tvet certificate v in auto electricity and electronics … · ccmia501 - industrial attachment...

5

TVET CERTIFICATE V In

AUTO ELECTRICITY AND ELECTRONICS SYSTEM

CODE

TRLAEE5001 Kigali December, 2018

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TRLAEE5001-TVET CERTIFICATE V

Auto electricity and electronics system

REQF Level 5 CURRICULUM

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© Rwanda Polytechnic, 2018

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

December, 2018

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

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Copyright

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

Reproduced with permission

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

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

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

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

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

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

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

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

any liability.

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

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

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

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

© Rwanda Polytechnic (RP) 2018

Published by

Rwanda Polytechnic (RP)

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

P.O. Box: Kigali, Rwanda

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

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Table of Contents

C o p y r i g h t i i

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

L i s t o f a b b r e v i a t i o n s a n d a c c r o n y m s v i i

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

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

2.2 Minimum entry requirements 11

2.6 Information about competencies 14

2 . T R A I N I N G P A C K A G E 1 5

3.1 Course structure 15

3.2 Competencies chart 15

3.3 Flowchart 17

3 . A S S E S S M E N T G U I D E L I N E S 1 8

4.1 Assessment Methodology 18

C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 2 1

LU 1: Participate as part of a team and respect the rules of the training environment 23

LU 2: Explain the occupation and learning process 26

LU 3: Respect the facilitation and apply learning methods 29

LU 4: Develop personal plans based on self-assessment practices 32

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

LU 1: Conduct OSH (occupational safety and health) monitoring 41

LU 2: Collect and analyze Occupational health, safety incidents report 46

LU 3: Train all staff on occupational health and safety matters 52

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 6 0

LU 1: Communicate with customers and colleagues from diverse backgrounds 62

LU 2: Address cross-cultural misunderstandings 66

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 7 1

LU 1: Apply human values 73

LU 2: Respect engineering ethics 79

LU 3: Apply safety 83

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

LU 1: Identify activities to be accomplished for real business operations 90

LU 2: Create a productive working environment 96

LU 3: Run real business operation 104

LU 4: Monitor and evaluate the business 110

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

LU 1: Demonstrate supervisory skills 117

LU 2: Get briefed on industrial attachment program 123

LU 3: Develop one’s competences on the workplace 127

G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 1 3 2

LU 1: Describe the transition metals 134

LU 2: Perform chemical titration 140

LU 3: Perform electrochemical cell reactions 146

LU 4: Describe polymerization 152

G E N G P 5 0 1 - G E N E R A L P H Y S I C S 1 5 9

LU 1: Sources of Energy in the world 162

LU 2: Motion in orbits 167

LU 3: Mobile phone and radio communication 173

LU 4: Mobile phone and radio communication 179

LU 5: Earthquakes, Tsunami, floods landslides and cyclone 184

LU 6: Earthquakes, Tsunami, floods landslides and cyclone 189

G E N A M 5 0 1 - M A T H E M A T I C S 1 9 7

LU 1:Apply fundamentals of trigonometry 202

LU 2: Apply fundamentals of complex numbers 210

LU 3: Determine and analyze numerical functions 214

U 4:Apply fundamentals of differentiation 220

LU 5: Apply natural logarithmic functions 225

LU 6: Apply exponential functions 231

LU 7: Apply fundamentals of integrals 237

LU 8: Identify measures of dispersion and interpret bivariate data 242

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 2 4 7

LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 250

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

no gukoresha ibinyazina binyuranye. 257

LU 3 : Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 267

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

gukoresha ibinyazina binyuranye 277

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

y’Ikinyarwanda. 286

C C M I W 5 0 1 - I C T A T W O R K P L A C E 2 9 7

LU 1:Prepare document Layout 299

LU 2: Apply basic computer operations 305

LU 3: Manage data 312

C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 3 2 0

LU 1: Communicate orally in social and professional situations with ease 324

LU 2: Read correctly a range of materials 329

LU 3: Listen to audio messages with different English accents to get the intended message 333

LU 4: Produce a variety of medium texts on professional and general topics 338

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

LU 1: repairing air conditioning system 347

LU 2: Perform repair of air conditioning system Components 354

LU 3: Test air conditioning systems 362

A E E I P 5 0 1 - R E P A I R I N G I N J E C T I O N P U M P S A N D I N J E C T O R S 3 7 0

LU 1: Describe injection pump and injectors 372

LU 2: Repair injection pumps and injectors 379

LU 3: Test diesel fuel injection system 386

A E E V E 5 0 1 - R E P A I R I N G V E H I C L E E L E C T R I C A L A N D E L E C T R O N I C S T A B I L I T Y

C O N T R O L S Y S T E M S 3 9 3

LU 1: Describe vehicle electrical and electronic stability control system 395

LU 2: Repair vehicle electrical and electronic stability control systems components 401

LU 3: Test vehicle electrical and electronic stability control systems 408

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

LU 1: Describe infotainment system 420

LU 2: Perform repairing of infotainment system 429

LU 3: Test infotainment system 436

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A E E D A 5 0 1 - R E P A I R I N G V E H I C L E D R I V E A S S I S T A N C E S Y S T E M S 4 4 4

LU 1 Describe drive assistance systems 446

LU 2: Perform repairing of drive assistance systems 456

LU 3: Test drive assistance systems 464

Summative Assessment 467

G L O S S A R Y a

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List of abbreviations and accronyms

ABS: Anti-Locks Brake System

ADAS: Advanced Drive Assistance

AIDS: Acquired Immunodeficiency Syndrome

AMD: Automotive Manual Drivetrain

CAN: Control Area Network

CAN: Control Area Network

CCM: Cross-cutting Modules

CCS: Cruise control System

D4D: Direct Injection 4 Cylinder

D4D: Direct Injection 4 Cylinder Common Rail Diesel Engine

DME: Digital Motor Electronics

DME: Digital Motor Electronics

DTC: Diagnosis Trouble Code

ECU: Electronic control Unit

EDC: Electronic Diesel Control

EML: Engine Management Light

EPS: Electronic Power Steering

ETAG: Ecole Technique Automobile de Gisenyi

GPS: Global Positioning System

GS Groupe Scolaire

HEC/IC: hybrid electronic instrument cluster

HIV: Human Immunodeficiency Virus

HT: High Tension

ICT: Information Communication Technology

INES: Institut d'Enseignement Superieur de Ruhengeri

IPO: Input Processing Output

IPRC: Integrated Polytechnic Regional Center

LED: Light Emitting Diode

LU: Learning Unit

OBDI: On Board Diagnosis I

OBDII: On Board Diagnosis Ii

PCM: Power Control Module

PDA: Personal Digital Assistance

PPE: Personal Protective Equipment

RALC: Rwanda Academy of Language and Culture

RKE: Remote Keyless Entry

RP: Rwanda Polytechnic

STI: Sexual Transmission Infection

TCS: Traction Control System

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TV: Television

TVET: Technical and Vocational Education and Training

UR: University of Rwanda

VVT-I: Variable Valve Timing Intelligence

WDA: Workforce Development Authority

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Acknowledgments

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

development of this curriculum:

Coordination

RWAMASIRABO Aimable

Curriculum Coordinator, RP

Facilitators

NDIKURYAYO Anselme, Facilitator/Rwanda Polytechnic (RP)

Curriculum Development Team

# Names Company/Institution Function

1. MUSAFIRI Ernest Instructor IPRC NGOMA 2. MUSONI Jean Claude Trainer Nyabihu TVET School 3. UWERA Marceline Socio-linguistics Officer RALC 4. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara 5. MATATA Jean Bosco Teacher College Ami des Enfants 6. GASIMBA François Xavier Lecturer UR/College of Education 7. KAMBARI Vincent Teacher GS St Marcel/Kayonza 8. MUREGO Yves Quality Assurance Officer WDA 9. BUCYENSENGE Vincent Instructor IPRC KARONGI 10. GASANA Vedaste Lecturer INES 11. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

12. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School 13. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza 14. UWINEZA Patrice Sciences trainer Nyamata TVET School 15. GATETE callixte Instructor Kavumu TVET School

16. SILASJAY-Z Ngezahayo Mechanician Motor Vehicle Workshop LTD Garage

17. MWISENEZA Albert Mechanician

Motor Vehicle Workshop LTD Garage

18. TUYIZERE felicien Trainer ETAG

19. HABIMANA Rachid Trainer Nyanza TVET School

20. WANI HILLARY Mogga Trainer Nyanza TVET School

21. NDAGIJIMANA Jean D’amour Technician I.M Garage LTD

22. MUKWIYE William Data manager/formatEditor Ring

23. KABASHA David Assistant Lecturer Kigali Integrated College

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies

required to perform as an Auto Electricity and Electronics Senior technician. It

is designed with an approach that takes into account the training needs, the

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

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

of each module and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

1. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills, knowledge

and attitudes for a learner to be competent in

tasks and activities that require the application

of practical skills in a defined context. Work

would be undertaken in variousTransport and

Logistics Sector, Automotive Public/Private

Workshops, Residential and Business

Buildings, Training Schools, Own workshops,

Spare parts shops, Automobile Warehouses,

Schools,Technical servicing Industries/

Companies and all tasks related to

maintenance, reparation of Auto Electricity

and Electronics Systems alone or with others

under supervision.

At the end of this qualification, qualified

learners will be able to:

Apply mathematics

Describe the occupation and learning

process

Monitor occupational SHE at workplace

Maintain professional conversation in

upper-intermediate English

Gukoresha ikinyarwanda cy’intyoza

Work in a socially diverse environment

Use ICT at workplace

Organize a business

Apply professional ethics

Apply general mathematics

Apply general physics

Apply general chemistry

Repair air conditioning system

Repair vehicle electrical and electronics

stability control system

Repair vehicle drive assistance system

Repair vehicle infotainment system

Repair injection pumps and injectors

Integrate workplace

2.2 Minimum entry requirements

TVET Certificate IV in Auto Electricity and Electronics System or other relevant qualifications or through recognition of prior learning.

Title: TVET Certificate V in Auto Electricity and Electronics System

Level: REQF Level 5

Credits: 120

Sector: Transport and Logistics

Sub-sector: Auto Electricity and Electronics

System

Issue date: December, 2018

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Transport and Logistics Industry with the

professionalization of Auto Electricity and Electronics System; this qualification again offers the

opportunity to execute the works as Electricity and Electronics Supervisor while ensuring that safety,

security and environmental regulations are respected.

2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Possible jobs related to this qualification

Automobile Air Conditioning Repair Technician

Automobile Comfort and Convenience Repair Technician

Automobile Injection Pump and Injectors Repair Technician

Garage Team Supervisor

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification

after achieving TVET Certificate IV in

Auto Electricity and Electronics System

or other relevant qualifications or

through Recognition of Prior Learning.

Progression route of candidates achieving

this qualification include:

Candidates exiting this qualification are able to enter TVET Diploma in Auto Electricity and Electronics System.

Pathways into the qualification

Pathways from the qualification

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Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

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

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

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

moral and ethical issues

Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 17 Core competencies : 8 Complementary competencies : 9 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMMS501 Monitor occupational SHE at workplace 3

3 CCMUE501 Maintain professional conversation in upper-intermediate English 3

4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

5 CCMSE501 Work in a socially diverse environment 3

6 CCMIW501 Use ICT at workplace 3

7 CCMBO501 Organize a business 3

8 CCMPE501 Apply professional ethics 3

9 CCMIA501 Integrate workplace 30

Total 54

No Code Core competencies Credit

GEN

ERA

L 1. GENAM501 Apply general mathematics 7

2. GENGP501 Apply general physics 5

3. GENGC501 Apply general chemistry 6

SPEC

IFIC

4. AEEAC501 Repair air conditioning system 6

5. AEEIP501 Repair injection pumps and injectors 12

6. AEEES501 Repair vehicle electrical and electronic stability control system 10

7. AEEIT501 Repair vehicle infotainment system 10

8. AEEDA501 Repair vehicle drive assistance system 10

Total 66

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2. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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AUTO ELECRTICITY AND ELECTRONIC SUPERVISOR:

AUTOMOBILE AIR CONDITIONING REPAIR TECHNICIAN,

AUTOMOBILE COMFORT AND CONVENIENCE REPAIR

TECHNICIAN, AUTOMOBILE INJECTION PUMP

AND INJECTORS REPAIR TECHNICIAN,

GARAGE TEAM SUPERVISOR.

PROCESS GENERAL AND COMPLEMENTARY

COMPETENCIES

SPECIFIC COMPETENCIES Du

rati

on

(7

20

Hrs

)

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2

3

4

5

6

7

8

9

11

12

13

Duration (480 Hrs) 30

30

30

30

30

30

30

30

30

0

70

50

60

1

Repair Vehicle Air Conditioning System

60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●

2

Repair Vehicle Injection Pump and Injectors

120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●

3

Repair Vehicle Stability Control System

100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●

4

Repair Vehicle Infotainment system

100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●

5

Repair Vehicle Drive Assistance System

100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies| Between general and particular competencies ▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.3 Flowchart

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

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

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

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

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

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

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

Figure 2: Flowchart

Occupation and learning process 3

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Business organisation 3

Industrial attachment program (IAP) 30

Apply general mathematics 7Apply general physics 5

professional ethics 3

Repair Vehicle Air Conditioning 7 Repair Vehicle Injection Pumps and Injectors 10

Repair Vehicle Electrical and Electronics Stability Control systems 12 Repair Vehicle Infotainment Systems 10

Repair Vehicle Drive Assistance 12

Apply General Chemistry 6

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3. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

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

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

components of a task.

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

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

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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

CCMOL001 Describe the occupation and learning process

RTQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:September, 2014

Purpose statement

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

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

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

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

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

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

better integration of various learning.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

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

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

to them

2. Explain the occupation and learning process

2.1 Proper description of the main/major elements of occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and apply learning methods

3.1Proper engagement in active and participatory learning methods

3.1 Adequate description of the assessment procedures

4. Develop personal plans based on self-assessment practices

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

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

23 | P a g e

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

1 Learning Outcomes:

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

6 Hours

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

Introductions

Expectations about the training

Introduction Game Presentation of trainees’

expectations

- Trainer manual

Formative Assessment 1.1

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

criterion has been achieved.

Types of evidence Portfolio assessment tools

Performance criterion

Proper introduction of oneself

Resources Learning activities Content

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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Integrate in team

Working as a team

Building trust

Games Group discussions

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate integration in team


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

Rules of the classroom

Group responsibilities

Brainstorming Discussions Assign class tasks

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate participation in setting rules and adhere to them


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LU 2:Explain the occupation and learning process


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

12 Hours

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

Group discussion Personal research Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector






Proper description of the main/major elements of occupation


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

Presentation by the teacher Research Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable






Adequate explanation about the one’s qualification


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Checklist Score

Yes No

Observation

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LU 3: Respect the facilitation and apply learning methods


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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

Experience sharing. Presentation by the trainer

- Trainer manual






Proper engagement in active and participatory learning methods


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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio

& integrated situation)

Presentation by the trainer - Assessment manual





Checklist Score

Yes No


Adequate description of the assessment procedures


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Observation

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


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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace

-






Proper identification of values, skills and interests


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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Checklist Score

Yes No


Proper assessment of values, skills and interests


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Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Correct Setting of goals


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Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Proper development of plans in order to reach the set goals


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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Checklist Score

Yes No

Observation


Proper assessment of one’s learning style


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Learning Outcome 4.6: Identify learning strategies





Checklist Score

Yes No

Observation

Reference books:

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

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

o -


Adequate identification of learning strategies


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

CCMMS501Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

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

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

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

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

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

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

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

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

health and safety matters.

40 | P a g e


Not applicable







1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

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LU 1: Conduct OSH (occupational safety and health) monitoring


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

10 Hours

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

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees

Responsibility of

administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in

workplace

Equipment and machinery

Emergency response plans

SHE standards;

Responsibility in working

place

Hazard identification and

risk Control

Making the working area

safe

o Brainstorming

o Documentary research

o Group discussion

Flipcharts

Markers

Flipcharts stand

Internet


42 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are

applied

Checklist Score

Yes No

OSHE policies are checked

OSHE regulations are checked

OSHE standards are checked

Observation

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

procedures


Proper checking of application of OSHE policies, procedures and regulations

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Learning Outcome 1.2: Monitor use of PPEs

Types of PPEs to be used

according to the trade

Physical verification of PPEs

Cleaning and storage of

materials, tools and

equipment

o Group discussion

o Practical exercise

Checklist

PPEs

Brushes

Store

Shelter

Shelves

Pen





Written

Oral

Performance

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

Checklist Score

Yes No

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

Physical verification of PPEs is done


Proper monitoring of the use of PPEs


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Cleaning and storage of materials, tools and equipments are checked

Observation

Learning Outcome 1.3: Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be

evaluated according to the

specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

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


Proper monitoring the compliance of OSHE best practice


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Checklist Score

Yes No

OSHE best practices are checked

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

Observation

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


1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; Consulting of incident

report documents Talk to people involved or

witnesses to the event Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

- Reference books - Internet - Hand-outs - Didactic materials



Proper collection of data regarding OSHE incidents


47 | P a g e




Written

Oral

Performance

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

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training




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Low motivation

Impact of incidents Social impact

loss of manpower medical expenses

Economic impact poor production, closer of the

company compensation repairs

Physical effects permanent injuries, loss of ability to

handle materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

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

Checklist Score

Yes No


Proper analysis of OSHE data collected

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Identification of root and causes of incident

Identification of impact of incidents

Observation

Learning Outcome 2.3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

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


Adequate elaboration of a compiled incident reports


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Task: Elaborating a compiled incident reports

Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

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

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written Multiple choice True or false question


Proper recommendation of safest way to do the job


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Oral

Performance

Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job

Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation

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


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

standards/regulations 3. Evaluate trained OSHE programs

10 Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of:

An occupational health and safety

(OH&S) program

A policy statement

The program elements

Individual responsibility

Joint occupational health and

safety committee

Health and safety rules

Correct work procedures

Employee orientation

Training

Workplace inspections

Reporting and investigating

accidents/incidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

Responsibilities of the staff:

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


53 | P a g e

Responsibilities of workers

Using personal protection

and safety equipment as

required by the employer.

Following safe work

procedures

Knowing and complying with

all regulations.

Reporting any injury or

illness immediately

Reporting unsafe acts and

unsafe conditions

Participating in joint health

and safety committees or as

the representative

Responsibilities of supervisor

Instructing workers to

follow safe work practices.

Enforcing health and safety

regulations.

Correcting unsafe acts and

unsafe conditions.

Ensuring that only

authorized, adequately

trained workers operate

equipment.

Reporting and investigating

all accidents/incidents.

Inspecting own area and

taking remedial action to

minimize or eliminate

hazards.

Ensuring equipment is

properly maintained

Promoting safety

awareness in workers

Responsibilities of management

Providing a safe and healthful

workplace.

Establishing and maintaining a

54 | P a g e

health and safety program.

Ensuring workers are trained

or certified as required.

Reporting accidents/incidents

and cases of occupational

disease to the appropriate

authority

Providing medical and first aid

facilities

Ensuring personal protective

equipment is available

Providing workers with health

and safety information

Supporting supervisors in their

health and safety activities

Evaluating health and safety

performance of supervisors





Written

Oral

Performance

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

and safety matters


Appropriate provision of information and instructions

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Checklist Score

Yes No

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

A brief description of A policy statement is provided

A brief description of the program elements is provided

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

Observation

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

Training on SHE regulations

Safety roles of employees

Responsibility of administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in workplace

Equipment and machinery

Emergency response plans

Training on SHE standards

Responsibility in working place

Hazard identification and risk

control

Making the working area safe

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


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Written

Oral

Performance

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

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Procedures


Appropriate training to all employees and supervisors on OSHE

standards/regulations

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Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion

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

pictures





Written

Oral

Performance

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

Checklist Score

Yes No

Evaluation forms are well developed

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

Training impact assessment is well developed

Observation

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

9781472419712, Publication Date: 2015


Proper evaluation of trained OSHE programs


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

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

(Author, Editor)

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

Date: 2009

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

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

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

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

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

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

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

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

CCMSE501Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:October, 2017

Purpose statement

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

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

of communicating with customers and colleagues from diverse backgrounds and

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

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

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

individuals or bodies.

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Not applicable







5. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

6. Address cross-cultural misunderstandings

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

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

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

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LU 1: Communicate with customers and colleagues from diverse backgrounds


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

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

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

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

treat them with respect and sensitivity

Treating different groups effectively forms of address levels of formality or

informality observance of special

religious, feasts or other celebratory days

customs, beliefs and values Product preferences

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

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

materials





Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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Written

Oral

Performance

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

Checklist Score

Yes No

Effective treatment of different groups

Observation

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

verbal communication and overcome language barriers.

Verbal and non-verbal communication: varied cultural

interpretation of non-verbal behaviour and gestures

personal grooming, including dress and hygiene habits

language spoken language written

Overcoming language barriers: meet, greet and farewell

customers give simple directions give simple instructions answer simple enquiries prepare for, serve and

assist customers describe goods and

services

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


64 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

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

organisations when required

Partnerships for efficient communication interpreter services diplomatic services local cultural

organizations appropriate government

agencies educational institutions

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials



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

verbal communication and overcoming language barriers.

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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

Disability advocacy groups.


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.

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LU 2:Address cross-cultural misunderstandings


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

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

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

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

workplace

Cultural differences

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

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

- Reference books - Online materials - Specialised materials



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

workplace.


67 | P a g e




Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation

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

misunderstandings at workplace

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

values being accommodating Different Communication Styles Different Attitudes Toward

Conflict Different Approaches to

Completing Task Different Decision-Making Styles Different Attitudes Toward

Disclosure

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

- Reference books

- Role play scenario

- Online materials

- Specialised materials


68 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation

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

leader or supervisor for follow-up

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

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

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

materials



Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

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Written

Oral

Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

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

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

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

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


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

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C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2014

Purpose statement

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

professional conduct at workplace.

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Not applicable







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

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

2.2. Adequate application ofcredible management of the work.

2.3. Adequate team spirit at the work.

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

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LU 1:Apply human values


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

7 Hours

Learning Outcome1.1: Valuate human right

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

Intellectual Property Right

Confidentiality

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

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

o Demonstration by video/ Picture of Human right issues

- Books - World Health

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



Adequate valuation of human right.


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

performance criterion has been achieved.


Written evidence

Oral evidence

Multiple choice exercises

Essay

Matching exercise Exercises

True or false questioning

Sentence completion

Checklist Score

Yes No

Privacy

Independence

Security

Right to vote

Medication

Education

Employment

Promotion

Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty

Respect for others

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

Protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black


75 | P a g e

board - Marker pen - Chalks - Projector - Pictures - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Tax Compliance

Environmental Protection

Self-reliance

Honesty

Observation


Adequate promotion of integrity

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Learning Outcome 1.3: Valuate time

Preparation of Agenda Agenda of Meeting Personal Agenda

o Brainstorming on preparation of Agenda

o Group Discussion on preparation of Agenda

o Practical exercise on preparation of Agenda

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





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Agenda of Meeting

Personal Agenda


Convenient valuation of time


77 | P a g e

Observation

Learning Outcome 1.4: Analyse variety of moral issues

Reason of Behaving Unethically

Resource Crunch Opportunity Attitude

o Brainstorming on Reason of Behaving Unethically

o Group Discussion on Reason of Behaving Unethically

- Books - Chocks - Blackboard





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Resource Crunch

Opportunity


Careful analysis of variety of moral issues


78 | P a g e

Attitude

Observation

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LU 2:Respect engineering ethics


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

15 Hours

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

Different Professional rules and regulations Public Building

regulations Human Settlement

Policies

Labor Code National International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

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

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





Appropriate application of rules and regulations of the work.


80 | P a g e


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Public Building regulations

Human Settlement Policies

Observation

Learning Outcome 2.2: Apply credible management of the work.

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

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

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

board - Marker pen - Chalks - Projector - Computer



Adequate application of credible management of the work


81 | P a g e




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory

Duty Ethics

The virtue Theory

Self- realization ethics

Justice (Fairness) theory