolution Skills based on their responsabilities 3. Apply professional policy, laws and regulations .Illustrate adequately application of the management of the work according to contract law. Describe correctly professional legal documents based on their categories Interpret appropriately professional policy and regulations according national public laws Apply correctly professional risk analysis according to standards for risk assessment . 162 | Page Skills for a better destiny LEARNING UNIT 1 – DESCRIBE ETHICS Learning Outcomes: 1.1.Describe ethic concept 1.2. Describe ethical issues 1.3. Explain professional ethical behaviour Learning hours: 10 Hours Learning Outcome 1.1: Describe ethical concept Content Learning activities Resources Basic concepts Moral Ethics Moral vs Ethics Types of Ethics or Morality Personal Ethics Common morality Professional ethics Ethical theories Utilitarianism Denotological Virtue Relativism Importance of ethics in the workplace Creating credibility Securing the society Improving decision making Question and answers on the basic concepts Discussion on types of ethics Brainstorming on ethical theories Discussion on importance of ethics in workplace Books World Health Organization Reports Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Pictures Computer Formative Assessment1.1 Performance criterion Explain properly ethic concept in accordance with existing literature Assessor may collect among the following evidences and make judgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools Written Multiple choice questions oral True or False questions 163 | Page Skills for a better destiny Problem solving Essay (short responses/extendedresponses) Observation Check-list Task : describe ethical theory and its characteristics Checklist Score Yes No Indicator 1: Ethical basic concepts are well explained Moral is defined Ethics is defined Moral and ethics are compared Indicator 2: Types of Ethics or morality are well described Personal Ethics is explained Professional ethics is indicated Common morality is indicated Indicator 3: Ethical Theories are well explained Utilitarianism is well defined Denotological is well defined Virtue is well defined Relativism is well defined Indicator 4: Importances of ethics in workinplace are given Creating credibility is indicated Securing the society expalined Improving decision making explained Learning Outcome 1.2: Describe ethical issues Content Key terms Ethical issues Ethical situation Workplace Typical ethical issues : Unethical Leadership. Toxic Workplace Culture. Discrimination and Harassment. Unrealistic and Conflicting Goals. 164 | Page Learning activities Question –answer on key terms Brainstorming on ethical issues in workplace Group Discussion on ways of solving ethical dilemmmas Skills for a better destiny Resources Books Environmental reports ( National and International) Notebook Pen Workshop Whiteboard/ Black board Questionable Use of Company Technology. Ways of Solving ethical Dilemma Judgement Ethical framework Formative Assessment 1.2 Performance criterion Describe correctly workplace ethical issues based on working rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written Multiple choice questions Performance True or False questions Matching type questions Essay (short responses/extendedresponses) Observation checklist Task : describe ethical isues in workplace Checklist Score Yes Indicator 1: key terms are well defined Ethical tissue is defined Ethical situation is defined Indicator 2: Workplace Typical ethical issues are discussed Unethical Leadership is explained Toxic Workplace Culture is explained Discrimination and Harassment is explained Unrealistic and Conflicting Goals is explained Questionable Use of Company Technology is explained Indicator 3: ways of solving ethical dilemmas are discussed 165 | Page Skills for a better destiny No Judgement is well applied Ethical framework is explained Observation Learning Outcome1.3: Explain professional ethical behaviour Content Learning activities Key terms Profession Professional ethical behavior Engineering and professionalism Identification of core ethical values Brainstorming on key terms Brainstorming on core values Brainstorming on Principles of right and wrong Group discussion on ethical elements of any decision Trustworthiness: Honesty Integrity Flipchart Books Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Reliability Loyalty Confidentiality Respect: Civility, Courtesy and Decency Tolerance Principles of right and wrong moral sensitivity moral judgment moral motivation Identify the ethical elements of any decision Determining the facts Ethical Theories and Decision Making Formative Assessment 1.3 Performance criterion Explain correctly ethical behaviour according to codes of ethics 166 | Page Resources Skills for a better destiny Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written Portfolio assessment tools Matching type questions Multiple choice questions True or False questions Problemsolving Essay (short responses/extendedresponses) Task :clear examples explain ethical behavior Checklist Score Yes Indicator 1 : Key terms are well defined Profession is defined Professional ethical behavior is indicated Engineering and professionalism are compared Indicator 2 : core ethical values are Identified Trustworthiness is defined Respect is indicated Indicator 3 : Principles of right and wrong are explained moral sensitivity is defined moral judgment is defined moral motivation is defined Indicator 4 : the ethical elements of any decision is Identified Determining the facts is explained Ethical Theories and decision making 167 | Page Skills for a better destiny No LEARNING UNIT 2 –APPLY PROFESSIONAL ETHICS Learning Outcomes: 2.1 Explain engineering ethics 2.2. Describe Conflict Resolution Skills 2.3 . Illustrate application of the management of the work Learning hours: 10 Hours Learning Outcome 2.1: Explain engineering ethics Content Learning activities Key concepts Engineering Engineering ethics Code of ethics of engineers General Responsibilities of engineers Conduct of engineers Dimensions of ethics in engineering Social responsibilities Professional responsibilities Brainstorming on key concepts Brainstorming on Code of ethics of engineers Group Discussion on Dimensions of ethics in engineering Resources Books Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Formative Assessment 2.1 Performance criterion Explain correctly engineering ethics according to Association of engineers code of conduct Assessor may collect among the following evidences and make judgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools Written Matching type questions Performance Multiple choice questions True or False questions Essay (short responses/extendedresponses) Observation checklist Task : engineering ethics in public and private sector 168 | Page Skills for a better destiny Checklist Score Yes No Indicator 1: Key concepts are well explained Engineering is defined Engineering ethics is indicated Indicator 2: Code of ethics of engineers are illustrated General Responsibilities of engineers Conduct of engineers Indicator 3: Dimensions of ethics in engineering Social responsibilities are demonstrated Professional responsibilities are demonstrated Observation Learning Outcome 2.2: Describe Conflict Resolution Skills Content Definition Conflict Conflict resolution Communication Nonverbal communication Verbal communication Conflict resolution skills Causes of conflict Non verbal communication and conflict resolution Verbal communication and conflict resolution 169 | Page Learning activities Brainstorming on key terms Group Discussion on communication Brainstorming on conflict resolution skills Resources Books Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Skills for a better destiny Formative Assessment 2.2 Performance criterion Describe properly Conflict Resolution Skills based on their responsabilities Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written Portfolio assessment tools Matching type questions Multiple choice questions True or False questions Essay (short responses/extendedresponses) Task : conflict management expalained Checklist Score Yes No Indicator1: key terms are defined Conflict is defined Conflict resolution explained Indicator2: communication is explained Nonverbal communication is indicated Verbal communication is indicated Indicator3: Conflict resolution skills Causes of conflict Non verbal communication and conflict resolution Verbal communication and conflict resolution Observation Learning Outcome 2.3: Illustrate application of the management of the work Content Learning activities Resources Key concepts Management Management of work Working environment core values Values of workers Values of managers Teamwork spirit Brainstorming on Key terms Flipchart 170 | Page Discussion on core value of work Brainstorming on rules and regulations of work Skills for a better destiny Books Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Rules and regulations of work Rules ideas for human behavior Accountability Computer Formative Assessment 2.3 Performance criterion Illustrate adequately application of the management of the work according contract law. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written Portfolio assessment tools Matching type questions Multiple choice questions True or False questions Essay (short responses/extendedresponses) Task : management of work expalained Checklist Score Yes Indicator 1 : Key concepts are well explained Management is defined Management of work is explained Working environment is indicated Indicator 2: core values are well explained Values of workers are explained Values of managers are explained Teamwork spirit is indicated Indicator 3: Rules and regulations of work are expalined Rules are defined ideas for human behavior are explained Accountability is defined Observation 171 | Page Skills for a better destiny No LEARNING UNIT 3 – APPLY PROFESSIONAL POLICY, LAWS AND REGULATIONS 3.1 Describe professional legal documents Learning Outcomes: 3.2.Interpret appropriately professional policy and regulations 3.3. Apply professional risk analysis according Learning hours: 10 Hours Learning Outcome 3.1: Describe professional legal documents Content Learning activities Key terms Brainstorming on key terms Discussion on contract law Group work on offial gazette Law Law vs policy contract law Meaning of essentials of valid contract Classification of contracts Resources Flipchart Books Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Thework contract elements Official gazette Public vs private servants Government programs Formative Assessment 3.1 Performance criterion Describe correctly professional legal documents based on their categories Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. 172 | Page Skills for a better destiny Types of evidence Portfolio assessment tools Written Matching type questions Performance Multiple choice questions Product True or False questions Observation checklist Product checklist Essay (short responses/extendedresponses) Task:legal documents awareness explained Checklist Score Yes Indicator 1: Key concepts are well explained Law is defined Law vs policy compared Indicator 2: contract law is interpreted Meaning of essentials of valid contract Classification of contracts The work contract elements Indicator 3: Official gazette is explained Public vs private servants are defined Government programs are indicated Observation Learning Outcome 3.2: Interpret appropriately engineering professional policy and regulations Content Learning activities Key terms Action plan Ethical situation policy Engineering professional policy Overview Books Brainstorming on Notebook Key terms Pen Group Discussion on importance Workshop of engineering policies 173 | Page Skills for a better destiny Resources No Interpretation Importance of engineering professional policy and regulations Clear structure and framework Guidelines for consistent behavior Brainstorming on importance of engineering professional policy Whiteboard/ Black board Marker pen Chalks Projector Computer Formative Assessment 3.2 Performance criterion Interpret appropriately professional policy and regulations according national public laws Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written Matching type questions Performance Multiple choice questions True or False questions Essay (short responses/extendedresponses) Observation checklist Task: engineering policy explained ethically Checklist Score Yes Indicator 1: key terms are well explained Action plan Ethical situation policy Indicator 2: Engineering professional policy is explained Overview Interpretation Indicator 3: Importance of engineering professional policy and regulations is given Clear structure and framework are defined Guidelines for consistent behaviour are defined Observation 174 | Page Skills for a better destiny No Learning Outcome 3.3: Apply professional risk analysis Content Learning activities Key terms : Question - answer on key Risk terms definition Safety brainstorming on analytical Analytical Methods for Risk Analysis methods for risks Scenario Analysis analysis Failure Mode and Effect Analysis Human Error Discussion on assessing and Assessing and reducing risk risk reduction Safety measures Risk reduction plan Protecting engineers from liability Responsibility for risk Resources Flipchart Books Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Formative Assessment3.3 Performance criterion Apply correctly professional risk analysis according to standards for risk assessment. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written Matching type questions Performance Multiple choice questions True or False questions Observation checklist Essay (short responses/extendedresponses) Tasks:- Apply professional risk analysis and reduction of risk Checklist Score Yes Indicator 1 : key terms are defined Risk is explained Safety is explained Indicator 2 : Analytical Methods for Risk Analysis are explained Scenario Analysis Failure Mode and Effect Analysis Human Error 175 | Page Skills for a better destiny No Indicator 3: Assessing and reducing risk is illustrated Safety measures are identified Risk reduction plan is explained Protecting engineers from liability is explained Responsibility for risk is explained Observation References Charles E.Harris et All(2009) : Engineering ethics concepts and cases fourth edition, R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL PUBLISHERS, India GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY 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. AAT Code of Professional Ethics – Version 2.0 January 2014 Alderson, J. (2003). Police Leadership: A Search for Principles in R. Adlam and P. Villiers (eds) Police Leadership in the Twenty First Century: Philosophy, Doctrine and Developments Hook, Hampshire, Waterside Press: 56-67. Bass, B. (1990). Bass and Stodgill’s Handbook of Leadership: Theory, Research,and Managerial Applications (3rd ed.). New York: The Free Press. Bowie, N. (2000). A Kantian Theory of Leadership. The Leadership & Organization Development Journal 21(4):185-193. British Columbia Ministry of Public Safety and Solicitor General Ministry of Attorney General, Ministry of Children and Family Development. (2010). Violence Against Women in Relationships Policy 2010. Retrieved from: http://endingviolence.org/publications/vawir-policy-2010/ Butterfield, R., Edwards, C., and Woodall, J. (2005). The New Public Management and Managerial Roles: the Case of the Police Sergeant. British Journal of Management 16(4), 329–341. Crawshaw, R., Devlin, B. and Williamson, T. (1998). Human Rights and Policing: Standards for Good Behaviour and Strategy for Change, The Hague: Kluwer Law International. 176 | Page Skills for a better destiny Davies, A. and Thomas, R. (2003). Talking Cop: Discourses of Change and Policing Identities. Public Administration 81(4): 681-699. Dobel, P. (2005). Public Management as Ethics in E. Ferlie, L. Lynn and C. Pollitt (eds) The Oxford Handbook of Public Management, Oxford, Oxford University Press: 156-181. Frisch, C. and Huppenbauer, M. (2014). New Insights into Ethical Leadership: A Qualitative Investigation of the Experiences of Executive Ethical Leaders. Journal of Business Ethics, 123(1), 23-43. doi:10.1007/s10551-013-1797. Fyfe, J. (1996). Structuring Police Discretion in (eds) J. Kleinig handled with Discretion: Ethical Issues in Police Decision Making Lanham, Maryland, Rowman and Littlefeild Publishers, Inc.: 183-205. Hay, A. and Hodgkinson, M. (2006). Rethinking Leadership: A Way Forward for Teaching Leadership. Leadership and Organization Development Journal 27(2): 144158. Davis, Michael. “Thinking Like an Engineer: The Place of a Code of Ethics in the Practice of a Profession,” Princeton 177 | Page Skills for a better destiny CCMBM601- BUSINESS MANAGEMENT CCMBM601 REQF Level: 6 Credits: 6 Sector: All Sub-sector: All Manage a business entity Learning hours 50 Issue date: September, 2020 Purpose statement This module is intended for a learner in Level 6, TVET Diploma, where learner acquires skills, knowledge and attitudes required to Manage a business entity. The module will help the learner to be able to manage Business development, Manage business finance, Perform human resource management as well as Manage marketing operations. 178 | Page Skills for a better destiny 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. Manage a business development 1.1. Conduct properly business environment analysis in accordance with business trends and innovation 1.2. Prepare correctly a business development plan in accordance with business structure 1.3. Mobilize effectively needed resources in line with the planned development project 1.4 Manage efficient business development operations in accordance with the development plan. 2. Manage business finance 2.1. Coordinate properly preparation and implementation budget in line with business projection and funds 2.2. Monitor properly business transactions referring to accounting equation principle 2.3. Prepare correctly financial statement according to the business transactions 2.4. Evaluate properly business rentability referring to financial statements 3. Perform human resource management 3.1. Establish properly human resource structure in accordance with business structure 3.2. Conduct appropriately recruitment and training of employees basing on the human resource structure and planned budget 179 | Page Skills for a better destiny 3.3. Ensure adequately strategies of labour efficiency in line with management principles 3.4. Manage effectively conflict of workers according to the labour law 4. Manage marketing operations 180 | Page 4.1. Carry out appropriately marketing segmentation in accordance with market competition and trends 4.2. Monitor effectively the development and implementation of marketing plan in line with market analysis 4.3. Apply effectively promotion strategies referring to marketing plan 4.4. Coordinate properly sales operations and after sale in accordance within the marketing plan. Skills for a better destiny LEARNING UNIT 1 - MANAGE A BUSINESS DEVELOPMENT Learning Outcomes: 1.1. Conduct business environment analysis 1.2. Develop a business development plan 1.3. Mobilize needed resources 1.4 Manage business development operations Learning hours: 10 Hours Learning Outcome 1.1: Conduct business environment analysis Content Learning activities business creation Key terms used in entrepreneurship Entrepreneurship Entrepreneur Entrepreneurial Creativity Enterprise Innovation Sources of business ideas Business Environment analysis Environment analysis tools SWOT PESTLE Business trends Meaning of trends Importance of business trends analysis business opportunities based on business trends Business opportunity based on customer needs o Discussion on introduction to business creation o Case study /Field visit on local business entity environmental analysis o Presentation of local business environment analysis findings o Discussion on the importance of business trends o Discussion on business opportunities referring to: customer needs customer types availability of resources o Discussion on key concepts of business innovation o Discussion on types of innovation o Practical work on conducting business environment analysis Basic Security Social 181 | Page Skills for a better destiny Resources - SWOT analysis form - PESTLE analysis Form - Projector - Computer - Papers - Flip chart - Markers - Referencing books Esteem Self-actualization Business opportunity based on customer types Loyal Need based Wandering Impulsive Discount Potential actual Business opportunity based on availability of resources Human resources Material/physical resources Time Technology Information Financial resources Business Innovation Key concepts Innovation Business innovation Types of innovation Incremental Disruptive Architecture Radical Steps of conducting environment analysis Understand all the environmental factors before moving to the next step. Collect all the relevant information. Identify the opportunities for your organization. 182 | Page Skills for a better destiny Recognize the threats your company faces The final step is to take action Formative Assessment 1.1 Performance criterion Conduct properly business environment analysis in accordance with business trends and innovation Assessor may collect among the following evidences and make judgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Product evidence - True-false questions - Essay (Extended responses) - Product Checklist - Task: Conduct SWOT and PESTLE analysis for your existing business environment Checklist Score Yes Indicator1: Key terms are well explained Entrepreneurship is explained Entrepreneur is explained Entrepreneurial is explained Creativity is explained Innovation is explained Indicator3: Categories of business opportunity are well identified Business opportunity based on customer needs is identified Business opportunity based on type of customer is identified Business opportunity based on availability of resources is identified indicator4: Types of innovation are well explained Incremental is explained 183 | Page Skills for a better destiny No Disruptive is explained Architecture is explained Radical is explained Indicator5: Steps of conducting environment analysis are well done Understanding all the environmental factors is done Collection of all the relevant information is done Identification of the opportunities for your organization is done Recognizing the threats your company faces is done Action is taken Observation Learning Outcome1.2: Develop business development plan Content Key terms Business development Business development plan Forms of business Sole proprietorship Partnership Corporation Limited Liabilities Companies Franchises Business structure Main departments Organogram Elements of business development plan Opportunity for growth Funding plan Financial goals Sales and marketing activity Team needs Format of business development plan 184 | Page Learning activities o Brainstorming on key terms Business development Business development plan o Discussion on forms of business o Discussion on business structure o Brainstorming on elements of business development plan o Discussion on format of business development plan o Practical work on business development plan Skills for a better destiny Resources - Sample of business structure - Business development plan template - Sample of business development plan - Projector - Computer - Flip chart - Markers - Papers - Board Formative Assessment 1.2 Performance criterion Prepare correctly a business development plan in accordance with business structure Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Essay (short responses) - Product evidence - Product Checklist - Task : Develop business development plan focusing on given business structure. Checklist Score Yes Indicator1: Key terms are well Explained Business development is explained Business development plan is explained Indicator2: Business structure is well identified Business main departments are identified Organogram is demonstrated Indicator3: Elements of business development plan are well explained Opportunity for growth is explained Funding plan is explained Financial goals is explained Sales and marketing activity is explained Team needs is explained Observation Learning Outcome1.3: Mobilize needed resources Content Sources of finance Equity financing 185 | Page Learning activities o Brainstorming on sources of finance Skills for a better destiny Resources - Scenarios No Personal savings Friends and relatives Venture capital Angel investors Government grants Equity offerings Initial public offering Debt financing Friends and relatives Banks and commercial lenders Commercial finance companies Government programs Bonds Lease Factors to consider when selecting sources of finance Cash flow position o Discussion on factors to consider when selecting sources of finance o Discussion on mobilization cycle - Projector - Computer - Flip chart - Markers - Papers o Simulation on application of mobilization cycle - Board Return on investment Cost of debt Cost of equity capital Floatation costs Flexibility Control Stock market conditions Capital structure of other companies Mobilization cycle Identify objectives Prepare resource mobilization plan Agreement/Approval Implementation Monitor and evaluate 186 | Page Skills for a better destiny Formative Assessment 1.3 Performance criterion Mobilize effectively needed resources in line with the planned development project Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Performance evidence - Matching questions - Essay (short and/or extended questions) - Observation checklist Task: Conduct resources mobilisation in line with factors to consider when selecting sources of finance - Checklist Score Yes Indicator 1: Equity financing is well discussed Personal savings is discussed friends and relatives are discussed venture capital is discussed government grants is discussed equity offerings is discussed initial public offering is discussed Indicator 2: Debt financing is well discussed friends and relatives are discussed Banks and commercial lenders are discussed commercial finance companies is discussed government programs is discussed bonds are discussed Lease is discussed Indicator 3: cash flow position is well discussed Return on investment is discussed 187 | Page Skills for a better destiny No Cost of debt is discussed Cost of equity capital is discussed Floatation costs are discussed Flexibility is discussed control is discussed stock market conditions are discussed capital structure of other companies is discussed Indicator 4 : Mobilization cycle is effectively done Objectives are identified Resources mobilization plan is prepared Resources mobilization plan is approved Implementation stage is discussed Monitoring and evaluation stage is discussed Observation De Learning Outcome1.4: Manage business development process Content Learning activities Growth Strategies in Business Market penetration Market expansion Product expansion Diversification Acquisition Ways to manage business growth Define your growth objectives Do a growth diagnosis of your company Ensure your growth is sustainable Prepare a growth strategy Forecast your cash requirement Analyze receivables and payables Control cost Control debts Get refinancing you need 188 | Page o Discussion on growth strategies in business Resources - Sample of case study on how business apply strategies for growth - Projector - Computer - Flip chart - Markers - Papers - Board o Discussion on ways to manage business growth o Discussion on business development stages o Practical work or simulation on developing strategies for growing business Skills for a better destiny Business development stages Start up Growth Maturity Renewable or Decline Formative Assessment 1.4 Performance criterion Manage efficiently business development operations in accordance with the development plan Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Essay (Extended responses) - Task: Develop strategies for business operation refering on development plan elaborated Checklist Score Yes Indicator1: Business growth strategies are well explained Market penetration is explained Market expansion is explained Product expansion is explained Diversification is explained Acquisition is explained Indicator2: Managing business growth ways are effectively done Growth objectives are defined Growth diagnosis of your company is done Growth sustainability is ensured Growth strategy is prepared Cash requirement is forecasted Receivables and payables are analyzed Cost is controlled Debts is controlled 189 | Page Skills for a better destiny No Needs for refinancing is identified Indicator3: Business development stages are explained Start up is explained Growth is explained Maturity is explained Renewable/decline is explained Observation Descr scr 190 | Page Skills for a better destiny LEARNING UNIT 2 - MANAGE BUSINESS FINANCE Learning Outcomes: 2.1. Coordinate preparation and implementation of budget 2.2. Monitor business transactions 2.3. Prepare financial statement 2.4. Evaluate business rentability Learning hours: 15Hours Learning Outcome 2.1: Coordinate preparation and implementation of budget Content Key concepts Budget Forecasting Budgeting Master budget Budgetary control Budget period Budget execution Types of operating budgets Sales Budget Production Budget Purchase budget Selling and Administrative Expense Budget Manufacturing budget Cash budget Budgeting process Setting goals Gathering data Forecast future needs Implementing the budget Controlling your spending Evaluating your performance Components of budget implementation system Expenditure plans 191 | Page Learning activities o Brainstorming on key concepts o Discussion on Type of operating budgets o Discussion on format of budget o Practical work on budgets preparation Sales Production purchase Selling and Administrative Expense Cash budget o Discussion on budgeting process o Discussion on components of budget implementation o Discussion budget execution process Skills for a better destiny Resources - Budget templates - Budget samples - Budget execution report - -Referencing books - -Papers - -Flip chart - -Markers - -Board - -Computer - -Projector Release of funds Cash and debt management Procurement Control and monitoring of expenditure In-year implementation reports Budget execution process Authorization of budget Funds release Accounting Auditing Reporting Formative Assessment 2.1 Performance criterion Coordinate properly preparation and implementation budget in line with business projection and funds Assessor may collect among the following evidences and make judgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Product evidence - True-false questions - Product checklist - Task: Prepare cash budget in line with business projection Checklist Score Yes Indicator1: Key terms are well Explained Budget is explained Forecasting is explained Budgeting is explained 192 | Page Skills for a better destiny No Master budget is explained Budgetary control is explained Budget period is explained Budget execution is explained Indicator2: Types of operating budgets are well discussed Sales budget is discussed Purchase budget is discussed Selling and Administrative Expense Budget is discussed Manufacturing budget is discussed Cash budget is discussed Indicator3: Budgeting process is well demonstrated Setting goals is demonstrated Gathering data is demonstrated Forecast future needs is demonstrated Implementing the budget is demonstrated Controlling your spending is demonstrated Evaluating your performance is demonstrated Indicator4: Components of budget implementation system are well explained Expenditure plans is explained Release of funds is explained Cash and debt management is explained Procurement is explained Control and monitoring of expenditure is explained In-year implementation reports is explained Indicator5: Budget execution process is clearly discussed Authorization of budget is discussed Funds release is discussed Accounting is discussed Auditing is discussed Reporting is discussed Observation 193 | Page Skills for a better destiny Learning Outcome2.2: Monitor business transactions Content Common types of business transactions Sales Purchases Receipts Payments Accounting equation components Formula Double entry system Books of prime entry Purchase Journal Sales journal General journal Cashbook Basics accounting records of business transactions in books of prime entry Learning activities o Discussion on Common types of business transactions o Role play on business transactions o Brainstorming on accounting equation meaning o Discussion on components of accounting equation o Practical work on formula of accounting equation o Practical work on double entry system o Discussion on books of prime entry(Meaningand Format) o Practical work on basics accounting records of business transactions in books of prime entry Resources - Budget templates - Budget samples - Budget execution report - Referencing books - Books of prime entry formats - Dommodities to be used in role play - Bucket to be used in role play - Frw notes and coins to be used in role play - Referencing books - Papers - Flip chart - Markers - Board - Computer - Projector Formative Assessment 2.2 Performance criterion Monitor properly business transactions referring to accounting equation principle Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 194 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - Essay (short answers) - Performance evidence - Observation checklist - Product checklist Product evidence - - Task: Prepare books of prime entry referring accounting equation principle to Checklist Score Yes No Indicator1:Common types of business transactions are well explained Sales transaction is explained Purchases transaction is explained Receipts transaction is explained Payments transaction is explained Indicator2: Accounting equation is well demonstrated components are explained Formula is demonstrated Double entry system is explained Indicator3: Books of prime entry are well explained Purchase Journal is explained Sales journal is explained General journal is explained Cashbook is explained Indicator4: Basics accounting records of business transactions in books of prime entry are well done purchases Journal is prepared sales journal is prepared general journal is prepared cash book is prepared Observation Learning Outcome 2.3: Prepare financial statement Content Key terms Finance 195 | Page Learning activities o Discussion on key terms Skills for a better destiny Resources - Template of Financial statement Financial period Income statement Trading account Profit and loss account Cashflow Meaning of cash flow Importance of Cash flow Main parts Template Balance sheet Meaning of balance sheet Importance of balance sheet Liabilities Owner’s equity Assets Format o Discussion on importance financial statement o Practical work on preparation of financial statements(Profit and loss account, Cashflow Balance sheet) Profit and loss account Cashflow Balance sheet Samples of Profit and loss account Cashflow Balance sheet - Referencing books - Papers - Flip chart - Markers - Board - Computer - Projector Formative Assessment 2.3 Performance criterion Prepare correctly financial statement according to the business transactions Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Problem solving - Product evidence - Product checklist - Task: Prepare balance sheet, cash flow and income statements according to the business transactions 196 | Page Skills for a better destiny Checklist Score Yes No Indicator1:Key terms are well explained Finance is explained Financial statement is explained Financial period is explained Indicator2: Income statement is calculated Trading account is calculated Profit and loss account is calculated Indicator3:Cash flow is well prepared Cash from operating activities is calculated Cash from investing activities is calculated Cash from financing activities is calculated Indicator4:Balance sheet is well prepared Owner’s equity is calculated Total liabilities is calculated Total assets is calculated Observation i structuLearning Outcome 2.4: Evaluate business rentabilty Content Learning activities Inputs to successful execution of Business plan Vision and mission Case for action Visibility Alignment Road map Stakeholder management Release planning Balance sheet ratios current ratio Quick ratio Debt to equity ratio Working capital ratio Ratios interpretation and reporting 197 | Page o Brainstorming on Inputs to successful execution of Business plan o Practice on balance sheet ratios o Practice ratios interpretation o Practice on business rentability evaluation based of financial statements Skills for a better destiny Resources - Samples of - Business plan evaluation report - Balance sheet ratios evaluation report - Business rentability evaluation report Formative Assessment 2.4 Performance criterion Evaluate properly business rentability referring to financial statements Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Essay (Short answers) - Multiple choice questions - True-false questions - Problem solving - Task: Calculate balance sheet ratios referring to financial statements Checklist Score Yes Indicator 1: Inputs to successful execution of Business plan are clearly explained Vision and mission is explained Case for action is explained Visibility is explained Alignment is discussed Road map is discussed Stakeholder management is explained Release planning is explained Indicator 2. Balance sheet ratios are correctly calculated current ratio is calculated Quick ratio is calculated Debt to equity ratio is calculated Working capital ratio is calculated Indicator 3. Ratios interpretation is well done according to the standards Current ratio is interpreted 198 | Page Skills for a better destiny No Quick ratio is interpreted Debt ratio is interpreted Working capital ratio is interpreted Observation LEARNING UNIT 3 - PERFORM HUMAN RESOURCE MANAGEMENT Learning Outcomes: 3.1: Establish human resource structure 3.2 Conduct recruitment and induction training of employees 3.3: Ensure strategies of labour efficiency 3.4: Manage conflict of workers Learning hours: 15 Hours Learning Outcome 3.1: Establish human resource structure Content Key concepts Human resource Human resource management Manpower planning Human resource management process Manpower planning Recruitment Selection Placement , induction training and termination Remuneration of employees Human resource development Communication Motivation and interaction Handle disciplinary problems 199 | Page Learning activities o Discussion on human resource and human resource management o Manpower planning o Human resource description on management process o Description on Steps in manpower planning and Organizational chart o Job analysis Practical work on developing organizational chart of business Skills for a better destiny Resources - Samples of Manpowe r planning Organizati onal chart Job analysis report - Referencing books - Papers - Flip chart - Markers - Board - Computer - Projector Management of employee benefit programs Manpower planning Steps in manpower planning Organizational chart Job analysis Purpose of job analysis Methods of job analysis Aspects/areas of job analysis Job description Formative Assessment 3.1 Performance criterion Establish properly human resource structure in accordance with business structure Assessor may collect among the following evidences and make judgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Essay (Short answer questions) - Product evidence - Multiple choice questions - True-false questions - Product checklist - Task: Prepare organizational chart of your business in accordance with business structure Checklist Score Yes Indicator 1: Key terms are well explained Human resource Human resource management Manpower planning 200 | Page Skills for a better destiny No Indicator2: Human resource management process is Manpower planning is explained Recruitment is explained Selection is explained Placement , induction training and termination is explained Remuneration of employees is explained Human resource development is explained Communication is explained Motivation and interaction is explained Handle disciplinary problems is explained Management of employee benefit programs is explained Indicator3: Manpower planning is clearly discussed Steps in manpower planning are explained Organizational chart is illustrated Job analysis is described Observation Learning Outcome 3.2: Conduct recruitment and induction training of employees Content Learning activities Key terms Employee Employer Recruitment Employees recruitment Functions of employees’ recruitment Factors influencing employees’ recruitment Internal factors External factors Steps of employee’s recruitment Preparation. Receive applications. Selection stage 1: Weed out unqualified applicants. Selection stage 2: Rating and ranking candidates. 201 | Page o Discussion on Key terms (Employee, employer,recruitmen t, employees recruitment ) o Functions of employees ‘recruitment. o Discussion on main purpose of induction training, factors to consider in development of company’s induction program. o Discussio on of stages of conducting induction training. Skills for a better destiny Resources - Samples of recruitment checklist - Samples induction training program - Referencing books - Papers - Flip chart - Markers - Board - Computer - Projector Selection stage 3: Interviews. Selection stage 4: Simulated work exercise. Offer and tying off loose ends Induction training o Role play on conducting recruitment of new worker and induction training ✔ Main purpose of induction training Factors to consider in development of company’s induction program Plan for induction Delivery methods and techniques New starter basic information Stages of conducting induction training Preparation of content Organization of schedule and venue Documentation Follow up Formative Assessment 3.2 Performance criterion Conduct appropriately recruitment and training of employees basing on the human resource structure and planned budget Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Oral evidence - Recordings - Written evidence - Essay (short aquestions) - Performance evidence - True-False questions - Observational hecklist 202 | Page Skills for a better destiny - Task: Recruitment of new staff and induction training basing on the human resource structure and planned budget Checklist Score Yes Indicator 1. Key terms explain are well explained Employee is explained Employer is explained Recruitment is explained Employees recruitment is explained Indicator 2. Factors influencing employees’ recruitment are clearly explained Internal factors are discussed External factors are discussed Indicator3. Steps of employees recruitment are clearly described Preparation is described Receive applications is described Selection stage 1: Weed out unqualified applicants is described Selection stage 2: Rating and ranking candidates is described Selection stage 3: Interviews is described Selection stage 4: Simulated work exercise is described Offer and tying off loose ends is described Filling up employees recruitment checklist is described Indicator 4. Factors to consider in development of company’s induction program is clearly discussed Plan for induction is discussed Delivery methods and techniques are discussed New starter basic information Indicator 5. · Stages of conducting induction training are correctly undertaken content is prepared done schedule and venue are organized Documentation is done Follow up is done Observation 203 | Page Skills for a better destiny No Learning Outcome 3.3: Ensure strategy of labour effeciency Content Key Terms Labour labour efficiency Management Management principle Principles of management Division of Work Authority and Responsibility Discipline Unity of Command Unity of Direction Subordination of Individual Interest Remuneration Centralization Scalar Chain Order Equity Stability Initiative Esprit de Corps Modern performance appraisal methods Management by Objectives (MBO) 360-Degree Feedback Assessment Centre Method Behaviorally Anchored Rating Scale (BARS) Psychological Appraisals Human-Resource (Cost) Accounting Method key strategies for labour efficiency Equip your team with the right tools Improve cultural fit with better recruiting 204 | Page Learning activities o Brainstorming on key terms o Discussion on key strategies for labour efficiency o Discussion on principles of management o Discussion on six modern performance appraisal methods o Case study on application strategies for labour effieciency in human resources management Skills for a better destiny Resources - Case study on human resources management - Papers - Flip chart - Markers - Board - Computer - Projector Improve employee skills with training Encourage autonomy by not micromanaging Focus on the future with clear communication Get more done with remote work Don’t lock down social media Increase employee satisfaction with great perks Gain insight by measuring productivity Get higher-quality work by fostering morale Formative Assessment 3.3 Performance criterion Implement effectively strategies of labour efficiency in line with management principles Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Essay (Short answers) - Multiple choice questions - Written evidence - True-false questions - Oral evidence - Record of questions asked by assessor and responses of trainee - Task : Evaluate application of key strategies to ensure for labour effeiciency in humana resource management Checklist Score Yes Indicator1: Key terms are well explained Labour is explained 205 | Page Skills for a better destiny No Labour efficiencyis explained Management is explained Management principle is explained Indicator2: key strategies for labour efficiency are effectively ensured Equiping the team with the right tools is evaluated Improve cultural fit with better recruiting is evaluated Improve employee skills with training is evaluated Encourage autonomy by not micromanaging is evaluated Focus on the future with clear communication is evaluated Get more done with remote work is evaluated Don’t lock down social media is evaluated Increase employee satisfaction with great perks is evaluated Gain insight by measuring productivity is evaluated Get higher-quality work by fostering morale is evaluated Indicator 3. Principle of management is clearly explained Division of Work is explained Authority and Responsibility are explained Discipline is explained Unity of Command is explained Unity of Direction Is explained Subordination of Individual Interest is discussed Remuneration is explained Centralization is explained Scalar Chain is explained Order is explained Equity is explained Stability is explained Initiative is explained Esprit de Corps is explained Indicator 4. Modern performance appraisal methods are clearly explained Management by Objectives (MBO) is explained 360-Degree Feedback is explained Assessment Centre Method is explained Behavioraly Anchored Rating Scale (BARS) is discussed Psychological Appraisal is explained Human-Resource (Cost) is discussed 206 | Page Skills for a better destiny Accounting Method is discussed Observation Learning Outcome 3.4: Manage conflict of workers Content Learning activities Business internal rules and regulations Principles of team work Assigning duties and delegation of power Duties assignment Definition of delegation Elements of delegation Authority Responsibility Accountability Types of conflict at workplace Conflict with the self Conflict with others Conflict with the Environment Conflict with the supernatural Strategies to build good working relationshi ps with your colleagues: o Brainstorming on internal rules and regulations of a business o Discussion on different principles of teamwork o Discussion on delegation o Role play on giving instructions and chairing meetings o Roleplay on conflict resolution/ analyse a case study scenario and propose solutions. o Discussion on ways of Developing great relationships in the workplace Develop your people skills. Identify your relationship needs. Schedule time to build relationships. Focus on your EI. Appreciate others. Be positive. Manage your boundaries. Avoid gossipin Conflict management styles 207 | Page Skills for a better destiny Resources - Scenario - Sample of business internal rules and regulations - Papers - Flip chart - Markers - Board - Computer - Projector Accommodating Avoiding Compromising Competing Collaboration Formative Assessment 3.4 Performance criterion Manage effectively conflict of workers according to the labour law Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Performance evidence Portfolio assessment tools - Short question - Multiple choice question - True - false answer - Observation checklist - Task: Manage conflict within business according to the labour law Checklist Score Yes Indicator 1. Business internal rules and regulations are clearly explained Business internal rules is explained Business internal regulations is explained Indicator 2. Assigning duties and power delegation is clearly explained Duties assignment is explained Elements of delegation is discussed (Authority,Responsibility and accountability ) Indicator 3. Conflict management is well described Types of conflict is described Conflict management styles is described Ways of developing great relationships in the workplace is described 208 | Page Skills for a better destiny No Observation 209 | Page Skills for a better destiny LEARNING UNIT 4 – MANAGE MARKETING OPERATIONS Learning Outcomes: 4.1 Carry out marketing segmentation 4.2 Monitor the development and implementation of marketing plan 4.3. Apply marketing promotion strategies 4.4 Coordinate sales operations and after sale Learning hours: 10 Hours Learning Outcome 4.1: Carry out marketing segmentation Content Key concepts Market Marketing Marketing segmentation Market competition trends Steps of market competition analysis Identify your top ten competitors Analyse and compare competitor content Analyse their Search Engine Optimization(SEO) Look at their social media engagement Identify areas for improvement Importance of market segmentation The four (4) basic types of market Segmentation Demographic segmentation. Psychographic segmentation. Behavioral segmentation. 210 | Page Learning activities o Discussion on Key concepts Importance of market segmentation o Disscussion of steps of market competition analysis o Discussion the four (4) basic types of market Segmentation o Discussion on five criteria for evaluating a market segment’s attractiveness o Disscussion of steps in market segmentation o Practical work on market segmentation of business base on given case study Skills for a better destiny Resources - Examples of marketing segmentation - Scenario of business segmentation - Papers - Flip chart - Markers - Board - Computer - Projector Geographic segmentation Criteria for evaluating a market segment’s attractiveness Identifiable Reachable Responsive Substantial Profitable Steps in market Segmentation Identify the target market Identify expectations of Target Audience Create Subgroups Review the needs of the target audience Name your market Segment. Marketing Strategies Review the behavior Size of the Target Market Formative Assessment 4.1 Performance criterion Carry out appropriately marketing segmentation in accordance with market competition and trends Assessor may collect among the following evidences and make judgements on whether the performance criterion hasbeen achieved or not. Types of evidence - Written evidence - Performance evidence 211 | Page Portfolio assessment tools - Essay (Short answer questions) - Multiple choice questions - True-false questions - Observation checklist Skills for a better destiny - Task: Perform market segmentation of given business Checklist Score Yes Indicator1: Key terms are well explained Market is explained Marketing is explained Marketing segmentation is explained Market competition is explained Trends is explained Indicator2: Steps of market competition analysis are well described Identification of your top ten competitors is determined Analysis and comparison of competitor content is described Analysis of their Search Engine Optimization(SEO) is described Looking at their social media engagement is described Identification of areas for improvement is determined Indicator3:The four(4) basic types of market Segmentation are well explained Demographic segmentation is explained Psychographic segmentation is explained Behavioral segmentation is explained Geographic segmentation is explained Indicator4: Steps in market Segmentation are well undertaken The target market is identified Identification of expectations of Target Audience is done Creation of Subgroups is done Review the needs of the target audience is done Name your market Segment is done Marketing Strategies is set Review the behavior is done Size of the Target Market is determined Indicator5: Criteria for evaluating a market segment’s attractiveness are explained Market segment’s attractiveness is Identifiable Market segment’s attractiveness is reachable 212 | Page Skills for a better destiny No Market segment’s attractiveness is responsive Market segment’s attractiveness is substantial Market segment’s attractiveness is profitable Observation Learning Outcome 4.2: Monitor the development and implementation of marketing plan Content Key terms Monitoring Marketing Marketing plan Steps to develop a marketing Plan Document Your Business Goals. Develop A SWOT & Set your Budget. Define your Target Personas. Develop Your Marketing Goals. Create your campaigns & Build Your Activity Plan Steps to successful implementation of marketing plan Set the right expectations. Build the team and secure resources. Communicate the plan. Build out a timeline and tasks. Set up a dashboard for tracking success. Monitor and check-in regularly. Be willing to adapt. Communicate results and celebrate succe 213 | Page Learning activities Resources o Discussion on key terms - Marketing plan template o Discussion of five Critical steps to develop a marketing Plan - Samples of marketing plan - Papers - Flip chart - Markers - Board - Computer - Projecto o Practical work on marketing plan development o Discussion on steps to successful implementation of marketing plan o Simulation on implementation of marketing plan Skills for a better destiny Formative Assessment 4.2 Performance criterion Monitor effectively the development and implementation of marketing plan in line with market analysis Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Product evidence Portfolio assessment tools - Essay (Short question) - True-False questions - Product checklist - Task: Develop marketing plan base on market analysis conducted Checklist Score Yes Indicator: Key terms are clearly explained Monitoring is explained Marketing is explained Marketing plan is explained Indicator 2. Critical steps to develop a marketing plan is clearly undertaken Documentation of business goal is done SWOT development is done Budget is set Target persons are defined Marketing goals are developed Campaigns are created Activity plan is built Indicator 3. Marketing plan is well developed Template is respected Steps are respected Indicator 4. Steps to successful implementation of marketing plan are effectively simulated Setting of the right expectations is done Building of the team and secure resources is done 214 | Page Skills for a better destiny No Communication of the plan is done Building out of timeline and tasks is done Setting up of dashboard for tracking success is done Monitoring and checking ing - regular is done Being willing to adapt is done Communication of results and celebration of success is done Observation Learning Outcome 4.3: Apply marketing promotion strategies Content Learning activities The four basic elements of promotion mix Advertising Personal Selling Sales Promotion Publicity Basic strategies in advertising Segmentation Strategy Message Strategy Positioning Strategy Media Strategy Promotional activities: Branding Packaging Exhibitions Product demonstration Tools of marketing promotion Sales promotion Advertising Personal Selling Public Relations Direct Marketing Promotional Strategies Contests as a Promotional Strategy Social media Promotion Mail Order Marketing Product Giveaways and Samples Point-of-Sale Promotion and End-Cap Marketing 215 | Page o Discussion on four basic elements of promotion mix Resources - Scenario - Hand out - Flip chart - Markers - Board o Discussion on promotional activities - Computer - Projector o Discussion on promotional activities - Papers o Discussion on basic strategies in advertising o Discussion on tools of promotion o Discussion on top ten promotional strategies o Roleplay on applying promotion mix in marketing Skills for a better destiny Customer Referral Incentive Program Causes and Charity Branded Promotional Gifts Customer Appreciation Events After-Sale Customer Surveys Formative Assessment 4.3 Performance criterion Apply effectively promotion strategies referring to marketing plan Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Essay (Short questions) - Written evidence - True - False questions - Performance evidence - Performance checklist - Task: Apply market mix in marketing referring to marketing plan Checklist Score Yes Indicator 1: Four basic elements of promotion mix is clearly discussed Advertisement is discussed Personal selling is discussed Sales promotion is discussed Publicity is discussed Indicator 2: Basic strategies in advertising are well applied Segmentation Strategy is explained Messaging strategy is done Positioning Strategy is done Media Strategy is explained 216 | Page Skills for a better destiny No Indicator3: Promotional activities are effectively conducted Branding is done Packaging is done Exhibitions are done Product demonstration is done Direct Marketing is done Indicator4: Promotional strategies are effectively applied Contests as a promotional strategy is done Social media promotion is done Mail order marketing is done Product give aways and samples is done Point-of-sale promotion and end-cap marketing is done Customer referral incentive program is done Causes and charity is done Branded promotional gifts is done After-sale customer surveys is done Observation Learning Outcome 4.4: Coordinate sales and after sale services Content ● Key concepts: Sales Seller / Vendor Distributor Prospects Customers Sales operations Sales administration Proposal/Contract Development Vendor selection and Management Planning process Stewardship Business analytics 217 | Page Learning activities Resources o Brainstorming on key terms - Scenario - Hand out o Discussion on sales operations - Hand out - Flip chart o Discussion on customer relation management o Discussion on service after sales o Practical work on sales operations Skills for a better destiny Markers Board Computer Projector Papers Distribution Channels management Customer Relation Management data Customer Relations Management Formative Assessment 4.4 Performance criterion Coordinate properly sales operations and after sale in accordance within the marketing plan Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Matching questions - Multiple choice questions - Written evidence - True/false questions - Performance evidence - Essay - Observation checklist - Task : Perform sales operations and after sale in accordance within the marketing plan Checklist Score Yes Indicator1 : Key concepts are well explained Sales is explained Seller / Vendor is explained Distributor is explained Prospects is discussed Customers is explained Indicator 2: Sales operations are well done Sales administration is done Proposal/Contract Development is done 218 | Page Skills for a better destiny No Vendor selection and Management is done Planning process Stewardship is done Proposal/Contract Development is done Vendor selection and Management is done Business analytics is done Distribution Channels management is done Customer Relation Management data is done Indicator 3: Components of customer relation management is clearly discussed Sales force automation is discussed Human resource management is explained Lead management is explained Customer services is discussed Marketing is discussed Workflow automation is discussed Business reporting is discussed Analytics is discussed Observation References: 1. Jorge lopez. June 29, 2015. Types of Innnovation. Retrievedfrom https://techblog.constantcontact.com/software-development/types-of-innovation/ 2. Environmentalanalysis. August27,2020. Pestleanalysisretrievedfromhttps://pestleanalysis.com/what-is-environmental-analysis/ 3. A sample business development plan. August28,2020. Retrieved from https://www.xero.com/us/resources/small-business-guides/businessmanagement/guide-to-growing-your-business/write-a-business-developmentplan/#:~:text=What%20is%20a%20business%20development,growth%20over%20the%2 0coming%20years 4. Sherman, Andrew J. The Complete Guide to Running and GrowingYour Business. New York: Times Business, 1997 5. Encyclopedia of Small Business. August28,2020. Business expansion Retrieved from https://www.referenceforbusiness.com/small/Bo-Co/Business-Expansion.html 6. Managerialaccounting.August28,2020. operating budgetsRetrievedfrom https://courses.lumenlearning.com/sac-managacct/chapter/sales-and-purchasesbudgets/ 219 | Page Skills for a better destiny 7. Write a business development plan .August30,2020. Business development planRetrievedfrom https://www.xero.com/us/resources/small-businessguides/business-management/guide-to-growing-your-business/write-a-businessdevelopment-plan/ 8. Slide share. September1,2020. Resource mobilizationretrievedfromhttps://www.slideshare.net/DeeptiNambiar5/resourcemobilization-71134948 9. https://quickbooks.intuit.com/r/pricing-strategy/4-ways-to-measure-your-profitability/ 10. Kissflow. September1,2020. 6 Practical Performance AppraisalMethods for the Modern Workforceretrieved from https://kissflow.com/hr-process/performancemanagement/employee-performance-appraisal-method/ 11. Valamis. August29,2020. Conflict Management Styles retrieved from https://www.valamis.com/hub/conflict-management-styles 12. https://www.economicsdiscussion.net/management/delegation-of-authority/elementsof-delegation-meaning-process-and-comparison/31490 13. Working in a team. August30,2020. Principles of Teamworkretrievedfrom https://www.sqaacademy.org.uk/pluginfile.php/42752/mod_resource/content/2/HTML _files/PDAmanagement_03.htm 14. staff-handbook-2020. August30,2020. Assignment of Dutiesretrieved from https://careers.usask.ca/agreements/non-union/handbooks/exempt/exempt-4assignment-of-duties.php#41JobProfiles 15. Basic Strategies in Advertising.September1,2020. Market segmentation retrieved from https://smallbusiness.chron.com/basic-strategies-advertising-69198.html 16. http://www.pondiuni.edu.in/storage/dde/downloads/markiv_asp.pdf 17. Boost Employee Productivitywith These Proven Strategies. August 31,2020. Labour efficiency retrieved from https://blog.hubstaff.com/employee-productivity/ 18. Top Ten Promotional Strategies. September2,2020. Promotionalstrategiesretrieved from https://smallbusiness.chron.com/top-ten-promotional-strategies-10193.html 19. CRM simplified, September3,2020. Components of Customer Relationship Managementretrieved from https://crm.walkme.com/components-customerrelationship-management/ 20. https://www.mindtools.com/pages/article/good-relationships.htm 220 | Page Skills for a better destiny - 221 | Page Skills for a better destiny CCMTM601- CCMTM601 TEAM MANAGEMENT SKILLS Apply team management skills Learning hours 30 REQF Level: 6 Credits: 3 Sector: All Sub-sector:All Issue date: October, 2020 Purpose statement This module describes the skills, knowledge and attitudes required to manage a team. Upon completion of this module, the trainee will be able to apply professional communication skills including describing clearly the basics of communication, delivering effectively a speech, performing properly interview andwriting properly business letters, reports and memos.Furthermore,the trainee will be able toapply team leading skills including managing effectively employees, resolving appropriately workplace problems and giving effectively instructions and feedback.Finally, the trainee will be able tomanagemeeting by acquiring the skills in preparing, conducting, debriefing and following up a meeting. 222 | Page Skills for a better destiny Learning assumed to be in place N/A 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 1. Apply professional communication skills 2. Apply team leading skills 3. Manage meeting 223 | Page Performance criteria 1.1 Describe clearly the basics of communication based on communication theory. 1.2 Deliver effectively a speech in accordance with the speech preparation and delivery tips. 1.3 Perform properly interview in accordance with interview basics. 1.4 Write properly business letters, reports and memos based on writing techniques. 2.1 Manage effectively employees as per their work styles and personalities. 2.2 Resolve appropriately workplace problems as per conflict management styles. 2.3 Give effectively instructions and feedback in accordance with a given context. 3.1 Prepare effectively a meeting with regard to meeting preparation tips. 3.2 Conduct properly a meeting as per meeting management techniques. 3.3 Debrief and follow up meetingsbased on guidelines to conduct effective meeting. Skills for a better destiny LEARNING UNIT 1 - APPLY PROFESSIONAL COMMUNICATION SKILLS Learning Outcomes: Learning hours: 1.1 1.2 1.3 1.4 Describe fundamentals of communication Deliver a speech Perform interview Write business letters, reports and memos 12 Hours Learning Outcome 1.1: Describe basics of communication Content Learning activities Key concepts Communication Communication skills Communication theory Elements of communication process Sender Receiver Message Medium Context Feedback Types of communication Based on the communication channels Verbal o Oral o Written Non‐verbal Based on purpose and style Formal o Horizontal o Vertical Informal Factors influencing communication Personal attitudes Socio‐cultural background Past experiences 224 | Page o Brainstorming on key concepts o Discussion on Elements of communication process o Discussion on types of communication o Question and answer on factors influencing communication Skills for a better destiny Resources - Whiteboard - Projector - Computer - Flipcharts - Markers - Pieces of chalk - Duster - Reference materials - Pen - Sheets of Paper - Handouts Knowledge of subject matter Ability to relate with others Interpersonal perception Environmental factors Formative Assessment 1.1 Performance criterion Describe clearly basics of communication based on communication theory Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Matching questions - Multiple Choice questions - True – false questions - Sentence completion questions - Essay questions Tasks: 1. Identifyelements of communication process and types of communication in a specific trade related scenario 2. Explain factors influencing communicationin the conluded session Checklist Score Yes Indicator 1: Key concepts are clearly explained Communication is defined Communication skills are defined Communication theory is defined Indicator 2: Elements of communication process are well identified Sender is identified Receiver is identified Message is identified Medium is identified Context is identified 225 | Page Skills for a better destiny No Feedback is identified Indicator 3: Types of communication are well described Types of communication based on communication channels are explained Types of communication based on Purpose and Style are well explained Indicator 4: Factors influencing communication are properly explained Personal attitudes are explained Socio-cultural background is explained Past experiences are explained Knowledge of subject matter is explained Ability to relate with others is explained Interpersonal perception is explained Environmental factors are explained Learning Outcome 1.2: Deliver a speech Content Learning activities Speech structure Definition of a speech Structure Introduction Body Conclusion Preparing a speech Factors to consider when preparing a speech Time and duration of speech Use of equipment during oral presentation Venue Audience Steps in preparing a speech Selecting a topic Consider your audience Collecting information Organizing your speech Delivering the speech Ending the speech Delivering a speech Tips for effective speech delivery 226 | Page o Brainstorming on speech structure o Discussion on preparing a speech o Practical exercise on speech preparation o Role play on delivering a speech Skills for a better destiny Resources - Whiteboard - Projector - Computer - Flipcharts - Markers - Pieces of chalk - Duster - References - Pens - Sheets of Paper - Handouts - Speakers - Audio-visual materials Be organized Use appropriate materials Make use of body language Take time to pause Use appropriate tone or voice Be expressive Be accurate Show empathy Be sincere Maintain eye contact Stay alert Formative Assessment 1.2 Performance criterion Deliver effectively a speech in accordance with Speech preparation and delivery tips Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching type questions - Product evidence - Multiple Choice questions - Performance evidence - True – False questions - Essay questions Task: Prepare and Deliver a speech on a specific trade related topic. Checklist Score Yes Indicator 1:Speech structure is properly described Speech is defined Speech structure is described Indicator 2:Speech is well prepared Factors to consider when preparing a speech are considered Steps in preparing a speech are respected 227 | Page Skills for a better destiny No Indicator 3: Speech is properly delivered Tips for effective speech delivery are considered Observation Learning Outcome 1.3: Perform interview Content Learning activities o Brainstorming on key terms o Discussion on types of interviews o Discussion on tips in preparing interview o Practical exercise on Interview preparation and performance o Brainstorming on tips in answering the face to face interview questions o Practical exercise on common interview questions and their answers Key terms Job interview Panel Types of interviews Behavioral interview Stress interview Phone interview Technical interview Group interview Panel interview Role-plays Interview preparation and performance Tips in preparing interview Research the company Share examples of achievements Describe the situation, task and action you took and the results of your action Assemble relevant information before hand Read your resume and the job advertisement as a refresher Check yourself in a full length mirror before the interview Tips in answering the face to face interview questions Good eye contact Smile Open body language Be engaged Breathe deeply 228 | Page Skills for a better destiny Resources - Whiteboard - Projector - Computer - Flipcharts - Markers - Pieces of chalk - Duster - References - Pens - Sheets of Paper - Handouts - Recorder Common interview questions and their answers Formative Assessment 1.3 Performance criterion Perform properly interview in accordance with interview basics Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Performance evidence - Multiple Choice questions - True – False questions Task: Perform an interview on a given trade related vacancy. Checklist Score Yes Indicator 1: Key terms are well defined Job Interview is defined Panel is defined Indicator 2: Types of interviews are clearly Explained Behavioral interview is explained Stress interview is explained Phone interviewiew is explained Technical interview is explained Group interview is explained Panel interview is explained Role-plays are explained Indicator 3: Tips in preparing interview are effectively applied The company is researched Examples of achievements are shared The situation, task,taked actions and the results are discribed Examples of achievements are shared Relevant information are assembled before hand 229 | Page Skills for a better destiny No Resume and the job advertisement are read Self-checking in the mirror was done before the interview Indicator 4:Tips on answering face to face interview questions are well applied Good eye contact is maintained Smile is observed Open body language is used Breathing deeply is done Indicator 5: Common interview questions are answered appropriately Observation Learning Outcome 1.4: Write business letter, report and memo Content Learning activities o Brainstorming on key terms Key terms Business letter Report memo Business letter Types Application letter Resignation letter Letter of complaint Recommendation letter Letter of acknowledgement Inquiry letter Adjustment letter Sales letter Order letter Cover letter Parts Heading The Inside Address Subject Greeting Body Complimentary close Signature Report 230 | Page o Discussion on business letter witting o Practical exercise on business letter writting o Discussion report writing o Practical exercise on business letterwriting o Discussion on memo writing o Practical exercise on memo witting Skills for a better destiny Resources - Whiteboard - Projector - Computer - Flipcharts - Markers - Pieces of chalk - Duster - Reference materials - Pens - Sheets of Paper Handouts Types Progress report Research report Annual report Audit report Report format/outline Title Table of content Executive Summary Introduction Body Conclusion Recommendations references Appendices Memo Types of memos Informative memo Problem-solving Persuasion memo Internal memo proposal Parts of a memo and how they are written The heading o To o From o Date o Re or subject o Cc or c Body of the memo o Introduction o Statement of the facts o Arguments o conclusion Formative Assessment 1.4 Performance criterion Write properly business letters, reports and memos based on writing techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 231 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - Matching questions - Product evidence - Multiple Choice questions - Performance evidence - True – False questions - Essay qustions Tasks:1. Write a busines a letter applying for a job on a specific trade related job 2. Write a report on a specific trade related event 3. Write a memo about a specific trade related subject Checklist Score Yes Indicator 1: key terms are clearly defined Business letter is defined Report is defined Memo is defined Indicator 2: Business letter is well written Types of a business letter are identified Business letter is produced Indicator 3: Report is well prepared Types of a report are identified Report format is respected Report is produced Indicator 4: Memo is well written Types of memos are identified Parts of a memo are identified Memo is produced Observation 232 | Page Skills for a better destiny No LEARNING UNIT 2 - APPLY TEAM LEADING SKILLS Learning outcome 2.1 Manageemployees as per their work styles and personalities 2.2 Resolve workplace problems 2.3 Give instructionsand feedback Learning hours: 8 Hours Learning Outcome 2.1: Manageemployees as per their work styles and personalities Content Learning activities Resources o Brainstorming on the key terms o Discussion on the types of work styles o Discussion on management of different work styles o Question and answer on the types of employee personality o Discussion on management of different personality types o Individual research and presentation on types of work styles and types of employee personality - Key terms Work style Personality Work styles Types of work style Leaders Doers Lovers Learners Integrators Pioneers Drivers Guardians Tips on managing different Work Styles Recognize each employee’s individuality Take note of strengths Create diverse teams Empower workers to manage themselves 233 | Page Skills for a better destiny Whiteboard Projector Computer Flipcharts Markers Chalks Duster Reference books Pen Paper Employee personality management Types of personality Judgers Perceiver Extraverts Introversion Thinkers Feelers Tips on Managing different personality types Build a relationship Set the bar high Know what's most important to them Quit taking things personally Formative Assessment 2.1 Performance criterion Manage effectively employees as per their work styles and personalities Assessor may collect among the following evidences and make judgement on whether the performance criterion has been achieved or not. Types of evidence Written evidence Portfolio assessment tools - Matching questions - Multiple questions - Fill in the blanks/sentence completion - Essay questions Task: Identify types of work styles and personality from a trade related case study. Checklist Indicator 1: Key terms are well defined Work style is defined Personality is defined Indicator 2: Work styles are clearly explained Types of work styles areexplained 234 | Page Skills for a better destiny Score Yes No Tips on Management of different personality types are explained Indicator 3: Employee personality are well managed Types of employee personality are identified Tips on managing different personality types are explained Observation Learning Outcome 2.2: Resolve workplace problems Content Key terms Conflict Conflict management Common workplace issues Interpersonal conflict Communication problems Gossip Bulling Harassment Discrimination Low motivation Job satisfaction Performance issues Poor Job fit Conflict management Causes of conflicts in workplace Differences in goals, Limited resources, Reward structures Difference in perceptions Unfair treatment Leadership management aspect Types of Conflict Interpersonal Intrapersonal Intergroup Intragroup Conflict management styles 235 | Page Learning activities o o o Brainstorming on definition of conflict and conflict management Discussion on the types of conflict Discussion/Individual research and presentation on the conflict management styles Skills for a better destiny Resources - Whiteboard - Projector - Computers - Markers - Pieces of chalk - Duster - Reference materials - Pen - Sheets of paper - Reference materieals Confronting/proble m solving Avoidance/Withdra wal Compromise/Recon cile Smooth/Accommod ate Force/Direct Formative Assessment 2.2 Performance criterion Resolve appropriately workplace problems as per conflict management styles Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Witten evidence - Oral evidence Portfolio assessment tools - Matching questions - Multiple Choice questions - True – False questions Task: Identify the possible conflict management styles to use in a trade relatedspecific situation Checklist Score Yes Indicator 1: key terms are clearly defined Conflict is defined Conflict management is defined Indicator 2: Common workplace issues are clearly identified Interpersonal conflict is identified Communication problems is identified Gossip is identified Bulling is identified Harassment is identified Discrimination is identified Low motivation is identified Job satisfaction is identified Performance issues is identified Poor Job fit is identified Interpersonal conflict is identified 236 | Page Skills for a better destiny No Indicator3: Conflict management is well described Causes of conflicts in workplace are identified Types of Conflict are identified Conflict management styles are identified Observation Learning Outcome 2.3: Give instructions and feedback Content Learning activities Key terms Instruction Feedback Giving instructions Syntactic forms of instructions Imperatives Interrogatives Declaratives Tips on giving clear instructions Find out who your audience is Find out what people already know Set the scene Use simple language Speak slowly and clearly Follow a logical sequence Giving feedback Types of feedback Informal Formal Formative Summative Feedback models The feedback Sandwich Chronological fashion feedback Pendleton model 237 | Page o Question and answer key terms o Discussion on syntactic forms of instructions o Discussion on tips of giving clear instructions o Individual research and presentation on types of feedbacks o Individual research and presentation on feedback models o Brainstorming on tips of giving effective feedback o Pratical exercises on giving instructions and feedback Skills for a better destiny Resources - Whiteboard Projector and its accessories Computer and its accessories Flipcharts Markers Pieces of Chalk Duster Reference resources Pens Sheets of paper Handouts Tips on giving effective feedback Plan in advance Give it promptly, right after the event Think about what you want to achieve Drive discussion accordingly Start gently Be specific Encourage selfreflection Be aware of nonverbal clues Formative Assessment 2.3 Performance criterion Give effectively instructions and feedback in accordance with a given context Assessor may collect among the following evidences and make judgement on whether the performance criterion hasbeen achieved or not. Types of evidence - Written evidence - Oral evidence Portfolio assessment tools - Matching questions - Multiple Choice questions - True – False questions - Sentence completion / fill in the blanks - Task: Give instructions and feedback in a specific trade related workplace Checklist Indicator 1:Key terms are clearly defined Instruction is defined Feedback is defined Indicator 2: Instructions are properly given Syntactic forms of instructions Tips on giving clear instructions are respected Indicator 3: Constructive feedback is properly given Types of feedback are identified Feedback models are applied Tips on giving effective feedback are respected Observation 238 | Page Skills for a better destiny Score Yes No LEARNING UNIT 3 - MANAGE MEETING Learning outcomes Learning hours: 3.1. Prepare a meeting 3.2. Conduct a meeting 3.3. Debriefand follow up meetings Hours: 10 Learning Outcome 3.1: Prepare a meeting Content Key terms Meeting Conference Workshop Types of meetings Status Update Meetings. Information Sharing Meetings. Decision Making Meetings. Problem Solving Meetings. Innovation Meetings. Team Building Meetings 7 critical ways to prepare meetings Research the attendees. Determine clear objectives. Plan a suggested agenda. Consider any obstacles. Remove any roadblocks. Decide on desirable outcomes. Think about follow-up activities Tips for choosing the venue Make sure you know how many guests will be attending Check the weather forecast Remember the meeting purpose Is it better to order catering or deliver food and drinks instead? 239 | Page Learning activities Resources o Brainstorming on on key terms - o Discussion on types of meetings o Brainstorming and discussion on 7 critical ways to prepare meetings o Discussion on tips for choosing the meeting venue Skills for a better destiny - Whiteboard Chalkboard Projector Computer Flipcharts Markers Pieces of chalk Reference materials Pen Sheet of papers Handouts Pay attention to the venue location Think of how you want to decorate the venue for the best experience Formative Assessment 3.1 Performance criterion Prepare effectively a meeting with regard to meeting preparation tips Assessor may collect among the following evidences and make judgement on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Oral evidence - Matching type questions - Written evidence - Multiple choice questions - True – False questions - Sentence completion / fill in the blanks Task: Write a meeting preparation report on a trade related meeting and present it in class. Checklist Indicator 1: Key terms are well defined Meeting is defined Conference is defined Workshop is defined Indicator 2: Types of meeting are clearly explained Status-update meeting is explained Information-sharing meeting is explained Decision-making meeting is explained Problem-solving meeting is explained Innovation meeting is explained Indicator 3: Meetings are critically prepared The attendees are researched Clear objectives are determined Suggested agenda is planned Any obstacles are considered Any roadblocks are removed Desirable outcomes are decided Follow-up activities are thought about 240 | Page Skills for a better destiny Score Yes No Observation Learning Outcome 3.2: Conduct a meeting Content Learning activities Key terms Agenda Minutes Conducting a meeting Agenda types of agenda informal and formal prioritized and timed Bottom line Agenda template AOB Minutes Types of minutes action discussion verbatim Basic minutes outline Date and time of meeting Names of participants Agenda items and topics discussed Action items Conducting a meeting Process of conducting effective meetings Selecting participants Developing agendas Opening the meeting Establishing ground rules Time management in meetings 241 | Page o Brainstorming on key terms o Discussion agenda o Discussion minutes o Practical exercise and Roleplay on process of conducting effective meeting o Practical exercise and roleplay tips for conducting effective meeting Skills for a better destiny Resources - Whiteboard Projector Computer Flipcharts Markers Pieces of chalk Duster References Pen Sheets of paper Evaluating the meeting process Evaluating the overall meeting Closing the meeting Tips for conducting effective meeting Start meeting on time Ensure quorum Review agenda Keep discussion focused Encourage participation Help group come to decisions Summarize decisions Agree on action plan Draft agenda for next meetings Evaluate meeting Formative Assessment 3.2 Performance criterion Conduct properly a meeting as per meeting management techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching type questions - Pefromance evidence - Multiple choice questions - True – False questions Task: Conduct a meeting on aspecific trade related agenda in classroom. Checklist Score Yes 242 | Page Skills for a better destiny No Indicator 1: Key terms are well defined Agenda is defined Minutes is defined Conducting a meeting is defined Indicator 2:Agenda is well described types of agenda are identified Agenda template is respected Indicator 3: The term minutes is well explained Types of the minutes are identified Basic minutes outline is identified Indicator 4: Meeting is well conducted Process of conducting effective meetings is respected Tips for conducting effective meeting are considered Observation Learning Outcome 3.3: Debrief and follow up meetings Content Learning activities o Brainstorming on Key concepts Key terms Debrief meetings Follow up meetings Processing and distributing documentation from meetings Processing documentation Distributing documentation Acknowledge receipt of documentation Informing colleagues regarding the outcomes of meetings Types of information Upcoming events Customer information New policies and procedures New products and services Customer comments Staff movements Operational issues Types of action Conduct research Prepare a presentation 243 | Page o Group discussion on processing and distributing documentation from meetings o Group discussion on informing colleagues regarding the outcomes of meetings o Question and answer on incorporating work resulting from meetings Skills for a better destiny Resources - Whiteboard Projector Computer Flipcharts Markers Pieces of chalk Duster References Pen Sheets of paper Prepare a strategy or action plan Implement action Act on information Incorporating work resulting from meetings Implement information and actions Monitor information and actions Obtaining feedback from staff Report information and actions Formative Assessment 3.3 Performance criterion Debrief and follow up effectively meetingsbased on guidelines to conduct effective meeting Assessor may collect among the following evidences and make judgement on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Matching type questions - Oral evidence - Multiple choice questions - True – False questions - Sentence completion / fill in the blanks Task: Debrief and follow up the meeting conducted in class in the previous learning outcome. Checklist Score Yes Indicator 1: Key terms are well defined Debrief meetings are defined Follow up meetings are defined Indicator 2: Processing and distributing documentation from meetings are well described Processing documentation is described Distributing documentation isdescribed Acknowledge receipt of documentation is described Indicator 3: Informing colleagues regarding the outcomes of meetings is clearly explained Types of information are explained Types of action are explained Indicator 4: Incorporating work resulting from meetings is well described 244 | Page Skills for a better destiny No Information and actions are implemented Information and actions are monitored Feedback from staff is obtained Information and actions are reported Observation References - - Clementson, T. (2005). Natural English Reading and Writing Skills. Pre-intermediate Resource Book. Oxford: Oxford University Press. Davidson, J. (2003). The Complete Guide to Public Speaking. New Jersey: John Wiley & Sons, Inc. Foster, J. (2005). Effective Writing Skills for Public Relations (3 ed.). London: Kogan Page Limited. University of Rwanda (2014). Comminication Skills (COE 101). Kigali: The Author AduOppong, A. A. & Agyin-Birikorang, E. (2014). Communication in the workplace: guidelines for improvingeffectiveness. Global Journal Commerce & Management Perspective, Vol.3 (5): 208-213. Association of Southeast Asian Nations (2012). Plan, manage and conduct meetings. Trainee DOI: https://doi.org/10.31686/ijier.Vol7.Iss1.1286 Hardavella, G. et al. (2017). How to give and receive feedback effectively. Breathe, 13: 327-333. Innovation Education and Research, 7(1): 74-92. Kema, E. A. (2019). Giving effective instructions in EFL classrooms. International Journal for manual. Victoria: William Angliss Institute. https://www.skillsactive.org.nz/assets/0-ALL-DOCS/Trainee-informationsheets/eebe5c78fc/Giving_instructions.pdf. Retrieved on 24th October, 2020 https://www.masscommunicationtalk.com/types-of-communication-and-itseffects.html Retrieved on 22nd October, 2020 https://www.indeed.com/hire/c/info/managing-different-work-styles.Retrieved on 23rd October, 2020 https://toggl.com/blog/how-to-manage-people-with-different-work-styles. Retrieved on 23rd October, 2020 https://timecommunications.biz/the-6-employee-personality-types/.Retrieved on 23rd October, 2020 https://www.americanexpress.com/en-us/business/trends-and-insights/articles/5ways-to-manage-different-personality-types/ Retrieved on 23rd October, 2020 https://www.toppr.com/guides/business-communication-and-ethics/businesscorrespondence/parts-of-business-letter/ Retrieved on 23rd October, 2020 https://managementhelp.org/misc/meeting-management.htm. Retrieved on 23rd October, 2020 https://www.talent.wisc.edu/academicleadershipsupport/LeadMeetings/Responsibil itiesoftheChair/Whattododuringameting/tabid/114/Default.aspx Retrieved on 22nd October, 2020 245 | Page Skills for a better destiny - https://bizfluent.com/info-8081015-types-agendas.html Retrieved on 23rd October, 2020 https://meetingtomorrow.com/blog/how-to-prepare-minutes-for-a-meeting/. Retrieved on 23rd October, 2020 https://notejoy.com/resources/meeting-minutes-template Retrieved on 24th October, 2020 https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing /memos/parts_of_a_memo.html Retrieved on 26th October, 2020 https://www.kean.edu/~cpdonova/HowtoWriteaMemo2.pdf Retrieved on 24th October, 2020 246 | Page Skills for a better destiny CCMRM601 CCMRM601 RTQF Level: 6 Credits: 5 Sector: All Sub-sector: All INTRODUCTION RESEARCH METHODOLOGY Develop a research proposal Learning hours 50 Issue date: August, 2020 Purpose statement This module aims to equip the student in the TVET related trades acquiring essential knowledge, skills, values and attitudes in the comprehensive research methodology. The emphasis will be put on description of research concept, development and presentation of research proposal. This module provides the ability to conduct a research proposal. 247 | Page Skills for a better destiny By the end of the module, the trainee will be able to: Elements of competence 1. Describe research concept Performance criteria 1.1. Explain clearly research concept in accordance with existing literature 1.2. Explain properly approaches and types of research in accordance with existing literature 1.3. Describe properly criteria and qualities of a good research as per research ethics 2. Develop a research proposal 2.1 Describe properly a research proposal according to research guidelines 2.2 Review accurately existing literature in relevance with the research area 2.3 Formulate appropriately research title, background of the study and problem statement according to the problem to be solved and the research variables 2.4 Set properly research objectives, questions, scope and expected results in line with the research problem 2.5 Identify properly research methods according to the research objectives 2.6 Plan properly a research schedule and budget based on research objectives and scope 3. Present research Proposal 3.1 Write properly the main text and references of the research according to the research proposal structure 3.2 Formulate properly preliminary pages, executive summary and appendices of a research proposal 3.3 Perform properly oral presentation of the research proposal according to the audience and time limit set 248 | Page Skills for a better destiny LEARNING UNIT 1 – DESCRIBE RESEARCH CONCEPT Learning Outcomes: 1.1 Explain research concept 1.2 Discuss approaches and types of research 1.3 Discuss qualities and criteria of good research Learning hours: 10Hours Learning Outcome 1.1: Explain research concept Content Learning activities Resources o Discussion on key terms used in research o Discussion on purpose of research o Discussion on research motivation o Discussion on significance of research o Discussion on challenges in research - Projector - Flipcharts / blackboard - Markers / chalks - Computer - Sheets of paper - Pens - Reference books - Internet • Key terms Research Research methodolog Purpose of research Development of knowledge i Gaining insights Testing hypothesis Informing action Research motivation Intellectual joy Solving problems Service to society Academic promotion Significance of research Fountain of knowledge Basis for policies Solution to societal problems Promotion to logical thinking Challenges in research Limited funds Language barrier Limited knowledge about research methodology Insufficient literature 249 | Page Skills for a better destiny Limited access to the information / data. Formative Assessment 1.1 Performance criterion Explain clearly research concept in accordance with existing literature Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence Portfolio assessment tools - Closed-ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings Checklist Indicator 1: Key terms are well defined Research is defined Research methodology is defined Indicator 2: Purpose of research is well explained Development of knowledge is explained Gaining insights is explained Testing hypothesis is explained Informing action is explained Indicator 3: Research motivation is well explained Desire to get intellectual joy is explained Desire to solve problems is explained Desire to be of service to society is explained Desire for academic promotion is explained 250 | Page Skills for a better destiny Score Yes No Indicator 4: Significance of research is well explained Fountain of knowledge is explained Basis for policies is explained Solution to societal problems is explained Promotion to logical thinking is explained Indicator 5: Challenges in research are well explained Limited funds is explained Limited access to information is explained Language barriers is explained Insufficiency of literature is explained Observation Learning Outcome 1.2:Explain approaches and types of research Content Learning activities Research approaches o Discussion on research Quantitative approaches Qualitative o Discussion on the Mixed criterion of choosing a Criteria of selecting a research research approach approach. o Discussion on research Research problem types by purpose and by Research questions methods Personal experiences Audience Research types by purpose Basic research Applied research Evaluation research Research and development Action research Research types by methods Descriptive research 251 | Page Skills for a better destiny Resources - Projector - Flipcharts / blackboard - Markers / chalks - Computer - Sheets of paper - Pens - Book reference - Internet correlation research Experimental research Ethnographic Case study Formative Assessment 1.2 Performance criterion Explain properly approaches and types of research in accordance with existing literature Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings Checklist Indicator 1: Research approaches are well explained Quantitative approach is explained Qualitative approach is explained Mixed approach is explained Indicator 2: Criteria for selecting a research approach are well explained Research problem as a critria is explained Research questions as a criteria is explained Personal experience as a criteria is explained Audience as a criteria is explained Indicator 3: Research types by purpose are well explained Basic research is explained Applied research is explained Evaluation research is explained 252 | Page Skills for a better destiny Score Yes No Action research is explained Indicator 4: Research types by methods are well explained Descriptive research is explained Correlation research is explained Experimental research is explained Ethnographic research is explained Case study research is explained Observation Learning Outcome 1.3: Describe criteria and qualities of a good research Content Learning activities Resources o Discussion on qualities of a good research - Projector - Flipcharts / blackboard - Markers / chalks - Computer - Sheets of papers - Pens - Reference books - Internet Criteria of a good research Systematic Logical Empirical Reliable Replicable Qualities of a good research Purpose Method Ethical standard Logical analysis Ethical consideration Avoiding Plagiarism Fraud free Confidentiality Anonymity Avoiding bias issues Providing informed consent o Discussion on criteria of good research. o Discussion on ethical consideration in research Formative Assessment 1.3 Performance criterion Describe properly criteria and qualities of a good research as per research ethics Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 253 | Page Skills for a better destiny Types of evidence - Written evidence - Oral evidence Portfolio assessment tools - - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - - Essay/open-ended questions (short and extended answer) - - Observation checklist - - Recordings Checklist Indicator 1: Criteria of a good research are well explained Systematic as a criteria is explained Logic as a criteria is explained Empiricability as criteria is explained Reliability as criteria is explained Replicability as criteria is explained Indicator 2: Qualities of a good research are well described Purpose is described Method used is described Ethical standard consideration is described Logic analysis of findings is described Unambiguous presentation of findings is described Research limitations are considered Research process considerations are described Indicator 3: Ethical considerations in research are well explained Plagiarism is explained Fraud is explained Confidentiality is explained Anonymity is explained Bias issues are explained Informed consent is explained Observation 254 | Page Skills for a better destiny Score Yes No LEARNING UNIT 2 - DEVELOP A RESEARCH PROPOSAL Learning Outcomes: Learning hours: 2.1. Describe a research proposal 2.2. Review existing literature. 2.3. Formulate research title, background of the study and problem statement 2.4. Set research objectives, questions, scope and expected results 2.5. Identify research methods 2.6. Plan a research schedule and budget 25Hours Learning Outcome 2.1: Describe a research proposal Content Learning activities o Discussion on research proposal concepts o Discussion on components of research proposal o Discussion on research proposal writing guidelines o Research proposal concept Definition Significance Characteristics Components of research proposal Preliminary pages Introduction to the study Literature review Methodology References Appendices Research Proposal writing guidelines Text formatting Page setup Use of appropriate terms. Sentences and paragraph writing Use of caption American Psychological Association (APA) referencing style 255 | Page Resources - Projector - Flipcharts / blackboard - Markers / chalks - Computer - Sheets of papers - Pens - Reference books - Skills for a better destiny Internet Formative Assessment2.1. Performance criterion 2.4. Describe properly a research proposal according to research guidelines Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Portfolio assessment tools - Closed-ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings Checklist Indicator 1: Concept of research proposal is well explained Research proposal is defined Significance is explained Characteristics (systematic, realistic, reliability) are explained Indicator 2: Components of a research proposal are well described Preliminary pages are described Introduction to the study is described Literature review is described Methodology is explained References are described Appendices are explained Indicator 3: Research proposal formatting guidelines are well explained Text formatting (Font, Size, Styles) is explained Page set-up (Page numbering , Margin, Line spacing) is explained Use of appropriate terms is explained Sentences writing is explained Paragraph writing is explained Use of captions is explained Observation 256 | Page Skills for a better destiny Score Yes No Learning Outcome 2.2: Review existing literature Content Learning activities Resources o Discussion on theoretical perspectives on literature review. o Discussion types of sources for literature review. o Discussion on important components of literature review. - Samples of literature reviews - Projector - Flipcharts / blackboard - Markers - Pieces of chalk - Computer - Sheets of paper - Pens - Internet - Books - Journal articles - Magazines and newspapers - Websites Theoretical perspectives on literature review Definition of literature review Purpose of literature review Qualities of a good literature review Accuracy Relevance Types of sources Book Journal articles Reference books Magazines Newspapers dissertations Websites key components of literature review Conceptual framework Theoretical review Empirical review Research gap Criteria for selecting literature review Topic relevance Individual and site relevance Problem and question relevance Accessibility relevance Steps for conducting literature review Identification of key terms Location of literature 257 | Page o Discussion on steps of conductingliterature review. o Discussion oncriteria of selecting literature review. o o Individual work of reviewing existing literature related to own research topic - Skills for a better destiny Critical evaluation and selection of the literature Writing a literature review Formative Assessment 2.2 Performance criterion Review accurately existing literature in relevance with the research topic Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Product evidence Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings - Task: Review existing literature and relate it to the background or problem statement of your own research topic in your area of specialization. Checklist Indicator 1: Theoretical perspectives on literature review are discussed Literature review is defined Purpose of literature review is explained Qualities of good literature review (accuracy and relevance) are explained Indicator 2: Sources for literature review are discussed Journal articles as source of literature review are explained Reference books as source of literature review are explained Conference papers as source of literature review are explained Magazines as source of literature review are explained Newspapers as source of literature review are explained 258 | Page Skills for a better destiny Score Yes No dissertations as source of literature review are explained Websites as source of literature review are explained Indicator 3: key componemts of literature review are properly discussed Conceptual framewok is explained Empirical review is explained Theoretical review is explained Research gap is explained Indicator 5: Criteria for selecting literature to review are well considered Topic relevance as criteria is considered Individual and site relevance as criteria is considered Problem and question relevanceas criteria is considered Accessibility relevanceas criteria is considered Indicator 4: Steps for conducting literature review are well followed key terms of a selected topic are identified Location of literature to review is considered selection of the literature to review is considered critical evaluation of literature to review is condidered reviewed literature is incorporated in own research Observation Learning Outcome 2.3: Formulate research title, background of the study and problem statement Content Learning activities Resources o Discussion on key terms - Projector o Discussion on - Flipcharts / blackboard - Markers / chalks - Computer formulation of research - Sheets of paper title - Pens - Books formulation of research - Internet background of the study - Samples of Research proposal Key research related terms Research variables Research topic Research title Research background Problem statement Types of research variables Dependent variables Independent variables Intervening variables Research title Function Categories identification of research variables o Practical exercises on o Practical exerciseson o Practical exercises on Declarative, Informative 259 | Page formulation of a researchproblem Skills for a better destiny Interrogative Characteristics/attributes Guidelines for formulation of research title Background of the study Purpose Importance Content Tips for writing background of the study Problem statement Considerations in selecting a research problem Interest Measurement of concepts Level of expertise Relevance Sources of the research problem Deduction from theories Relevant literature Interviews Observation Steps in formulation of a problem statement Statement of the problem in a general way Understanding the nature of the problem Surveying the available literature Development of the ideas through discussions 260 | Page Skills for a better destiny Characteristics of appropriate problem statement. Supported by literature Significant Timely Novel Tips for writing a problem statement Ensure the problem statement focuses on existing problem. Outline the negative points of the current situation Include the time frame the problem has been occurring Try to quantify the problem with appropriatedata Formative Assessment2.3 Performance criterion Formulate appropriately a research title, background of the study and problem statement according to the problem to be solved and the research variables Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Product evidence 261 | Page Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) Skills for a better destiny - - Observation checklist - Recordings - Task: Formulate a research title, background of the study and problem statement and according to the area of specialization and the problem to be solved Checklist Indicator 1: Key related research terms are well defined Research variable is defined Research topic is defined Research title is defined Research background is defined Research problem statement is defined Indicator 2: Types of research variables are identified Dependent variables are identified Independent variables are identified Intervening variables are identified Indicator 3: Research title is well is formulated One of categories of research title is considered Characteristics of a good research title are considered Guidelines for formulating a research title are respected Indicator 4: Research background of the study is properly formulated Research background is clear General overview/main ideas of research is/are provided Content of a research background are relevant Sources are cited Indicator 5: Research problem is properly formulated Considerations in selecting a research problem are respected Sources in formulating a research problem are mentioned Steps in formulation a research problem are respected Characteristics of appropriate research problem are considered Tips for writing of research problem are considered Observation 262 | Page Skills for a better destiny Score Yes No Learning Outcome 2.4: Set research objectives, questions, scope and expected results Content Learning activities Resources o Discussion on research objectives - Projector - Flipcharts / blackboard - Markers / chalks o Discussion on research questions o Practical exercise on formulation of research questions - Computer - Sheets of papers - Pens - Reference books o Discussion on research scope - Internet - Research proposal Research objectives Definition Importance Types General objectives Specific objectives Characteristics (SMART) Specific Measurable Achievable Realistic Time-Bound Guidelines for stating research objectives Research questions Definition Types Descriptive Relational Causal Steps in setting research questions Characteristics of a good research question Tips in setting a good research question Research hypothesis Definition Types of Hypothesis NULL Hypothesis Alternative Hypothesis Importance of Hypothesis Characteristics of Hypothesis Guidelines for setting Hypothesis Research scope 263 | Page o Practical exercise on formulation of research objectives o Practical exercise on formulation of research scope o Discussion on research expected outcomes. o Practical exercise on research expected results Skills for a better destiny Definition Importance Types of scope Scope in time Scope in space Scope in domain Contents of the research scope General purpose of the study Population and sample size Duration of the study Theories to be discussed Geographical location to be covered Steps to define research scope. Identification of the project needs. Confirmation of the objectives and goal Description of research scope. Expectations and acceptance. Identification of constraints. Identification of necessary changes. Guidelines for writing a research scope Consider the feasibility of your study Do not broaden the scope Do not narrow the scope 264 | Page Skills for a better destiny Define the coverage of study Expected results of the research Definition of expected results Importance of expected results Guidelines for writing expected results Formative Assessment2.4 Performance criterion Set properly research objectives, questions, scope and expected results in line with the research problem Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Product evidence Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings - Task: Set research objectives, questions, scope and expected outcomes, according to the title and problem statement of your study (refer to L.O. 2.3 task) Checklist Indicator 1: Research objectives are well set Term objective is defined Importance of research objectives is explained Types of research objectives (general and specific) are identified Characteristics of research objectives (SMART) are explained 265 | Page Skills for a better destiny Score Yes No Guidelines of research objectives are respected Indicator 2: Research questions are well set Term research question is defined Types of research questions are identified Characteristics of setting research questions are explained Steps in setting research questions are respected Tips of setting research questions are considered Indicator 3: Research hypothesis are properly set Term research hypothesis is defined Types of hypothesis (Null and Alternative) are explained Importance of research hypothesis is explained Characteristics of research hypothesis are explained Guidelines of setting research hypothesis are respected Indicator 4: Research scope is well set Term research scope is defined Importance of research scope is explained Types of research scope are identified Content of research scope is defined Steps of setting research scopre are respected Guidelines of setting research scope are considered Indicator 5: Expected research otcomes are well set Term research outcomes is defined Importance of expected research outcmes is explained Guidelines for writing expected research outcomes are considered Observation Learning Outcome 2.5: Describe research methods Content Learning activities Resources o Discussion on defining research methods - Research methods Definition 266 | Page Skills for a better destiny Projector Importance Data collection Definition Imptance Data types Primary data Secondary data Types of research Instruments Interview Questionnaire Documentary review Observation Criteria in selection of method for data collection Nature, scope and object of enquiry Availability of funds Time factor Precision required Data collection procedures Data collection authorization Informed consent Administration of the instrument Data recording Validity of research instrument Definition of validity Types of validity Factors affecting validity Reliability of research instruments Definition of reliability Types of Reliability Factors affecting reliability Pilot study Definition Importance Procedures guidelines Research design 267 | Page o Discussion on data collection - Flipcharts / blackboard o Discussion on types of research instruments - Markers / chalks - Computer - Sheet of papers - Pens - Book reference - Internet - Final year report samples o Discussion on criteria of selecting methods for data collection o Discussion on data collection procedures o Discussion on validity of research instuments for data collection o Discussion on reliabilityof research instuments for data collection o Discussion onpilot study o Discussion onresearch design o Discussion on sampling concepts o Discussion on probability sampling o Discussion on nonprobability sampling o Discussion on factors influencing sampling o o Skills for a better destiny Definition importance Features Types Explanatory research studies Descriptive and diagnostic research studies Correlation designs Experimental designs Sampling concepts Definition of Population Definition of sampling Sample size Determination of sample size Sample characteristics Probabilistic sampling Simple random sampling Stratified random sampling Systematic sampling Cluster (or area) sampling Non-probabilistic sampling Purposive sampling Accidental sampling Factors influencing sampling Available funds Size of population Accessibility Formative Assessment 2.5 Performance criterion Describe properly research methods according to the research objectives Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 268 | Page Skills for a better destiny Types of evidence - Written evidence - Oral evidence Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings Checklist Score Yes No Indicator 1: Concept of research method is well explained Term research methods is defined Importance of research methods is explained Indicator 2: Data collection is well explained Research design is explained Term data collection is defined Importance of data collection is explained Data types in data collection process are identified Indicator 3: Research instruments are well explained Observation as a research instruments is explained Interviewas a research instruments is explained Questionnaireas a research instruments is explained Documentation as a research instruments is explained Indicator 4:Criteria in selection of method for data collection are well explained Nature, scope and object of enquiry as criteria are explained Availability of funds as criteriion is explained Time factor as criterion is explained Precision as criterion is explained Indicator 5: Data collection process is well explained Data collection authorization is explained Informed consent is explained Administration of research instruments is explained Data recording is explained Indicator 6: Validity of reseach instruments is well explained Term validity of research instrument is defined Types of validity are identified 269 | Page Skills for a better destiny Factors affceing validity areexplained Indicator 7:Reliability of research instruments is well explained Term reliability of research instruments is defined Types of reliabilityof research instruments are identified Factors affecting reliability of research instrumentsare explained Indicator 8: Conducting pilot study is well explained Term pilot study is defined Importance of pilot study is explained Procedure of conducting pilot study is explained Guidelines of conducting pilot study is explained Indicator 9: Research design is well discussed Term research design is defined Importance of research design is explained Features of research design are explained Types of research design are identified Indicator 10: Concept of sampling is well explained Trem sampling is defined Term population is defined Term sample size is defined Determination of sample size is explained Characteristics of sample are explained Indicator 11: Types of Probabilistic sampling is well explained Simple random sampling is explained Stratified random samplingis explained Systematic samplingis explained Cluster (or area) samplingis explained Indicator 12: Types of non- probability sampling are well explained Purposive sampling is explained Accidental sampling is explained Indicator 13: Factors influencing sampling are well explained Available funds as factor are explained Size of population as factor is explained Accessibility as factor is explained Observation Learning Outcome 2.6: Plan a research schedule and budget Content Learning activities Resources o Discussion on research scheduling - Research proposal samples o Discussion on research budgeting - Projector Research Schedule Definition Activities Gantt chart 270 | Page Skills for a better destiny Importance Research budget Defintion Purpose Cost for items in research budget Personnel Travel and accommodation Stationeries Sources of research funds Personal funds Grant National science fondation Steps for developing a research budget List your activities Check the rules again Cost each item Put it in spreadsheet Justification Guidelines for planning research budget Reasonableness Allocability Allowability Consistency o Discussion on sources of research funds - Flipcharts / blackboard o Discussion on steps for developing research budget o Discussion on guidelines for developing research budget o Practical work on planning research schedule and budget - Markers / chalks - Computer - Sheets of papers - Pens - Reference books - Calendar - Internet - Formative Assessment 2.6 Performance criterion Planproperly a research schedule and budget based on research objectives and scope Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence 271 | Page Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) Skills for a better destiny - Product evidence - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings - Task: Plan a schedule and budget ofown research based objectives and scope set. Score Checklist Yes Indicator 1: Concept of research schedule is well discussed. Term research schedule is defined Importance of research schedule is explained Activities according to research schedule are listed Gantt chart accoeding to research schedule is illustrated Indicator 2: Budget in conducting research is well discussed Term research budget is defined Purpose of research budget is explained Costing is explained Indicator 3: Sources of research funds are well discussed Personal funds as source is explained National science foundation as source is explained Grant as source is explained Indicator 4: Steps for developing a research budget are well explained List of activities as a step is explained Checking rules as a step is explained Costof each itemas a step is explained Using Spreadsheet as a step is explained Justification as a step is explained Indicator 5: Guidelines for developing a research budget are well explained Reasonableness as a guideline is explained Allocabilityas a guideline is explained Allowabilityas a guideline is explained Consistencyas a guideline is explained Indicator 6: Research schedule is well planned 272 | Page Skills for a better destiny No Work beakdown structure is done Activities duration is mentioned Activities relationship is respected Starting time is indicated Ending time is indicated Gant chart is used Indicator 7: Research well budgeted List of activities is considered Cost of each item is indicated Cost summation is done Source of funds is stated Observation 273 | Page Skills for a better destiny LEARNING UNIT 3 - PRESENT RESEARCH PROPOSAL Learning Outcomes: 3.1. Write the main text and references of the research proposal 3.2. Formulate preliminary pages, executive summary and appendices of a research proposal 3.3. Perform oral presentation of the research proposal Learning hours: 15Hours Learning Outcome 3.1: Write the main text and references of the research proposal Content Learning activities Resources o Discussion on guidelines for writing main text of research proposal report - Projector - Flipcharts / blackboard o - Markers - Pieces of chalk - Computer - Sheets of Paper - Pens - Internet - Reference list - Sample dissertation Research proposal main text Introduction Literature review Methodology Guidelines for writing main text Citation concept Definitions: Quotations Reference Bibliography Footnotes Endnotes In-Text citation Purpose of citation Components of a citation Author Date Title Retrieval Information APA referencing styles In text reference writing Books Articles Newspapers 274 | Page Discussion on Citation concept. o Practical work of writing research proposal main text o Practical exercise on APA referencing style. - Skills for a better destiny Web-pages / internet sources Encyclopedias / dictionaries Dissertations Conference proceedings Illustrations Television programs Personal communication Reference list Footnotes and Endnotes. Formative Assessment3.1 Performance criterion Write properly the main text and references of the research proposal Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Product evidence - Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings - Tasks : Write the main text of a research proposal according to the writing guidelines set Use APA referencing style in research proposal. Checklist Indicator 1: Research proposal main text are well explained Introduction 275 | Page Skills for a better destiny Score Yes No Literature review Methodology Indicator 2: Guidelines for writing main text of research proposal are well explained Writing guidelines of introduction are explained Writing guidelines of literature review are explained Writing guidelines of methodology are explained Indicator 3: Citation related concepts are well explained Term citation is defined Purpose of a citation is explained Components of a citation are explained Indicator 4: APA referencing style is well used In text referencing writing in line with APA is used Referencne list in line with APA is used Footnotes and endnotes in line with APA are used Observation Learning Outcome 3.2: Formulate preliminarypages, executive summary and appendices of a research proposal Content Preliminary pages Definition Content Title page Executive summary Table of content List of figures List of tables List of abbreviations / acronyms Operational definitions of terms 276 | Page Learning activities Resources o Discussion on formulation of preliminary gages in research proposal Projector o Practical exercises on formulation of preliminary gages in research proposal - Markers - Pieces of chalk - Computer - Sheets of paper - Pens - Internet - Sample dissertation o Discussion on research proposal executive summary formulation o Discussion on formulation of appendices in research proposal Skills for a better destiny Flipcharts / blackboard Tips of writing preliminary pages Executive summary Definition Importance of executive summary Content Qualities of a good executive summary Guidelines on writing an executive summary Tips for writing an executive summary o Practical exercises on executive summary formulation o - Approved research proposal samples Practical exercises on appendices formulation ● Appendices Definition Content Tips for writing appendices. Formative Assessment3.2 Performance criterion Formulate properly preliminary pages, executive summary and appendices of a research proposal Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence - Oral evidence - Product evidence 277 | Page Portfolio assessment tools - Closed -ended questions (Multiple choice, True-false, Matching, Sentence completion) - Essay/open-ended questions (short and extended answer) - Observation checklist - Recordings - Task: Formulate the executive summary and preliminary pages of the research proposal Skills for a better destiny Score Checklist Yes No Indicator 1: Concept of preliminary pages is well discussed Term preliminary pages is defined Content in preliminary pages is explained Tips for writing preliminary pages are explained Indicator 2: Good Executive summary/ abstract is well written Term executive summary/ abstract is defined Importance of an executive summary/abstract is explained Content of an executive summary/abstract is explained Qualities of an executive summary/abstract are explained Guidelines of an executive summary/abstract are explained Indicator 3: Appendices for a research proposal are well written Term appendix is defined Content of appendix is discussed Tips for writing appendix are discussed Observation Learning Outcome 3.3: Perform oral presentation of the research proposal Content Learning activities Resources o Discussion on concept oral presentation - Projector - Flipcharts / blackboard - Markers - Pieces of chalk - Computer - Sheets of paper - Pens - Internet - Research proposal presentation format Concept of oral presentation Definition Importance Format Criteria for an effective oral presentation Clarity Logical Conciseness Consistency Types of oral presentation Persuasive Instructional Informative Qualities of a good oral presentation Confidence 278 | Page o Discussion on criteria of an effective oral presentation o Discussion on types of oral presentation o Discussion on qualities of a good oral presentation o Practical exercise on guidelines for effective oral presentation o Practical exercise on performance of oral Skills for a better destiny Passion Knowledge Naturalness Guidelines for effective oral presentation Consider audience Observe a logical flow Appropriate visualization Set time Make necessary adjustments Be prepared for questions Steps for carrying out a successful oral presentation Determine the objective of the presentation Analysis of audience Planning Delivery presentation of the research proposal Formative Assessment 3.3 Performance criterion Perform properly oral presentation of the research proposal according to the audience and time limit set Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Oral evidence - Observational checklist - Performance evidence - Recordings - Task: Perform an oral presentation of a research proposal in accordance with the presentation guidelines set - Checklist 279 | Page Skills for a better destiny Score Yes No Indicator 1: Oral presentation concept is well discussed Term oral presentation is defined Importance of oral presentation is explained Format of oral presentation is illustrated Indicator 2: Criteria for an effective oral presentation are well discussed Clarity as criterion is explained Logicas criterion is explained Concisenessas criterion is explained Consistencyas criterion is explained Indicator 3: Types of oral presentation are well explained Persuasive as type of oral presentation is explained Instructional astype of oral presentation is explained Informative as type of oral presentation is explained Indicator 4: Qualities of a good oral presentation are well discussed Confidence as quality is explained passionas quality is explained knowledgeas quality is explained Naturalnessas quality is explained Indicator 5:oral presentation is well performed Audience is considered Logical flowis respected Appropriate Visualization is considered A range of media is used Time is respected Presenter behavior is acceptbale Presenter is at ease Eye contact is maintained Voice is audible Audience questions are answered Observation 280 | Page Skills for a better destiny References - Creswell, John W. (2012). Educational research: Planning, Conducting, and evaluating quantitative and qualitative research-Fourth edition, ISBN-13: 978-0-13-136739-5 (alk. paper), ISBN-10: 0-13-136739-0 (alk. paper). - Ranjit Kumar, (2014). Research Methodology: A Step-by-Step Guide for Beginners, SAGE Publications. - Flick Uwe, (2015). Introducing Research Methodology: A Beginner's Guide to Doing a Research Project, SAGE Publication. - Kitsakorn Locharoenrat, (2017). Research Methodologies for Beginners, Pan Stanford Publishing. - Kothari. C.R. (2004). Research Methodology: Methods and Techniques-second edition, New Age International (P) Limited, Publishers; ISBN (13): 978-81-224-2488-1. - Gie, R., & Beyers, N. (2014). Getting started in clinical research: Guidance for junior researchers. Cape Town: Department of Paediatrics and Child Health, Faculty of Medicine and Health Sciences, Stellenbosch University. - Richey C. Rita and James D. Klein (2007) Design and development Research: Methods, Strategies, and Issues, Wayne State University, ISBN 978-1-4106-1692-0—1-41061692-4 (eBook). - Wisker, G. (2001), The Post Graduate Research Handbook , Palgrave Macmillan London - Philip, J.S. and Pugh, M.T. (1994); Research Methodology: Methods and Techniques, Light Publishers, New Delhi. - Patten, M.L. (2002). Understanding Research Methods: An Overview of the Essentials, 3rd Edition, Pyrczak Publishing, and Los Angeles. - Jeremy Holland (Editor) (2005): Methods in Development Research: Combining Qualitative and Quantitative Approaches, Practical Action. - Mugenda and Mugenda. (1999), Research Methods, QuantitativeApproaches, 1st Edition. Acts Press, Nairobi, Kenya. - Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed). Boston: Allyn & Bacon. - Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 15(2), 195–207. - Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage. 281 | Page Skills for a better destiny Qualitative and - Creswell, J. W., & Maietta, R. C. (2002). Qualitative research. In D. C. Miller & N. J. Salkind (Eds.), Handbook of social research (pp. 143–184). Thousand Oaks, CA: Sage. - Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd Ed.). Thousand Oaks, CA: Sage. - Lincoln, Y. S. (2009). Ethical practices in qualitative research. In D.M. Mertens & P. E. Ginsberg (Eds.).The handbook of social research ethics (pp. 150–169). Los Angeles, CA: Sage. - Dawson, C. (2002). “Practical Research Methods”, New Delhi, UBS Publishers Distributors, 2002. Denzin, N. & Lincoln, Y. 1994. “Handbook of Qualitative Research”, SAGE Publications, London, UK, 1994. - Kumar, R. (2005). “Research Methodology-A Step-by-Step Guide for Beginners”, (second edition), Singapore, Pearson Education. - Martin, W. & Bridgmon, K. (2012). “Quantitative and Statistical Research Methods: From Hypothesis to Results”, John Wiley & Sons. - Merriam, S. (2009). “Qualitative Research: A Guide to Design and Implementation”, John Wiley & Sons. - Miles, M. & Huberman, A. (1994). “Qualitative data analysis”, SAGE Publications. - Newman, I. (1998). “Qualitative-quantitative Research Methodology: Exploring the Interactive Continuum”, SIU Press. - Singh, Y. (2006). “Fundamental of Research Methodology and Statistics”, New Age International. - https://www.researchgate.net/publication/330134699 - https://www.equinetmedia.com/inbound-marketing-age-blog/4-reasons-to-clearlydefine-your-b2b-researchobjectives#:~:text=Research%20objectives%20are%20set%20at,that%20are%20relev ant%20and%20useful.&text=These%20indicate%20the%20topics%20or,to%20achiev e%20the%20primary%20objective. Accessed on 07/09/2020 - https://www.lipmanhearne.com/how-to-define-good-research-objectives. Assessed on 7/09/2020 - https://www.yourarticlelibrary.com/social-research/6-main-characteristics-of-ausable-hypotheses-social-research/92765. Assessed on 07/09/2020 - https://www.datamodel.com/index.php/2012/08/21/8-tips-for-presenting-atechnical-recommendation/?cn-reloaded=1assessed on 09/09/2020 - https://www.yourarticlelibrary.com/social-research/research-report/researchreport-5-things-to-know-about-research-report/64490 Assessed on 09/09/2020 282 | Page Skills for a better destiny - https://www.publichealthnotes.com/hypothesis-in-research-definition-types-andimportance/assessed on 07/09/2020 - https://gradschool.utah.edu/thesis/preliminary-pages/assessed on 09/09/2020 - https://www.uregina.ca/gradstudies/currentstudents/Thesis_and_Defense/Writing/Preliminary_Page.htmlAssessed 09/09/2020 283 | Page Skills for a better destiny on GENFM601 FUNDAMENTALS OF ENGINEERING MATHEMATICS GENFMEI601 Apply fundamental engineering mathematics Learning hours 80 RTQF Level: 6 Credits: 8 Sector: All except Hospitality and Tourism and Natural Resources Management Sub-sector: All except Wildlife&Conservation Technology and Forest Resources Management Issue date: August, 2020 Purpose statement This module describes the knowledge, skills and attitudes required to apply fundamental engineering mathematics. At the end of this module, the trainee of Level Six will be able to apply elementary functions, differentiation, sequences and series, simple integration, and matrices and determinant. 284 | Page Skills for a better destiny Learning assumed to be in place Not applicable Elements of competence and performance criteria Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to: Elements of competence Performance criteria 1. Apply elementary functions 3.4. Solve correctly real life problems involving sets based on set operations 3.5. Demonstrate properly elementary function and function operations in line with mathematical operations. 3.6. Solve correctly word problems involving elementary functions based on Elementary function types. 4. Apply differentiation 2.1. Demonstrate correctly limit of elementary functions refer to theneighborhood. 2.2. Apply properly ordinary differentiation based on differentiation techniques. 2.3. Apply properly partial differentiation based on function of several variables. 5. Apply simple integration 3.1. Demonstrate properly antiderivative of functions based on derivative 3.2. Apply properly definite integral of functions based on integration methods 6. Apply sequences and series 285 | Page 4.1. Demonstrate correctly sequences based on function. 4.2. Demonstrate correctly series based on sequence Skills for a better destiny 7. Apply matrices and determinant 5.1. Illustrate correctly matrices operations based on matrix size 5.2. Determine correctly inverse of matrices based on matrix determinant 5.3. Apply correctly matrices for solving real life problems based on matrix operations. 286 | Page Skills for a better destiny LEARNING UNIT 1 - APPLY ELEMENTARY FUNCTIONS Learning Outcomes: Learning hours: 1.1. Solve real life problems involving sets 7.1. Demonstrate elementary functions and function operations 7.2. Solve word problems involving elementary functions 20 Hours Learning Outcome 1.1: Solve real life problems involving sets Content Set Definition Cardinality of set Venn diagram Types of sets Empty Singleton Pair Universal Set operations Intersection Union Difference Complement Set operations in problem solving Learning activities Resources o Discussion on set. - Charts on sets o Demonstration on set operations. - Mathematical set o Individual work on set operations - Hand out - Reference books o Problem solving on application of sets - Papers - Computer o Individual work on applications of sets - White/chalk board - Markers - Chalk - Projector - Flipchart Formative Assessment 1.1 Performance criterion Solve correctly real life problems involving setsbased on set operations Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. 287 | Page Skills for a better destiny Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Matching - Problem solving - Task:Solve real life problems involving sets in their respective trade Checklist Score Yes Indicator1: Set is correctly described Set is explained Cardinality of set is determined Venn diagram is represented Indicator2: Types of set are correctly distinguished Empty set is described Singleton set is described Pair set is described Universal set is described Indicator3: Set operations are correctly applied Intersection is determined Union is determined Complement is determined Difference is determined Indicator4: Word problems are correctly solved Specification of unknown variable is done Venn diagram is filled Formulation of equation is done Solving equation is done The result is interpreted Observation 288 | Page Skills for a better destiny No Learning Outcome1.2: Demonstrateelementary functionsand function operations Content Learning activities Key terms Relation Function Elementary function Domain Range Elementary functions types Linear Quadratic Polynomial Rational irrational Trigonometric Logarithmic Exponential Function operations on polynomials Addition Subtraction Multiplication Division Function properties on Logarithmic Exponential Solving polynomial equations by Horner’s method Discriminant method Solving polynomial inequalities Function of two independent variables Trigonometry Basic trigonometric concepts Trigonometric ratio Period of trigonometric function Trigonometric identities Trigonometric formulae 289 | Page Resources o Brainstorming on key terms o Discussion onelementary functions o Individual work on functions operations o Demonstration on function operations o Discussion onfunction of several variables o Discussion onbasic trigonometric concepts o Demonstration ontrigonometric identities o Demonstration ontrigonometric formulae, o Discussion on sine law and cosine law o Demonstration ontrigonometric equations o Individual work on trigonometric formulae o Individual work on trigonometric equations Skills for a better destiny - Hand out - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Sum of two angles Difference of two angles Double angle Half angle Sum to product Product to sum Sine law and cosine law Introduction to inverse trigonometric function Trigonometric equations Simple Compound Formative Assessment 1.2 Performance criterion Demonstrate properly elementary functions and function operations in line with mathematical operations Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence 290 | Page Portfolio assessment tools - Multiple Choice questions - True – False questions - Matching - Problem solving - Task1 : Perform algebraic operations of functions (polynomial, logarithm and exponential) - Task2 : Solve equations involving polynomial, logarithm and exponential - Task3 : Demonstrate trigonometric function - Task4: Solve trigonometric equations Skills for a better destiny Checklist Score Yes Indicator 1: Key terms are correctly explained Relation is explained Function is explained Elementary function is explained Domain and range are explained Indicator 2: Elementary functions types are correctly described Linear functions are defined Quadratic functions are defined Polynomial functions are defined rational functions are defined irrational functions are defined Logarithmic functions are defined Exponential functions are defined Trigonometric functions are defined Indicator 3: Functions operations are correctly applied Sum of functions is determined Difference of functions is determined Product of functions is determined Quotient of functions is determined Indicator 4: Functions properties are correctly applied Logarithmic functions properties are applied Exponential function properties are applied Indicator 5: Polynomial equations and inequalities are correctly solved Horner’s method is used Discriminant method is used Indicator 6: Function of two independent variables is correctly described Two independent variables are distinguished Typical examples of such function are given Indicator 7: Trigonometric functions are correctly applied Basic trigonometric concepts are expained Trigonometric identities are demonstrated 291 | Page Skills for a better destiny No Trigonometric formulae are demonstrated By using trigonometric laws, the scalene triangle is solved Inverse trigonometric functions are introduced Solution to trigonometric equations is determined Observation Learning Outcome1.3: Solve word problems involving elementary functions Content Learning activities o Discussion on application of polynomial function Steps to solve word probems involving functions Specification of unknown variable Formulation of equation Solving equation Interpretation of result Word problems involving functions Polynomial functions in problem solving Logarithmic and exponential functions in problem solving Trigonometric functions in problem solving Bearing Elevation and depression angles Resources o Discussion on application of logarithmic and exponential functions o Individual work on application of logarithmic and exponential functions o Problem solving on application of trigonometric functions Hand out Mathematical set - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Formative Assessment 1.3 Performance criterion Solve correctly word problems involving functions based on Elementary function types. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 292 | Page Skills for a better destiny Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task:Solve word problems involving functions in your trade Checklist Score Yes Indicator 1: Steps to solve word probems involving functions are correctly followed Specification of unknown variable is identified Formulation of equation is done equation is solved Interpretationof result is done Indicator 2: Word problems involving functions are correctly solved Polynomial functions in problem solving are used Logarithmic and exponential functions in problem solving are used Trigonometric functions in problem solving (Bearing,elevation and depression angles) are used Observation 293 | Page Skills for a better destiny No LEARNING UNIT 2 - APPLY DIFFERENTIATION Learning Outcomes: 2.1.Demonstrate limit of functions 2.2.Apply ordinary differentiation 2.3.Apply partial differentiation Learning hours: 15 Hours Learning Outcome 2.1: Demonstrate limit of functions Content Learning activities o Brainstorming on applications oflimit of function. Limit of function at given point Neighborhood Limiting value Properties of limitsof functions Common properties Specific properties: polynomial function rational function irrational function logarithmic function exponential function trigonometric function Indeterminate cases Application of Limit of different functions Horizontal Asymptotes Vertical Asymptotes Oblique (slant) Asymptotes 294 | Page Resources o Discussion on properties of limits o Discussion on limits of different functions - Hand out - Reference books o Individual work on application limits of different functions Skills for a better destiny Mathematical set Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Formative Assessment 2.1 Performance criterion Demonstrate correctly limit of functions refer to the neighborhood Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Matching - Problem solving - Task1:Demonstrate limit of different functions - Task2:Determine asymptotes of functions Checklist Score Yes Indicator1: Limit of function at given point is correctly determined Neighborhood of point is given The limiting value is found Indicator2: Properties of limits of functions are correctly demonstrated Common Properties of limit of function are demonstrated Specific Properties of limit of (polynomial,rational,irrational,trigonometric, logarithmic and exponential) functions are demonstrated Indeterminate cases are demonstrated Indicator3: Application of Limit of different functionsare correctly demonstrated Vertical asymptote is deduced Horizontal asymptote is determined Oblique asymptote is determined Observation 295 | Page Skills for a better destiny No Learning Outcome2.2: Apply ordinary differentiation Content Learning activities o Brainstorming on application of derivative of function Derivative of function at given point Definition Techniques of differentiation of different functions Addition rule Subtraction rule Product rule Quotient rule Power rule Chain rule Second and higher order derivative for different functions Notation and Formula of Second order derivative Existence of nth order derivative Ordinary differentiation in problem solving L’ hospital rule Variation of function Optimization problems Concavity of function Curve sketching of function o Demonstrationon techniques of differentiation o Individual work on techniques of differentiation o Demonstration on higher order derivative. Resources - Hand out - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart o Individual work on higher order derivative o Problem solving on L’ hospital rule o Problem solving on variation of function o Problem solving on concavity of function o Problem solving on curve sketching of function Formative Assessment 2.2 Performance criterion Apply properly ordinary differentiation based on derivative techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 296 | Page Skills for a better destiny Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Matching - Problem solving - Task1 :Apply techniques ordinary differentiation for different functions - Task2:Apply ordinary differentiation in problem solving Checklist Score Yes Indicator1: Ordinary differential techniques are correctly applied Differentiation of function at given point is demonstrated Sum rule in differentiation is applied Subtraction rule in differentiation is applied Product rule in differentiation is applied Quotient rule in differentiation is applied Power rule in differentiation is applied Chain rule in differentiation is applied Indicator2: Second and higher order derivative are correctly applied Notation and formula of Second order derivative areapplied Existence of nth order derivative is demonstrated Indicator3: Ordinary differentiation in problem solving is correctly applied L’ hospital rule is applied Variation of function is shown Optimization problems are solved Concavity of function is shown Curve sketching of function is done Observation 297 | Page Skills for a better destiny No Learning Outcome2.3: Apply partial differentiation Content Learning activities Resources o Discussion on partial derivative - Hand out - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Partial derivative Definition Formula Typical exemples Small increment Definition Formula Typical exemples Rate of change Definition Formula Typical exemples Partial differentiation in word problem o Problem solving on calculation of partial differentiation o Problem solving on small increment o Problem solving on rate of change o Individual workon small increment o Individual work on rate of change o Group Assignments on Application exercises Formative Assessment 2.3 Performance criterion Apply properly partial differentiation based on function of several variables Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence 298 | Page Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task1:Determine partial differentiation Skills for a better destiny - Task2:Apply partial differentiation Checklist Score Yes Indicator 1: Partial derivativeis correctly applied Definition of partial derivative is given Formula of partial derivative is given Typical exemples of partial derivative are solved Indicator 2: Small increment is correctly applied Definition of Small incrementartial derivative is given Formula of partial derivative is given Typical exemples of partial derivative are solved Indicator 3: Rate of change is correctly applied Definition of Rate of changeis given Formula of partial derivative is given Typical exemples of partial derivative are solved Partial differentiation in word problem is done and the correct answer is obtained Observation 299 | Page Skills for a better destiny No LEARNING UNIT 3 - APPLY SIMPLE INTEGRATION Learning Outcomes: Learning hours: 3.1. Demonstrate antiderivative of functions 3.2. Apply definite integral of functions 20 Hours Learning Outcome 3.1: Demonstrate antiderivative of functions Content Learning activities Resources o Brainstorming on antiderivative of function - Hand out - Reference books o Demonstration on integration methods - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Antiderivative of function Definition Properties of Integration Integration methods Decomposition Change of variables (Substitution) By partial fraction By part o Individual work on integration methods Formative Assessment 3.1 Performance criterion Demonstrate properly antiderivative of functions based on derivative Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence - Written evidence 300 | Page Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task:Demonstrate methods of indefinite integration for different integrands Skills for a better destiny Checklist Score Yes No Indicator1: Antiderivativeof functionis correctly determined Definition is explained Properties of integration are used Indicator2: Methods of integration are correctly applied Decomposition method is applied Change of variables (Substitution) method is applied Integration by Partial fraction method is applied Integration by part is applied Observation Learning Outcome3.2: Apply definite integral of function Content Learning activities Resources o Discussion definite integral - Hand out - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Definite integral Definition Properties of definite integrals Techniques of definite integrals Decomposition Change of variables (Substitution) By part Applications of Definite integral Area Formula Application exercise Area under curve Formula Application exercise Area between two curves Formula Application exercise Mean value Formula 301 | Page o Demonstration on techniques of definite integration o Individual work on techniques of integration o Discussion on determination of area, mean value, root mean square, volume and length o Problem solving on determination of area, mean value, root mean square, volume and length Skills for a better destiny Application exercise o Individual work on centroid of plane figure Root mean square Formula o Problem solving on Application exercises center of gravity of a Volume of solids generated solid of revolution by function Formula Application exercises Mean value theorem Formula Application exercises Root mean square value Formula Application exercises Length of curve Formula Application exercises Centroid of a plane figure Formula Application exercises Centre of gravity of a solid of revolution Formula Application exercises Formative Assessment 3.2 Performance criterion Apply properly definite integral of functions based on integration methods Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence 302 | Page Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task1 :Demonstrate methods of definite integrals Skills for a better destiny - Task2:Apply definite integral in determination oflength, area and volume of solids generated by function Checklist Score Yes Indicator1: Definite integral is well explained Definite integral is defined Properties of integration are used Indicator2: Techniques of integration are correctly applied Decomposition method is applied Change of variables (Substitution) method is applied Integration by part is used Indicator 3: Definite integral is correctly applied Area under curve (Formula and Application exercise) is determined Area between two curves(Formula and Application exercise) is determined Length of curve (Formula and Application exercise) is determined Volume generated by solid of revolution (Formula and Application exercise) is determined Mean value theorem (Formula and Application exercise) is applied Root mean square value (Formula and Application exercise)is determined Centroid of plane figure (Formula and Application exercise) is determined Centre of gravity of solid of revolution (Formula and Application exercise) is determined Observation 303 | Page Skills for a better destiny No LEARNING UNIT 4 - APPLY SEQUENCES AND SERIES Learning Outcomes: 4.1 Demonstrate sequences 4.2 Demonstrate series Learning hours: 10 Hours Learning Outcome 4.1: Demonstrate sequences Content Learning activities Resources o Discussion on sequences - Hand out o Discussion on nth term and sum of n terms of sequence - Reference books - Papers o Discussion on means - Computer o Problem solving sequence - White/chalk board - Markers - Chalk - Projector - Flip chart Key terms Sequences ArithmeticSequence GeometricSequence ArithmeticSequence application nth term and sum of n terms of sequence General term Sum of n terms Application exercises Arithmetic mean Formula Application exercises Arithmetic sequence in problem solving GeometricSequence application nth term and sum of n terms of sequence General term Sum of n terms Application exercises Geometric mean Formula Application exercises 304 | Page Skills for a better destiny Geometric sequence in problem solving Formative Assessment 4.1 Performance criterion Demonstrate correctly sequences based on function Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Matching - Problem solving - Task: Demonstrate sequences Checklist Score Yes Indicator1: Key terms are well explained Sequences are defined Arithmetic is defined Geometric is defined Indicator 2: Arithmetic Sequences are correctly demonstrated nth term and sum of n terms of sequence are demonstraded Arithmetic meanformula and application exercices are demonstrated Arithmetic sequence in problem solving are applied Indicator 3: Geometric Sequences are correctly demonstrated nth term and sum of n terms of sequence are demonstraded Geometric mean is calculated 305 | Page Skills for a better destiny No Geometric sequence in problem solving are applied Observation Learning Outcome 4.2: Demonstrate series Content Learning activities Resources o Brainstorming on series - Hand out o Demonstration on arithmetic series - Reference books - Papers o - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Key terms Series Arithmetic Series Geometric Series Infinite series Arithmetic series application Formula Application exercises Geometric series application Formula Application exercises Infinite series application Formula Application exercises Demonstration on geometric series o Discussion on infinite series Formative Assessment 4.2 Performance criterion Demonstrate correctly series based on sequence Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence 306 | Page Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task1: Demonstrate series Skills for a better destiny Checklist Score Yes Indicator 1:Key terms are well explained Series is defined Arithmetic Series is defined Geometric Series is defined Infinite series is defined Indicator 2: Arithmetic series are correctly applied Formula is demonstrated Application exercises are solved Indicator 3: Geometric series application is correctly demonstrated Formula is demonstrated Application exercises are solved Indicator 4: Infinite series application is correctly demonstrated Formula is demonstrated Application exercises are solved Observation 307 | Page Skills for a better destiny No LEARNING UNIT 5 - APPLY MATRICES AND DETERMINANT Learning Outcomes: 5.1. Illustrate matrices 5.2. Determine inverse of matrices 5.3. Apply matrices for solving real life problems Learning hours: 15 Hours Learning Outcome 5.1: Illustrate matrices operations Content Learning activities Resources o Brainstorming on key concepts of matrices - Charts on sets - Mathematical set - Hand out o Discussion on matrix operations - Reference books - Papers o Individual work on matrix operations - Computer - White/chalk board - Markers - Chalk - Projector - Flipchart Key concepts of matrices Definition Size of matrices Transpose of matrix and its properties Types of matrices Row matrix Column matrix Square matrix Identity matrix Triangular matrix Zero matrix Symmetric matrix Skew symmetric matrix Matrices operations Addition of matrices Properties on addition of matrices Subtraction of matrices Properties on subtraction of matrices Multiplication of matrices Properties on multiplication of matrices Determinant of matrix Notation 308 | Page o Discussion on types of matrices o Discussion on determinant of matrix. o Individual work on determinant of matrices o Demonstration on eigenvalues and eigenvectors o Individual work on eigenvalues and eigenvectors Skills for a better destiny Determinant for matrix of order 2 Determinant for matrix of order 3 Properties of determinant Eigen vectors Eigenvalues Eigenvector generated by Eigenvalue Formative Assessment 5.1 Performance criterion Illustrate correctly matrices operations based on matrix size Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task1 :Determine matrix operations - Task2 :Determine determinant of matrix - Task3:Determine eigenvalues and eigenvector Checklist Score Yes Indicator1: Key concepts are well explained Definition of matrix is given Size of matrix is described Transpose of matrix and its properties are explained Indicator 2: Types of matrices are correctly explained 309 | Page Skills for a better destiny No Row matrix explained Column matrix is explained Square matrix is explained Identity matrix is explained Triangular matrix is explained Symmetric matrix is explained Skew symmetric matrix is explained Zero matrix is explained Indicator 3: Matrices Operations are correctly applied Addition of matrices and its properties are determined Subtraction of matrices and its properties are determined Multiplication of matrices and its properties are determined Indicator 4: Determinant of matrix is correctly calculated Determinant notation is explained Determinant for matrix of order 2 is determined Determinant for matrix of order 3 is determined Properties of determinant are used Indicator 5: Eigenvectors are correctly calculated Eigenvalues are found Eigenvector generated by eigenvalue is found Observation Learning Outcome5.2: Determine inverse of matrices Content Learning activities Resources o Brainstorming on condition of invertible matrix - Hand out - Reference books - Papers - Computer - White/chalk board - Markers - Chalk Condition of invertible matrix Thematrix must be square The Determinant of matrix must be different to zero Steps of determination of inverse matrix Determination of determinant of matrix Calculation of cofactor matrix Calculation of adjoint matrix 310 | Page o Demonstration on steps of determination of inverse matrix o Individual work on inverse matrices Skills for a better destiny Matrix inverse formula Inverse matrix - Projector - Flip chart Formative Assessment 5.2 Performance criterion Determine correctly inverse of matrices based on matrix determinant Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Problem solving - Task:Determine inverse of matrices Checklist Score Yes Indicator 1: Condition of invertible matrix are correctly determined The square matrix is observed The Determinant of matrix different to zero is found Indicator 2:Steps of determination of inverse matrix are correctly applied Cofactor matrix is calculated Adjoint matrix is deduced Matrix inverse formula is used The inverse matrix is obtained Observation Learning Outcome5.3: Applymatrices for solving real life problems Content Learning activities Resources o Discussion on matrices representation from - Matrices representation from system of linear equations 311 | Page Skills for a better destiny Hand out No Representation based on usual basis Typical exemples Methods of solvingsystem of linear equations Solution of word problem using Cramer method Solution of word problem using inverse matrix method system of linear equations o Problem solving on word problems using Cramer method o Problem solving on word problems using inverse matrix - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Formative Assessment 5.3 Performance criterion Apply correctly matrices for solving real life problems based on matrix operations Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Problem solving - Task:Apply matrices in problem solving Checklist Score Yes Indicator 1: Matrices representation from system of linear equations are correctly demonstrated Representation based on usual basis is demonstrated Typical exemples are solved Indicator 2: Methods of solving system of linear equations are correctly applied Solution of word problem using Cramer method is found Solution of word problem using inverse matrix method is found Observation 312 | Page Skills for a better destiny No References: 1. Ayres, F. JR. & Moyer, R. E. (1999). Schaum’s Outline of Theory and Problems of Trigonometry. New York: McGRAW-HILL. 3rd edition. ISBN 0-07-006893-3 2. Stewart, J. (2008). Calculus Early Transcendentals. Belmont : Brooks /Cole. 6th edition .ISBN-13: 978-0-495-01166-8, ISBN-10: 0-495-01166-5 3. Bird, J. (2007). Basic Engineering Mathematics. Oxford: Linacre House, Jordan Hill. 5th edition ISBN: 978-0-75-068555-9. 4. Stroud, K. A. (2007). Engineering Mathematics. New York: MacMillan. 6th Edition, ISBN 0-8311-3152-7. 5. Marvin Bittinger, L.& David Ellenbogen, J. & Scott Surgent, A. (2012). Calculus and its applications. Pearon Education. 10 th edition. ISBN-10:0-321-69433-3, ISBN-13:9780321-69433-1 6. Attenborough, M. (2003). Mathematics for Electrical Engineering and Computing. Oxford: Linacre House, Jordan Hill. ISBN 0 7506 5855 X 7. Richard, B. (1989). Schaum’s Outline of theory and problems of matrix operations. McGRAW-HILL, ISBN 0-07-007978-1 8. ROBERT, W. & MURRAY R. S. (202).Schaum’s Outline Series of Theory and Problems of ADVANCED CALCULUS. Mc GRAW-HILL. 2nd edition. DOI: 10.1036/0071398341 9. Michael, S.(2012). Algebra and Trigonometry. PrenticeHall.9th edition. ISBN 978-0321-71656-9 10. Jay,A. (2015). Algebra and Trigonometry. Open Stax College. ISBN-10 1938168372, ISBN-13 978-1-938168-37-6 11. Thomas, S. S.(2007). Applied Linear Algebra and Matrix Analysis. Springer Science+Business Media, ISBN-13: 978-0-387-33194-2, ISBN-10: 0-387-33194-8 12. Bird, J. (2008).Engineering Mathematics. Elsevier Ltd. 4th Edition ISBN: 978-0-7506-8153-7 13. Robert, A. A. & Christopher, E.(2010). Calculus a Complete Course. Canada: Pearson .7th edition. ISBN 978-0-321-54928-0 14. William, B. &Lyle C. (2013). Calculus for Scientists and Engineers. Pearson. ISBN-13978-0-321-78537-4, ISBN-10 0-321-78537-1 15. SERGE, L. (1973). Calculus of Several Real Variables. Addison- Wesley. Card No. 74183671 313 | Page Skills for a better destiny 16. Ayres, F. JR. (1990). Schaum’s Outline of Theory and Problems of Differential and Integral Calculus. McGRAW-HILL. 3rd edition ISBN 0-07-002662-9 314 | Page Skills for a better destiny ELECTRONICS FUNDAMENTALS ETTFE601- ETTFE601 Apply Electronics fundamentals Learning hours 80 RTQF Level: 6 Credits: 8 Sector: Technical services Sub-sector: Electronics and Telecommuniation Technology Issue date: August, 2020 Purpose statement This module describes the skills and knowledge required for electronic fundamentals. At the end of this module a trainee will be able to apply passive device, active device and linear ICs and amplifiers 315 | Page Skills for a better destiny 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. Use electronic lab / workshop equipment 2. Apply passive device 3. Apply Active device 1.1 Proper identification of electronic lab / workshop equipment according to their types 1.2 Adequate application of electronic lab / workshop equipment according to their types 1.3 Proper testing of electronic lab / workshop equipment according to their features 2.2 Proper identification of passive devices according to their types 2.3 Adequate selection of passive device according to the work to be done 2.4 Proper testing of passive devices according to their features 3.1 Proper identification of active devices according to their types 3.2 Adequate selection of active devices according to the work to be done 3.3 Proper testing of active devices according to their features 4. Apply linear ICs and amplifiers 4.1. Proper description of amplifiers 4.2. Proper description of linear ICs 4.3. Proper application of linear ICs s 316 | Page Skills for a better destiny LEARNING UNIT 1 – USE ELECTRONIC LAB/ WORKSHOP EQUIPMENT Learning Outcomes: Learning hours: 1.1. Identify electronic lab / workshop equipment 7.3. Apply electronic lab / workshop equipment 7.4. Test electronic lab / workshop equipment 25 Hours Learning Outcome 1.1: Identify electronic lab / workshop equipment Content Learning activities Identification of electronic lab / workshop equipment Multimeter LC meter AC /DC variable Power supply Function generator Oscilloscope Soldering station o Brainstorming on Identification and general description of basic electronic equipment o Group discussion on Identification and general description of basic electronic equipment o Physical demonstration on basic electronic equipment o Practical exercises on basic electronic equipment identification Resources - Books - Handout notes - Video aid - Internet - Computer - Soldering gun - Magnifying glass - Passive devices - Multimeter - LC meter - AC /DC variable Power supply - function generator - Oscilloscope - Soldering station Formative Assessment 1.1 Performance criterion Proper identification of electronic lab / workshop equipment 317 | Page Skills for a better destiny Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Oral evidence - True or false question - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes No Indicator: Electronic lab / workshop equipments are identified Multimeter LC Meter AC /DC variable Power supply Function generator Oscilloscope Soldering station Observation Learning Outcome 1.2: Apply electronic lab / workshop equipment Content Applications of different types of electronic lab / workshop equipment Resistance measurement 318 | Page Learning activities o Brainstorming on the selection basic electronic equipment o Group discussion on the selection of basic electronic equipment o Physical demonstration on the Skills for a better destiny Resources - Books - Handout notes - Video aid - Internet selection of basic electronic o Practical exercises on the selection of basic electronic equipment Voltage measurement Current measurement Frequency measurement Capacitance &inductance measurement - Computer - Soldering gun - Magnifying glass - Electronic equipment Formative Assessment 1.2 Performance criterion Adequate selection of electronic lab / workshop equipment Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Oral evidence - True or false question - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes Indicator: Different types of electronic lab/ workshop equipment are applied Resietance measurement Voltage measurement 319 | Page Skills for a better destiny No Current measurement Frequency measurement Capacitance & Inductance measurement Observation Learning Outcome 1.3: Test electronic lab / workshop equipment Content Learning activities Testing different types of electronic lab / workshop equipment; Multimeter LC meter AC /DC variable Power supply Function generator Oscilloscope Resources Brainstorming on electronic equipment testing Group discussion on electronic equipment testing Physical demonstration on electronic equipment testing Practical exercises on electronic equipment testing - Books - Handout notes - Video aid - Internet - Computer - Digital multimeter - LC meter - Soldering gun - Magnifying glass - Electronic equipments Formative Assessment 1.3 Performance criterion Proper testing of electronic lab / workshop equipment Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 320 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Perfomance evidence - True or false question - Oral evidence - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes Indicator: Different types of electronic lab/ workshop equipment are tested Multimeter LC meter AC /DC variable Power supply Function generator Oscilloscope Observation 321 | Page Skills for a better destiny No LEARNING UNIT 2 – APPLY PASSIVE DEVICE Learning Outcomes: 2.1 Identify passive devices 2.2 Select passive devices 2.3 Test passive devices Learning hours: 15 Hours Learning Outcome 2.1: Identify passive devices Content Identification of different types of resistors: Fixed resistors Variable resistors Potentiometer Rheostat Thermistor LDR Identification of different types of capacitors: Ceramic capacitors Paper capacitors Electrolytic capacitors Mica capacitors Identification of different types of inductors Learning activities o Brainstorming on Identification of passive devices o Group discussion on Identification and general description of passive devices o Physical demonstration on passive device o Practical exercises on passive devices identification - Books - Handout notes - Video aid - Internet - Computer - Soldering gun - Magnifying glass - Passive devices Air-core Inductor Iron-Core Inductor Toroidal Inductors Laminated Core Inductors Powdered Iron Core Inductors 322 | Page Resources Skills for a better destiny Formative Assessment 2.1 Performance criterion Proper identification of passive devices Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Perfomance evidence - True or false question - Oral evidence - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes Indicator: Different types of resistors are identified Fixed resistors Variable resistors Potentiometer Rheostat Thermistor LDR Indicator: different types of capacitors are identified Ceramic capacitors Paper capacitors Electrolytic capacitors Mica capacitors Indicator: different types of inductors are identified Air-core Inductor 323 | Page Skills for a better destiny No Iron-Core Inductor Toroidal Inductors Laminated Core Inductors Powdered Iron Core Inductors Observation Learning Outcome 2.2: Select passive device Content Learning activities Proper selection of passive devices relatively to work to be done Resistors Resistors’ color coding Specifications & ratings of resistors Applications Capacitors Coding Specifications & ratings Applications Inductors coding specifications & ratings applications 324 | Page o Brainstorming on the selection of passive devices o Group discussion on the selection of passive devices o Physical demonstration on the selection of passive devices o Practical exercises on the selection of passive devices Skills for a better destiny Resources - Books - Handout notes - Video aid - Internet - Computer - Soldering gun - Magnifying glass - Passive devices Formative Assessment 2.2 Performance criterion Adequate selection of passive device Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Perfomance evidence - True or false question - Oral evidence - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes No Indicator: Passive devices are properly selected Resistor Capacitor Indutor Observation Learning Outcome 2.3: Test passive devices Content Proper testing of passive devices using various related techniques Resistors testing Capacitors testing Inductors testing 325 | Page Learning activities o Brainstorming on passive devices testing o Group discussion on passive devices testing o Physical demonstration on passive devices testing Resources - Books - Handout notes - Video aid - Internet Skills for a better destiny o Practical exercises on passive devices testing - Computer - Digital multimeter - LC meter - Soldering gun - Magnifying glass - Passive devices Formative Assessment 2.3 Performance criterion Proper testing of passive devices Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Oral evidence - True or false question - Performance evidence - Matching - Sentence completion - Ticking - Expose (presentation) - Task: Test the functionality of a resistor Checklist Score Yes Indicator: Passive devices are properly tested Resistor testing Capacitor testing Inductor testing 326 | Page Skills for a better destiny No Observation 327 | Page Skills for a better destiny LEARNING UNIT 3 – APPLY ACTIVE DEVICE Learning Outcomes: Learning hours: 3.1. Identify active devices 3.2. Select acive devices 3.3. Test active devices 20 Hours Learning Outcome 3.1: Identify active devices Content Learning activities o Brainstorming on Identification of different types of diodes Ordinary diode Zener LED Photo-diode Tunnel diode Varactor diode Identification of different types of transistor; BJT (NPN and PNP) FET (JFET and MOSFET) UJT IGBT Identification of different types of thyristors; Diac Triac SCR MCT GTO SCS Identification of special devices: Relay Identification and general description of active devices o Group discussion on Identification and general description of active devices o Physical demonstration on active device o Practical exercises on active devices identification - Books - Handout notes - Video aid - Internet - Computer - Soldering gun - Magnifying glass - active devices - Multimeter Opto-coupler Electronic switches Buzze 328 | Page Resources Skills for a better destiny Formative Assessment 3.1 Performance criterion Proper identification of active devices Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Perfomance evidence - True or false question - Oral evidence - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes Indicator: Different types of diodes are identified Ordinary diode Zener LED Photo diode Tunnel diode Varactor diode Indicator: different types of transistors are identified BJT FET UJT IBJT Indicator: different types of thyristors are identified Diac 329 | Page Skills for a better destiny No Triac SCR MCT GTO SCS Indicator: Special devices are identified Relay Opto-coupler Electronic switches Buzzer Observation Learning Outcome 3.2: Select active device Content Proper selection of active devices relatively to work to be done based on: Coding Specifications & ratings Applications 330 | Page Learning activities o Brainstorming on the selection of active devices o Group discussion on the selection of active devices o Physical demonstration on the selection of active devices o Practical exercises on the selection of active devices Skills for a better destiny Resources - Books - Handout notes - Video aid - Internet - Computer - Soldering gun - Magnifying glass - Active devices Formative Assessment 3.2 Performance criterion Adequate selection of active device Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Perfomance evidence - True or false question - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes No Indicator: Active devices are properly selected Coding Specigication & Ratings Application Observation Learning Outcome 3.3: Test active devices Content Proper testing of activedevices using various related techniques Diodes testing Transistors testing 331 | Page Learning activities o Brainstorming on active devices testing o Group discussion on active devices testing Resources - Books - Handout notes - Video aid Skills for a better destiny Thyristors testing o Physical demonstration on Testing special devices Relay Opto-coupler electronic switches buzzer active devices testing o Practical exercises on active devices testing - Internet - Computer - Digital multimeter - LC meter - Soldering gun - Magnifying glass - Passive devices Formative Assessment 3.3 Performance criterion Proper testing of active devices Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Oral evidence - True or false question - Performance evidence - Matching - Sentence completion - Ticking - Expose (presentation) Task: Test the functionality of a transistor Checklist Score Yes 332 | Page Skills for a better destiny No Indicator: Active devices are properly tested Diode testing Transistor testing Thyristor testing Testig special devices Relay Opto-coupler Electronic switches Buzzer Observation 333 | Page Skills for a better destiny LEARNING UNIT 4 – APPLY LINEAR ICS AND AMPLIFIERS Learning Outcomes: Learning hours: 4.1. Describe an amplifier 4.2. Describe linear ICs 4.3. Apply linear ICs 20 Hours Learning Outcome 4.1: Describe an amplifier o Content Describe types of amplifiers based on: Stages Single stage Multi-stage Classes Input and Output parameters o Learning activities o Brainstorming on description of amplifiers o Group discussion on description of amplifier o Similation demonstration on amplifiers o Practical exercises on amplifies circuit o Resources - Books - Handout notes - Video aid - Internet - Computer - Soldering gun - Magnifying glass - active devices - Multimeter - Breadboard Formative Assessment 4.1 Performance criterion Proper description of amplifier Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Perfomance evidence - True or false question 334 | Page Skills for a better destiny - Oral evidence - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes No Indicator: Types of amplifiers are well Described Stages Single stage Mult-stage Classes Input and Output parameters Observation Learning Outcome 4.2: Describe linear ICs Content Proper description of linear ICs based on: Their packages Monolithics ICs Thick-film ICs Thin-film ICs Hybrid ICs Their Chip size and integration SSI MSI LSI VLSI ULSI 335 | Page Learning activities o Brainstorming on the description of linear ICs o Group discussion the description of linear ICs o Practical exercises the description of linear ICs Skills for a better destiny Resources - Books - Handout notes - Video aid - Internet - Computer - Soldering gun Advantages and disadvantages of linear ICs Formative Assessment 4.2 Performance criterion Proper description of linear ICs Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Portfolio assessment tools - Multiple choice - True or false question - Matching - Sentence completion - Ticking - Expose (presentation) Checklist Score Yes Indicator: linear IC is properly described Their packages Monolithics ICs Thick-film ICs Thin-film ICs Hybrid ICs Their Chip size and integration SSI MSI LSI VLSI 336 | Page Skills for a better destiny No ULSI Observation Learning Outcome 4.3: Apply linear ICs o Content o Learning activities o Brainstorming on Proper application of Linear ICs in electronic circuits Op-amp Timer Filters Voltage regulators Oscillators applications of Linear ICs o Group discussion Application of Linear ICs o Practical exercises on different electronic circuit using linear ICs o Resources - Books - Handout notes - Video aid - Internet - Computer - Digital multimeter - LC meter - Soldering gun - Magnifying glass - Breadboard Formative Assessment 4.3 Performance criterion Proper application of linear ICs Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice - Oral evidence - True or false question - Performance evidence - Matching - Sentence completion - Ticking - Expose (presentation) - Task: Test the functionality of a transistor 337 | Page Skills for a better destiny Checklist Score Yes No Indicator: Linear ICs are well applied in electronic circuits Op-amp Timer Filters Oscillator Voltage regulators Observatio References: https://www.typesnuses.com/different-types-of-amplifiers/ https://www.eeeguide.com/integrated-circuits-classification/ https://slideplayer.com/slide/10924614/ https://circuitdigest.com/tutorial/classes-of-power-amplifier-explained https://www.tutorialspoint.com/linear_integrated_circuits_applications/linear_int egrated_circuits_applications_basics_of_operational_amplifier.htm https://www.electrical4u.com/integrated-circuits-types-of-ic/ 338 | Page Skills for a better destiny 339 | Page Skills for a better destiny GENDM601- GENFM601 DISCRETE MATHEMATICS Apply Basic Discrete Mathematics Learning hours 80 RTQF Level: 6 Credits: 10 Sector: All except Hospitality and Tourism and Natural Resources Management Sub-sector: All except Wildlife&Conservation Technology and Forest Resources Management Issue date: August, 2020 Purpose statement This module describes the knowledge, skills and attitudes required to apply Basic Discrete mathematics. At the end of this module, the trainee of Level Six will be able to apply elementary logic, techniques of counting, discrete probability, elementary number theory, cryptography, elementary graph theory and finite state automat. 340 | Page Skills for a better destiny Learning assumed to be in place Not applicable Elements of competence and performance criteria Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to: Elements of competence Performance criteria 1. Apply Introduction to mathematical logic 1.1. Construct correctly truth tables of propositions based on logical connectives. 7.5. Identify correctly valid and invalid logical arguments based on logical connectives. 7.6. Formulate correctly the negation of quantified statements based on algebra of propositions. 7.7. Prove properly mathematical results based on logical connectives. 2. Apply Techniques of counting and 2.1 Apply correctly Permutation, Combination and tree Discrete Probability. diagram based on fundamental theorem of counting. 2.2 Apply the Pigeonhole and Inclusion-Exclusion Principles the based on basic arithmetic operations. 2.3 Evaluate properly the probability of events based on laws of probability. 2.4 Evaluate properly the probability distribution function based on a discrete random variable. 3. Introduction to Number Theory and Cryptography 3.1 Calculate correctly the GCD of two given integers based the Euclidean Algorithm. 3.2 Solve correctlly linear congruence equations of based on the Euclidean Algorithm. 341 | Page Skills for a better destiny 3.3 Apply correctly Caesar cipher method to encipher and decipher a given message based on the Congruence relation. 3.4 Use correctly Public-Key Cryptosystem RSA to encrypt and decrypt based on Euler’s phi function and modular arithmetic linear equation. 4. Apply Introduction to Graph theory and Finite State Automata 342 | Page 4.1 Apply collectly the definitions and the fundamental results describing the behavior of graph properties based on their types. 4.2 Differenciate correctly graphs and some of their properties 4.3 Identify correctly isomorphic graphs based on properties of mappings and matrices. 4.4 Represent correctly graphs in the computer based on matrices. 4.5 Construct correctly an automaton which can accept given language based on a given alphabet. Skills for a better destiny LEARNING UNIT 1 - APPLY INTRODUCTION TO MATHEMATICAL LOGIC Learning Outcomes: 1.1. Construct truth tables. 1.2. Simplify compound propositions. 7.8. Identify valid and invalid arguments. 7.9. Formulate the negation of quantified statements. 7.10. Prove mathematical results. Learning hours: 25Hours Learning Outcome 1.1: Construct truth tables Content Learning activities Resources o Discussion about statements which are propositions and those are not propositions. - Mathematical set - Hand out notes - Reference books - Papers - Computer - White/chalk board - Markers/Chalk - Projector Propositions Definition Truth value Primitive proposition Compound proposition Basic logical operations and conditional statements Conjunction Disjunction Negation Conditionnal Biconditionnal Truth tables Construction of truth tables of propositions. Tautology Contradiction Logical equivalence Inverse Converse Contrapositive Algebra of propositions o Discussion about the true propositions and false propositions. o Individual work on construction of compound propositions from primitive propositions. o Individual work on negation of a proposition. o Group discussion on use of basic logical operations to construct truth tables. o Individual work on verifying of logically equivalent propositions. o Individidual work on verification of tautology o Group work on simplification of complex propositions. Idepontent law Associative laws: 343 | Page Skills for a better destiny Commutative laws Distributive laws Identity laws Involution law Complement laws DeMorgan’s laws Formative Assessment 1.1 Performance criterion Construct correctly truth tables based on basic logical operations Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence -Performance evidence Portfolio assessment tools - Multiple Choice questions - True – False questions - Matching - Problem solving - Task: Solve real life problems involving truth tables based on basic logical operations in their respective trade. Checklist Score Yes No Indicator 1:Proposition is well described Definition is given Truth value is determined Primitive proposition is defined Compound proposition is defined Indicator 2: Basic logical operations and conditional statements are correctly defined Conjunction is defined Disjunction is defined Negation is defined Conditional is defined 344 | Page Skills for a better destiny Biconditional is defined Indicator 3: Truth tables are correctly constructed Truth tables of propositions are constructed Statements which are tautologies are identified Statements which are contradictions are identified Logical equivalence is defined Algebra of propositions is discribed Observation Learning Outcome 1.2: Identify valid and invalid logical arguments. Content Rules of inference for propositional logic Premises Conclusion Law of Detachment Law of Syllogism Learning activities Resources o Discussion on premises and conclusion - Hand out - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk - Projector o Discussion on the Detachment and Syllogism laws o Individual work on valid and invalid arguments Logical arguments Valid argument Invalid argument Formative Assessment 1.2 Performance criterion Identify correctly valid and invalid logical arguments based on logical connectives. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence -Written evidence 345 | Page Portfolio assessment tools - Multiple Choice questions Skills for a better destiny -Perfomence evidence - True – False questions - Matching - Problem solving - Task : Identify valid and invalid logical arguments using truth table Checklist Score Yes No Indicator 1 : Rules of inference for propositional logic are correctly applied Premises are defined Conclusion is defined Law of Detachment is applied Law of Syllogism is applied Indicator 2: Logical arguments is well explained Valid logical argument is explained Invalid logical argument is explained Observation Learning Outcome 1.3: Formulate the negation of quantified propositions. Content Learning activities Resources o Discussion on the truth set of a propositional function. - Hand out - Mathematical set Propositional function Domain Truth set Quantifiers Universal quantifier Existential quantifier Nested quantifiers Negation of quantied statements with one variable. o Group work on negation of quantified statements. o Individual work on counterexample of a given quantified statement. De Morgan laws for quantied statements. 346 | Page Skills for a better destiny Reference books Papers Computer White/chalk board - Markers - Chalk Negation of quantied statements with more than one variable. Counterexample - Projector - Flip chart Formative Assessment 1.3 Performance criterion Formulate correctly the negation of quantified statements based on algebra of propositions. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple Choice questions - Performence evidence - True – False questions - Problem solving - Task:Solve word problems involving quantified propositional function in your trade Checklist Score Yes Indicator 1: Propositional function is well explained Domain is explained Truth set is exaplained Indicator 2: Quantifiers are correctly discribed Universal quantifier is defined Existential quantifier is defined Nested quatifers are defined Negation of quantied statements with one variable is defined Counterexample is defined Observation 347 | Page Skills for a better destiny No Learning Outcome 1.4: Prove mathematical results. Content Learning activities Resources o Individual work on proving mathematical results. - Hand out - Mathematical set - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Proofs methods and strategies Trivial proofs Vacuous proofs Direct proofs Proof by contrapositive Proof by cases Proof by contradiction Existence proofs Proof by equivalences Proof by mathematical induction Disproving mathematical results Disproof by counterexample o Group discussion on proving mathematical results. Formative Assessment 1.4 Performance criterion Prove properly mathematical results based on logical connectives. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence -Perfomance evidence Portfolio assessment tools - Problem solving - Task:Prove mathematical identities. Checklist Score Yes Indicator 1: Proofs methods and strategies are correctly explained Trivial proofs are explained Proof by contrapositive are explained Proof by equivalences are explained Proof by contradiction are explained 348 | Page Skills for a better destiny No Proof by cases are explained Existence proofs are explained Proof by mathematical induction are explained Vacuous proofs are explained Direct proofs are explained Indicator 2: Disproving mathematical results is correctly applied Disproof by counterexample are determined Observation 349 | Page Skills for a better destiny LEARNING UNIT 2 - APPLY TECHNIQUES OF COUNTING AND DISCRETE PROBABILITY. Learning Outcomes: Learning hours: 2.1. Apply Permutation, Combination and tree diagram. 2.2. Apply the Pigeonhole and the Inclusion-Exclusion Principles. 2.3. Evaluate the probability of events. 2.4. Evaluate the probability distribution function. 25Hours Learning Outcome 2.1: Apply Permutation, Combination and tree diagram. Content Learning activities o Problem solving on mathematical functions. Mathematical functions Factorial function Binomial coefficients Binomial theorem Fundamental theorem of counting Sum rule Product rule o Individual work on application of fundamental theorem of counting. o Problem solving on arrangement of objects. Arrangement of objects Tree diagram Permutation Permutation with repetitions Ordered samples Sampling with replacement Sampling without replacement Combination 350 | Page Skills for a better destiny Resources - Hand out - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Formative Assessment 2.1 Performance criterion Apply correctly Permutation, Combination and tree diagram based on fundamental theorem of counting. Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Perfomance evidence - True – False questions - Matching - Problem solving - Task: Count the number of ways of arranging objects. Checklist Score Yes Indicator 1: Mathematical functions are correctly described Factorial function is determined Binomial coefficients are determined Binomial theorem is proved Indicator 2: Fundamental theorem of counting is correctly demonstrated Sum rule is demonstrated Product rule is demonstrated Indicator 3: Arrangement of objects is correctly demonstrated Tree diagram is applied Permutation is demonstrated Permutation with repetitions is demonstrated Ordered samples is explained Combination is demonstated Observation 351 | Page Skills for a better destiny No Learning Outcome 2.2: Apply the Pigeonhole and the Inclusion-Exclusion Principles. Content Learning activities Resources Induction Principle - Hand out Pigeonhole Principle Definition o Individual work on application of the Pigeonhole Principle - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Discussion on pairwise disjoint sets. Generalized Pigeonhole Principle. Some facts from set theory Disjoint sets Pairwise disjoint sets Discussion on cardinality and pairwise disjoint sets. Inclusion ‐Exclusion Principle Cardinality of a set Pairwise disjoint sets Generalized Inclusion ‐ Exclusion Principle Discussion on Inclusion ‐ Exclusion Principle. Individual work on application of Inclusion ‐Exclusion Principle. Formative Assessment 2.2 Performance criterion Apply the Pigeonhole and Inclusion-Exclusion Principles the based on basic arithmetic operations. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Problem solving - Task1: Solving problems involving Inclusion- Exlusion principle. - Task2 : Apply the Pigeonhole Principle in real life. 352 | Page Skills for a better destiny Checklist Score Yes No Indicator 1 : Pigeonhole Principle is correctly applied Statement of the Pigeonhole Principle is given Generalized Pigeonhole Principle is applied Indicator 2: Some facts from set theory are correctly applied Disjoint sets are applied Pairwise disjoint sets are applied Indicator 3 : Inclusion -Exclusion Principle is correctly applied Cardinality of a set is explained Pairwise disjoint sets is demonstrated Generalized Inclusion ‐Exclusion Principle is applied Observation Learning Outcome 2.3: Evaluate the probability of events. Content Sample space and event terminologies. Random experiment Outcome Trial Sample space Event Simple Compound event Finite probability space Equiprobable spaces Learning activities Discussion on sample space and event terminologies. Individual work on finding the probability of a simple event. Discussion on mutually and non mutually exclusive events. Probability 353 | Page Skills for a better destiny Resources - Hand out - Reference books - Mathematical set - Papers - Computer - White/chalk board - Markers - Chalk Definition Properties Laws of probability Addition rules Mutually exclusive events Non mutually exclusive events Multiplication rules Independent events Dependent events Conditional probability Baye’s theorem Prior probability Posterior probability Discussion on dependent and independent events. - Projector - Flip chart Problem solving involving sum and product rules. Problem solving involving conditional probability and Baye’s Theorem. Formative Assessment 2.3 Performance criterion Evaluate properly the probability of events based on laws of probability.. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Problem solving - Task: Find the probability of a given simple and compound events. Checklist Score Yes Indicator 1: Sample space and event terminologies are correctly defined Random experiment is defined Outcome is defined Trial is defined 354 | Page Skills for a better destiny No Sample space is defined Event is defined Finite probability space is defined Equiprobable spaces are defined Indicator 2: Probability is correctly defined Definition is given Properties are applied Mutually exclusive events are demonstrated Dependent events are demonstrated Independent events are demonstrated Indicator 3:Laws of probability are correctly explained Addition rules are demonstrated Multiplication rules are demonstrated Baye’s theorem are demonstrated Observation Learning Outcome 2.4: Evaluate the probability distribution function. Content Learning activities Random variables Discrete random variable Sample point Domain Range space Operations on random variables Sum Product Probability of a random variable Discrete probability function Probability distribution of random variable Probabilistic properties Important values in probability Expected value Variance Standard deviation Distribution functions Binomial distribution 355 | Page Resources Discussion on random variables. - Hand out - Reference books Demonstration on probability of random variable. - Mathematical set - Papers Individual work on application of probabilistic properties of a random variable. - Computer - White/chalk board - Markers Group work on distribution functions and determination of important values in probability. - Chalk - Projector - Flip chart Skills for a better destiny Independent repeated trials Binomial experiment Poisson distribution Formative Assessment 2.4 Performance criterion Evaluate properly the probability distribution function based on a discrete random variable. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Problem solving - Task: Determine the probability distribution of a discrete random variable and important numbers of probability. Checklist Score Yes Indicator 1: Random variables are correctly applied Discrete random variable is applied Sample point is explained Domain is determined Range space is determined Operations on random variables are demonstrated Indicator 2: Probability of a random variable correctly determined Discrete probability function is explained Probability distribution of random variable is dtermined 356 | Page Skills for a better destiny No Probabilistic properties are applied Indicator 3: Important values in probability are correctly determined Expected value is calculated Variance is calculated Standard deviation is calculated Indicator 4: Distribution functions are well demonstrated Binomial distribution is demonstrated Poisson distribution is demonstrated Observation 357 | Page Skills for a better destiny LEARNING UNIT 3: APPLY INTRODUCTION TO NUMBER THEORY AND CRYPTOGRAPHY Learning Outcomes: 3.1. Calculate the GCD of two given integers. 3.2. Solve linear congruence equations. 3.3. Apply Caesar cipher method to encipher and decipher a given message. 3.4. Use Public‐Key Cryptosystem RSA to encrypt and decrypt. Learning hours: 20Hours Learning Outcome 3.1: Calculate the GCD of two given integers. Content Learning activities Properties of integers Order and o Discussion on the Well Ordering Principle Demonstration on the inequalities Absolute value Fundamental theorem of Well- Ordering arithmetic. - Hand out Group work on finding the - Reference books Greatest Common - Papers Divisors Divisor using the - Computer Trivial divisors Euclidean Algorithm and - Primes verification of Bezout White/chalk board Composite numbers Identity. - Markers - Chalk - Projector - Flip chart Principle Divisibility and primes Greatest Common Divisor and the Euclidean o Algorithm Common divisors Greatest common divisors 358 | Page Resources Skills for a better destiny Least common multiple Relatively prime integers Bezout identity Fundamental Theorem of Arithmetic Canonical factorization Formative Assessment 3.1 Performance criterion Calculate correctly the GCD of two given integers based the Euclidean Algorithm. Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Perfomance evidence - True – False questions - Problem solving - Task1: Demonstrate the Fundamental Theorem of Arithmetic. - Task2: Demonstrate the Bezout Identity. 359 | Page Skills for a better destiny Checklist Score Yes Indicator 1: Properties of integers is correctly applied Order and inequalities are applied Absolute value is used Well- Ordering Principle is demonstrated Indicator 2: Divisibility and primes are correctly demonstrated Divisors are applied Trivial divisors are applied Primes are applied Composite numbers are demonstrated Indicator 3: Greatest Common Divisor and the Euclidean Algorithm are correctly applied Common divisors are calculated Greatest common divisor is calculated and applied Least common multiple is calculated Relatively prime integers are identified Bezout identity is verified Fundamental Theorem of Arithmetic is applied Canonical factorization is applied Observation 360 | Page Skills for a better destiny No Learning Outcome 3.2: Solve correctly linear congruence equations. Content Congruence relation Properties Residue classes Complete residue system Equivalence class Congruence arithmetic Arithmetic of residue classes Cancellation laws for congruences Reduced residue system Euler phi function Congruence equations Linear congruence equations Learning activities Resources o Discussion on equivalence classes. - Hand out - Reference books o Discussion on arithmetic of residue classes. - Papers - Computer - White/chalk board - Markers - Chalk - Projector o Discussion on cancellation laws for congruences. o Individual work on finding the Euler phi functions of a given integer. Flip chart o Problem solving on linear congruence equations. Formative Assessment 3.2 Performance criterion Solve correctlly linear congruence equations of based on the Euclidean Algorithm. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Problem solving - Task1 : Apply the Euclidean Algorithm in finding the GCD and verification of the Bezout Identity. - Task 2 : Solving the linear congruence equations. 361 | Page Skills for a better destiny Checklist Score Yes No Indicator 1: Congruence relation is well explained Properties are applied Residue classes are determined Complete residue system is explained Equivalence classes are determined Indicator 2: Congruence arithmetic is correctly applied Arithmetic of residue classes is applied Cancellation laws for congruences are applied Reduced residue system is defined Euler phi function is applied Indicator 3: Congruence equations are well defined Linear congruence equations are solved Observation Learning Outcome 3.3: Apply Caesar cipher method to encipher and decipher a given message. Content Classical cryptosystems Key terms Cryptosystem Plaintext Enciphering Deciphering Cryptogram Enciphering algorithm Deciphering algorithm Key Deciphering function Single-key cryptosystem 362 | Page Learning activities Resources o Discussion on enciphering and deciphering. - Hand out - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector o Problem solving on enciphering and deciphering messages using the Caesar cipher. Skills for a better destiny Public- key cryptosystem Transposition ciphers Substitution ciphers Monoalphabetic cryptosystem Polyalphabetic Caesar cipher Modular enciphering Affine cipher - Flip chart Formative Assessment 3.3 Performance criterion Apply correctly Caesar cipher method to encipher and decipher a given message based on the Congruence relation. Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Matching - Problem solving - Task: Demonstrate Caesar cipher. Checklist Score Yes Indicator 1: Classical cryptosystems are well explained Key terms are defined Indicator 2: Caesar cipher is correctly applied Modular enciphering is applied Affine cipher is defined Observation 363 | Page Skills for a better destiny No Learning Outcome 3.4: Use Public-Key Cryptosystem RSA to encrypt and decrypt messages Content Learning activities Resources o Discussion on Euler’s phi function properties. - Hand out - Reference books o Discusion on public-key cryptosystems. - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Basic facts number theory Euler’s phi function Properties Fermat’s little theorem Euler’s theorem Wilson’s theorem Public-key cryptosystem The idea of public-key cryptosystem RSA cryptosystem Security of RSA Individual work on application of Fermat’s little theorem and Wilson’s theorem. o Problem solving on enciphering and deciphering using RSA cryptosystem. Formative Assessment 3.4 Performance criterion Use correctly Public-Key Cryptosystem RSA to encrypt and decrypt based on Euler’s phi function and modular arithmetic linear equation. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Problem solving - Task1: Demonstrate the public-key cyptosystem RSA. 364 | Page Skills for a better destiny Checklist Score Yes Indicator 1: Basic facts number theory are correctly applied Euler’s phi function Properties are applied Fermat’s little theorem is applied Euler’s theorem is applied Wilson’s theorem is applied Indicator 2: Public-key cryptosystems are well explained The idea of public-key cryptosystem is applied RSA cryptosystem is applied Security of RSA is identfied Observation 365 | Page Skills for a better destiny No LEARNING UNIT 4 - APPLY INTRODUCTION TO GRAPH THEORY AND AUTOMATA Learning Outcomes: 4.1 Apply the definitions and the fundamental results describing the behavior of graph properties. 4.2 Identify isomorphic graphs. 4.3 Representation of graphs in the computer. 4.4 Construct an automaton which can accept given language. Learning hours: 10 Hours Learning Outcome 4.1: Apply the definitions and the fundamental results describing the behavior of graph properties. Content Key definition in graph theory Definition of a graph Edge Vertex Adjacent vertices Incident edges Loop Types of garphs Learning activities Resources Discussion on key definition in graph theory. Discussion on types of graphs. - Charts on sets - Mathematical set Discussion on Konigsberg Bridges Problem Individual work on application of hand shaking lemma. - Hand out - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flipchart Null Graph Trivial Graph Non-directed Graph Directed Graph Connected Graph Disconnected Graph Regular Graph Complete Graph 366 | Page Skills for a better destiny Cycle Graph Cyclic Graph Acyclic Graph Finite Graph Infinite Graph Bipartite Graph Planar Graph Simple Graph Multi Graph Pseudo Graph Euler Graph Eulerian circuit Eulerian path Hamiltonian Graph Hamiltonian circuit Hamiltonian path Konigsberg Bridges Problem Euler theorem Degree of a vertex Handshaking lemma Applications Formative Assessment 4.1 Performance criterion Apply collectly the definitions and the fundamental results describing the behavior of graph properties based on their types. 367 | Page Skills for a better destiny Assessor may collect among the following evidences and makejudgements on whether the performance criterion hasbeen achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Performance evidence - True – False questions - Problem solving - Task1 : Apply Euler’s theorem in real life. - Task2 : Apply handshaking lemma in real life. Checklist Score Yes Indicator 1: Key terms in graph theory are well defined Definition of a graph, Edge, Vertex , Adjacent vertices, Incident edges,Loop are defined. Indicator 2: Types of garphs are correctly identified Null Graph, Trivial Graph, Non-directed Graph, Directed Graph, Connected Graph, Disconnected Graph, Regular Graph, Complete Graph, Cycle Graph, Cyclic Graph, Acyclic Graph, Finite Graph, Infinite Graph, Bipartite Graph, Planar Graph, Simple Graph, Multi Graph, Pseudo Graph, Euler Graph, Hamiltonian Graph are identified. Indicator 3: Konigsberg Bridges Problem correctly explained Degree of a vertex is defined Euler’s theorem is applied Indicator 4: Handshaking lemma is correctly applied Real life applications of handshaking lemma are given Observation 368 | Page Skills for a better destiny No Learning Outcome 4.2: Identify correctly isomorphic graphs. Content Isomorhism Isomorphism of mappings Graph isomorphism Homeomorphism Homeomorhism of graphs Difference between isomorphism and homeomorphism Learning activities Resources o Brainstorming on isomorphism of mappings. - Hand out - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart o Individual work on determination of isomorphic graphs. Formative Assessment 4.2 Performance criterion Identify correctly isomorphic graphs based on properties of mappings and matrices. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Perfomance evidence - True – False questions - Problem solving - Task:Determine isomorhic graphs. Isomorhism Isomorphism of mappings Graph isomorphism 369 | Page Skills for a better destiny Checklist Score Yes No Indicator 1: Isomorhism is correctly defined Isomorphism of mappings is defined Graph isomorphism is identified Indicator 2: Homeomorphism is correctly defined Homeomorhism of graphs is identified Difference between isomorphism and homeomorphism are applied Observation Learning Outcome 4.3: Represent graphs in the computer. Content Learning activities Matrix representation of graph Incidence matrix Adjacence matrix Representation of graphs in the computer using matrices. Graphs algorithm Depth-first search Breadth-first search Discussion on representation of graphs using matrices. o Individual work on finding the incidence and adjacence matrices of a given graph. Resources - Hand out - Reference books - Papers - Computer - White/chalk board o Individual work on Representation of graphs in the computer using matrices. - Markers Chalk Projector Flip chart Formative Assessment 4.3 Performance criterion Represent correctly graphs in the computer based on matrices. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 370 | Page Skills for a better destiny Types of evidence Portfolio assessment tools -Written evidence - Problem solving -Performance evidence - Task:Apply matrices in representing graphs in the computer. Checklist Score Yes No Indicator 1: Matrix representation of graph is correctly defined Incidence matrix is determined Adjacence matrix is determined Representation of graphs in the computer using matrices is demonstrated. Indicator 2: Graphs algorithm is correctly determined Depth-first search is applied Breadth-first search is applied Observation Learning Outcome 4.4: Construct an automaton which can accept given language. Content Learning activities o Discussion on language. Language Alphabet Words Subwords Free semigroup Concatenation Initial Segments Free Monoid Operation on language Regular expressions Regular languages o Individual work on identification of free semigroup and monoid. o Problem solving on finite state automata constraction. Finite state automata Input symbol Initial state Next state Next state function 371 | Page Skills for a better destiny Resources - Hand out - Reference books - Papers - Computer - White/chalk board - Markers - Chalk - Projector - Flip chart Finite state State diagram Formative Assessment 4.4 Performance criterion Construct correctly an automaton which can accept given language based on a given alphabet. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools -Written evidence - Multiple Choice questions -Perfomance evidence - True – False questions - Problem solving - Task:Construct a finite state machine which recognize a given language. Checklist Score Yes Indicator 1: Language is correctly defined Alphabet is defined Free semigroup is identified Concatenation is applied Initial Segments is identified Free Monoid is identified Operation on language is applied Regular expressions is identified Regular languages is identified 372 | Page Skills for a better destiny No Indicator 2: Finite state automata is correctly constructed Input symbol is identified Initial state is identified Next state is identified Next state function is applied Finite state is recognized Observation References: [1] SEYMOUR, LIPSCHUTZ, PhD. and MARC LIPSON, PhD., (2007), Schaum’s Outline of Theory and Problems of Discrete Mathematics, Third Edition, McGRAW-HILL COMPANY, Inc. ISBN 978-0-07-161587-7. [2]WILLEM CONRADIE and VALENTIN GORANKO, (2015), A consise Introduction to Logic and Discrete Mathematics, First Edition, JOHN WILEY & SONS Ltd. ISBN: 978-1-118-75127-5. [3] KENNETH H. ROSEN, (2018). Handbook of Discrete and Combinatorial Mathematics, Seccond Edition, TAYLOR& FRANCIS GROUP, LLC, ISBN 978-1-5848-8750-5. [4]TOM JENKYNS, and BEN STEPHENSON (2018), Fundamentals of Discrete Mathematics for Computer Science A Problem-Solving Primer, Second Edition, SPRINGER-VERLAG LONDON 2018, ISBN 978-3-319-70150-9. [5] SUSANNA S.EPP., (2020), Discrete Mathematics with Applications, Fifth edition, CENGAGE LEARNING Inc. ISBN 978-1-337-69419-3 [6] KENNETH H. ROSEN, (2019). Discrete Mathematics and its Applications, Eighth Edition, MCGRAW-HILL EDUCATION, ISBN 978-1-259-67651-2. [7] W.D.WALLIS, A beginner’s Guide to Discrete Mathematics, (2012). SPRINGER SCIENCE&BUSINESS MEDIA, LLC, ISBN 978-1-259-67651-2. 373 | Page Skills for a better destiny BASICS OF DIGITAL ELECTRONICS ITLDE601- ITLDE601 Apply basics of digital electronics RTQF Level: 6 Credits: 6 Sector: ICT Sub-sector: IT Learning hours 60 Issue date: August, 2020 Purpose statement This module describes the skills and knowledge required to describe digital electronics, apply digital arithmetic and basics of digital coding, basic of combinational and sequential logic, and digital integrated circuits 374 | Page Skills for a better destiny Learning assumed to be in place Analog electronics Residential and commercial electrical installation 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 1.1 1.2 1.3 1. Describe digital electronics 1.4 2. Apply digital arithmetic and basics of digital coding 3. Apply basic of combinational and sequential logic 4. Apply digital integrated circuits 375 | Page Performance criteria Proper differentiation of digital and analogelectronics Proper identification of digital electronicsapplications Proper identification of numbering systems accordingto their types Proper identification of basic digital coding according to their types 2.1 Proper conversion of numbering systems according to their types 2.2 Proper conversion of basic digital coding according to their types 2.3 Proper application of logic gates according to their types 3.1 Proper interpretation of combinational circuits based on their function 3.2 Appropriate interpretation of flip-flops based on their types 3.3 Proper description of digital counters and register based on their functions 4.1 Proper identification of digital integrated circuits according to their families 4.2 Proper implementation of fundamental logic gates according to theirTypes 4.3 Proper application of frequently used digital integrated circuits according to their use Skills for a better destiny LEARNING UNIT 1 - DESCRIBE DIGITAL ELECTRONICS Learning Outcomes: 1.1 Differenciate digital and Analog Electronics 1.2 Identify digital electronics applications 1.3 Identify numbering systems accordingto their types 1.4 Identify basic digital coding according to their types Learning hours: 10 Hours Learning Outcome 1.1: Differentiate digital and analog electronics Content Definition of analog electronic Definition of digital electronics Comparison between analog anddigital electronics Learning activities Resources o Brainstorming on the difference between analog and digital electronics o Group discussion on the difference between analog and digital electronics o Documentary research on digital electronics - Books Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart Video aid Formative Assessment 1.1 Performance criterion Proper differentiation of digital and analog electronics Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written Oral Portfolio assessment tools Multiple choice True or false questions Matching Sentence completion Ticking Open questions Expose (presentation) 376 | Page Skills for a better destiny Interview Checklist Score Yes No Indicator 1: Definition of analog electronics Indicator 2: Definition of digital electronics Indicator 3: Comparison between analog and digital electronics Observation Learning Outcome 1.2: Identify digital electronics applications. Content Learning activities Telecommunicationsystems Telephone systems Broadcasting systems Computerized systems Data processing systems Control systems Commercial activities Medical sciences Brainstorming on digitalelectronics application Group discussion on digitalelectronics application Documentary research ondigital electronics application Resources Books Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart Video aid Formative Assessment 1.2 Performance criterion Proper identification of digital electronics applications Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 377 | Page Skills for a better destiny Types of evidence Portfolio assessment tools Written evidence Multiple choice Oral evidence True or false questions Matching Sentence completion Ticking Expose (presentation) Interview Checklist Score Yes No Indicator: Applications of digital electronics are identified Telecommunicationsystems Telephone systems Broadcasting systems Computerized systems Data processing systems Control systems Observation Learning Outcome 1.3: Identify numbering systems according to their types Content Learning activities Definition of numbering system Types of numbering systems Decimal numbering system Binary numbering system Octal numbering system Hexadecimal numbering system Applications of numbering systems Brainstorming on differenttypes of numbering systems Group discussion on different types of numbering systems Documentary research ondifferent types of numberingsystems Resources Books Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart 378 | Page Skills for a better destiny Video aid Formative Assessment 1.3 Performance criterion Proper identification of numbering systems according to their types. Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Multiple choice Performance True or false questions Oral evidence Matching Sentence completion Ticking Expose (presentation) Interview Checklist Score Yes Indicator 1: Numbering system is well defined Indicator 2: Types of numbering systems are identified Decimal numbering system Binary numbering system Octal numbering system Hexadecimal numbering system Observation Learning Outcome 1.4: Identify basic digital coding according to their types Content Definition of digital code Basic digital codes 379 | Page Learning activities Brainstorming on basic digitalcode Skills for a better destiny Resources Books No Binary-code decimal code(BCD code) Gray code Excess-3 code Bi-quinary code ASCII code Conversion of digital codes Group discussion on basicdigital code Documentary research on Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart Video aid Formative Assessment 1.4 Performance criterion Proper identification of basic digital coding according to their types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Multiple choice Performance True or false questions Oral evidence Matching Sentence completion Ticking Expose (presentation) Interview Checklist Score Yes Indicator 1: Digital code is defined Indicator 2: Basic digital codes are identified Binary-code decimal code (BCD code) 380 | Page Skills for a better destiny No Gray code Excess-3 code Bi-quinary code ASCII code Observation 381 | Page Skills for a better destiny LEARNING UNIT 2–APPLY DIGITAL ARTHIMETIC AND BASIC DIGITAL CODING Learning Outcomes: Convert numbering systems according to their types Convert basics digital coding according to their types Apply logic gates according to their types Learning hours: 20 Hours Learning Outcome 2.1:Convert numbering systems according to their types Content Learning activities Decimal to binaryconversion Binary to decimalconversion Decimal to octalconversion Octal to decimalconversion Octal to binaryconversion Binary to octalconversion Decimal to hexconversion Hex to decimalconversion Hex to binary conversion Bin to hex conversion Hex to octal conversion Octal to hex conversion Brainstorming on conversionof different numberingsystems Group discussion on conversion of different numbering systems Exercise on different conversion of numberingsystems Documentary research ondifferent numbering systems Resources Books Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart Video aid Formative Assessment 2.1 Performance criterion Proper conversion of numbering systems according to their types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written orperformance Portfolio assessment tools Written evidence Multiple choice True or false questions Matching 382 | Page Skills for a better destiny Sentence completion Ticking Open questions Conversion Oral evidence Expose (presentation) Interview Checklist Score Yes No Indicator: Conversion of differentnumbering systems are performed Decimal to binary conversion Binary to decimal conversion Decimal to octal conversion Octal to decimal conversion Octal to binary conversion Binary to octal conversion Decimal to hex conversion Hex to decimal conversion Hex to binary conversion Bin to hex conversion Hex to octal conversion Octal to hex conversion Observation Learning Outcome 2.2: Convert basic digital coding according to their types Content Learning activities Binary-code decimal code (BCD code) to binary Binary to Binary-code decimal code (BCD code) Binary-code decimal code(BCD code) to Gray code Gray code to BCD BCD to Excess-3 code Excess-3 code to Bi-quinary code Bi-quinary codeExcess-3 code 383 | Page Brainstorming on conversionof numbering systems Group discussion onconversion of numberingsystems Practical exercise on conversion of numberingsystems Skills for a better destiny Resources Books Internet Hand out notes White board Black board Chalks BCD to ASCII code ASCII code to decimal Decimal to ASCII Documentary research onbasic digital coding Projector Marker pen Eraser Flipchart Video aid Formative Assessment 2.2 Performance criterion Proper conversion of basic digital coding according to their types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Writtenevidence Portfolio assessment tools Multiple choice True or false questions Matching Sentence completion Ticking Open questions Conversion Expose (presentation) Interview 384 | Page Skills for a better destiny Checklist Score Yes No Indicator: Conversion between digital codes are perfomed Conversion of BCD code to gray code and vice-versa Conversion of BCD code to Excess-3 code and vice-versa Conversion of ASCII code to BCD code and vice-versa Observation Learning Outcome 2.3:Apply logic gates according to their types Content Types of logic gates and theirsymbols NOT gate OR gate AND gate NAND gate NOR gate XOR gate XNOR gate Use logic gates in electronic circuits Advantages and disadvantages of logic gates Learning activities Brainstorming on differenttypes of logic gates Group discussion on differenttypes of logic gates Practical exercise on differenttypes of logic gates Documentary research ondifferent types of logic gates Resources Books Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart Video aid OR gate AND gate NOT gate NAND gate NOR gate XOR and XNOR gate 385 | Page Skills for a better destiny Formative Assessment 2.3 Performance criterion Proper application of logic gates according to their types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Writtenevidence Multiple choice Oral evidence True or false questions Matching Sentence completion Ticking Open questions Conversion Expose (presentation) Interview Checklist Score Yes Indicator 1: Different types of logic gates with their symbols are identified NOT gate OR gate AND gate NAND gate NOR gate XOR gate XNOR gate Indicator 2: Use of different logic gates in electronic circuit are identified Observation 386 | Page Skills for a better destiny No LEARNING UNIT 3–APPLY BASIC OF COMBINATIONAL AND SEQUENTIAL LOGIC Learning Outcomes: Interprete combinational circuits Interprete flip-flops Describe digital counters and registers Learning hours: 20 Hours Learning Outcome 3.1: Interprete combinational circuit based on their types Content Learning activities Introduction to combinational circuit Description of combinational circuits Adder Half-adder Full-adder Substractor Half-sustractor Full-substracor Encoder Decoder Multiplexer Demultiplexer Comparator Applications of combinational circuit Brainstorming Group discussion Individual Exercise Documentary research Resources Books Internet Hand out notes White board Black board Chalks Projector Marker pen Eraser Flipchart Video aid Computer Formative Assessment 3.1 Performance criterion Proper interpretation of combinational circuits based on their function Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Writtenevidence Multiple choice Oral evidence True or false questions Performed evidence Matching Sentence completion 387 | Page Skills for a better destiny Ticking Open questions Conversion Expose (presentation) Interview Checklist Score Yes No Indicator: Combinational circuits are described Adder Half-adder Full-adder Substractor Half-sustractor Full-substracor Encoder Decoder Multiplexer Demultiplexer Observation Learning Outcome 3.2: Interprete Flip-flops Content Learning activities Introduction to flip flop Describe different types of Flip-flop SR Flip-flop D Flip-flop JK Flip-flop T Flip-flop Master-slave Flip-flop Brainstorming Group discussion Documentary research onbasic digital coding Individual Exercises Resources Books Internet Hand out notes White board Black board Chalks Applications of flip flop Projector Marker pen Eraser 388 | Page Skills for a better destiny Flipchart Computer Video aid Formative Assessment 3.2 Performance criterion Appropriate interpretation of flip-flops based on their types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Writtenevidence Multiple choice Oral evidence True or false questions Matching Sentence completion Ticking Open questions Conversion Expose (presentation) Interview Checklist Score Yes Indicator: Different types of Flip-flop are identified SR Flip-flop D Flip-flop JK Flip-flop T Flip-flop Master-slave Flip-flop Observation 389 | Page Skills for a better destiny No Learning Outcome 3.3:Describe digital counters and Registers Content Learning activities Interpretation of counters Brainstorming Group discussion Documentary research Individual exercises Demonstration Logic circuit Truth table Waveform Types of counters Applications of counters Interpretation of Registers Resources Books Internet Hand out notes White board Black board Logic circuit Truth table Waveform Chalks Projector Marker pen Types of registers Applications of registers Eraser Flipchart Formative Assessment 3.3 Performance criterion Proper description of digital counters and register based on their functions Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Writtenevidence Multiple choice Oral evidence True or false questions Matching Sentence completion Ticking Open questions Conversion Expose (presentation) Interview 390 | Page Skills for a better destiny Checklist Score Yes Indicator 1: Counters are interpreted Logic circuit Truth table Waveform Indicator 2: Registers are interpreted Logic circuit Truth table Waveform Observation 391 | Page Skills for a better destiny No LEARNING UNIT 4–APPLY DIGITAL INTEGRATED CIRCUITS Learning Outcomes: Identify digital integrated circuits according to their families Implement fundamental logic gate according to their types Apply frequently used integrated circuits according to their use Learning hours: 10 Hours Learning Outcome 4.1: Engage in active and participatory learning methods Content Learning activities Introduction to digital integrated circuits Families of digital integrated circuits Diode Logic (DL) Resistor Transistor Logic(RTL) Diode Transistor Logic(DTL) Transistor TransistorLogic (TTL) Emitter coupled Logic(ECL) Complementary MetalOxide semiconductorLogic (CMOS) Bipolar ComplementaryMetal Oxidesemiconductor Logic(BiCMOS) Integrated Injection Logic(I2L) Brainstorming on classification digital integrated circuits Group discussion on classification of digitalintegrated circuits Documentary research onclassification of digitalintegrated circuits Resources Books Internet Hand-out note White board Black board Chalks Projector Marker pen Eraser Flipchart Applications of logic families Video aid Computer Formative Assessment 4.1 Performance criterion Proper identification of digital integrated circuits according to their families Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Written evidence Multiple choice True or false questions Matching 392 | Page Skills for a better destiny Sentence completion Ticking Open questions Oral evidence Expose (presentation) Interview Checklist Score Yes Indicator 1: Digital integrated circuit is defined Indicator 2: Families of digital integratedcircuits are identified Diode Logic (DL) Resistor Transistor Logic(RTL) Diode Transistor Logic(DTL) Transistor TransistorLogic (TTL) Emitter coupled Logic(ECL) Complementary MetalOxide semiconductorLogic (CMOS) Bipolar ComplementaryMetal Oxidesemiconductor Logic(BiCMOS) Integrated Injection Logic(I2L) Observation Learning Outcome 4.2: Implement fundamental logic gate according to their types Content Realization of logic gates using discrete components; Resistors Diodes Transistors (BJTs or FETs) Advantages and disadvantages of logic gates uding discrete components Applications of logic gates using discrete components Learning activities Brainstorming on differentlogic gate realization Group discussion on differentlogic gate realization Physical demonstration on different logic gate realization Documentary research on different logic gate realization Resources Books Internet Hand out note Black board Chalks Projector Whiteboard Marker pen Bread board 393 | Page Skills for a better destiny No Digital Multimeter Eraser Resistors Diodes Transistors (BJTs or FETs) Formative Assessment 4.2 Performance criterion Proper implementation of fundamental logic gates according to their types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written Multiple choice Oral True or false questions Product Matching Performance Sentence completion Ticking Open questions Implemented diagram Expose (presentation) Interview Task: Implement any logic gate using discrete components (checklist) Checklist Score Yes Indicator: Logic gates usingdiscrete components are realized Implementation of NOT gate using discrete component Implementation of OR gate using discrete component 394 | Page Skills for a better destiny No Implementation of NOR gate using discrete component Implementation of AND gate using discrete component Implementation of NAND gate using discrete component Implementation of XOR logic gate using discrete component Implementation of XNOR gate using discrete component Observation Learning Outcome 4.3:Apply frequently used digital integrated circuits according to their use Content Learning activities Identification of frequently useddigital ICs 74HCXX 74 LS XX CD4017 XX555 timer Advantages and disadvantages of digital ICs Use of digital ICs in electronic circuits Brainstorming on frequentlyused digital integratedcircuits Group discussion on frequently used digital integrated circuits Practical exercise on frequently used digital integrated circuits Resources Books Internet Hand out note Black board Chalks Projector Bread board Digital Multimeter Whiteboard Eraser Marker pen XX555 timer CD4017 74XX logic family Electronics Catalog Formative Assessment 4.3 Performance criterion Proper application of frequently used digital integrated circuits according to their use 395 | Page Skills for a better destiny Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Performance evidence Portfolio assessment tools Written evidence Multiple choice True or false questions Matching Sentence completion Ticking Open questions Oral evidence Expose (presentation) Interview Product evidence Observation checklist Checklist Score Yes Indicator 1: Frequently useddigital ICs are identified 74HCXX 74 LS XX CD4017 XX555 timer Indicator 2: Digital ICs in electroniccircuits are applied Application of 74HCXX IC Application of 74 LS XX IC Application of CD4017 IC Application of XX555 timer IC Observation 396 | Page Skills for a better destiny No References Stanley Wolf and Richard F.M. Smith, Student Reference Manual for Electronic Instrumentation Laboratories (2nd Edition), Prentice Hall; 2 edition (July 20, 2003). Rudolf F. Graf and William Sheets, Encyclopedia of Electronic Circuits, Volume 7, McGrawHill/TAB Electronics; 1 edition (August 31, 1998), Fundamentals of Electronic Devices and Circuits by David A. Bell Electronic devices and circuits by Theodore F. Bogard Principles of Electronics by A.P. Malvino https://www.geeksforgeeks.org/digital-electronics-logic-design-tutorials/ https://www.electronics-tutorials.ws/logic/logic_1.html https://universe.bits-pilani.ac.in/uploads/Digital%20Logic.pdf 397 | Page Skills for a better destiny ALGORITHM AND DATA STRUCTURE USING C ITLDS601- ITLDS601 Apply Algorithm and Data structure using C Learning hours 120 RTQF Level: 6 Credits: 12 Sector: ICT Sub-sector: Information Technology Issue date: August, 2020 Purpose statement This core module describes the skills, knowledge and attitude required to develop and design database. The learner will be able to use algorithm for solving problems, apply C programming and apply data structure using C. He/she also able to write flowchat and pseudocode then translate into programming language. 398 | Page Skills for a better destiny 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. Use Algorithm to solve problems 1.1. Describe properly algorithm in reference to computer system. 1.2. Design approprietely Algorithm based on the problem to solve. 1.3. Select effeciently Algorithm type based on the problem to solve. 1.4. Use effectively Simple recursive algorithm as per implementation method 1.5. Use properly Backtracking algorithms according to their classification 1.6. Use approprietly Divide and conquer algorithms as per design method 1.7. Use properly Dynamic programming algorithms as per design method 1.8. Use approprietly Greedy algorithms as per design method 1.9. Use properly Branch and bound algorithms according to their classification 1.10. Use appropriately Brute force algorithms according to their classification 1.11. Use properly Randomized algorithms according to their classification 399 | Page Skills for a better destiny 1.12. Write correctly Algorithm pseudocode in reference with structure convention 1.13. Write relevantly flowchart in conformity with algorithm 1.14. Apply methodically Algorithm complexity to measure speed according to its execution. 2. Apply C Programming 2.1. Setup properly the environment in accordance with C programming 2.2. Use appropriately C Syntax referring to Character Set, Identifiers, Keywords, and Comments 2.3. Describe properly Data Types based on type systems 2.4. Use appropriately Variables according to C programming 2.5. Use appropriately Constants according to C programming 2.6. Use appropriately Operators according to C promming 2.7. Use properly Conditions according to C programming 2.8. Use properly Loops according to C programming 2.9. Use properly Arrays according to C programming 2.10. Use properly functions according to C programming 2.11. Effective management of memory based on pointers 2.12. Use properly structure according to C 2.13. Use properly file I/O according to C 400 | Page Skills for a better destiny 3. Apply Data Structures using C 3.1. Select correctly data structure type in relation with the problem to solve. 3.2. Use properly array data structure in accordance with C programming techniques. 3.3. Use appropriately Stack data structure in accordance with C programming techniques. 3.4. Use properly Queue data structure in accordance with C programming techniques. 3.5. Use appropriately Linked List data structure in accordance with C programming techniques. 3.6. Use properly Trees data structure in accordance with C programming techniques. 3.7. Use properly Hashing data structure in accordance with C programming techniques 3.8. Use properly Hashing data structure in accordance with C programming techniques 401 | Page Skills for a better destiny LEARNING UNIT 1 - USE ALGORITHM TO SOLVE PROBLEMS Learning Outcomes: Learning hours: 1.1. Describe Algorithm. 1.2. Design Algorithm. 1.3. Select Algorithm type. 1.4. Use Simple recursive algorithm. 1.5. Use Backtracking algorithms. 1.6. Use Divide and conquer algorithms. 1.7. Use Dynamic programming algorithms. 1.8. Use Greedy algorithms. 1.9. Use Branch and bound algorithms. 1.10. Use Brute force algorithms. 1.11. Use Randomized algorithms. 1.12. Write Algorithm pseudocode. 1.13. Write flowchart. 1.14. Apply Algorithm complexity to measure speed. 30 Hours Learning Outcome 1.1: Describe algorithm Content Learning activities o Brainstorming on definition of algorithm o Practical exercises o Group discussion on algorithm Algorithm introduction Definition Characteristics Importance Expressing algorithms Structure Variables name address data type Description of the key concepts of algorithm in programming Source code Machine code Editing Compiling vs interpreting 402 | Page Skills for a better destiny Resources - Sample data Black board Flip chart Projector Computer Classroom Mark pens Linking and debugging Formative Assessment 1.1 Performance criterion Describe properly algorithm in reference to computer system Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Algorithm introduced Definition Characteristics Importance Expressing algorithms Structure Variables Indicator: The key concepts of algorithm in programming described Source code Machine code Editing Compiling vs interpreting Linking and debugging Observation 403 | Page Skills for a better destiny No Learning Outcome 1.2: Design Algorithm Content Learning activities Description of Algorithm design and problem solving Systems and Subsystems Top Down Design and Structure Library Routines and Subroutines Algorithm Purpose Applying Test Data Validation and Verification Trace Tables Producing Algorithms o Brainstorming on definition of algorithm o Practical exercises on top down design algorithm o Group discussion on algorithm Resources - Books - Pens - Papers - Internet - Computer - Projector - Boards - Smart board - Marker pens Formative Assessment 1.2 Performance criterion Design approprietely Algorithm based on the problem to solve Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Algorithm design and problem solving described Systems and Subsystems Top Down Design and Structure Library Routines and Subroutines 404 | Page Skills for a better destiny No Algorithm Purpose Applying Test Data Validation and Verification Trace Tables Producing Algorithms Observation Learning Outcome 1.3: Select Algorithm type Content Learning activities Resources o Brainstorming on definition of algorithm o Practical exercises o Group discussion on algorithm - Documentary film - Papers - Computers - Printers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials List of algorithm type to solve a problem: Recursive algorithms Dynamic programming algorithm Backtracking algorithm Divide and conquer algorithm Greedy algorithm Brute Force algorithm Randomized algorithm Formative Assessment 1.3 Performance criterion Select effeciently Algorithm type based on the problem to solve Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions 405 | Page Skills for a better destiny - Matching items - Sentence completion - Presentation Checklist Score Yes No Algorithm type to solve a problem are listed and defined Recursive algorithms Dynamic programming algorithm Backtracking algorithm Divide and conquer algorithm Greedy algorithm Brute Force algorithm Randomized algorithm Observation Learning Outcome 1.4: Use Simple recursive algorithm Content Solving problem with recursive algorithm Computing function with recursive algorithm Checking set membership with recursive algorithm 406 | Page Learning activities Resources Brainstorming on definition of algorithm Practical exercises Group discussion on algorithm - Documentary film - Papers - Computers - Printers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Skills for a better destiny Formative Assessment 1.4 Performance criterion Use effectively Simple recursive algorithm as per implementation method Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator:Problem with recursive algorithm is solved Indicator: Function with recursive algorithm is computed Indicator: Membership with recursive algorithm is set Observation Learning Outcome 1.5: Use Backtracking algorithms Content Learning activities Description of the backtracking algorithm Definition Pseudocode Usage considerations Early stopping variants Use of non-recursive backtracking using a stack Keeping backtracking simple 407 | Page o Brainstorming on Backtracking algorithm o Practical exercises on Backtracking o Group discussion on Backtracking algorithm Skills for a better destiny Resources - Papers - Computers - Projector - Books - Internet - Pen - Boards No Application of backtracking examples Constraint satisfaction - Chalks - YouTube tutorials Formative Assessment 1.5 Performance criterion Use properly Backtracking algorithms according to their classification Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: The backtracking algorithm described Pseudocode Usage considerations Early stopping variants Indicator: Non-recursive backtracking, using a stack is used Indicator: Backtracking simple kept Indicator:backtracking examples are applied Constraint satisfaction Observation 408 | Page Skills for a better destiny No Learning Outcome 1.6: Use Divide and conquer algorithms Content Learning activities Introduction to Divide and Conquer Use of algorithm under Divide and Conquer (DAC) techniques Use of Recurrence Relation for DAC algorithm Application of Divide and conquer Binary search Merge sort Quick sort Strassen’s matrix multiplication Karatsuba algorithm Using of Problems using DAC technique o Brainstorming on Divide and Conquer technique o Practical exercises on Divide and Conquer o Group discussion on DAC Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Formative Assessment 1.6 Performance criterion Use approprietly Divide and conquer algorithms as per design method Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation 409 | Page Skills for a better destiny Checklist Score Yes Indicator:Divide and Conquer is introduced Indicator: Algorithm under Divide and Conquer (DAC) techniques is used Indicator: Recurrence Relation for DAC algorithm is used Indicator :Divide and conquer applied Binary search Merge sort Quick sort Strassen’s matrix multiplication Karatsuba algorithm Indicator: Problems using DAC technique are used Observation Learning Outcome 1.7: Use Dynamic programming algorithms Content Learning activities Dynamic programming algorithm introduction Using of tabulation and Memoizatation Using of overlapping subproblems property Using of optimal substructure property Application of solving a dynamic programming problem o Brainstorming on Dynamic programming algorithms o Practical exercises on o Dynamic programming algorithms o Group discussion on Dynamic programming algorithms Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Formative Assessment 1.7 Performance criterion Use properly Dynamic programming algorithms as per design method 410 | Page Skills for a better destiny No Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Dynamic programming algorithm is introduced Indicator:Tabulation and Memoizatation is used Indicator:0verlapping subproblems property is used Indicator:Optimal substructure property is used Indicator: Solving a dynamic programming problem is applied Observation Learning Outcome 1.8: Use Greedy algorithms Content Learning activities Description of greedy algorithm Greedy introduction History Strategies and Decisions Characteristics Importance Advantages/Disadvant ages Creation of greedy Components of greedy algorithm Use of greedy approach for solving the activity selection problem 411 | Page o Brainstorming on greedy algorithms o Practical exercises on greedy algorithms o Group discussion on greedy algorithms Skills for a better destiny Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials No Application of architecture of the greedy approach Formative Assessment 1.8 Performance criterion Use approprietly Greedy algorithms as per design method Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator:Greedy algorithm is described Greedy introduction Creation of greedy Components of greedy algorithm Indicator: Greedy approach for solving the activity selection problem is used Indicator: Architecture of the greedy approach is applied Observation Learning Outcome 1.9: Use Branch and bound algorithms Content Learning activities Branch and bound algorithm introduction Use of basic ideas and attributes 412 | Page o Brainstorming on branch and bound algorithms Skills for a better destiny Resources - Papers - Computers No Use of unconstraint nonconvex optimization Use of constraint optimization Use of mixed convex-boolean optimization o Practical exercises on branch and bound algorithms o Group discussion on branch and bound algorithms - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Formative Assessment 1.9 Performance criterion Use properly Branch and bound algorithms according to their classification Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Branch and bound algorithm is introduced Indicator:Basic ideas and attributes is used Indicator: Unconstraint nonconvex optimization is used Indicator: constraint optimization is used Indicator: Mixed convex-boolean optimization is used Observation 413 | Page Skills for a better destiny No Learning Outcome 1.10: Use Brute force algorithms Content Learning activities Brute force algorithm introductory Implenting the brute force search Basic algorithm Use of combinatorial explosion Use of speeding up bruteforce searches Use of reordering the search space Use of alternatives to bruteforce search o Brainstorming on brute force algorithms o Practical exercises on brute force algorithms o Group discussion on brute force algorithms Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Formative Assessment 1.10 Performance criterion Use appropriately Brute force algorithms according to their classification Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation 414 | Page Skills for a better destiny Checklist Score Yes Indicator: Brute force algorithm introduced Indicator:The brute force search is implemented Basic algorithm Indicator: Combinatorial explosion is used Indicator: Speeding up brute-force searches used Indicator: Reordering the search space is used Indicator: Alternatives to brute-force search is used Observation Learning Outcome 1.11: Use Randomized algorithms Content Learning activities Randomized algorithm introductory Definition Types of randomized algorithm Description of computational complexity Use of approximate median Application of randomized quick sort Use of randomized incremental constructions in geometry Use of derandomization o Brainstorming on randomized algorithms o Practical exercises on randomized algorithms o Group discussion on randomized algorithms Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Formative Assessment 1.11 Performance criterion Use properly Randomized algorithms according to their classification 415 | Page Skills for a better destiny No Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Randomized algorithm introduced Definition Types of randomized algorithm Indicator: Computational complexity is described Indicator: approximate median is used Indicator: Randomized quick sort is applied Indicator: Randomized incremental constructions in geometry used Indicator: Derandomization is used Observation Learning Outcome 1.12: Write Algorithm pseudocode Content Description of algorithm pseudocode Definition 416 | Page Learning activities Resources o Brainstorming on algorithms pseudocode Skills for a better destiny Papers No Advantages/Disadvantages o Practical exercises on Purpose algorithms pseudocode Features of pseudocode o Group discussion on Use of pseudocode syntax algorithms pseudocode Use of Mathematical style pseudocode Common mathematical symbols Use of example Use of Machine compilation of pseudocode style languages Natural language grammar in programming languages Mathematical programming language Computers Books Internet Pen Boards Chalks YouTube tutorials Formative Assessment 1.12 Performance criterion Write correctly Algorithm pseudocode in reference with structure convention Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Algorithm pseudocode is described Definition Advantages/Disadvantages Purpose Features of pseudocode 417 | Page Skills for a better destiny No Indicator: pseudocode syntax is used Indicator: Mathematical style pseudocode is used Common mathematical symbols Example is used Indicator: Machine compilation of pseudocode style languages used Natural language grammar in programming languages Mathematical programming language Observation Learning Outcome 1.13: Write flowchart Content Learning activities Description of algorithm flowchart Flowchart definition Types Benefits/Advantages Flowchart symbols Difference between algorithm and flowchart Giving of examples of flowcharts to represent algorithms o Brainstorming on algorithms flowchart o Practical exercises on designing flowchart o Group discussion on algorithms flowchart Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials Formative Assessment 1.13 Performance criterion Write relevantly flowchart in conformity with algorithm Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 418 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Algorithm flowchart described Flowchart definition Types Benefits/Advantages Flowchart symbols Indicator: Algorithm and flowchart differentiated Indicator: Examples of flowcharts to represent algorithms are given Observation Learning Outcome 1.14: Apply Algorithm complexity to measure speed Content Learning activities Algorithm complexity to measure its speed in execution introductory Use of asymptotic notations Giving of algorithm analysis Benchmarking: measuring performance Giving of Measures of resource usage Application of criticism of the current state of programming Use of competitions for the best algorithm 419 | Page o Brainstorming on algorithms algorithm complexity o Practical exercises on designing algorithm complexity o Group discussion on algorithms algorithm complexity Skills for a better destiny Resources - Papers - Computers - Books - Internet - Pen - Boards - Chalks - YouTube tutorials No Formative Assessment 1.14 Performance criterion Apply methodically Algorithm complexity to measure speed according to its execution Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Multiple choice questions - Oral evidence - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator:Algorithm complexity to measure its speed is introduced Indicator:Asymptotic notations is used Indicator: Algorithm analysis is given Indicator: Benchmarking: measuring is performed Indicator: Measures of resource usage is given Indicator: criticism of the current state of programming is applied Indicator: competitions for the best algorithm is used Observation 420 | Page Skills for a better destiny No LEARNING UNIT 2- APPLY C PROGRAMMING FUNDAMENTALS Learning Outcomes: 2.1. Set up the environment 2.2. Use C Syntax 2.3. Describe Data Types 2.4. Use Variables 2.5. Use Constants 2.6. Use Operators 2.7. Use Conditions 2.8. Use Loops 2.9. Use Arrays 2.10. Use functions 2.11. Effective management of memory 2.12. Use structure 2.13. Use file I/O Learning hours: 50 Hours Learning Outcome 2.1 Setup the environment Content Learning activities Resources Description of the environment of C programming What is C compiler? List of C compilers for Windows Operating System Steps to install tool to compile and execute C programs List of C compilers for UNIX/LINUX Operating System Brainstorming Group discussion Research Presentations - Flipch arts - Markers - Flipcharts stand - Training room - Projector - Computer - Internet - YouTube tutorials - Editors (Borland C++, turbo C++, codeblocks and Dev C++) 421 | Page Skills for a better destiny Formative Assessment 2.1 Performance criterion Setup properly the environment in accordance with C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes No Indicator: Description of the environment of C programming What is C compiler? List of C compilers for Windows Operating System Indicator: Steps to install tool to compile and execute C programs Indicator: List of C compilers for UNIX/LINUX Operating System Observation Learning Outcome 2.2 Use C Syntax Content Learning activities Resources Description of the use of C Syntax Header files Main function Tokens Comments Semicolors Description of character set Alphabets Upper case Lower case Digits Brainstorming on C syntax Group discussion on c syntax Presentations on c sysntax Practical exercises on loops how to use c syntax - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Internet 422 | Page Skills for a better destiny - Special characters Whitespace characters Description of C identifiers Identifier definition Rules for naming identifiers Description of C keywords Predefined keyword Reserved words Description of comments in C Single line comment Multi-line comments Editors (Borland C++, turbo C++, codeblocks and Dev C++) Formative Assessment 2.2 Performance criterion Use appropriately C Syntax referring to Character Set, Identifiers, Keywords, and Comments Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: The use of C Syntax is described Header files Main function Tokens Comments Semicolors 423 | Page Skills for a better destiny No Indicator:Character set are described Alphabets Digits Special characters Whitespace characters Indicator:C identifiers are described Identifier definition Rules for naming identifiers Indicator:C keywords are described Predefined keyword Reserved words Indicator: Comments in C described Single line comment Multi-line comments Observation Learning Outcome 2.3: Describe Data Types Content Learning activities Resources Overview of Data types Data type definition Importance of data types Description of 4 Data types in C Basic data types int, char, float/double Enumeration data types Derived data types array, structure, pointer, union, function Void data types Application of data types Basic data types Enumeration data types Derived data types Void data types Brainstorming on datatypes Documentary research on data types Group discussion on data types Presentations on data types Practical exercises on how to use data types - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Internet - Editors (Borland C++, turbo C++, codeblocks and Dev C++) 424 | Page Skills for a better destiny Formative Assessment 2.3 Performance criterion Describe properly Data Types based on type systems Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Data types is overviewed Data type definition Importance of data types Indicator: 4 Data types in C are described Basic data types Enumeration data types Derived data types Void data types Indicator: Data types are applied Basic data types Enumeration data types Derived data types Void data types Learning Outcome 2.4: Use Variables Content Learning activities Resources Description of variables Variable definition Variable names Brainstorming on how to use variable - 425 | Page Skills for a better destiny Flipcharts No Rules for naming a variable Declaring variables in C Defining a variable Initializing C variable Differantiating variable and identifier Use of types of variables in c program Local variable Global variable Environment variable Documentary research on variables Group discussion on usage of variables Presentations on variables Practical exercises on how to use variables - Markers - Flipcharts stand - Training room - Projector - Computer - Internet - Editors (Borland C++, turbo C++, codeblocks and Dev C++) Formative Assessment 2.4 Performance criterion Use appropriately Variables according to C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence - Written evidence Perfomance evidence Portfolio assessment tools - Multiple choice questions - True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Variables described Variable definition Variable names Rules for naming a variable Declaring variables in C 426 | Page Skills for a better destiny No Defining a variable Initializing C variable Indicator: Variable and identifier are differentiated Indicator: The types Variables in c program are used Local variable Global variable Environment variable Observation Learning Outcome 2.5: Use Constants Content Learning activities Resources Description of constants in C Constant definition Constant types Integer constant Real constant Single character constants String constants Backslash character constant Using of constants in C Integer constant Real constant Single character constants String constants Backslash character Brainstorming on how to use constants Documentary research on c constants Group discussion on c constants Presentations of constants Practical exercises on how to use constants - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - -Internet - Editors (Borland C++, turbo C++, codeblocks and Dev C++) Formative Assessment 2.5 Performance criterion Use appropriately Constants according to C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. 427 | Page Skills for a better destiny Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes No Indicator: Constants in C are Described Constant definition Constant types Integer constant Real constant Single character constants String constants Backslash character constant Indicator: Constants in C are used Integer constant Real constant Single character constants String constants Backslash character Observation Learning Outcome 2.6: Use Operators Content Learning activities Description of operators in C Arithmetic operators Relational operators Logical Operators Bitwise operators Assignment operators Conditional operators Special operators Application of operators in C Brainstorming on operators Documentary research on c operators Group discussion about operators Presentations on how to use operators Practical exercises on operators 428 | Page Skills for a better destiny Resources - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Arithmetic operators Relational operators Logical Operators Bitwise operators Assignment operators Conditional operators Special operators Using of operator precedence in C Operator precedence Associativity Editors (Borland C++, turbo C++, codeblocks and Dev C++) Formative Assessment 2.6 Performance criterion Use appropriately Operators according to C promming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Operators in C are described Arithmetic operators Relational operators Logical Operators Bitwise operators Assignment operators Conditional operators 429 | Page Skills for a better destiny No Special operators Indicator: Operators in C are applied Arithmetic operators Relational operators Logical Operators Bitwise operators Assignment operators Conditional operators Special operators Indicator: Operator precedence in C are used Operator precedence Associativity Observation Learning Outcome 2.7: Use Conditions Content Learning activities Resources Description of Decision control statements in C Definition of decion control statement Importance of decision statement in c programming Using of syntax if statement if-else & else-if statement Nested if/else switch-case statements Application of Desion Control statements if statement if-else & else-if statement Nested if/else switch-case statements Brainstorming on how to use conditions Documentary research on conditions Group discussion on conditions Presentations on conditions Practical exercises on conditions - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Editors (Borland C++, turbo C++, codeblocks and Dev C++) 430 | Page Skills for a better destiny Formative Assessment 2.7 Performance criterion Use properly Conditions according to C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Decision control statements in C described Definition of decion control statement Importance of decision statement in c programming Indicator: syntax is used if statement if-else & else-if statement Nested if/else switch-case statements Indicator: Desion Control statements are applied if statement if-else & else-if statement Nested if/else switch-case statements Observation 431 | Page Skills for a better destiny No Learning Outcome 2.8: Use Loops Content Learning activities Resources Description of loops in C programming Definition of loop Types of loops Application of loop’s syntax While Loop Do-While loop For loop Nested loops Break Statement Continue Statement goto statement Using of Loop Control Statements While Loop Do-While loop For loop Nested loops Break Statement Continue Statement goto statement Brainstorming on loops Documentary research on loops Group discussion on loops Presentations on loops Practical exercises on loops - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Editors (Borland C++, turbo C++, codeblocks and Dev C++) Formative Assessment 2.8 Performance criterion Use properly Loops according to C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - Perfomance evidence - 432 | Page - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Skills for a better destiny Checklist Score Yes No Indicator: Loops in C programming described Definition of loop Types of loops Indicator: loop’s syntax is applied While Loop Do-While loop For loop Nested loops Break Statement Continue Statement goto statement Indicator: Loop Control Statements are used While Loop Do-While loop For loop Nested loops Break Statement Continue Statement Goto statement Observation Learning Outcome 2.9: Use Arrays Content Learning activities Resources Description of arrays in C programming Array definition Types of arrays One dimensional array Multi dimensional array Using of one-dimension array Declaring Arrays syntax Initializing Arrays Accessing Array Elements Using of Multi-dimensional arrays Declaring Arrays syntax Initializing Arrays Brainstorming on arrays Documentary research on arrays Group discussion on how to use arrays Presentations on arrays Practice on hoew to use array in program written o - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Editors (Borland C++, turbo C++, 433 | Page Skills for a better destiny codeblocks and Dev C++) Accessing Array Elements Application of arrays in C Arrays are used to Store List of values Arrays are used to implement Search Algorithms in single dimensional Linear Search Binary Search Arrays are used to implement Sorting Algorithms in single dimensional Insertion Sort Bubble Sort Selection Sort Quick Sort Merge Sort Formative Assessment 2.9 Performance criterion Use properly Arrays according to C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Score Yes Indicator: Arrays in C programming described Array definition Types of arrays 434 | Page Skills for a better destiny No Indicator: One-dimension array is used Declaring Arrays syntax Initializing Arrays Accessing Array Elements Indicator: Multi-dimension array is used Declaring Arrays syntax Initializing Arrays Accessing Array Elements Indicator: Arrays in C are applied Arrays are used to Store List of values Arrays are used to implement Search Algorithms in single dimensional Arrays are used to implement Sorting Algorithms in single dimensional Observation Learning Outcome 2.10: Use functions Content Learning activities Resources Description of functions Definition of function Types of functions Predefined standard library functions User defined functions Difference between Library and User-defined Functions Types of user-defined function Function with no arguments and no return value Function with no arguments and a return value Function with arguments and no return value Function with arguments and a return value Benefits of Using functions Using of functions syntaxes Function prototype Function call Call by value Function definition Passing arguments to a function Application of functions Brainstorming on function Documentary research on function Group discussion on functions Research Presentations - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Editors (Borland C++, turbo C++, codeblocks and Dev C++) 435 | Page Skills for a better destiny Function declaration Function definition Function call Function arguments Variable scope Static variables Recursive functions Inline functions Formative Assessment 2.10 Performance criterion Use properly functions according to C programming Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Indicator: function is described Definition of function Yes Types of functions Difference between Library and User-defined Functions Types of user-defined function Benefits of Using functions Indicator: functions syntaxes are used Function prototype Function call 436 | Page Score Skills for a better destiny No Function definition Passing arguments to a function Indicator: functions are applied Function declaration Function definition Function call Function arguments Variable scope Static variables Recursive functions Inline functions Observation Learning Outcome 2.11: Effective management of memory Content Learning activities Resources Memory management in C programming introduction Description of pointers in C Pointer definition Usage of pointer Using Operators that are used with Pointers Declaring of pointer syntax “Address of” (&) Operator “Value at Address” (*) Operator Application of pointers in C Pointer to Pointer (Double Pointer) Passing pointers to function Function pointers Use of Static Memory Allocation Use of Dynamic Memory Allocation malloc () calloc () realloc () free () Resizing and Releasing Memory Brainstorming on pointers Documentary research on pointers Group discussion on pointers Presentations on pointers Practice on how to use pointer in a program - Flipcharts - Markers - Flipcharts stand - Training room - Projector - Computer - Editors (Borland C++, turbo C++, codeblocks and Dev C++) 437 | Page Skills for a better destiny Formative Assessment 2.11 Performance criterion Effective management of memory based on pointers Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools - Written evidence - - Perfomance evidence - Multiple choice questions True or false questions - Matching items - Sentence completion - Presentation Checklist Indicator: Memory management in C programming introduced Indicator: Pointers in C programming described Pointer definition Usage of poi