tvet certificate v in food processing

5

TVET CERTIFICATE V In

FOOD PROCESSING

CODE

AGRFOP5001

Kigali November, 2014

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AGRFOP5001-TVET CERTIFICATE V

Food Processing

REQF Level 5 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

November, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). 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 WDA. 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 WDA. The competent Body does not give warranty nor

accept any liability.

The WDA 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 WDA 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

WDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Internet: http:// www.wda.gov.rw

http://www.wda.gov.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 i x

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

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

2 . Q U A L I F I C A T I O N D E T A I L S 1

2.1 Description 1

2.2 Minimum entry requirements 1

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 4

3 . T R A I N I N G P A C K A G E 6

3.1 Course structure 6

3.2 Competencies chart 6

3.4 Flowchart 8

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

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

LU1: Conduct OSH (occupational safety and health) monitoring 15

LU2: Collect and analyze Occupational health, safety incidents report 20

LU 3: Train all staff on occupational health, safety and environment matters 27

C C M K N 5 0 2 - I K I N Y A R W A N D A C Y ’ I N T Y O Z A 3 4

LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 37

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

no gukoresha ibinyazina binyuranye. 43

LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 50

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LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka

no gukoresha ibinyazina binyuranye 56

LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane 64

m’ugutegura no gukina ikinamico 64

C C M S E 5 0 2 - 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 2 7 2

LU 1: Communicate with customers and colleagues from diverse backgrounds 74

L U 2: Address cross-cultural misunderstandings 83

C C M F T 5 0 2 - T E C H N I Q U E S D ’ E X P R E S S I O N O R A L E E T E C R I T E E N

F R A N C A I S 9 3

LU 1: Employer le vocabulaire technique dans différents écrits 95

LU 3: Présider des débats et des discussions 100

LU 3: Conduire des réunions 104

LU 4: Rédiger et présenter un exposé 107

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

LU 1: Communicate orally in social and professional situations with ease 114

LU 2: Read correctly a range of materials 120

LU 3: Listen to audio messages with different English accents to get the intended message 126

LU4: Produce a variety of medium texts on professional and general topics 132

C C M K K 5 0 2 - U T U N G A J I W A H A T I Z A K I O F I S I K A T I K A K I S W A H I L I 1 4 0

LU 1:Kutunga hati za mawasiliano mbalimbali za kiofisi. 142

LU 2: Kuchambua hati za mawasiliano mbalimbali za kiofisi 147

LU 3: Kupanga mbinu za uwasilishaji wa hati mbalimbali. 152

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

LU 1: Prepare document Layout 159

LU 2: Apply basic computer operations 164

LU 3: Manage Data in MS Excel 169

C C M B O 5 0 2 - B U S I N E S S O R G A N I S A T I O N 1 7 5

LU 1:Identify Activities To Be Accomplished For Real Business 177

LU 2: Create a productive working environment 185

LU 3:Run real business operation 195

LU 4: Monitor and evaluate the business 202

C C M P E 5 0 2 - P R O F E S S I O N A L E T H I C S 2 0 9

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L U 1:Apply human values 211

LU 2:Respect engineering ethics 218

LU 3:Apply safety 222

F O P I A 5 0 2 - 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 ) 2 2 6

LU 1: Apply for internship/employment 228

LU 2: Demonstrate appropriate workplace behavior and attitudes 232

LU 3: Respect worker’s and employer’s rights and responsibilities 237

LU 4: Organize and evaluate one’s internship 243

G E N A M 5 0 1 - M A T H E M A T I C A L A N A L Y S I S , S T A T I S T I C S A N D P R O B A B I L I T Y 2 4 9

LU 1: Apply fundamentals of integrals 251

LU 2: Identify measures of dispersion and interpret bivariate data 255

LU 3: Apply fundamentals of probabilities 259

G E N I C 5 0 1 - I N T R O D U C T I O N T O A N A L Y T I C A L C H E M I S T R Y 2 6 4

LU 1:Differentiate qualitative and quantitative chemical analysis 266

LU 2: Discuss solubility 272

LU 3:Describe electrochemical cell reactions 277

G E N I C 5 0 1 - E C O L O G Y 2 0 4

LU 1: Discuss theories of evolution and their evidence 206

LU 2: Describe Ecosystems 213

LU 3: Illustrate mechanisms of environmental conservation 221

P H Y D M 5 0 1 - D Y N A M I C S A N D M E C H A N I C A L W A V E S 2 2 9

LU 1: Apply motion in orbits 231

LU 2: Apply oscillations and mechanical waves 237

LU 3: Describe Climate change and Greenhouse effect 243

F O P E P 5 0 1 - E X T R U D E D P R O D U C T S 2 4 9

LU 1:Prepare the dough 251

LU 2:Extrude the dough 257

LU 3: Package the pasta 266

Summative Assessment 270

F O P C P 5 0 1 - C O F F E E C H E R R I E S P R O C E S S I N G I N T O P A R C H M E N T C O F F E E 2 7 5

LU 1:Prepare Materials and plant line equipment 277

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LU 2: receive coffee cherries 283

LU 3: Prepare coffee beans 286


F O P F I 5 0 1 - F O O D I N D U S T R Y W A S T E M A N A G E M E N T 2 9 2

LU 1: Characterize and estimate waste 295

LU 2: Prepare materials, equipment and infrastructure for waste collection, storage and disposal 299

LU 3: Collect and dispose waste 305


F O P M A 5 0 1 - M I C R O B I A L A N A L Y S I S O F F O O D 3 1 6

LU 1: Prepare sample 318

LU 2 Culture microorganisms (total count, yeast and molds and total coliforms) 321

LU 3: Enumerate and identify microorganism colonies 324


F O P P C 5 0 1 - C O F F E E R O A S T I N G 3 3 4

LU 1:Prepare materials, equipment and infrastructure for Roasting 337

LU 2: Prepare green coffee beans 340

LU3: Roast green coffee beans 344

LU4: coffee cupping and packaging 349


F O P R F 5 0 1 - R E A G E N T S F O R F O O D C H E M I C A L C O M P O S I T I O N A N A L Y S I S 3 6 0

LU1: Identify chemical components of foods 362

LU 2:Material, equipments for chemical analysis s 367

LU 3: Prepare samples and reagents for food chemical analysis 373


F O P T K 5 0 1 - T O M A T O P A S T E A N D K E T C H U P M A K I N G 3 8 5

LU 3: Prepare fresh tomatoes 388

LU 2: Make tomato pulp 393

LU 3: Make tomato paste 397

LU 4: Make tomato ketchup 402

LU 5: Package/sterilize the product 407


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F O P H M 5 0 2 - H A M M A K I N G 4 2 0

LU 1: Identify workplace requirements for ham making 423

LU 2: Produce ham 429

LU 3:Cook Ham 436

F O P F A 5 0 2 – C O N D U C T I N G P H Y S I C O - C H E M I C A L A N A L Y S I S O F F O O D 4 4 2

LU 1:Prepare sample 445

LU 2:Perform physical tests and sensory evaluation of food products 453

LU3: Perform chemical tests for food products 457


F O P P F 5 0 1 - P R O C E S S R O O T S A N D T U B E R S I N T O F L O U R 4 7 4

LU 1: Prepare the work area for processing tubers into flour 477

LU 2: Prepare tools, utensils, instruments, equipment and consumables 484

LU 3: Prepare roots and tubers 493

LU 4: Process roots and tubers into flour 498

LU5: Package and store flour 506


F O P P S 5 0 1 - P R O C E S S R O O T S A N D T U B E R S I N T O S T A R C H 5 1 8

LU 1: Prepare the work area for processing tubers into flour 521


LU 3: Prepare roots and tubers 537

LU 4: Process roots and tubers into starch 542

LU 5 : Package and store starch 550


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

LU 1: Prepare the work area for processing soybean 564


LU4 : Prepare soya milk 583

LU 5: Prepare tofu 596

LU 6: Extract soy oil 603

F 0 C M 5 0 1 - C U L T U R E M E D I A F O R F O O D M I C R O O R G A N I S M A N A L Y S I S

6 1 4

LU 1: Classify different types of microorganisms 616

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LU 2: Perform microbial culture 622

LU 3: Measure of microorganism in food 628


G L O S S A R Y 6 3 7

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List of abbreviations

AGRCP : Agriculture Sector, Crop Production Sub-sector

AGRFO : Agriculture Sector, Forestry Sub-sector

AGRFP : Agriculture sector, Food Processing subsector

AGRH : Agriculture Sector, Horticulture Sub-sector

APEFE: Association pour la Promotion de l’Education et de la Formation à l’Etranger

AQA : Accreditation and Quality Assurance

CCP: Critical Control Points

CD: Compact Disk

CDU: Curriculum Development Unit

CE: Certification and Examination

CIP : Cleaning In Place

CM : Complimentary Module

COP : Cleaning Out of Place

COVAFGA : Cooperative de Valorisation des Produits Agricole et Forestier de Gakenke

CPU : Central Processing unit

CTB : Cooperation Technique Belge

DVD : Digital Versatile Disk

EAV : Ecole Agri-Vétérinaire”

EMS : Environment Management System

FPD : Freezing Point Depression

GB: : Gigabytes

GMP : Good Manufacturing Practices

IFS : International Food Standard

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ILO : International Labour Organization

ISAE : Institut Superieur d’ Agriculture et d’ Elevage

ISCO : International Standard Classification of Occupations

ISO : International Standards Organization

MB : Megabytes

OHS : Occupational Health and Safety

PAFP : Programme d’Appui à la Formation Professionnelle

Ph : Potentiel d’Hydrogène

PPE : Personal Protective Equipment

QA : Quality Assurance

RAM : Random Access Memory

RBS : Rwanda Bureau of Standards

RDB : Rwanda Development Board

RTQF : Rwanda TVET Qualification Framework

SOP : Standard Operating Procedure

ToT : Training of Trainers

TVET : Technical and Vocational Education and Training

UHT : Ultra High Temperature

UR-CAVM: University of Rwanda- College of Agriculture, Animal Sciences and Veterinary Medicine.

UV : Ultra Violet

VVOB : Vlaamse Vereniging voor Ontwikkelingssamenwerking en Technische Bijstand

WDA : Workforce Development Authority

HACCP : Hazards Analysis Critical Control Points

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in the

development of this curriculum:

Coordination

HABIMANA Théodore: TVET Training-WDA

MUHIRE JMV: CDU-WDA

Facilitation

NTAHONTUYE Félix/ CDU-WDA

GAHUNGU Faradji/ CDU-WDA

HATEGEKIMANA Gratien

NKUBITO Jean Pierre

Curriculum Development Team

NAMES Function Institution

SEBATWARE Pierre Célestin TVET Trainer EAV KABUTARE KILYOBO Makelele Lecturer UR-CAVM NDORI Samuel Direrctor Fromagerie la Reine NDAHETUYE J. Baptiste Lecturer UR-CAVM NGOGA Justin Quality assurance manager Kinazi Cassava Plant DJANGWANI Juvenal Lecturer UR- CAVM NDUNGUTSE Vedaste Lecturer UR- CAVM MUREKATETE Vestine Trainer/Incubation Center WDA MINGA Furaha Quality assurance manager Private MUREBWAYIRE Christine Plant manager Banana Wine Plant HABINEZA Jean Trainer Kinazi TVET School NZIBONERA Gilbert Trainer Kabutare TVET School NYANZIRA Clémence Trainer Nyabikenke TVET School Ruvugo jean Claude Trainer ESTB Busogo TVET school Nsabimana Thadee Production and quality

insurance Manager Life Holystic Ltd

Mukansonera charlotte Trainer kabutare TVET school Nduwayezu jean claude Trainer EFA Nyagahanga Icyimpaye charlotte Production and quality insurance

Manager Umuhigo Ltd

Kanyamugara Albert Trainer BTC school Shima Lina Data Manager and Format editor Digital ring MUSAFIRI Ernest Instructor IPRC NGOMA MUSONI Jean Claude Trainer Nyabihu TVET School UWERA Marceline Socio-linguistics Officer RALC MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara MATATA Jean Bosco Teacher College Ami des Enfants GASIMBA François Xavier Lecturer UR/College of Education KAMBARI Vincent Teacher GS St Marcel/Kayonza MUREGO Yves Quality Assurance Officer WDA BUCYENSENGE Vincent Instructor IPRC KARONGI GASANA Vedaste Lecturer INES FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza UWINEZA Patrice Sciences trainer Nyamata TVET School UMUGABEKAZI Yvette Chemist ADM-IBTC

xii | P a g e

1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Food Processing 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, its level in the qualification framework, its purpose, its rationale

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require arange of facts, ideas,

properties, materials, terminology,

practices, and techniques about the work

which may have non-routine elements.

Work would be undertaken in various food

enterprises where Perfoming coffee

roasting, Processing starch from roots and

tubers, Processing cassava into flour,

Processing soybeens into Soymilk and Tofu,

Ham making, are carried out. Learners may

take responsibility for the carrying out of a

range of defined activities under non-

directive supervision. He/she may take

some supervisory responsibility for the

work of others and lead established teams

in the implementation of routine work,

manage limited resources within defined

and supervised areas of work.

At the end of this qualification, qualified

learners will be able to:

1. Implement and monitor workplace health, safety and security practices

2. Gukoresha ikinyarwanda cy’intyoza 3. Maintain professional conversation in

upper intermediate English 4. Work in a socially diverse environment 5. Use ICT at workplace 6. Organize a business 7. Apply Professional ethics 8. Integrate workplace 9. Apply General chemistry 10. Apply General physics 11. Apply Advanced analysis and statistics 12. Prepare culture media for food

microorganism control 13. Prepare reagents for food chemical

composition analysis 14. Make extruded products 15. Make ham 16. Conduct Physico-chemical analysis of

food 17. Process coffee cherries into parchment

coffee 18. Process soybeans into soymilk and tofu 19. Process roots and tubers into flour 20. Process roots and tubers into starch 21. Perform coffee roasting 22. Make tomato paste and ketchup 23. Conduct microbial analysis of food 24. Manage waste in food industry

2.2 Minimum entry requirements

TVET Certificate IV in Food processing or other relevant qualifications or through Recognition of Prior Learning.

.

Title: TVET Certificate V in Food processing

Level: REQF Level 5

Credits: 146

Sector: Agriculture and Food Processing

Sub-sector: Food processing

Issue date: November, 2014

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2.3 Information about pathways

2.4 Job related information

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

Pathways into the qualification

Pathways from the qualification

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after

achieving TVET Certificate IV in food

processing 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 food processing

Possible jobs related to this qualification

Food technician

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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

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Using English as the medium of communication in the working environment

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS502 Monitor occupational SHE at workplace 3

2 CCMUE502 Maintain professional conversation in upper-intermediate English 3

3 CCMKN502 Gukoresha ikinyarwanda cy’intyoza 3

4 CCMSE502 Work in a socially diverse environment 3

5 CCMIW502 Use ICT at workplace 3

6 CCMBO502 Organize a business 3

7 CCMPE502 Apply professional ethics 3

8 CCMFT502 Pratiquer les techniques d’expression orale et écrite 3

9 CCMKK502 Kutunga Hati za Kiofisi Katika Kiswahili 3

Total 27

No Code Core competencies Credit

GEN

ERA

L

1. C FOPAC501 Demonstrate Basics of Analytical Chemistry 3

2. PHYDM501 Apply Dynamics and mechanical waves 4

3. GENMA501 Apply Mathematical Analysis, Statistics and Probability 8

4. GENEC501 Demonstrate Basic Knowledge of Ecology 4

5. FOPCM501 Pepare culture media for food micro – organism 6

SPEC

IFIC

6. FOPEP501 Make extruded products 6

7 FOPFI501 Manage waste in food industry 6

8 FOPMA501 Conduct microbial analysis of food 6

9 FOPPC501 Perform coffee Roasting 6

10 FOPCP 501 Process coffee cherries into coffee parchment 6

11 FOPRF501 Prepare Reagents for chemical composition analysis 6

12 FOPTK501 Make tomato paste and Ketchup 6

13 FOPST501 Process soybeans into soymilk and tofu 5

14 FOPPS501 Process roots and tubers into starch 3

15 FOPPF502 Process roots and tubers into flour 3

16 FOPPCA501 Conduct Physico-chemical analysis of food 5

17 FOPHM501 Make ham 6

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Number of competencies: 27 Core competencies : 18 Complementary competencies : 9 The total number of Credits: 146

18 FOPIA501 Integrate workplace 30

Total 119

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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A FOOD PROCESSING TECHNICIAN

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

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Duration (460 Hrs) 30

30

30

30

30

30

30

30

30

30

40

40

80

1 Make extruded products

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Manage waste in food industry

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

3 Conduct microbial analysis of food

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

4 Perform coffee Roasting

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

5 Process coffee cherries into coffee parchment

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

6 Prepare Reagents for chemical composition analysis

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

7 Pepare culture media for food micro – organism

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

8 Make tomato paste and Ketchup

60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

9 Conduct Physico-chemical analysis of food

50 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ●

10 Make ham 60 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ●

11 Process soybeans into soymilk and tofu

50 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ●

12 Process roots and tubers into starch

30 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ●

13 Process roots and tubers into flour

30 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ●

14 Integrate workplace 300

▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ●

Figure 1: Competencies chart

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Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

3.4 Flowchart

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

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

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

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

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

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

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

Mathematical analysis, statistics and probability 8

Dynamics and mechanical waves 4

Introduction to analytical chemistry 3

Ecology 4

Culture Media for food microorganism Analysis 6

Process coffee cherries into parchment coffee 6

Make extruded products 6

Perform coffee roasting 6

Reagents for food chemical composition analysis 6

Food industry waste management 6

Microbial analysis of food 6

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

Professional ethcics 3 Pratiquer les techniques d’expression orale et écrite 3

Kutunga Hati za Kiofisi Katika Kiswahili 3

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Process soybeans into soymilk and tofu 5

Tomato paste and ketchup making 6

Process roots and tubers into starch 3

Process roots and tubers into flour 3

Conducting physico-chemical analysis of food 5

Ham making 6

Industrial Attachment Program ( IAP) 30

Business organisation 3

Figure 2: Flow chart

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

Section

4

11 | P a g e

All formative assessment should be declared competent before taking the

summative/integrated assessment

Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

carried out, the 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

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 100%

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(example: Safety)

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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Competence

C C M S H 5 0 2 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

CCMSH502 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: September, 2021

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, health and

environment. 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, collect and analyze OSHE

incidents report. Finally, the learner learns how to advice and train all employees on health and safety

matters.

14 | P a g e

Learning assumed to be in place

Implementing S.H.E. policies and procedures

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE (occupational safety,

health and environment)

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, safety and environment

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

15 | P a g e

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

monitoring

1

Learning Outcomes:

1. Check the application of OSHE policies, procedures and

regulations

2. Monitor the use of PPEs

3. Monitor compliance of OSHE best practice 10 Hours

Learning Outcome1.1: Check the application of OSHE policies, procedures and regulations

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees Responsibility of

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

workplace Equipment and machinery Emergency response plans

SHE standards; Responsibility in working

place Hazard identification and

risk Control Making the working area

safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

o Brainstorming o Documentary research o Group discussion

˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Internet

Resources Learning activities

Content

16 | P a g e

Formative Assessment 1.1

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

criterion has been achieved.

Types of evidence Portfolio assessment tools

Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: SHE policies in accordance with the discipline:

SHE regulations:

Safety roles of employees

Responsibility of administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in workplace

Equipment and machinery

Emergency response plans

SHE standards:

Responsibility in working place

Hazard identification and risk Control

Making the working area safe

Personnel protective equipment

accidents Emergency preparedness

procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

17 | P a g e

Health of employees

Facilities

Reporting of incidents and accidents

Emergency preparedness procedures

Observation

Learning Outcome 1.2: Monitor the use of PPEs

Types of PPEs to be used according to the trade

Physical verification of PPEs

Cleaning and storage of PEEs

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


Proper monitoring of the use of PPEs

Resources Learning activities Content

18 | P a g e

Checklist Score

Yes No

Indicator1: List of PPEs to be used according to the trade is checked

Indicator2: Physical verification of PPEs is done

Indicator3: Cleaning and storage of materials, tools and equipment are checked

Observation

Learning Outcome 1.3: Monitor compliance of OSHE best practice

Discussion on OSHE best practice

Regulations Standards

Elements of standards check list

Performing monitoring of OSHE best practices

o Brainstorming o Role play o Group discussion o Group work o Filling up the standards

checklist to be evaluated according to the specific trade

Standard check list according to the specific trade



19 | P a g e




Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: OSHE best practices are discussed

regulations

standards

Indicator2: Element of standards checklist are explained

Indicator 3: Monitoring of OSHE best practices is performed

Observation


Proper monitoring the compliance of OSHE best practice

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Learning unit LU2: Collect and analyze Occupational health, safety

incidents report

2

Learning Outcomes:

1. Collect data regarding OSHE incidents

2. Analyze OSHE data collected

3. Elaborate compiled incident reports

4. Recommend safest way to do the job 10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; Consulting of incident report

documents Talk to people involved or

witnesses to the event Site visit

Types of data Primary Secondary

Methods of data collection interview interview Observation

Tools of data collection Questionnaire Interview guide Case study

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



Content

21 | 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

Indicator1: Steps of data collection are followed

Consulting of incident report documents

Talk to people involved or witnesses to the event

Site visit

Indicator2: Categories of incidents are identified

Major accident fatal permanent injury

Minor accident (injuries)

Near miss

Observation


Proper collection of data regarding OSHE incidents

22 | P a g e

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents

Social impact

loss of manpower

medical expenses Economic impact

poor production,

closer of the company

compensation

repairs Physical effects

permanent injuries,

loss of ability to handle materials,

persistent pain




23 | P a g e

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

Indicator1: Root and causes of incident identified

Poor management

Influencing factors associated with the work

Overload

Poor procedures

Inadequate training

Low motivation

Indicator2: Impact of incidents identified

Social impact

Economic impact

Physical effects

Psychological effects

Observation


Proper analysis of OSHE data collected

24 | P a g e

Learning Outcome 2. 3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major incident

fatal

permanent injury Minor incident (injuries) Near miss

Template of incidents







Written

Oral

Performance

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


Adequate elaboration of a compiled incident reports


25 | P a g e

Checklist Score

Yes No

Indicator 1: Types of incident reports are identified

Monthly report

Quarterly report

Annual report

Indicator 2: Categories of incidents are identified

Major incident

Minor Incident

Near miss

Indicator 3: 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

Oral

Multiple choice True or false question Matching


Proper recommendation of safest way to do the job


26 | P a g e

Performance

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

Checklist Score

Yes No

Indicator 1: Use of adequate PPEs is recommended

Indicator 2: Emergency Preparedness Procedures is recommended

Indicator 3: Hazard Identification and Risk Control is recommended

Indicator 4: Making the Working area Safe is recommended

Indicator 5: Reporting of Incidents and Accidents is recommended

Indicator 6: Training of employees is recommended

Observation

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

environment matters

3

Learning Outcomes:

1. Provide information and instructions

2. Train all employees and supervisors on OSHE

standards/regulations

3. Evaluate trained OSHE programs 10Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of: An occupational health and safety

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

Individual responsibility Joint occupational health and

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

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

Responsibilities of the staff: Responsibilities of workers

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

Following safe work

o Brainstorming o Group work o Discussion

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

pictures


28 | P a g e

procedures Knowing and complying with

all regulations. Reporting any injury or

illness immediately Reporting unsafe acts and

unsafe conditions Participating in joint health

and safety committees or as the representative

Responsibilities of supervisor Instructing workers to

follow safe work practices. Enforcing health and safety

regulations. Correcting unsafe acts and

unsafe conditions. Ensuring that only

authorized, adequately trained workers operate equipment.

Reporting and investigating all accidents/incidents.

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

Ensuring equipment is properly maintained

Promoting safety awareness in workers

Responsibilities of management Providing a safe and healthful

workplace. Establishing and maintaining a

health and safety program. Ensuring workers are trained

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

29 | P a g e

Supporting supervisors in their health and safety activities

Evaluating health and safety performance of supervisors





Written

Oral

Performance

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

safety matters

Checklist Score

Yes No

Indicator 1: A brief description of an occupational safety, health and environment (OSHE) program is provided

Indicator 2: A brief description of an occupational health and safety (OSHE) policy statement is provided

Indicator 3: A brief description of an occupational health and safety (OSHE) program elements is provided

Indicator4: Responsibilities of the staff are described

Workers

Supervisor

Management


Appropriate provision of information and instructions

30 | P a g e

Observation


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

Training on SHE regulations Safety roles of employees Responsibility of

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

workplace Equipment and machinery Emergency response plans

Training on SHE standards Responsibility in working

place Hazard identification and

risk control Making the working area

safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

Procedures

o Brainstorming o Group work o Discussion

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


Appropriate training to all employees and supervisors on OSHE

standards/regulations


31 | P a g e




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

Indicator 1: Training on SHE regulations is provided

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

Indicator 2: Training on SHE standards is provided

Responsibility in working place

Hazard identification and risk control

Making the working area safe

Personnel protective equipment

Health of employees

Facilities

Reporting of incidents and accidents

Emergency preparedness Procedures

Observation

32 | P a g e

Learning Outcome 3.3: Evaluate trained OSHE programs

Development of the evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion o Role play

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

pictures - Evaluation form





Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: Evaluation forms are well developed

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

Training impact assessment is conducted

Observation


Proper evaluation of trained OSHE programs


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

9781472419712, Publication Date: 2015

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

(Author, Editor)

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

Date: 2009

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

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

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

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

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

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

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

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

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

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

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

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

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

Ubushobozi

C C M K N 5 0 2 - IKINYARWANDA CY’INTYOZA

CCMKN502 Gukoresha Ikinyarwanda Cy’intyoza

Icyiciro : 5 Learning hours

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Nzeri, 2021

Purpose statement

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

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

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

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

Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga imyandiko rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gukoresha neza ibinyazina bitandukanye.

Ubushobozi fatizo.

Ubushobozi mu Kinyarwanda cy'umunyamwuga.

Ingingo n’ibipimo by’ubushobozi.

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.

1.1 Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva inkurushusho

1.2 Gusoma no gusesengura neza inkurushusho yubahiriza uturango n’isesekaza.

1.3 Guhimba no kwandika neza inkurushusho akurikiranya ingingo.

2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukoresha ibinyazina binyuranye.

2.1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

2.2. Gusoma no gusesengura neza umwandiko atanga intego n’amaategeko y’igenamajwi mu nshinga.

2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.

3. Gukangurira abandi akamaro k’isuku n’isukura

3.1. Gukoresha neza Ikinyarwanda cy' intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura.

3.2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza.

3.3. Gusubiza neza ibibazo no kugaragaza isomo riri mu mwandiko mu mvugo iboneye.

4. Gukoresha Ikinyarwanda cy'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka n’ihimbamwandiko

4.1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.

4.2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza

4.3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye. 4.4. Guhimba umwandiko akurikiranya neza ingingo.

5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane m’ugutegura no gukina ikinamico

5.1. Gukoresha neza Ikinyarwanda cy'intyoza, agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

5.2. Gusoma neza ikinamico yubahiriza uturango twayo.

5.3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Imbumbe LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho:

1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva inkurushusho

2. Gusoma no gusessengura neza inkurushusho yubahiriza uturango n’isesekaza.

3. Guhimba no kwandika inkurushusho akurikiranya neza ingingo. Amasaha 6

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

yumva inkurushusho.

Inshoza y’inkurushusho Ubwumvane mu

matsinda

uturango tw’inkurushusho

Akazu

Urukiramende

Urivugiro

Igipande

Amashusho aherekejwe n’amagambo

Akarangandoto

Agatoki,

Umukinankuru, …

o Kwereka neza abanyeshuri amashusho ku nkurushusho

o Gusoma neza inkurushusho mu matsinda bashaka:

o Gusaba abanyeshuri gushakira hamwe ibisobanuro by’amagambo mashya;

o Gusoma neza inkurushusho uwiga aranguruye ;

o Gusoma neza inkurushusho bakuranwa ;

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

o Gukoresha Ikinyarwanda

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.

Imbonezamasomo Imfashanyigisho

Ibyigwa

cy'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusaba abanyeshuri gutahura neza isomo ry’ingenzi;

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Inyandiko

Ibibazo ku nshoza n’uturango tw’inkurushusho nkurushusho

Ubushobozi busuzumwa

Uwiga yakoresheje ikinyarwanda cy’ intyoza, atanga inshoza n’ uturango

tw’inkurushusho.

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Inkurushusho yasobanuwe neza

Ubwumvane mu matsinda bwagaragajwe

Ikitabwaho 2: Uturango tw’inkurushusho twasobanuwe neza

Akazu

Urukiramende

Uruvugiro

Igipande

Igipande

Amashusho aherekejwe n’amagambo

Akarangandoto

Agatoki

Umukinankuru

Umwanzuro

Umusaruro w’inyigisho 1.2: Gusoma no gusesengura neza inkurushusho yubahiriza

uturango n’isesekaza.

Inshoza y’inkurushusho ku kamaro k'imyuga n'ubumenyingiro mu muryango (nyarwanda)

Gusoma umwandiko ku nkuru ishushanyije

o Gusoma inkurushusho bucece.

o Gusoma neza inkurushusho mu matsinda

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma neza inkurushusho bakuranwa

o Gusesengura neza mu matsinda insanganyamatsiko y’inkurushusho



˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.

Ibyigwa Imfashanyigisho

imbonezamasomo



Gihamya Isuzuma

Amajwi n’amashusho

Inyandiko

Gusesengura inkurushusho asobanura amagambo mashya

Umukoro mu matsinda


Yego Oya

Ikitabwaho 1: Inkurushusho yasesenguwe neza

Ikitabwaho 2 : Umwandiko w’ inkurushusho wasomwe hubahirizwa utazuzo

Umwandiko w’inkurushusho wasomwe hubahirizwa isesekaza

Umwanzuro


Yasomye anasesengura neza inkurushusho yubahiriza uturango n’isesekaza.

Umusaruro w’inyigisho 1.3: Guhimba no kwandika neza inkurushusho akurikiranya ingingo.

Akamaro k’imyuga n’ubumenyingiro mu muryango nyarwanda.

Kwihangira umurimo

Kugabanya ubushomeri

Iterambere

Guhimba inkurushusho

Ibice by’ingenzi bigize inkurushusho:

Umutwe

Igihimba

umusozo

o Gusomesha abanyshuri umandiko

o Kubasaba gutanga akamaro k’imyuga n’ubumenyingiro

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

o Gusaba abanyeshuri guhimba umwandiko mu nyandiko ikwiye

o Gusaba abanyeshuri kumurika umwandiko



˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.



Gihamya Isuzuma


Inyandiko

Guhimba no kwandika neza akamaro k’inkurushusho ku myuga

n’ubumenyingiro mu muryango

Ubushobozi busuzumwa:

Yahimbye anandika neza inkurushusho akurikiranya ingingo.

Imfashanyigisho Imbonezamasomo Ibyigwa


Yego Oya

Ikitabwaho 1: akamaro k’imyuga n’ubumenyingiro kagaragajwe mu nkurushusho

Ingingo yo kwihangira umurimo yayigaragaje neza

Ingingo yo kugabanya ubushomeri yayigaragaje neza

Ingingo y’ Iterambere yayigaragaje neza

Ikitabwaho 2: inkurushuho ku kamaro k’imyuga n’ubumenyingiro yahimbwe neza

Umutwe w’umwandiko wubakitse neza

Igihimba cy’umwandiko cyubakitse neza

Umwanzuro w’umwandiko wubakitse neza

Ibika n’inyangingo byubakitse neza

Umwanzuro

Imbumbe LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo

bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2


1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

2. Gusoma no gusesengura neza umwandiko atanga intego n’amategeko y’igenamajwi mu nshinga

3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye 4.Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6

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

yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango nka: Indangagaciro

y’ubworoherane Gusasa inzobe Kugaragaza ukuri no

kunenga ibitagenda

o Gukoresaha neza ibikorwa biganisha ku kumva umwandiko.

o Kubwira abanyeshuri kuvuga icyo amakimbirne aricyo.

o Gusoma mu matsinda bashaka:

o Kumurika mu ruhame ibyavuye mu matsinda.

o Gusomesha abanyeshuri neza baranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo no kumurika uburyo bwo gukemura amakimbirane.

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


Imfashanyigisho Imbonezamasomo

activities

Ibyigwa



Gihamya Isuzuma


Inyandiko

Gusoma neza umwandiko ku nsanganyamatsiko yo gukemura

amakimbirane

Umukoro


Yego Oya

Ikitabwaho 1: Umwandiko wasomwe neza

Ubwumvane mu matsinda bwubahirijwe

Umwandiko watezwe amatwi usomwa

Ikitabwaho 2: Uburyo bwo gukemura amakimbikimbirane bwagaragajwe

Indangagaciro y’ubworoherane yagaragajwe neza

Ijambo gukemura ryasobanuwe neza

Ijambo amakimbirane ryasobanuwe neza

Indangagaciro yo gusasa inzobe yagaragajwe neza

Indagagaciro yo kugaragaza ukuri no kunenga ibitagenda neza yagaragajwe neza

Umwanzuro


Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku

nsanganyamatsiko yo gukemura amakimbirane.

.

Umusaruro w’inyigisho 2.2: Gusoma no gusesengura neza umwandiko atanga intego

n’amategeko y’igenamajwi mu nshinga.

Itondaguranshinga: Indomo Inshoza

y’inshinga

Uturemajambo tw’ inshinga itondaguye

Indomo (D) Indangasaano

(RS) Igicumbi (C) Umusozo (SZ)

Amategeko y’igenamajwi Agenga inyajwi Agenga ingombajwi

o Gusomesha umwandiko bucece.

o Gusomesha umwandiko mu matsinda

o Kubwira abanyeshuri kwerekana inshinga zakoreshejwe

o Gusaba abanyeshuri gutanga intego z’inshinga

o Gushaka uturemajambo n’amategeko y’igenamajwi y’inshinga





Gihamya Isuzuma

Inyandiko

Gutanga intego n’amategeko y’igenamaajwi mu nshinga


Yasomye kandi asesengura neza umwandiko atanga intego n’amategeko

y’igenamajwi mu nshinga.


activities

Ibyigwa


Yego Oya

Ikitabwaho 1: Intego z’inshinga zagaragajwe neza

Inshoza y’inshinga yatanzwe neza

Indomo

Indangasano

Igicumbi

Umusozo

Ikitabwaho 2: Uturemajambo tw’ inshinga itondaguye twagaragajwe

Indomo ( D)

Indangasaano (RS)

Igicumbi (C )

Umusozo ( SZ)

Ikitabwaho 3: Itondaguranshinga ryagaragajwe neza

Amategeko y’igenamajwi yakoreshejwe agenga inyajwi yagaragajwe neza

Amategeko y’igenamajwi agenga ingombajwi yagaragajwe neza

Umwanzuro

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

Ibibazo k’umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ingingo z’umuco:

Ubupfura ubunyangamugayo Ingingo z’amateka

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

Indangagaciro y’ubworoherane;

o Gukora amatsinda asubiza ibibazo byabajijwe k’ umwandiko ujyanye no gukemura amakimbirane.

o Gusoma bucece

o Gusoma mu matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye.

o Kumurika mu ruhame ibintu by ‘ingezi byahosha


˗ Mudasobwa ˗ Furashi disiki ˗ porojegiteri; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Imfashanyigisho imbonezamasomo Ibyigwa

Ibintu by’ ingenzi biranga ubworoherane:

Guca bugufi kubabarira

amakimbirane byavuye mu matsinda.



Gihamya Isuzuma


Inyandiko

Gusubiza neza ibibazo ku mwandiko ku nsanganyamatsiko yo

gukemura amakimbirane


Yego Oya

Ikitabwaho 1: Ibibazo ku mwandiko wo gukemura amakimbirane byumvishwe neza

Ikitabwaho 2: Ibibazo ku mwandiko wo gukemura amakimbirane byasubijwe neza

Ingingo y’ ubupfura yumvikanyemo

Ingingo y’ubworoherane yumvikanyemo

Kubabarira byumvikanyemo

Ikitabwaho 3: Ingingo z’ingenzi ziranga ubworoherane zagaragajwe neza

Ingingo yo guca bugufi yagaragajwe

Ingingo yo gusasa inzobe yagaragajwe

Umwanzuro


Yashubije ibibazo ku mwandiko mu mvugo ikwiye.

Umusaruro w’inyigisho 2.4: Gukoresha neza ibinyazina byose mu buryo bukwiye.

Inshoza y’ ibinyazina

Intego y’ibinyazina ˗ Indangasano(RS) ˗ Igicumbi (c) Ikinyazina nyereka Ikinyazina

mbanziriza Ikinyazina

ndafutura Ikinyazina kibaza

Ikinyazina

nyamubaro Ikinyazina ngenga

Ikinyazina ngenera-

ngenga

o Gusomesha abanyeshuri no gusesengura neza umwandiko

o Kubasaba gutanga neza inshoza n’intego y’ibinyazina

o Kurebera hamwe mu matsinda ibinyazina biri mu mwandiko

o Kumurika neza ibyavuye mu matsinda





Gihamya Isuzuma


Inyandiko

Kugaragaza inshoza, intego n’amategeko y’igenamajwi

by’ibinyazina

Umukoro mu matsinda

Aramurika ibyavuye mu matsinda



Yagaragaje neza intego n’amategeko y’igenamajwi y’ ibinyazina.


activities

Ibyigwa

Yego Oya

Ikitabwaho 1: : Inshoza,intego by’ibinyazina byagaragajwe neza

Ikitabwaho 2: intego by’ibinyazina byagaragajwe neza

Indangasano yagaragajwe neza

Igicumbi cyagaragajwe neza

Yagaragaje neza intego n’amategeko y’igenamajwi mu binyazina

Ikinyazina nyereka cyakoreshejwe neza

Ikinyazina mbanziriza cyakoreshejwe neza

Ikinyazina ngenga cyakoreshejwe neza

Ikinyazina ngenera cyakoreshejwe neza

Ikinyazina ngenera ngenga cyakoreshejwe neza

Ikinyazina mbaza cyakoreshejwe neza

Ikinyazina nyamubaro cyakoreshejwe neza

Umwanzuro

Imbumbe LU 3: Gukangurira abandi akamaro k’isuku n’isukura no

gukoresha ibinyazina binyuranye.

3


1. Gukoresha Ikinyarwanda cy' intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura.

2. Gusoma no gusesengura umwandiko yubahiriza utwatuzo n’isesekaza.

3. Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga agaragaza ko

yumva umwandiko ku kamaro k’isuku n’isukura.

Umwandiko ku nsanganyamatsiko ku isuku n’isukura

Inshoza y’isuku n’isukura Inshoza y’isuku

n’isukura Insanganyamatsiko

y’umwandiko;

Indangagaciro zo kubaha ubuzima;

Kutiyandarika Kutishora mu kunwa

ibiyobyabwenge

ingero zifatika zihamya akamaro k’isuku n’isukura;

Kugira ubuzima buzira umuze

Gutura heza

o Gutega amatwi neza umwandiko ku isuku n’isukura.

o Kutarogoya ufite ijambo nta mpamvu.

o Kuvumbura neza insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha neza Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose, kwiyitaho).

o Gusoma neza mu

˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo ;

˗ Ikibaho ; ˗ Marikeri ; ˗ Furashi disiki ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo

Mpuzamahanga ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

˗ Amafoto ku bikorwa by’isuku n’isukura.


matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda, ibinyazina byagaragaye mu mwandiko isuku n’isukura.

o Kumurika mu ruhame ibyavuye mu matsinda



Gihamya Isuzuma


Inyandiko

Gusubiza ibibazo ku mwandiko ku kamaro k’isuku n’isukur


Yego Oya

Ikitabwaho 1: Umwandiko ku nsanganyamatsiko ku isuku n’isukura watezwe amatwi

Ikitabwaho 2: Inshoza y’ isuku n’isukura yasobanuwe neza

Inshoza y’isuku n’isukura

Insanganyamatsiko y’umwandiko;

Ikitabwaho 3: Indangagaciro zo kubaha ubuzima zasobanuwe


Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku

kamaro k’isuku n’isukura.

Kutiyandarika

Kutishora mu kunwa ibiyobyabwenge

Ikitabwaho 4: ingero zifatika zihamya akamaro k’isuku n’isukura zatanzwe

Kugira ubuzima buzira umuze

Gutura heza

Umwanzuro

Umusaruro w’inyigisho 3.2: Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo

n’isesekaza.

Umwandiko ku nsanganyamatsiko y' isuku n’isukura;

Inyunguramagambo, Amagambo mashya

Utwatuzo twungirije Utwugarizo

n’utwuguruzo Akanyerezo Utubago tubiri Uturegeka Akabago n’

akitso Udukubo Udusodeko


o Gusoma bucece.

o Gusoma mu matsinda

o Gusoma aranguruye agaragaza utwatuzo isesekaza.


˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Murandasi;



Gihamya Isuzuma


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


by’uwigaactivities

Ibyigwa


inyandiko

Ibibazo ku mwandiko ku kamaro k’isuku n’isukura

Umukoro mu matsinda

Umusaruro w’inyigisho 3.3: Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko .

Umwandiko ku nsanganyamatsiko ku isuku n’isukura;

Inshoza y’ isuku

n’isukura Insanganyamatsiko

y’umwandiko;

Ingingo z’umuco n’amateka;

Indangagaciro zo kubaha ubuzima;



o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

o Gusoma mu matsinda



˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya


Yego Oya

Ikitabwaho 1: Umwandiko wasomwe neza hubahirizwa utwatuzo twungirije

Ikitabwaho 2: inyunguramagambo (amagambo mashya) yakoreshejwe neza

Ikitabwaho 3: Utwatuze twingirije twakoreshejwe neza

Utwugarizo twakoreshejwe neza

Utwuguruzo twakoreshejwe neza

Akanyerezo twakoreshejwe neza

Utubago tubiri twakoreshejwe neza

Uturegeka twakoreshejwe neza

Akabago n’akitso

Udukubo

Udusodeko

Umwanzuro


activities

Ibyigwa

bashaka:



o Kumurika mu ruhame ibyavuye mu matsinda ;

o Gusoma aranguruye agaragaza isesekaza.

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

o Gukora inshamake y’umwandiko mu mvugo.

o Kujya impaka ku ngaruka z’umwanda.

Repubulika y’u Rwanda; ˗ Amafoto ku bikorwa

by’isuku n’isukura.



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse


Yego Oya

Ikitabwaho 1:Yasomye neza umwandiko ku isuku n’isukura

Inshoza y’ isuku n’isukura

Insanganyamatsiko y’umwandiko;

Ikitabwaho 2: Amagambo mashya yasobanuwe neza

Yasobanuye neza amagambo akomeye


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

Insanganyamatsiko y’umwandiko yagaragajwe neza

Isomo nyamukuru yakuye mu mwandiko ryagaragajwe neza

Ikitabwaho 3: Ingingo z’umuco n’amateka zasobanuwe

Indangagaciro zo kubaha ubuzima

Umwanzuro

Learning unit LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza

uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye

4


1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.

2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza

3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye.

4. Guhimba umwandiko akurikiranya neza ingingo.

Amasaha 6

Umusaruro w’inyigisho 4.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga

agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

Inshoza y’imitunganyirize y’ubutaka

Ingero zifatika zihamya imitunganyirize:

Kurwanya isuri hacibwa amaterasi

o Gusaba abanyeshuri: gutega amatwi neza umwandiko ku mitunganyirize y’ubutaka.


o Kuvumbura neza insanganyamatsiko ivugwa mu mwandiko.

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

o Gusoma bitonze mu matsinda

˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka;


˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ;

˗ Marikeri ;

˗ Murandasi ;


y’indinganire Gukoresha

ifumbire y’imborera n’iyatunganyirijwe mu nganda

Gutera imirwanyasuri no gucukura ibyobo bifata amazi.

Gukumira ba rutwitsi

Kumurika ibyavuye mu bushakashatsi ku mitunganyirize y’ubutaka

bashaka:



o Gusoma neza aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda, bimwe mu bitekerezo by’ingenzi ku mitunganyirize y’ubutaka.

o Gukora ubushakshatsi ku bivugwa mu mwandiko;

o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.

o Kumurika mu ruhame ibyavuye mu matsinda.

˗ Inkoranyamagambo ;

˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu ;


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.



Gihamya Isuzuma


Inyandiko

Uwiga ateze amatwi umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse


Yego Oya

Ikitabwaho 1: yateze amatwi anakurikira neza umwandiko

Inshoza y’imitunganyirize y’ubutaka yasobanuwe neza

Yagaragaje neza ubwumvane mu matsinda;


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

Yateze amatwi neza atarogoya;

Yasomye neza yubahiriza utwatuzo n’isesekaza.

Ikitabwaho 2: Kugaragaza ko yumva neza umwandiko:

Ingingo yo kurwanya isuri hacibwa amaterasi yagaragajwe

Ingingo yo gucukura ibyobo bifata amazi yagaragajwe

Ingingo yo gutera imirwanyasuri yagaragajwe

Ingingo yo gukoresha ifumbire mvaruganda yagaragajwe

Ingingo yo gukumira ba rutwitsi yagaragajwe

Yagushije neza ku nsanganyamatsiko

Ikitabwaho 4: yamumuritse ibyavuye mu bushakashatsi ku mitunganyirize y’ubutaka

Umwanzuro

Umusaruro w’inyigisho 4.2: Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo

n’isesekaza.


Isesenguramwandiko Inshoberamahanga

zakoreshejwe Imigani migufi

yakoreshejwe

Kumurika ibyasesenguwe mu matsinda mu buryo bw’isoma

o Gusoma neza bucece.

o Gusoma naza bitonze mu matsinda.

o Gusoma neza bakuranwa.


o Gutega amatwi neza umwandiko k’ugufata neza ubutaka.





˗ Marikeri ;

˗ Murandasi ;



˗ Itegeko Nshinga rya


by’uactivities

Ibyigwa

Repubulika y’u Rwanda;




Gihamya Isuzuma


Gusoma umwandiko ku gufata neza ubutaka

Umukoro mu matsinda


Yego Oya

Ikitabwaho1: Yasomye neza umwandiko

Ibyiyumviro by’uteze amatwi byubahirijwe;

ubwumvane mu matsinda bwubahirijwe

Inshoberamahanga yasobanuwe neza

Inshoberamahanga yasobanuwe neza

Ikitabwaho 2: isesenguramwandiko ryakozwe

Inshoberamahanga zakoreshejwe

Imigani migufi yakoreshejwe

Ikitabwaho:3 yamuritse neza ibyasesenguwe mu matsinda mu buryo bw’isoma

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

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


Kubaza ibibazo k’umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka

Gusubiza ibibazo by’umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ ubutaka

o Gusaba abanyeshuri: gutega amatwi neza umwandiko ku mitunganyirize y’ubutaka.


o Gusoma neza mu matsinda bashaka:

o -Gutanga neza ibisubizo by’ibibazo byo kumva umwandiko;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;


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


o Kumurika neza mu ruhame ibisubizo byavuye mu matsinda.




˗ Marikeri ;

˗ Murandasi ;







by’uwiactivities

Ibyigwa


Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza

ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku gufata neza ubutaka


Yego Oya

Ikitabwaho 1:Yateze neza amatwi anumva neza umwandiko

Umwandiko wumvikanye neza

Utwatuzo n'isesekaza byubahirijwe

Ikitabwaho 2:Yasubije neza ibibazo ku mwandiko

Yasubije neza ibibazo byabajijwe

InsanganyamatsiKO yagaragayemo

Ingingo z’umuco n’amateka byagaragajwe

Indangagaciro na kirazira byagaragajwe

Umwanzuro


Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

Umusaruro w’inyigisho 4.4: Guhimba umwandiko akurikiranya neza ingingo.

Inshoza y’ihimbamwandiko:

Umutwe Igihimba Umwanzuro (umusozo)

Kumurika umwandiko wahimbwe

o Gusaba abanyeshuri: Gusoma no gusesengura umwandiko;


o Gukora inshamake y’umwandiko.

o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.

o Kumurika neza umwe umwe umwandiko wahimbwe




˗ Marikeri ;

˗ Murandasi ;








Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ihangamwandiko


Yego Oya

Ikitabwaho 1: Yahimbye neza umwandiko

Yakoze neza umutwe w’umwandiko

Yakoze neza igihimba

Yanzuye neza

Yibanze ku nsanganyamatsiko

Ikitabwaho 2: Yamuritse neza umwandiko yahimbye

Umwanzuro

Imbumbe LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane

m’ugutegura no gukina ikinamico

5


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

2. Gusoma neza ikinamico yubahiriza uturango twayo.

3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye.

4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Amasaha 6

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

ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

Inshoza y’ikinamico ku nsanganyamatsiko yerekeye ubwumvane;

Ururimi n’ubwumvane matsinda

Amafatizo y’ubwumvane

Nyakuvuga Nyakubwirwa

Amoko y’ikinamico Ikimamico ya

kera Ikinamico

nshyashya

Guhimba udukino ku

o Gutega amatwi neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane.


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico.

o Gusoma bakuramwa, baranguruye bigana, abakinankuru.

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

o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane ;


˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Amabwiriza ya Minisitiri

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


by’uwactivities

Ibyigwa

nsanganyamatsiko ishingiye ku bwumvane mu kinamico

bwumvane.

o Kujya impaka ku kamaro k' imvugo ziboneye.



Gihamya Isuzuma

Amajwi n’amashusho Inyandiko

Kubaza ibibazo ku nshoza y’ikinamico, gusobanura amagambo

mashya, no ku moko y’ikinamico

Umukino ku ikinamico


Yego Oya

Ikitabwaho 1: Yateze amatwi anakurikira neza ikinamico

Ikitabwaho 2: Yagaragaje neza ubwumvane

Amafatizo y’ubwumvane

Nyakuvuga

Nyakubwirwa

Ikitabwaho 2: Ibibazo ku kinamico byumvikanye

Yibanze ku nsanganyamatsiko

Yasobanuye amagambo akomeye

Yagaragaje ingingo z’umuco n’amateka;

Inshoza n’uturango by’ ikinamico;

Yagaragaje isomo ry’ingenzi yakuye mu kinamico

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, ikinamico ku

nsanganyamatsiko yerekeye ubwumvane

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

Uturango tw’ikinamico ku nsanganyamatsiko yerekeye ubwumvane Umunyarubuga Udukinokino (scene) Abakinnyi

b’ikinamico Abakinirwa

Inyunguramagambo Amagambo mashya Imigani migufi Inshoberanamahang

a

Gusoma ikinamico hubahirizwa: utwatuzo isesekaza

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.



o Gusoma bakuramwa, baranguruye bigana, abakinankuru

˗ Ibitabo bikubiyemo imyandiko yerekeye ubwumvane ;



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



Gihamya Isuzuma


Gusoma ikinamico yanditse mu gitabo cy’ubuvanganzo gakondo


Yasomye neza ikinamico yubahiriza uturango twayo


by’activities

Ibyigwa


Yego Oya

Ikitabwaho 1: Uturango tw’ikinamico yerekeye ubwumvane bwagarajwe

Umunyarubuga

Udukinokino (scene)

Abakinnyi b’ikinamico

Abakinirwa

Ikitabwaho 2: yakoresheje neza

Amagambo mashya

Imigani migufi

Inshoberanamahanga

Ikitabwaho 3: yasomye neza ikinamico yubahiriza

utwatuzo

isesekaza

Umwanzuro

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

Ibibazo ku kinamico ku nsanganyamatsiko yerekeye ubwumvane

Kugaragaza ko umunyarubuga ari umukinnyi mwiza

Ibisonuro by’umunyarubuga

Kumurika udukino ku nsanganyamatsiko ishingiye ku bwumvane. Agakino ku kinamico

nshyashya

o Gutega amatwi neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane.





o Gusoma bakuramwa, baranguruye bigana,

˗ Ibitabo bikubiyemo imyandiko yerekeye ubwumvane ;



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


by’uwiactivities

Ibyigwa

abakinankuru.


Leta N0 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma

Inyandiko Kubaza ibibazo byanditse ku kinamico ku nsanganyamatsiko y’

ubwumvane


Yego Oya

Ikitabwaho 1:Yasubije neza ibibazo ku kinamico nsanganyamatsiko y’ubwumvane

yagaragaje ko umunyarubuga ari umukinnyi mwiza

yagaragaje Ibisonuro by’umunyarubuga

Ikitabwaho 2: yamuritse udukino ku nsanganyamatsiko ishingiye ku bwumvane

Yahimbye akakino gashya ku ikinamico

Umwanzuro

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

Guhimba ikinamico ku nsanganyamatsiko yerekeye ubwumvane;

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane ;


activities

Ibyigwa


Yashubije neza ibibazo yabajijwe mu mvugo ikwiye ku ikinamico

Ubwoko bw’ikinamico Ikinamico

nshyashya Ikinamico ya kera

Udukino ku nsanganyamatsiko ishingiye ku bwumvane;





o Gusoma bakuramwa, baranguruye bigana, abakinankuru.


o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.



N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta No 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma


Inyandiko

Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko

y'ubwumvane

Umukoro mu matsinda

Ikinamico yanditswe


Yego Oya


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

Ikitabwaho 1: Yahimbye neza ikinamico

Ikitabwaho 2: yagaragaje ubwoko bw’ikinamico

Ikinamico nshyashya

Ikinamico ya kera

Ikitabwaho 3: Yakinnye neza udukino ku nsanganyamatsiko ishingiye ku bwumvane

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

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

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

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

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

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

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

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

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

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

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

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

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

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

Competence

C C M S E 5 0 2 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT 2

CCMSE502 Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

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

with customers and colleagues from diverse backgrounds and accommodating cultural differences.

Furthermore, this module will enable the trainee to be able to identify issues that may cause conflict or

misunderstanding in the workplace because of the cultural differences, find ways of resolving them

and/or referring them to appropriate individuals or bodies.


Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

2. Address cross-cultural misunderstandings

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

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

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

Learning unit LU 1: Communicate with customers and colleagues from diverse

backgrounds

1

Learning Outcomes:

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

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

3. Obtain assistance from colleagues, reference books or outside organizations.

12 Hours

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

treat them with respect and sensitivity

Identification of

dimensions to consider

while valuing customers

Marketing and sales costs

Sales value

Repurchase value

Service costs

Feedback

Referrals

Advocacy

Explanation of the term cultural groups

Definition of a cultural group

Identification of methods for treating customers from different cultural groups effectively

Taking into

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

- Reference books - Role play

scenario - Online materials - Specialised

materials

Content Learning activities

Resources

consideration forms of address

Consideration of levels of formality or informality

Observance of special religious, feasts, or other celebratory days

Consideration of customs, beliefs, and values

Consideration of product preferences





Written

Oral

Performance

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

Checklist Score

Yes No

Indicator: Dimensions to consider while valuing customers are identified

Marketing and sales costs

Sales value

Repurchase value

Service costs

Feedback

Referrals


Adequate valuing of customers and colleagues from different cultural groups and

treating them with respect and sensitivity.

Advocacy

Indicator: the term cultural groups is well explained

The term a cultural group is defined

Indicator: Methods for treating customers from different cultural groups are well

identified

Taking into consideration forms of address

Consideration of levels of formality or informality

Observance of special religious, feasts, or other celebratory days

Consideration of customs, beliefs, and values

Consideration of product preferences

Observation

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

verbal communication and overcome language barriers.

Discussion of cultural differences

Definition of a cultural difference

Importance of understanding cultural differences

Types of cultural differences

Identification of strategies for approaching cultural

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials

Content Learning activities Resources





Written

Oral

Performance


differences

Team-wok

Model the right behavior

Awareness

Communication

Explanation of verbal and non-verbal communication

Varied cultural interpretation of non-verbal behavior and gestures

Personal grooming, including dress and hygiene habits

Spoken language

Written language

Identification of strategies for 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


Adequate taking into consideration of cultural differences in all verbal and non-

verbal communication and overcoming language barriers.

Checklist Score

Yes No

Indicator: the term cultural differences is well discussed

Definition of a cultural difference

Importance of understanding cultural differences

Types of cultural differences

Indicator: strategies for approaching cultural differences are well identified

Team-wok

Model the right behavior

Awareness

Communication

Indicator: verbal and verbal communication are well explained

Varied cultural interpretation of non-verbal behavior and gestures

Personal grooming, including dress and hygiene habits

Spoken language

Written language

Indicator: strategies for overcoming language barriers are well identified

Meet, greet, and farewell customers

Give simple directions

Give simple instructions

Answer simple enquiries

Prepare for, serve, and assist customers

Describe goods and services

Observation

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

organisations

Identification of actions to take in order to obtain assistance from colleagues

Help others often

Solve the problem on

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials


your own

Find solid resources

Stay engaged with your helpers

Be precise when asking for help

Ask for help quietly, but praise loudly

Identification of benefits of supporting colleagues at work

Morale

Support

Leadership

Health

Productivity

Reputation boosting

Valuable new skills acquisition

Identification of factors influencing willingness to offer help

Culture

Similarities and differences

Identification of when not to help out at work

When no help is requested for

What to do instead

When you are overwhelmed

What to do instead

Identification of methods for helping and supporting colleagues at work

Communicate often

Recognize colleagues challenges

Volunteer your time

Give advice

Build a relationship





Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: actions to take in order to obtain assistance from colleagues are identified

Help others often

Solve the problem on your own

Offer praise

Perform an act of kindness

Inspire positivity

Ask for help

Listen

Look for distress signals

Identification of partnerships for efficient communication

Interpreter services

Diplomatic services

Local cultural organizations

Appropriate government agencies

Educational institutions

Disability advocacy groups.


Proper obtaining of assistance from colleagues, reference books, or outside

organizations when required.

Find solid resources

Stay engaged with your helpers

Be precise when asking for help

Ask for help quietly, but praise loudly

Indicator: benefits of supporting colleagues at work are identified

Morale

Support

Leadership

Health

Productivity

Reputation boosting

Valuable new skills acquisition

Indicator: factors influencing willingness to offer help are identified

Culture

Similarities and differences

Indicator: contexts in which one should not offer help are identified

When no help is requested

When you are overwhelmed

Indicator: methods for helping and supporting colleagues at work are well identified

Communicate often

Recognize colleagues challenges

Volunteer your time

Give advice

Build a relationship

Offer praise

Perform an act of kindness

Inspire positivity

Ask for help

Listen

Look for distress signals

Indicator: partnerships for efficient communication are well identified

Interpreter services

Diplomatic services

Local cultural organizations

Appropriate government agencies

Educational institutions

Disability advocacy groups.

Observation

Learning unit L U 2: Address cross-cultural misunderstandings

2

Learning Outcomes:

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

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

3. Refer 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

Explanation of workplace

conflicts/misunderstandings

Definition of workplace

conflicts/misunderstandin

gs

Identification of types of

conflicts at workplace

Interdependence/task-

based conflicts

Leadership conflicts

Workstyle conflicts

Personality-based conflicts

Discrimination

Creative idea conflict

Political, cultural, and

religious views

o Individual work

o Group discussion

o Large group discussion

o Brainstorming

- Reference books

- Online materials

- Specialised materials


Pay dispute

Identification of

causes/sources of workplace

conflict

Unconscious bias

Social intelligence

Preexisting mind-sets

In-groups and out-groups

Power dynamics

Norms and practices





Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: the term workplace conflicts/misunderstandings is well explained

Definition of workplace conflicts/misunderstandings

Indicator: Types of conflicts at workplace are well identified

Interdependence/task-based conflicts

Leadership conflicts

Workstyle conflicts

Personality-based conflicts

Discrimination


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

workplace.

Creative idea conflict

Political, cultural, and religious views

Pay dispute

Indicator: causes/sources of workplace conflict are well identified

Unconscious bias

Social intelligence

Preexisting mind-sets

In-groups and out-groups

Power dynamics

Norms and practices

Observation

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

misunderstandings

Identification of workplace

conflicts resolution steps

Find out the cause

Embrace conflict

Talk things out

Carefully listen

Guidance and solution

Identification of strategies for

workplace conflict resolution

Strategies for resolving a conflict

you are involved in

Calm down

Communicate via active

o Role play

o Group discussion


o Individual work

- Reference

books

- Role play

scenario

- Online

materials

- Specialised

materials


listening

Self-reflect and resolve conflict

Strategies for resolving a

conflict you are not involved in

Listen to both side of the story

Work together with both parties

involved

Watch out for harassment

Work to build a united team

Identification of workplace

challenges brought about by

cultural differences

Colleagues form some cultures

may be less likely to let their

voices be heard

Integration across multicultural

teams can be difficult in the face

of prejudice or negative cultural

stereotypes

Professional communication can

be misinterpreted or difficult to

understand across languages

and cultures

Navigating visa requirements,

employment laws, and the cost

of accommodating workplace

requirements can be difficult

Different understandings of

professional etiquette

Conflicting working styles across

teams

Identification of conflict

resolution skills

Communication

Emotional intelligence

Empathy

Problem-solving





Written

Oral

Performance


Checklist Score

Yes No


Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

Indicator: workplace conflicts resolution steps are well identified

Find out the cause

Embrace conflict

Talk things out

Carefully listen

Guidance and solution

Indicator: strategies for workplace conflict resolution are well identified

Strategies for resolving a conflict you are involved in

Calm down

Communicate via active listening

Self-reflect and resolve conflict

Strategies for resolving a conflict you are not involved in

Listen to both side of the story

Work together with both parties involved

Watch out for harassment

Work to build a united team

Indicator: workplace challenges brought about by cultural differences are well identified

Colleagues form some cultures may be less likely to let their voices be heard

Integration across multicultural teams can be difficult in the face of prejudice or negative cultural stereotypes

Professional communication can be misinterpreted or difficult to understand across languages and cultures

Navigating visa requirements, employment laws, and the cost of accommodating workplace requirements can be difficult

Different understandings of professional etiquette

Conflicting working styles across teams

Indicator: conflict resolution skills are well identified

Communication is explained

Emotional intelligence is explained

Empathy is explained

Problem-solving is explained

Observation

Learning Outcome 2. 3: Refer problems and unresolved issues to the appropriate team leader or

supervisor for follow-up

Identification of roles of the

supervisor in resolving

conflict in the workplace

Establish expectations

Create a reporting

system

Counsel employees

Use disciplinary

measures

Encourage respect

Description of

procedure for solving

problems in the

workplace

Informal procedure of

workplace problems

resolution

Formal procedure of

workplace problems

resolution

Identification of useful tips

to approach supervisors

when conflicts arise

Think about solutions

before you approach the

boss

Calculate the risks

Know your timing

Ask for help

Be prepared

o Role play

o Individual task

o Group work


- Reference books

- Role play scenario

- Online materials

- Specialised

materials


Be professional

Make sure your side of

the street is clean

Admit fault

Be willing to take advice

Description of strategies for

raising issues

Informal communication

Informal meeting

Mediation

Formal communication

Formal writing

Formal meetings

Work ethics





Written

Oral

Performance

Multiple choice True or false question Ticking Observation checklist

Checklist Score

Yes No

Indicator: roles of the supervisor in resolving conflicts in the workplace are well identified


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

Establish expectations

Create a reporting system

Counsel employees

Use disciplinary measures

Encourage respect

Indicator: procedure for solving problems in the workplace is well described

Informal procedure of workplace problems resolution

Formal procedure of workplace problems resolution

Indicator: useful tips to approach supervisors when conflicts arise are well identified

Think about solutions before you approach the boss

Calculate the risks

Know your timing

Ask for help

Be prepared

Be professional

Make sure your side of the street is clean

Admit fault

Be willing to take advice

Indicator: strategies for raising issues are well described

Informal communication

Informal meeting

Mediation

Formal communication

Formal writing

Formal meetings

Work ethics

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.

Compétence

C C M F T 5 0 2 - TECHNIQUES D’EXPRESSION ORALE ET ECRITE EN FRANCAIS CCMFT502 Pratiquer les techniques d’expression orale et écrite

Niveau: 5 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Septembre, 2021

But visé

Ce module décrit les techniques d’expression orale et écrite. A la fin de ce module, l’apprenant

sera capable d’écrire en respectant l’orthographe courante, employer le vocabulaire technique

dans différents écrits, présider des débats et des discussions,

conduire des réunions, rédiger et présenter un exposé.

Prérequis pour le nouvel apprentissage

Activités de Communication en Français dans le Métier

Eléments de compétence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Eléments de competence Critères de performance

1. Employer le vocabulaire technique dans différents écrits.

1.1 Emploi abondant de vocabulaire technique dans un récit se rapportant à son métier

1.2 Utilisation appropriée du vocabulaire technique dans une présentation adressée au

1.3 public 1.4 Application appropriée du vocabulaire technique dans

la rédaction des rapports de 1.5 service 1.6 Rédaction méthodique des documents d’affaire

2. Présider des débats, des discussions.

2.1 Fixation claire des thèmes de discussions contradictoires

2.2 Définition claire des directives à suivre pour la sérénité des débats

2.3 Modération méthodique des interventions respectives des membres du groupe

3. Conduire des réunions. 3.1 Elaboration adéquate de l’ordre du jour

3.2 Exposé introductif méthodique définissant les règles à suivre pendant la réunion

3.3 Prise de notes méthodiques pour harmoniser les diverses interventions

4. Rédiger et présenter un exposé. 4.1 Organisation méthodique des arguments dans une présentation écrite

4.2 Exploitation méthodique des règles de la rhétorique devant l’auditoire

4.3 Conclusion concise et ouverte de l'exposé reprenant les grandes lignes et dégageant des perspectives

Résultats d’apprentissage 1.1:Préciser la réponse relative au texte

Vocabulaire technique

Récit à son métier

o Rédiger le récit en utilisant les mots spécifiques pour le métier en question.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

Evaluation Formative 1.1

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Outils d’evaluation Portfolio

Preuvesécrites

Preuves orales

Dictée Choix multiples Présentation

Unité d’apprentissage

LU 1: Employer le vocabulaire technique dans différents écrits

1

Résultats d’apprentissage:

1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation. 4. Rédiger les lettres d’affaire.

6 Heures

Contenus Activités d’Apprentissage Ressources

Critère de performance

Emploi abondant du vocabulaire technique dans un récit se rapportant à

son métier.

Liste de contrôle Résultat

Oui Non

Indicateur : Emploi abondant du vocabulaire technique dans un récit se rapportant à son métier.

Un paragraphe impliquant le registre technique est rédigé

Un récit se rapportant à son métier est parfaitement lu

Observations

Résultats d’apprentissage 1.2: Prononcer des énoncés de la présentation.

Vocabulaire technique Présentation

adressée au public

o Présenter en classe le récit contenant les termes techniques sur le métier.

- Textes - Illustrations - Dialogues - CD audio-visuels - Matériel tactil





Preuves écrites

Preuves orales

Fiches de présentation, script de la présentation Présentation


Oui Non

Indicateur: Une présentation avec registre technique approprié est adressée au public

Registre technique approprié est choisi selon le métier



Utilisation appropriée du vocabulaire technique dans une présentation

adressée au public.

Le registre approprié est correctement prononcée.

Observations

Résultats d’apprentissage 1.3:Articuler en tenant compte de la ponctuation.

Vocabulaire

technique

Rapports de

service

o Etablir un rapport de service en utilisant

les termes techniques liés au métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Présentation

Composition des rapports de service


Oui Non

Indicateur: Registre est convenablement impliqué dans des rapports de service

Registre approprié est

convenablement choisi

Rédaction des rapports de service avec de mots techniques est convenablement effectuée

Contenus Activités d’Apprentissage

Ressources


Application appropriée du vocabulaire technique dans la rédaction des

rapports de service.

Observations

Résultats d’apprentissage 1.4:Rédiger les documents d’affaire

Documents d’affaire

Lettres d'affaire Réquisition Commande Livraisons Recouvrement

Caractéristiques d'une lettre d'affaire

o Composer les lettres de réquisitions, commandes, livraisons, recouvrements.

o Analyser une lettre d'affaire

- Textes - Illustrations - Dialogues - CD audio-visuels





Preuves écrites

Preuves orales

Copies de lettres d'affaire

Démonstration


Oui Non

Indicateur: Les documents d'affairesont méthodiquement rédigées


Ressources


Rédaction méthodique des lettres d’affaire

Lettres d'affaire

Réquisition

Commande

Livraisons

Recouvrement

Indicateur: L'analyse de documents d'affaire est effectuée

La forme

Le fond

Observations


LU 3: Présider des débats et des discussions

2


1. Fixer les thèmes de discussions contradictoires 2. Définir les directives à suivre pour la sérénité des débats 3. Modérer les interventions respectives des membres du groupe.

8 Heures

Résultats d’apprentissage 2.1: Fixer les thèmes de discussions contradictoires.

Thèmes de discussions

Variables des thèmes de discussions

Qualités de contradiction des thèmes de discussions

o Identifier les variables des thèmes de discussions

o Proposer les sujets de controverse.






Preuves écrites

Preuves orales

Script des thèmes de discussions Déclarationdes thèmes de discussions



Fixation claire des thèmes de discussions contradictoires


Oui Non

Indicateur: Thèmes de discussions contradictoires sont correctement fixées

Les variables des thèmes de discussions sont efficacement

identifiées

La qualitécontradictoire est concrètement établie à travers

les thèmes de discussions

Observations

Résultats d’apprentissage 2.2:Définir les directives à suivre pour la sérénité des débats.

Directives à suivre

Durée d’intervention

Tolérance

o Fixer le délai d’intervention et les

normes de tolérance.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Préparation du débat

Déroulement du débat



Définition claire des directives à suivre pour la sérénité des débats


Oui Non

Indicateur: Directives à suivre pour la sérénité des débats sont clairement définies

Normes de tolérance

Délai d’intervention

Evitement de la monopolisation de la parole

Pas d’interruption pour les autres

Demande de la parole

Respect des avis des autres

Observations

Résultats d’apprentissage 2.3:Modérer les interventions respectives des membres du groupe.

Distribution des interventions des membres du groupe

Réordonner les déviations

o Distribuer les interventions o Ramener à l’ordre les violateurs des

directives convenues.






Preuves écrites

Preuves orales

Préparation du débat

Déroulement du débat



Modération méthodique des interventions respectives des membres du

groupe


Oui Non

Indicateur: Les interventions respectives des membres du groupe sont franchement modérées

Les interventions sont équitablement distribuées

Les déviations sont adroitement gérées

Observations


LU 3: Conduire des réunions

3


1. Elaborer l’ordre du jour. 2. Exposer les règles à suivre pendant la réunion 3. Prendre les notes pour harmoniser les diverses interventions.

8 Heures

Résultats d’apprentissage 3.1 : Elaborer l’ordre du jour.

Ordre du jour Les caractéristiques

de l'ordre du jour

o Fixer les grandes lignes de la réunion. o Analyser les caractéristiques de l'ordre

du jour






Preuves écrites

Preuves orales

Copies de l'ordre du jour

Présentation de l'ordre du jour.


Ressources


Elaboration adéquate de l’ordre du jour


Oui Non

Indicateur: L'ordre du jour est fixé avec précision

La durée de chaque activité et le lieu de la réunion sont indiqués

Les responsabilités de chaque participant sont précises

Le fond et la forme de l'ordre du jour sont respectés

Observations

Résultats d’apprentissage 3.2:Exposer les règles à suivre pendant la réunion.

Règles de réunion à suivre la réunion

o Elaborer des instructions pendant la réunion.






Preuves écrites

Preuves orales

Rapport de la réunion Déroulement de la réunion


Oui Non

Indicateur: Les instructions sur le déroulement de la réunion sont parfaitement élaborés

Le quorum est succinctement vérifié

L’ordre du jour est valide parles intervenants

Etat d’avancement des décisions de la réunion précédente est revu


Ressources


Exposé introductif méthodique définissant les règles à suivre pendant la

réunion.

Observations

Résultats d’apprentissage 3.3:Prendre les notes pour harmoniser les diverses interventions.

Techniques et principes de prise de notes

o Elaborer la synthèse sur le déroulement de la réunion.






Preuves écrites

Preuves orales

Rapport de la réunion.

Observation de la réunion


Oui Non

Indicateur: Synthèse d’une réunion est nettement élaboré

Le grandes lignes sont intégralements oulignées

Dites interventions sont structuralement harmonieuses

Observations



Prise de notes méthodiques pour harmoniser les diverses interventions

Résultats d’apprentissage 4.1: Organiser les arguments dans une présentation écrite.

Choix des arguments

Enrichissement d'arguments de présentation

Traitement d' une présentation écrite

o Choisir les arguments

o Rédiger un document à présenter avec arguments.

o Considérer circonstances et condition du thème de présentation






LU 4: Rédiger et présenter un exposé

4

Résultats d’apprentissage

1. Organiser les arguments dans une présentation écrite. 2. Exploiter les règles de la rhétorique devant l’auditoire. 3. Conclure son exposé reprenant les grandes lignes et dégageant des

perspectives.

8 Heures



Organisation méthodique des arguments dans une présentation


Preuves écrites

Preuves orales

La note d'une une présentation écrite

Résumé du contenu


Oui Non

Indicateur: Les arguments sont relativement organisés dans une présentation écrite

Les arguments sont choisis selon le thème et les circonstances

La présentation est modérémentenrichie

Le différentes parties d'une présentation sont considérées

La note de présentation est solide

Observations

Résultats d’apprentissage 4.2: Exploiter les règles de la rhétorique devant l’auditoire.

Règles de la rhétorique

Précautions oratoires

Exposition

Argumentation

Conclusion

o Appliquer les règles de la rhétorique dans son exposé.

o Respecter la structure de l' exposé.




performance à observer atteint ou a atteint le résultat escompté.


Ressources


Exploitation méthodique des règles de la rhétorique devant l’auditoire


Preuves écrites

Preuves orales

Expression individuellement Script de la parole


Oui Non

Indicateur: Les règles de la rhétorique sont efficacement applique dans l'exposé

Précautions oratoires sont pleinement considérées

Les idées sont explicitement argumentes

L'ordre thématique est chronologiquement suivie

Observations

Résultats d’apprentissage 4.3: Conclure son exposé reprenant les grandes lignes et dégageant

desperspectives.

Synthétiser l'expose Défense des grandes

lignes d’un exposé Dégagement des

perspectives de conclusion

o Elaborer la synthèse de l' exposé. o Défendre les grandes lignes de l'exposé o Dégager l'ouverture de perspectives de

l'exposé.






Ressources


Conclusion concise et ouverte de son exposé reprenant les grandes lignes et

dégageant des perspectives.


Preuvesécrites

Preuves orales

Présentation de la conclusion Script de la conclusion


Oui Non

Indicateur: La conclusion de l'expose est concise et ouverte

Les grandes lignes de l'exposé sont clairement rappelées

Les perspectives sont convenablement dégagées

Observations

Référence:

1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.

2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.

3. GREVISSE MAURICE (1990). Précis de grammaire Française.

4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs

5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de

Français pour les écoles primaires. 5ème, Livre du maître.

6. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.

ISBN : 978-2-7531-0103-6.

7. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.

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Competence

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

CCMEN501 Maintain professional communication in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: September,2021

Purpose statement

This module describes the skills, knowledge and attitudes to be acquired for the Trainees The trainee

will be able to prepare and deliver speeches at different social and professional occasions, adapt speech

messages to a particular audience ask questions to clarify, extend and follow up ideas, Produce medium

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

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

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

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

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

common English accents, listen and respond to users of common English their accents, reporting

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

important tips on speech delivery, requirements to properly articulate information, analyze trade-

related texts and summarize texts.

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Module prerequisites

Pre- intermediate workplace English Intermediate Workplace English







Communicate orally in social and

professional situations with

ease

Effective preparation of speeches on different social and professional occasions

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

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

Read correctly a range of

materials

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

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

Effective summary of key ideas in trade-related texts

Listen to audio messages with

different English accents to

get the intended message6

Active listening and responding to others Clear identification of differences between

common English accents Accurate reporting of information listened to in

different accents

Produce a variety of medium

texts on professional and

general topics

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

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

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

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type of business document

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Learning unit

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

1

Learning Outcomes:

Prepare speeches for different social and professional occasions Deliver speeches to an audience Ask questions to clarify, extend and follow up ideas according to

question forms

10 Hours

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

Steps for speech preparation Step 1: Research and

Preparation Step 2: Speech writing Step 3: Practicing Step 4: Putting Visual

Aids together Step 5: Predicting

questions and answers

Identification of categories of

audience Familiar audience Non-familiar audience Adaptation of the

message to the audience

Brainstorming Documentary research Practical exercise Presentation Role plays

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


Content

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

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice

Task:

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

class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Practice

Visual Aids are prearranged

Prospective questions and answers are hypothesized

Indicator: Categories of audience are well identified

Familiar audience is identified

Non-familiar audience is identified

Message is adapted to the audience


Effective preparation of speeches on different social and professional occasions

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Observation

Learning Outcome 1.2:Deliver speeches to an audience

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

Brainstorming Documentary research Practical exercise Presentation Role plays

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





Oral evidence


Presentation

Task


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and suprasegmental

phonology


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

Checklist Score

Yes No

Indicator 1: Effective speech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2: Message articulation is effective

Pronunciation is accurate

Speed is considerable

Tone is formal

Observation

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

forms

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

Practical exercise Presentation Role plays Group work

Scenarios White/blackboard Reference books Markers Flip charts Paper Stationeries





Oral evidence Performance evidence

Discussions

Presentations

Task:

Answer at least 3 questions from the audience on your 5-minutes

speech.


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

question forms


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Checklist Score

Yes No

Indicator: Questions are well formulated

Yes/No questions are well formulated

Wh-questions are well formulated

Choice questions are well stated

Hypothetical questions are well formulated

Embedded questions are well formulated

Leading questions are well formulated

Observation

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Learning Unit

LU 2: Read correctly a range of materials

2

Learning Outcomes:

Read different trade-related texts Analyze trade-related texts Summarize key ideas in trade-related texts

5 Hours

Learning Outcome 2.1: Read different trade-related texts

Types of texts Expository Narrative Descriptive Directive Argumentative

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

information Explanation of key terms/words in

the text Provision of answers to reading

comprehension Questions of understanding

Brainstorming Documentary research Practical exercise Group work Presentation

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


Content

121 | P a g e





Written evidence Oral evidence

Reading practice Presentations Matching Multiple choice

Task: Using an appropriate reading strategy, read the text provided to you and

answer its comprehension questions

Checklist Score

Yes No

Indicator: The type of texts is well understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Performance criterion Adequate reading of different trade-related texts

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Indicator: Vocabulary and comprehension

Key terms/words are explained

Comprehension questions are answered

Indicator: Provision of answers to reading comprehension questions

Questions of understanding

Observation

Learning Outcome 2.2:Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

Practical exercise Presentation Role play Group discussion

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



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


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Written evidence


Reading practice Presentations Multiple choice

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

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Checklist Score

Yes No

Indicator: The trade related text is accurately identified and described

Text Structure: characters, events and settings are analyzed

Purpose of the text is understood

Style is identified

Technicality

Illustration

Prose or verse

Writer’s stance is recognized

Observation

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

Steps to summarize: Maintenance of the most

important ideas Elimination of the less

important details Paraphrasing in own words

Practical exercise Presentation Group work

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


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Written evidence Oral evidence Performance evidence

Reading practice Writing practice Presentations

Task: Summarize the text given by the trainer

Checklist Score

Yes No

Indicator: Steps to summarize are followed

The most important ideas are maintained

Less important details are eliminated

The content is paraphrased in own words

Observation


Effective summary of key ideas in trade-related texts

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Learning unit

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

3

Learning Outcomes:

Listen and respond to others Identify differences between common English accents Report information listened to in different accents

10 Hours

Learning Outcome 3.1: Listen and respond to others

Application of active listening strategies to different accents Listening for General information Listening for Specific information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through Interactions

Asking for clarification Expressing satisfaction

Modelling Practical exercise Presentation Role plays

Flip charts White/chalk Board Audiovisual materials Scenarios Stationeries Projector Computer Lesson plan Trainee manual Recordings



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Oral evidence


Listening practice Discussions True or false questions

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

Checklist Score

Yes No

Indicator: Active listening strategies are applied

Active listening for general information

Active listening for specific information

Indicator: Types of listening are correctly applied

Informative listening

Discriminative listening

Relationship listening

Appreciative listening

Indicator: Exact reactions to different accents are processed

Questions are asked for clarification

Satisfaction testimonial is expressed


Active listening and responding to others

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Observation

Learning Outcome 3.2: Identify differences between common English accents

Introduction to English accents Defining an English accent Common English accents

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

Practical exercise Drilling/ Modeling Presentation Role play

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





Oral evidence


Listening practice Discussions True or false questions Note taking

Task: Listen to two different recordings played by the trainer and identify

the differences between the accents of both speakers


Clear identification of differences between common English accents


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Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood

English accent is defined

Common English accents are mastered

Indicator 2: American and British English accents are differentiated

Vowel Pronunciation is considered

Consonant pronunciation is considered

Rhotic accent is considered

Change of stress is considered

Changes in articulation are considered

Observation

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

Reporting information General information Specific information

Practical exercise Presentation Drilling/ Modelling

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


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Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:Listen and report to the information you hear from each recording played to you by the trainer

Checklist Score

Yes No

Indicator: Reporting is done according to types of information

General information

Specific information

Observation


Accurate reporting of information listened to in different accents

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Learning unit

LU4: Produce a variety of medium texts on professional and general topics

4

Learning Outcomes:

Write about a wide range of trade-related subjects Differentiate business documents Write business documents Use writing style applicable to each type of business document

5 Hours

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

Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and contrast

writing Evaluative writing Summary writing

The Writing processes

Exploring and planning Drafting Building coherent

paragraphs Editing

Brainstorming Documentary research Practical exercise Group work

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



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Written evidence Performance

Writing practice Presentations

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

Checklist Score

Yes No

Indicator: Varieties of writing are understood

Chronological writing

Analytical writing

Descriptive writing

Compare and contrast writing

Evaluative writing

Summary writing

Indicator: The Writing processes is followed

Exploring and planning is considered

Drafting is done

Coherent paragraphs are built

Editing is done


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

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Observation

Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and Goals

Business proposals Concept notes

Accounting Documents Financial reports Financial statements Goods received note Purchase order Goods delivery note Requisition

Customer service documents Business reports

Annual reports Term reports Quarterly report Activity/Operation reports

Operational documents Contracts Business letters Memorandum of Understanding

Practical exercise Brainstorming Presentation Documentary research Group work Role play

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





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


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Written evidence Oral Performance

Writing practice Discussions Presentations Multiple choice Matching

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

Checklist Score

Yes No

Indicator: Business documents are explored

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

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

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

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

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

Observation

Learning Outcome 4.3: Write business documents

Steps to write business documents Identifying the audience Identifying the document’s

purpose Organizing the writing Proofreading the business

document Editing the business document

Practical exercise Documentary research Presentation Group work

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



136 | P a g e




Written evidence Performance evidence

Writing practice Presentation

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

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

Application of principles and techniques of business writing

Practical writing exercises Group work Documentary research

White/blackboard Reference books Markers

Checklist Score

Yes No

Indicator: Steps to write business documents are followed accurately

The audience is identified

The document’s purpose is identified

The writing is organized

The business document is proofread

The business document is edited

Observation



Appropriate writing of business documents

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Formatting a business

document

Presentation Flip charts Stationeries Trainee manual Lesson plan





Written evidence Performance evidence

Writing practice Presentation Matching

Task: Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.

Checklist Score

Yes No

Indicator: Content and format are respected

Different principles and techniques of business writing are applied

Accurate business document format is used

Observation

Reference:

Barzun, J. M. (1971). On writing, editing, and publishing. University of Chicago Press.

Bates, J. D. (1985). Writing with precision. Acropolis Books.


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

138 | P a g e

Beebe A., S., & Beebe J., S. (2006). Public speaking: An audience-centered approach (6th Ed.). Allyn

and Bacon.

Billmeyer, R., & Barton, M. L. (2012). Teaching Reading in the Content Areas : If Not Me, Then Who?

(L. Chambers (ed.); 2nd Ed.). McREL.

https://files.ascd.org/pdfs/publications/books/billmeyer1998_sample_chapters.pdf

Buckley, J. (1987). Fit to Print: The Canadian Student’s Guide to Essay Writing. Harcour Brace

Jovanovich. https://books.google.ca/books?id=M45dtQAACAAJ

Cy, S. (2020). The Timeless Principles of ALL Writing — Writing That Works by Kenneth Roman & Joel

Raphaelson. https://medium.com/be-a-brilliant-writer/the-timeless-principles-of-all-writing-

writing-that-works-by-kenneth-roman-joel-raphaelson-5d8dc1afd318

Dwyer, K. K., & Davidson, M. M. (2012). Is Public Speaking Really More Feared Than Death?

Communication Research Reports, 29(2), 99–107.

https://doi.org/10.1080/08824096.2012.667772

Fluharty, G. W., & Ross., H. R. (1981). Public Speaking. Barnes & Noble.

Fraleigh, D. M., & Tuman, J. S. (2009). Speak up! An illustrated guide to public speaking.

Bedford/St.Martins.

Gilling, D. A. (2013). The Essential Handbook For Business Writing (1rst Ed.). Greenlink Consulting.

https://pdf4pro.com/view/the-essential-handbook-for-business-writing-1eda5c.html

Gimson A. C., & Ramsaran, S. (1989). An Introduction to the Pronunciation of English (4th Ed.). E.

Arnold.

Humphrey, J. (1988). Writing Professional Speeches. Vital Speeches of the Day, 54.

Kantor, R. N., Bruce, B. C., Green, G. M., Morgan, J. L., Stein, N. L., & Webber, B. L. (1980). Problems

and some techniques of text analysis. In Poetics (No. 168). Educational Progress Corporation.

https://doi.org/10.1016/0304-422X(82)90010-9

Neale, T. H., & Ely, D. (2007). Speechwriting in Perspective : A Brief Guide to and Persuasive

Communication. In Congressional Research Service.

Nikitina, A. (2011). Arina Nikitina Successful Public Speaking. Academic transfer.

https://www.isbtweb.org/fileadmin/user_upload/successful-public-speaking.pdf

Peter, T., & Jean, H. (1985). International English: A guide to varieties of standard English. Hodder

Education.

Rackleff, R. A. (1988). The Art of Speechwriting. Vital Speeches of the Day, 54, 311.

Roman, K., & Raphaelson, J. (1981). Writing That Works. Harper and Row.

139 | P a g e

Steven H., W., & Stephen, K. (2011). The Speech Accent Archive: towards a typology of English

accents. In Corpus-based Studies in Language Use, Language Learning, and Language

Documentation (pp. 265–281). Brill. https://doi.org/10.1163/9789401206884_014

Taylor, P. (2000). Analysis and Synthesis of Intonation using Tilt Model. Journal of the Acoustical

Society of America, 107(3), 1697–1714.

https://www.cstr.ed.ac.uk/downloads/publications/2000/Taylor_2000_b.pdf

Wiethoff, W. E. (1994). Writing the Speech (Alistair Press (IN) (ed.)). Alistair Press.

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Umahiri

C C M K K 5 0 2 - UTUNGAJI WA HATI ZA KIOFISI KATIKA KISWAHILI

CCMKK502 Kutunga Hati za Kiofisi Katika Kiswahili

Daraja: 5 Vipindi vinavyofaa

Krediti: 3 30

Idara: Zote

Mikondo: Yote

Wakati ilipoandaliwa: Septemba, 2021

Malengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kubainisha hati za kiofisi kupitia njia ya kuzungumzo na kuandika katika shughuli za kazi;

Kutunga kimaandishi na kimazungumzo hati tofauti kwa kuzingatia kanuni na mitindo ya lugha ya Kiswahili ifaavyo;

Kuchambua kimazungumzo na kimaandishi hati za mawasiliano mbalimbali za kiofisi

141 | P a g e

Ujuzi wa awali Kutumia Kiswahili katika mawasiliano ya Kawaida

Kitengo na vigezo vya kitengo

Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.

Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.

Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:

Kitengo Vigezo vya kitengo

1. Kutunga hati za mawasiliano mbalimbali za kiofisi.

1.1 Kubainisha vizuri hati za kiofisi kulingana na aina zake 2.1 Kutumia vizuri mitindo ya lugha inayostahili kulingana

na hati 3.1 Kutunga kwa usahihi hati za mawasiliano tofauti za

kiofisi

2. Kuchambua hati za mawasiliano mbalimbali za kiofisi .

2.1 Kutambua kimaandishi aina za hati mbalimbali 2.2 Kuchambua kwa usahihi habari kuhusu utungaji wa

hati fulani 2.3 Kuchambua kwa usahihi njia za mawasiliano

zilizotumiwa

3. Kuwasilisha hati mbalimbali. 3.1 Kueleza kwa usahihi mazingira ya uwasilishaji wa hati inayohitajiwa

3.2 Kueleza kwa usahihi vifaa vinavyohitajiwa kwa kufanya

uwasilishaji wa hati mbalimbali

3.3 Kueleza vizuri njia za uwasilishaji wa hati mbalimbali

142 | P a g e

Kitengo

LU 1:Kutunga hati za mawasiliano mbalimbali za kiofisi.

1

Yanayotegemewa:

1. Kubainisha vizuri sehemu kuu za hati kwa kutumia mchoro. 2. Kutumia vizuri mtindo wa lugha unaostahili kulingana na hati. 3. Kutunga kwa usahihi hati za mawasiliano tofauti za kiofisi.

Vipindi 10

Yanayotegemewa 1.1:Kubainisha vizuri kwa mchoro sehemu kuu za hati.

Mifano ya vifungu vya

habari kuhusu michoro ya

hati za:

Aina mbalimbali za

barua

Barua ya rasmi

Barua ya

kirafiki/kidugu

Barua ya mwaliko

Ripoti

Simu ya mdomo

Simu ya kuandika

Wasifu-kazi

/wasifutaala

Ajenda

Kumbukumbu za

mkutano

Risala

o Kutega sikio kwa makini

o Kusoma vizuri kwa kimya

o Kusoma vizuri katika makundi

o Kubainisha mchoro kwa usahihi

- Vitabu vya

utungaji

- Vitabu vya

sarufi

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

Yaliyomo Kazi ya mwanafunzi

Vifaa

143 | P a g e

Ilani

Hotuba

TathiminiEndelezi /Arifu1.1

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu Aina za thibitisho Vifaa vya tathmini

Kanda ya filamu

Thibitisho andishi

Hati za kiofisi za mawasiliano mbalimbali Uwasilisho wa sehemu kuu za hati mbalimbali

Yatakayochunguzwa Matokeo

Ndiyo Bado

Maonyesho: Sehemu kuu za hati kwa mchoro

Orodha ya sehemu kuu za hati imebainishwa kwa usahihi

Mchoro wa sehemu kuu za hati umebainishwa kwa usahihi

Maoni

Vigezo vya kitengo

Kubainisha vizuri sehemu kuu za hati kwa kutumia mchoro

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Yanayotegemewa 1.2: Kutumia vizuri mitindo ya lugha inayostahili kulingana na hati.

Kifungu cha habari kuhusu mitindo ya lugha:

Lugha ya ishara Lugha ya

heshima Istilahi za lugha Lugha fasaha

o Kusoma kwa usahihi hati mbalimbali o Kutamka na kusikiliza kwa usahihi o Kutunga kwa usahihi mifano ya hati za

mawasiliano kwa kutumia mtindo wa lugha unaostahili

- Vitabu vya utungaji

- Vitabu vya sarufi

- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki

Tathimin Endelezi /Arifu1.2

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu Aina za thibitisho Vifaa vya tathmini

Kanda Ya Filamu

Thibitisho andishi

Utungaji wa hati Uwasilisho wa hati mbalimbali


Ndiyo Bado

Maonyesho: Lugha inayostahili kwa utungaji wa hati

Mtindo wa lugha kulingana na walengwa umetumiwa vizuri

Mtindo wa lugha kulingana na aina ya hati umetumiwa vizuri

Maoni


Vifaa

Vigezo vya kitengo

Kutumia mitindo ya lugha inayostahili kulingana na hati

145 | P a g e

Yanayotegemewa 1.3: Kutunga kwa usahihi hati za mawasiliano tofauti za kiofisi.

Mbinu za kutunga hati

mbalimbali za:

Barua mbalimbali

Ripoti

Simu ya mdomo

Simu ya kuandika

Uwasilishaji

Wasifu-kazi

/wasifutaala

Ajenda

Kumbukumbu za

mkutano

Risala

Ilani

Hotuba

o Kutunga kwa usahihi hati mbalimbali

katika makundi

o Kutunga kwa usahihi hati mbalimbali

pekee yake

o Kuigiza kwa usahihi hati za

kimazungumzo

- Vitabu vya

utungaji

- Vitabu vya sarufi

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

TathiminiEndelezi /Arifu1.3

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Aina za thibitisho Vifaa vya tathmini

Thibitisho andishi

Thibitisho simulizi

Kanda ya Filamu

Utungajiwa hati za mawasiliano tofauti za kiofisi

Uwasilisho wa hati za mawasiliano tofauti za kiofisi


Vifaa

Vigezo vya kitengo

Kutunga hati za mawasiliano tofauti za kiofisi.

146 | P a g e


Ndiyo Bado

Maonyesho: Hati za mawasiliano tofauti za kiofisi

Kutoa mfano kwa kila hati ya mawasiliano ya kiofisi kumetumiwa vizuri

Mantiki yametumiwa vizuri

Maoni

147 | P a g e

Yanayotegemewa 2.1: Kutambua vizuri kimaandishi aina za hati tofauti.

Kifungu cha habari kuhusu hati mbalimbali: Barua mbalimbali Ripoti Simu ya mdomo Simu ya kuandika Wasifu-kazi /wasifutaala Ajenda Kumbukumbu za mkutano Risala Ilani Hotuba

o Kutega sikio hati inayotamkwa o Kusoma kimya o Kusoma vizuri katika makundi



Kitengo

LU 2: Kuchambua hati za mawasiliano mbalimbali za kiofisi

2 Vipindi 10

Yanayotegemewa:

1. Kutambua kimaandishi aina za hati tofauti. 2. Kuchambua kwa usahihi habari kuhusu mtindo wa utungaji wa hati

fulani. 3. Kuchambua kwa usahihi njia za mawasiliano zilizotumiwa katika hati

mbalimbali.


Vifaa

148 | P a g e

TathiminiEndelezi /Arifu 2.1



Thibitisho andishi

Thibitisho simulizi

Ufahamu kimaandishi wa aina za hati mbali mbali Uwasilisho kuhusu aina za hati mbalimbali


Ndiyo Bado

Maonyesho:Aina za hati mbalimbali

Viashiria vya kila hati vimetumiwa vizuri

Lengo la kila aina limebainishwa vizuri

Maoni

Vigezo vya kitengo

Kutambua kimaandishi aina za hati mbalimbali.

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Yanayotegemewa 2.2:Kuchambua kwa usahihi habari kuhusu mtindo wa utungaji wa hati

fulani.

Kifungu cha hati: Mtungaji Wakati wa

kutunga Sababu za

utungaji Ujumbe

muhimu

o Kusoma kwa usahihi hati tofauti o Kugundua kwa usahihi mtungaji o Kugundua kwa usahihi wakati hati

zilipotungwa o Kupanga kwa usahihi mtiririko wa

mambo muhimu

- Vitabu vya utungaji - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki

Tathimini Endelezi /Arifu 2.2



Thibitisho andishi

Thibitisho simulizi

Ufahamu

Uwasilisho habari kuhusu utungaji wa hati fulani


Ndiyo Bado

Maonyesho: Habari kuhusu utungaji wa hati Fulani

Walengwa wanabainika kwa usahihi

Wakati wa kutunga hati unabainika kwa usahihi

Lengo la utungaji linabainika kwa usahihi


Vifaa

Vigezo vya kitengo

Kuchambua kwa usahihi habari kuhusu mtindo wa utungaji wa hati fulani.

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Maoni

Yanayotegemewa 2.3:Kuchambua kwa usahihi njia za mawasiliano zilizotumiwa.

Nakala kuhusu njia za

mawasiliano:

Njia ya masimulizi

Njia ya maandishi ya hati tofauti

Barua pepe

Simu ya mdomo

Simu ya kuandika

Mawasiliano kwa ishara

o Kutoa umuhimu wa kila njia ya mawasiliano

o Kugundua na kujadili vikwazo /vizuizi vinavyopatikana katika kila njia

o Kutoa mbinu sahihi za utatuzi wa vikwazo/ vizuizi vya mawasiliano






Thibitisho andishi

Thibitisho simulizi

Ufahamu wa njia za mawasiliano Uwasilisho kuhusu njia za mawasiliano


Vifaa

Vigezo vya kitengo

Uchambuzi wa njia za mawasiliano zilizotumiwa.

151 | P a g e


Ndiyo Bado

Maonyesho: Njia mbalimbali za mawasiliano

Umuhimu wa kila njia umebainishwa vizuri

Vikwazo vya kila njia vimebainishwa vizuri

Mbinu za utatuzi wa vikwazo vya kila njia zimebainishwa vizuri

Maoni

152 | P a g e

Yanayotegemewa 3.1:Mazingira ya uwasilishaji wa hati inayohitajiwa.

Mazingira ya uwasilishaji: Wapokeaji Mila na desturi za

wapokeaji Mandhari Lugha inayohitajiwa

o Kutoa vizuri tabia za wapokeaji wa kila hati

o Kusikiliza na kutoa kwa usahihi mifano ya lugha inayotumiwa katika kila hati

o Kubainisha kwa usahihi mandhari yanayotumiwa katika hati

o Kutumia vilivyo lugha inayostahili katika uwasilishaji



Tathimini Endelezi /Arifu 3.1



Thibitisho andishi Uchambuzi wa hati na mazingira yake

Kitengo

LU 3: Kupanga mbinu za uwasilishaji wa hati mbalimbali.

3

Yanayotegemewa:

1. Kueleza kwa usahihi mazingira ya uwasilishaji wa hati inayohitajiwa.

2. Kuleza kwa usahihi vifaa vinavyohitajiwa kwa kufanya uwasilishaji wa hati mbalimbali.

3. Kueleza vizuri njia za uwasilishaji wa hati mbalimbali.

Vipindi 10


Vifaa

Vigezo vya kitengo

Kueleza kwa usahahihi mazingira ya uwasilishaji wa hati inayohitajiwa.

153 | P a g e

Thibitisho simulizi

Uwasilisho wa hati na mazingira yake


Ndiyo Bado

Maonyesho: Mazingira ya uwasilishaji wa hati

Walengwa wanapatikana kwa usahihi

Mila na desturi za walengwa zinapatikana kwa usahihi

Lugha inayostahili imetumiwa vizuri

Mandhari panajulikana vizuri

Maoni

Yanayotegemewa 3.2: Vifaa vinavyohitajiwa kwa kufanya uwasilishaji wa hati mbalimbali.

Vifaa vya uwasilishaji: Aina za karatasi Rangi Hati (herufi) Radio na vinasa sauti Projekta Vipeperushi/brosha Ramani

o Kusoma kwa usahihi hati tofauti o Kujadili sifa za matini katika makundi o Kutunga sentensi fupi kwa kutumia

sifa zilizotajwa





Vifaa

154 | P a g e



Thibitisho andishi

Thibitisho simulizi

Kanda ya filamu

Uchambuzi wa vifaa vya uwasilishaji wahati mbalimbali Usaili


Ndiyo Bado

Maonyesho: Vifaa vya uwasilishaji wa hati mbalimbali

Orodha ya vifaa kulingana na hati imetajwa vizuri

Umuhimu wa kila kifaa umebainishwa vizuri

Maoni

Vigezo vya kitengo

Kueleza kwa usahihi vifaa vinavyohitajiwa kwa kufanya uwasilishaji wa hati

mbalimbali

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Yanayotegemewa 3.3: Njia za uwasilishaji wa hati mbalimbali.

Njia za uwasilishaji wa hati:

Ana kwa ana

Simu

Mtandao

Posta

o Kutoa vizuri sifa za kila njia, o Kugundua na kujadili changamoto

zipatikanazo katika kila njia o Kutoa mbinu za kusuluhisha

changamoto kuhusu njia za uwasilishaji






Thibitisho andishi

Thibitisho simulizi

Uchambuzi wa hati mbalimbali


Vifaa

Vigezo vya kitengo

Kueleza vizuri njia za uwasilishaji wa hati mbalimbali.

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Marejeo:

1. Nkwera F.V.M.(1985). Sarufi na Fasihi Sekondari na Vyuo, Tanzania Publishing House,

Dar es Salaam.

2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press

3. Wamitila, K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book

4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University

Press.

5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili , kitabu cha mwanafunzi, Kidato cha tano,

fountain Publisher Rwanda Kigali

6. (2013) Mafunzo ya Kiswahili , Kitabu cha mwanafunzi, kidato cha sita, Fountain

Publisher Rwanda, Kigali

7. Wekesa S.P. (2000) . Uandishi wa Insha, Nairobi: Acacia Stantex Publishers


Ndiyo Bado

Maonyesho: Njia za uwasilishaji wa hati mbalimbali

Sifa za kila njia zimebainishwa vizuri

Changamoto katika kila njia zimebainishwa vizuri

Mbinu za utatuzi wa changamoto za kila njia zimebainishwa vizuri

Maoni

157 | P a g e

Competence

C C M I W 5 0 2 - ICT AT WORKPLACE

CCMIW02 Use ICT at workplace

RTQF Level: 5 Learning hours

Credits: 3 30

Sector:All

Sub-sector: All


Purpose statement

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

make the most of technology to demonstrate creative thinking, problem solving and knowledge

construction. It focuses on completing workplace tasks, such as researching and creating documents

with text, graphics and numerical information using commonly used tools such as: Microsoft Office –

(Word, Excel) and the Internet

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

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

Develop skills necessary to function in this century.

158 | P a g e


Not applicable







1. Prepare document Layout 1.1 Proper set up of a document 1.2 Proper working with the pictures/images within the

document 1.3 Proper creation of references within the document

2. Apply basic computer operations 2.1 Appropriate Conversion files 2.2 Appropriate use of storage media 2.3 Proper connection of computer to the network

3. Manage data in MS Excel 3.1 Proper management of data types 3.2 Adequate application of Excel functions 3.3 Adequate performance of data analysis 3.4 Proper application of data protection

159 | P a g e

40 Hours

Learning Outcome1.1:Set up the document

● Paper size and layout Paper size Paper orientation Margins Columns

● Divide document into sections Section breaks Hyphenation

● Advanced formatting Font/color/effects Border and shading Format painter Indenting paragraph Spacing paragraph Line spacing

o Group discussion on paper size and layout

o Practical exercises on dividing document into sections

o Practical exercises on advanced formatting

- Computer lab - Computers with

Microsoft office word installed

- Projector - Whiteboard - Markers - Dusters ˗ Internet


Learning unit LU 1: Prepare document Layout

1

Learning Outcomes:

1. Set up the document

2. Work with pictures

3. Create references within the document


Resources

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



● Written evidence

● Performance evidence

▪ Multiple choice/ Ticking ▪ True or false questions ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist

Learning Outcome 1.2: Work with pictures

Checklist Score

Yes No

● Indicator: Paper size and layout is identified

Paper size

Paper orientation

Margins

Columns

Indicator: Document is divided into sections

Section break

Hyphenation

Indicator: Document is formatted

Font/colour/effects

Border and shading

Format painter

Indenting paragraph

Spacing paragraph

Line spacing

Observation


Proper set up of the document


161 | P a g e

● Insert a picture Change size of a

picture Compress a picture Position of picture Increase the Contrast Use a Transparent

Overlay Drop Shadow

● Picture styles Picture border Picture effects Picture layout

● Overlaying text on an image for readability Wrap text around a

picture

o Practical exercise on inserting a picture

o Practical exercise on use of picture styles

o Practical exercise on overlaying text on an image for readability

- Computer lab - Computers with

Microsoft office word installed

- Projector - Pictures/ images - Whiteboard - Markers - Dusters - Internet







▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist

Checklist Score

Yes No

Indicator: Pictures are inserted

Change size of a picture

Compress a picture

Position of picture

Increase the Contrast

Use a Transparent Overlay

Drop Shadow

Indicator: Picture styles are identified


Proper working with pictures/ images within the document

162 | P a g e

Picture border

Picture effect

Picture layout

Indicator: Overlaying text on a picture for readability is done

Wrap text around a picture

Observation

Learning Outcome 1.3: Create references within the document

● Pagination Page number Header Footer

● Footnotes Insert footnotes

/endnotes Set format Choose location

● Citations and Bibliography Insert citation Manage sources Bibliography/citation

styles Insert bibliography

● Table of contents Identify text styles

(headings) Insert hyperlink Create the table of

contents Customize table of

contents Update table of

contents Remove table of

content

o Practical exercise on pagination

o Practical exercise on adding footnotes

o Practical exercise on creating citations and bibliography

o Practical exercise on creation of table of contents

- Computer lab - Computers with Microsoft

office word installed - Projector - Whiteboard - Markers - Dusters - Internet



163 | P a g e







Checklist Score

Yes No

Indicator: Document is paginated

Page number

Header

Footer

Indicator: Footnotes are inserted

Insert footnotes /endnotes

Set format

Choose location

Indicator: Citations and Bibliography are created

Insert citation

Manage sources

Bibliography/citation styles

Insert bibliography

Indicator: Table of contents is created

Identify text styles (headings) Insert hyperlink

Create the table of contents

Customize table of contents

Update table of contents

Remove table of contents

Observation


Proper creation of references within the document

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Learning Outcome 2.1: Convert Data Files

● Different file formats Formats Typical file Extension

● File Conversion Export

File to pdf Pdf to word, excel

and ppt (online conversion)

● Compress file Definition Importance Steps

o Group discussion on file formats

o Practical exercises on file Conversion

o Practical exercises on compressing file

˗ Computer Lab ˗ Internet connection ˗ Projector ˗ White Board ˗ Marker ˗ Duster





Learning unit LU 2: Apply basic computer operations

2

Learning Outcomes:

1. Convert Data Files

2. Use storage media

3. Connect computer to the network

10Hours

Content Resources


Appropriate conversion of data files

Learning activities

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Checklist Score

Yes

No

Indicator:Different file formats are identified

Formats

Typical file extension

Indicator: File is converted

File to pdf

Pdf to word, excel and ppt (online conversion)

Indicator:File compression is done

Definition

Importance

Steps

Observation

Learning Outcome 2.2:Use of storage media

● Storage media capacity Definition Units of data storage

● Different types of storage (off-line/On-line storage)

External/Removable Hard Drive

Solid State Drive (SSD) Network Attached Storage

(NAS) USB Thumb Drive or Flash

Drive Optical Drive (CD/ DVD discs) Cloud Storage.

● Disk formatting

o Brainstorming on storage media

o Group discussion on different types of storage

o Practical exercises on disk formatting

˗ Computer Lab ˗ Projector ˗ White Board ˗ Markers ˗ Duster ˗ Storage devices


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Partitioning Disk part Erase data








Checklist Score

Yes No

Indicator:Storage capacity is described

Definition

Unit of data

Indicator:Different types of storage are identified

External removable hard drive

Solid state drive

Network attached storage

USB thumb drive

Cloud storage

Optical drive

Indicator:Disk formatting is done

Partitioning

Disk part

Erase data

Observation


Appropriate use of storage media

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Learning Outcome 2.3: Connect computer to the network

● Introduction to computer network

Definition of computer network

Advantages Disadvantages

● Common types of networks based on size

Personal area network (PAN)

Local area network (LAN)

Metropolitan area network (MAN)

Wide area network (WAN )

Wireless Local Area Network (WLAN)

● Common types of networks based on main purpose

Storage area network (SAN)

Enterprise private network (EPN)

Virtual private network (VPN)

● Connect computer to the internet

Fixed internet Mobile internet

o Group discussion on computer network

o Practical exercises on connect computer to the network

˗ Computer Lab with Internet

˗ Projector ˗ White board ˗ Marker ˗ Duster






Proper connection of computer to the network

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Checklist Score

Yes No

Indicator: Computer network is introduced

Definition of computer network

Advantages of computer network

Disadvantage of computer network

Indicator: Common types of networks based on size are identified

Personal area network, or PAN

Local area network, or LAN

Metropolitan area network

Wide area network, or WAN

Wireless Local Area Network or WLAN

Indicator: Common types of networks based on main purpose are identified

Storage area network, or SAN

Enterprise private network, or EPN

Virtual private network, or VPN

Indicator: Computer is connected to the network

Fixed internet

Mobile internet

Observation

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Learning unit LU 3: Manage Data in MS Excel

3

Learning Outcomes:

1. Manage data types

2. Apply Excel functions

3. Analyze data

4. Apply data protection

10Hours

Learning Outcome 3.1: Manage data types

● Description of data types Data type (integer,

decimal, string, date) Length

● Entering data types in cells and their default formats

● Create data validation rules Settings input message error alert

o Brainstorming on data types o Practical exercises on

entering data types in a cell o Practical exercises on data

validation

˗ Computer Lab ˗ Computers with MS

Excel installed ˗ Projector







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

Resources


Proper management of data types

Learning activities Content

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▪ Performance checklist

Checklist Score

Yes No

Indicator: data types are identified

Data type

Length

Indicator: Entering data types is applied

Data types in cell

Default formats

Indicator: Data validation are created

settings

input message

error alert

Observation

Learning Outcome 3.2:Apply Excel functions

● Formulas to perform calculations

● Logical functions AND OR XOR NOT IF function

o Practical exercises on use of formula to perform calculations

o Practical exercises on use of logical functions

- Computer Lab - Projector - Whiteboard - Markers - duster







▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion

Resources


Proper application of Excel functions

Learning activities Content

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▪ Open ended questions ▪ Performance checklist

Checklist Yes

No

Indicator: Formulas to perform calculations are identified

Indicator:Logical function are identified

AND

OR

NOT

XOR

IF function

Observation

Learning Outcome 3.3:Analyse data

● Charts Definition Importance Types of charts

Line and column chart Pie chart Miniature graphs bar

Steps of creating chart ● Table style

Conditional formatting Format as table Cell style

● Duplication removal

o Perform practical exercises on data analysis

o Perform practical exercises on table style

o Perform practical exercises on duplication removal

˗ Computer lab ˗ Projector ˗ Whiteboard ˗ Markers ˗ duster



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Written evidence



Checklist Score

Yes No

Indicator: Different types of charts are well identified

Definition

Importance

Types of chart Column chart Pie chart Miniature graphs Bar

Steps of creating chart

Indicator: Table style is performed

Conditional formatting

Format as table

Cell style

Indicator: Duplication removal are described

Observation

Learning Outcome 3.4:Apply data protection


Adequate performance of data analysis


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● Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security

● Ways of protecting excel data protect a cell protect worksheet protect workbook

o Group discussion on data protection principles

o Practical exercises on protecting excel data

˗ Computer lab ˗ Projector








Checklist Score

Yes No

Indicator: Data protection principles are identified

Fair and lawful

Purposes

Adequacy

Accuracy

Retention

Rights

Security

Indicator: Ways of protecting excel data are applied

Protect cell

Protect worksheet

Protect workbook


Proper application of data protection

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Observation

Reference books:

1. https://www.oreilly.com/library/view/word-2007-for/0596528302/ch04.html 2. https://edu.gcfglobal.org/en/word2013/page-layout/1/ 3. https://edu.gcfglobal.org/en/computerbasics/connecting-to-the-internet/1/ 4. https://www.ablebits.com/office-addins-blog/2014/12/17/excel-and-or-xor-not-functions/ 5. https://corporatefinanceinstitute.com/resources/knowledge/modeling/protecting-excel-data/

https://www.oreilly.com/library/view/word-2007-for/0596528302/ch04.html

https://edu.gcfglobal.org/en/word2013/page-layout/1/

https://edu.gcfglobal.org/en/computerbasics/connecting-to-the-internet/1/

https://www.ablebits.com/office-addins-blog/2014/12/17/excel-and-or-xor-not-functions/

https://corporatefinanceinstitute.com/resources/knowledge/modeling/protecting-excel-data/

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Competence

C C M B O 5 0 2 - BUSINESS ORGANISATION

CCMBO502 Organize a business


Credits: 3 30

Sector: ALL

Sub-sector: ALL


Purpose statement

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

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

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

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

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Business plan development







1. Identify activities to be accomplished

before real business operations

1.1 Proper verification of business start-up

requirements in line with business entity

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting of business ethical conduct in

accordance with business industry

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintaining of good relationship with

customers and suppliers in accordance with

business ethical conduct set.

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

with business mission and vision.

3.2 Accurate optimizing the utilization of available

resources in accordance with objective function,

decision variables and business constraints.

3.3 Regular employing targeted promotional and

marketing campaigns in line with marketing

objectives

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

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan in accordance

with monitoring and evaluation tools

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

Business

1

Learning Outcomes:

1. Verify business start-up requirements in line with

business entity

2. Recruit employees in line with task requirements

3. Perform purchasing of business requirements in line with business plan

5 Hours

Learning Outcome1.1: Verify business start-up requirements in line with business entity

Meaning of business requirements

Explaining steps of business requirements estimation

Determining business location requirements:

Working place layout

Office equipment

Office furniture

Raw materials for initial storage

Production equipment and machinery

Production consumables

Start-up finances Quantity of financial

needs

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

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


Content

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Sources finances Allocation of finance

resources





Written evidence Product evidence

Essay& Cases study

True or false question A produced start up plan

Checklist Score

Yes No

Indicator 1:Meaning of business requirements are explained

Indicator 2:Steps of business requirements estimation are described

Indicator 3 : Business location requirements are determined

Working place layout

Office equipment

Office furniture

Indicator 4: Raw materials for initial storage are identified

Production equipment and machinery are identified

Production consumables are identified

Indicator 5: Start-up finances are identified

Quantity of financial needs are identified

Sources finances are identified Allocation of finance resources are identified

Observation


Proper verification of business start-up requirements in line with business entity

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Learning Outcome 1.2:Recruit employees in line with task requirements

Meaning of employee recruitment

Explaining Functions of employee’s recruitment Job design and

development Identifying and seeking

candidates Receiving and tracking

applicants Reference and

background checks Testing Interview Evaluation and hiring

Identifying the principles and strategies of employee recruitment

Principles Strategies

Identifying the factors influencing employee’s recruitment Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

External factors

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

suburban, and rural areas

Competition

Explaining the process of

o Brainstorming o Questions and answers o Story telling o Problem solving

˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Employee

recruitment template


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recruitment, the employees: Staffing plans and

forecasting Write the job description

and job specifications. Confirm job analysis Have a bidding system to

recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Product evidence

Observation checklist Number of employees recruited


Accurate recruiting of employees in line with task requirements

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Checklist Score

Yes No

Indicator 1: Employees recruitment is explained

Indicator 2: Functions of employees recruitment are explained

Job and development are designed

Candidates are identified and specified ( seeking)

Applicants are received and traced

Reference and background are checked and tested

Interview is done

Evaluation is hired

Indicator 3: Principles and strategies of employee recruitment are explained

Principles are explained

Strategies are explained

Indicator 4: Factors influencing employees recruitment are explained

Internal factors are identified

Budget constraints is identified `

Expected or trend of employee separations is done

Production levels are identified

Sales increases or decreases are analysed

Global expansion plans is done

External factors are identified

Changes in technology are identified

Changes in laws are identified

Unemployment rates is identified

Shifts in population is identified

Shifts in urban, suburban, and rural areas are analysed

Competition is analysed

Indicator 5: Recruitment process are explained

Staffing plans are forecasted

The job description and job specifications are written

Job analysis is confirmed

A bidding system to recruit and review internal candidate qualifications for possible promotions are illustrated

The best recruitment strategies for the position are determined

A recruiting strategy is implemented

Observation

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

Defining purchasing

Determining of purpose of purchasing

Explaining types of purchasing Centralised purchasing Decentralised purchasing

Explaining principles of purchasing Right price Right quality Right quantity Right time Right place

Explaining purchasing procedures Meaning Steps involved in

purchasing procedures

Describing documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account

Meaning of suppliers

Explaining factors influencing choice of effective suppliers

o Brainstorming o Questions and answers o Story telling o Problem solving

˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of documents

used in purchasing process


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Written evidence

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

Checklist Score

Yes No

Indicator 1: Purchasing is defined

Indicator 2: Purpose of purchasing is determined

Indicator 3: Types of purchasing are explained

Centralised purchasing

Decentralised purchasing

Indicator 4: Principles of purchasing are explained

Right price

Right quality

Right quantity

Right time

Right place

Indicator 5: Purchasing procedures are explained

Meaning

Steps involved in purchasing procedures

Indicator 6: Documents used in purchasing procedures are explained

Material requisition form

Inquiry

Reply

Purchase order

Advice note

Delivery note

Invoice

Credit status inquiry

Debit note


Effectively performing purchasing of business requirements in line with business

plan

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Credit note

Receipt

Statement of account

Indicator 7: Meaning of suppliers is explained

Indicator 8: Factors influencing choice of effective suppliers are explained

Observation

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Learning unit LU 2: Create a productive working environment

2

Learning Outcomes:

1. Set business ethical conduct in accordance with industry

2. Assign responsibilities in accordance with organization structure

3. Match personal characteristics with business requirements

4. Maintain good relationship with customers and suppliers in accordance with business ethical conduct set

7Hours

Learning Outcome 2.1: Set business ethical conduct in accordance with business industry

Defining the term ethical conduct

Explaining the objectives of ethical conduct in a business

Identifying Rules and regulations of the business

Positive attitude required to business members

sanctions proposed by the law in business

Explaining the types of unethical behaviour in a business

Mistreating Employees Financial Misconduct Misrepresentation Identifying techniques

of encouraging a positive ethical behaviour in business

Rewards

o Oral presentation o Brainstorming o Questions and answers o Practical exercise o Large group discussion

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

templateIncluding questions that guiding trainee to write a business plan


Content

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Expectations Training Policies

Methods of handling unethical conduct in business set of conventional

principles clear and transparent

policies keep the code updated ethics should be

involved in day to day activities

document the dishonest behaviour

Endow company’s employees

deal with payment fraud

Explaining the ways to address unethical behaviour at the workplace Create a code of

conduct Lead by example Reinforce

consequences for unethical behaviour

Show employees appreciation

Welcome an ethics speaker

Create checks and balances

Hire for values

Identifying the Importance of positive ethical conduct in the business

Increase the overall morale

Enhance the performance of an organization

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Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator 1: Business ethical conduct is defined

Indicator 2: Objectives of ethical conduct in a business are explained

Indicator 3: Rules and regulations of the business are identified

Indicator 4: Positive attitude required to business members are explained

Indicator 5: Sanctions proposed by the law in business are identified

Indicator 6: Types of unethical behaviour in a business are identified

Mistreating Employees

Financial Misconduct

Misrepresentation

Identifying techniques of encouraging a positive ethical behaviour in business

Rewards

Expectations

Training

Policies

Indicator 7: Methods of handling unethical conduct in business are explained

Conventional principles are set

clear and transparent policies are identified

Updated code of conduct are kept


Accurate setting business ethical conduct in accordance with business industry

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ethics should be involved in day to day activities

Dishonest behaviours are documented

Company’s employees are endowed Payment fraud is dealt

Indicator 8: The ways to address unethical behaviour at the workplace are explained

Code of conduct is created

Lead by example

Consequences for unethical behaviour are Reinforce

Show employees appreciation

An ethic speaker is welcomed

Create checks and balances

Hire for values

Indicator 9:Importance of positive ethical conduct in the business are identified

Increase the overall morale

Enhance the performance of an organization

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Defining responsibilities assignment in business

Explaining attribution of responsibilities Estimation of volume of task Determination of task’s

requirements Allowing time to the volume of

task

Explaining responsibility assignment matrix RAC: Responsible, Accountable, Consulted and Informed.

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

˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan




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Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator 1: Responsibilities assignment in accordance with organisation structure are defined

Indicator 2: Attribution of responsibilities are identified

Volume of task is estimated Task’s requirements are determined

Time to the volume of task is allowed indicator 3: Responsibility assignment matrix is explained

RAC (Responsible, Accountable, Consulted and Informed) are explained

Observation


Effective assigning of responsibilities in accordance with organization structure

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Learning Outcome 2.3: Match personal characteristics with business requirements

Conducting self-assessment on personal characteristics with business requirements:

Self-assessment of time management practices Defining tool of

assessment Self-Assessment Measuring gap between

personal characteristics and business requirements

Defining strategies to eliminate gaps

Self-assessment in motivating employees practices

Defining tool of assessment

Self-Assessment Measuring gap between



Self-assessment in financial practices Defining tool of

assessment Self-Assessment Measuring gap between



Self -assessment in inventory practices






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Defining tool of assessment

Self-Assessment Measuring gap between







Written evidence

Oral evidence


Checklist Score

Yes No

Indicator 1: Self assessment on personal characteristics with business requirements is conducted.

Self-assessment of time management practices is applied

Tool of assessment is defined

Self-Assessment is done

Gap between personal characteristics and business requirements is measured

Strategies to eliminate gaps are defined

Self-assessment in motivating employees practices are applied





Self-assessment on financial practices is conducted


Self –Assessment is done



Permanently matching personal characteristics with business requirements

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Self-assessment in inventory practices is conducted





Observation

Learning Outcome 2.4: Maintain good relationship with customers and suppliers in

accordance with business ethical conduct set

Defining the term relationship with customers and suppliers in a business

Identifying the purpose of maintaining a good relationship with customers and suppliers.

Explaining the methods used to Maintain good relationship with Customers and Suppliers: communicate exceed expectation ask for feedback connect show appreciation

understand the needs of

your suppliers be a great customer communication timely feedback choose suppliers that align

to your values loyalty

Explaining the importance of






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maintaining good customers and suppliers relationship to the business:

Increase customer

life time value reduce customer

churn improve customer

loyalty

Identifying the ways to address: Customer complaints Suppliers complaints

Explaining manual procedures for business operations as tool for maintain customer and suppliers relationship.





Oral evidence

Written evidence


Checklist Score

Yes No

Indictor 1 : Relationship with customers and suppliers in a business is defined

Indictor 2: Purpose of maintaining a good relationship with customers and suppliers is identified


Proper maintaining of good relationship with customers and suppliers in

accordance with business ethical conduct set

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Indictor 3: Methods used to Maintain good relationship are identified

communicate

exceed expectation

ask for feedback

connect

show appreciation

understand the needs of your suppliers

be a great customer

communication

timely feedback

choose suppliers that align to your values

loyalty

Indictor 4: Importance of maintaining good customers and suppliers relationship are explained

Increase customer life time value

reduce customer churn

improve customer loyalty

Indictor 5: Ways to address Customer and supplier’s complaints are explained

Customer complaints

Suppliers complaints

Indictor6: Manual procedures for business operations as tool for maintain customer and suppliers relationship are explained

Observation

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Learning unit LU 3:Run real business operation

3

Learning Outcomes:

1. Set of short-term business goals in line with business mission

and vision

2. Optimize the utilization of available resources in accordance

with objective function, decisions variables and business

constraints

3. Employ targeted promotional and marketing campaigns in line with marketing objectives

10Hours

Learning Outcome 3.1: Set of short-term business goals in line with business mission and vision

Defining short-term business goals

Categorization of business goals

Long-term goals Medium goals Short-term goals

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



books ˗ Case studies ˗ Risk analysis

template



Proper setting of short-term business goals in line with business mission and

vision


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Written evidence

Oral evidence


Observation checklist

Checklist Score

Yes No

Indicator 1: Business short- term goals are defined

Indicator 2: Business goals are categorized

Long-term goals

Medium goals

Short-term goals

Indicator 3: Business goals are set

Long-term goals

Medium goals

Short-term goals

Observation

Learning Outcome 3.2: Optimize the utilization of available resources in accordance with objective function, decision variables and business constraints

Meaning of business resources

Explaining types of business resources Financial resources Assets Human resources Technological resources

Identifying the purpose of optimizing the utilisation of available resources

Explaining the methods to optimise utilisation of available resources

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan ˗ Computer


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Explaining the methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in planning Inventory planed

Describing the importance of optimizing available resources for: Employees Business owners Business stakeholders

o Practical exercise on identifying risk to be covered by a contingency plan





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator 1: Business resources are explained

Indicator 2: Types of business resources are explained

Financial resources

Assets

Human resources

Technological resources

Indicator 3: Purpose of optimizing the utilisation of available resources is identified

Indicator 4: Methods to optimise utilisation of available resources are explained

Indicator 5: Methods used to control utilisation of resources are identified

Procedures of using resources

Targeted result


Accurate optimizing the utilization of available resources accordance with

objective function, decision variables and business constraints

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Anticipated emergencies in planning

Inventory planed

Indicator 6:Importance of optimizing available resources is described

Employees

Business owners

Business stakeholders

Observation

Learning Outcome 3.3:Employ targeted promotional and marketing campaignsin line with

marketing objecives

Explaining product promotional and marketing campaigns Meaning Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

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

Explaining promotional strategies Get the most out of social

media Generate conversation with

swag Offer incentives with targeted

landing pages Appeal locally and create an

event Boost your brand with

education

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

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

defining contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Role play

scenarios ˗ Business plan ˗ Computer


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Establishing promotional mix/plan

Explaining marketing campaign: Meaning Aspects of marketing campaign

Components of marketing

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

Developing marketing campaign strategies

Clear & concise calls-to-

action. Hyper-target to a niche

Audience. Create a story that speaks to

all Medias. Make it easy to Share. Inspire interaction. Use a memorable and

repeatable Spokesperson.






Regular employing targeted promotional and marketing campaigns in line with

marketing objectives

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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning

Sentence completion


Checklist Score

Yes No

Indicator 1: Product promotional and marketing campaigns are explained

Meaning

Aspects of product promotion

Advertising product or brand

Generating sales

Creating brand loyalty

Indicator 2: Elements/tools/piece of promotional plan are identified

Public relations/publicity

Advertising

Sales promotion

Personal selling

Direct marketing

Indicator 3: Promotional strategies are explained

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

Indicator 4: Promotional mix/plan is established

Indicator 5: Marketing campaign is explained

Meaning

Aspects of marketing campaign

Components of marketing campaign

Marketing Offer Creation Goal Setting

Landing Page

Drive Traffic

Lead Nurturing

End & Analyze Your Campaign

Views

Leads

Customers

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Indicator 5: Marketing campaign strategies are developed

Clear & concise calls-to-action.

Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share.

Inspire interaction.

Use a memorable and repeatable Spokesperson.

Observation

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Learning unit LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities

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

inquiries and needs

3. Consult to business plan in accordance with monitoring and evaluation tools

8Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Preparing daily report of business activities Meaning of business

daily report Purpose of business

daily report format of daily report

of business activities importance of

business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ play scenarios ˗ Computer ˗ Format of daily report



Clear preparation of a daily report of business activities


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Written evidence


Checklist Score

Yes No

Indicator: A daily report of business activities is prepared Business daily report is explained

Purpose of business daily report is explained is

Format of daily report of business activities is explained

Importance of business daily report to the business is explained

Observation

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

Meaning of effective employees’ meeting

Explaining the purpose of employee’s meeting

Meaning of customer inquiries and needs

Identifying the ways of gathering customer’s inquiries and needs

Explaining steps of effective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

o Brainstorming on communication of business plan, strategy and outcomes

o Role play on communication of business plan, strategy and outcomes

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


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Identifying the ways to make employee meeting more engaging Facilitate

brainstorming session Stand up Set meeting goals

together Offer incentives and

rewards Set a clear framework

in advance





Written evidence

Oral evidence



Checklist Score

Yes No

Indictor 1 :Effective employees meeting is explained

Indicator 2: The purpose of employee’s meeting is explained

Indictor 3: Meaning of customer inquiries and needs is explained

Indictor 4: Ways of gathering customer’s inquiries and needs are identified

Indictor 5: Steps of effective employee’s meeting are explained

Meeting objectives are met

Meeting requirements are prepared

Running employee’s meeting is done


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

inquiries and needs

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Indicator 6: ways to make employee meeting more engaging

Brainstorming session is facilitated

Stand up

Set meeting goals together is done

Incentives and rewards are offered

Set a clear framework in advance

Observation

Learning Outcome 4.3: Consult to business plan in accordance with monitoring and evaluation tools

Defining the purpose of business plan for the business

Explaining the purpose of consulting business plan during a business operation:

Create an effective strategy for growth

Determine the future financial needs

Attract investors and leaders

Description of critical parts of the business to be considered while running business: Executive summary Business description Market analysis and

strategy Marketing and sales

plan Competitive analysis Management and

organization Description of product

and services

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

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


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description Operating plan

Identification of what to be consulted in your business plan

Using business plan as tool





Oral evidence

Product evidence

Proposed tools: Observation checklist A produced consultation plan

Checklist Score

Yes No

Indicator1: Purpose of a business plan for the business is defined

Indicator 2:Purpose of consulting business plan during a business operations is explained

An effective strategy for growth is created

The future financial needs is determined

Attract investors and leaders

Indicator3: Critical part of the business to be considered while running business are described.

Executive summary

Business description

Market analysis and strategy

Marketing and sales plan

Competitive analysis Management and organization

Description of product and services description

Operating plan

Indicator4: what to be consulted in the business plan is identified

Indicator5:Business plan as tool is used


Regular consultation of business plan in accordance with monitoring and

evaluation tools

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Observation

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Reference books:

1. Omagor, P. a. (2010). Entrepreneurship education for

advanced level students.

2. Ssempijja, M. (2011). Entrepreneurship education for

advanced level and business institutions, third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Bussiness accounting, tenth

edition. UK: Pearson Education Limited.

4. Read more:

http://www.businessdictionary.com/definition/breakeven-point.html

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Competence

CCMPE502 - PROFESSIONAL ETHICS

CCMPE502 Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

professional conduct at workplace.

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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 of credible management of the work.

2.3. Adequate team spirit at the work.

3. Apply safety 3.1. Proper risk analysis

3.2. Convenient personal safety precautions

3.3. Adequate respect of hygienic rules

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Learning unit

L U 1:Apply human values

1

Learning Outcomes:

1. Valuate clearly human rights and human rights issues 2. Promote adequately integrity 3. Valuate specifically the time 4. Analyze carefully variety of moral issues

7 Hours

Learning Outcome1.1:Valuate clearly human rights and human rights issues

Human Rights Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holidays)

Human rights issues Terrorism Human trafficking Land grabbing Corruption Climate change and

displacement Racism and

discrimination Forced labor Armed conflicts and

violence

o Brainstorming on Human rights issues, intellectual property rights and confidentiality

o Group discussion on human rights issues, intellectual property rights 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


Resources

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Infanticide Child abuse

Intellectual Property Rights Definition Importance Main areas of

intellectual property Copyright

and rights related to copyright

Industrial property

Confidentiality Definition of

confidentiality Importance and

examples





Written evidence

Oral evidence

Multiple choice exercises Essay Matching exercises True or false questioning Sentence completion

Checklist Score

Yes No


Adequate valuation of human rights.

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Human rights

Privacy is adequately explained

Independence is adequately explained

Security is adequately explained

Right to vote is adequately explained

Medication is adequately explained

Education is adequately explained

Employment is adequately explained

Promotion is adequately explained

Leave( Holidays) is adequately explained

Human rights issues

Terrorism is adequately explained

Human trafficking is adequately explained

Land grabbing is adequately explained

Corruption is adequately explained

Climate change and displacement are adequately explained

Racism and discrimination are adequately explained

Forced labor is adequately explained

Armed conflicts and violence are adequately explained

Infanticide is adequately explained

Child abuse is adequately explained

Intellectual property rights

Intellectual property is well defined

Purposes of intellectual property rights are well discussed

Main areas of intellectual property are accurately identified

Confidentiality

Confidentiality is correctly explained

Importance and examples of confidentiality are well discussed

Observation

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Learning Outcome 1.2:Promote adequately integrity

Civic virtues Tax compliance Environmental protection Self reliance Contribution Self sacrifice Cooperation Fairness Integrity Respect for others Self governance Responsibility Humility

o Brainstorming on civic virtues o Group discussion on civic virtues o Role play on civic virtues o Sketches on civic virtues o Site visit on environmentally

protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Pictures - Computers





Written evidence

Oral evidence

Multiple choice exercises Essay Merging exercises True or false questioning Sentence completion

Checklist Score

Yes No

Tax compliance is adequately explained

Environmental protection is adequately explained

Self-reliance is adequately explained

Contribution is adequately explained

Self-sacrifice is adequately explained

Cooperation is adequately explained



Adequate promotion of integrity

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Fairness is adequately explained

Integrity is adequately explained

Respect for others is adequately explained

Self-governance is adequately explained

Responsibility is adequately explained

Humility is adequately explained

Observation

Learning Outcome 1.3: Valuate specifically the time

Preparation of Agenda Definition 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 Multiple choice exercises



Convenient valuation of time

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Oral evidence

Essay Merging exercises True or false questioning Sentence completion

Checklist Score

Yes No

Agenda of meeting is adequately explained

Personal agenda is adequately explained

Observation

Learning Outcome 1.4: Analyse sufficiently variety of moral issues

Reason of Behaving Unethically

Resource crunch Opportunity Attitude Impact of peer influence Greed Mental illness Poor upbringing

o Brainstorming on reason of behaving unethically

o Group discussion on reason of behaving unethically

- Books - Chocks - Blackboard


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Written evidence

Oral evidence

Multiple choice exercises

Essay

Merging Exercises

True or false questioning

Sentence completion

Checklist Score

Yes No

Resource crunch is carefully explained

Opportunity is carefully explained

Attitude is carefully explained

Impact of peer influence is carefully explained

Greed is carefully explained

Mental illness is carefully explained

Poor upbringing is carefully explained

Observation


Careful analysis of variety of moral issues

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Learning unit

LU 2:Respect engineering ethics

2

Learning Outcomes:

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

15 Hours

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

Different Professional rules and regulations Basic workplace rules Public Building

regulations Human Settlement

Policies

Labour Code National International

o Brainstorming on professional rules and regulations and Labour Code

o Group Discussion on Professional rules and regulations and Labour Code

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

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





Resources


Appropriate application of rules and regulations of the work.

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Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Basic workplace rules are appropriately identified

Public building regulations are appropriately identified

Human settlement policies are appropriately identified

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

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Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory is well discussed

Duty Ethics is well discussed

The virtue theory is well discussed

Self- realization Ethics is well discussed

Justice (Fairness) theory is well discussed

Observation

Learning Outcome 2.3: Work with team spirit

Cooperation Definition Types of cooperation Roles of cooperation

Empathy and its elements Definition Understanding others Service orientation Uplift others Leveraging diversity Political awareness

Types of empathy Cognitive empathy Emotional empathy Compassionate empathy

o Brainstorming on cooperation and empathy

o Group discussion on cooperation and empathy

o Group discussions on types of empathy

- Books - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computers


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Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Cooperation

Definition of cooperation and its types are adequately explained

Roles of cooperation are adequately discussed

Empathy and its elements

Understanding others is adequately explained

Service orientation is adequately explained

Uplift others is adequately explained

Leveraging diversity is adequately explained

Political awareness is adequately explained

Types of empathy

Cognitive empathy is adequately explained

Emotional empathy is adequately explained

Compassionate empathy is adequately explained

Observation


Adequate team spirit at the work.

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Learning unit

LU 3:Apply safety

3

Learning Outcomes:

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

8 Hours

Learning Outcome 3.1: Analyse risk

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

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

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

board - Marker pen - Chalks - Projector - Computer






Proper risk analysis

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Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Scenario is well analyzed

Failure mode and effect are well analyzed

Fault-tree is well analyzed

Event-tree is well analyzed

Human error is well analyzed

Observation

Learning Outcome 3.2:Apply personal safety precautions

Safety and Risk

Saving endangered lives ( Occupational hazards)

Safe Exit

Methods of safe exit

o Brainstorming on application of personal safety precautions

o Group discussion on application of personal safety precautions

o Group discussions on methods of safe exit


Black board - Marker pen - Chalks - Projector - Computer


224 | P a g e





Written

evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Personal safety is well identified

Occupational hazards are well discussed

Definition of safe exit is well explained and discussed

Methods of safe exit are well explained

Observation

Learning Outcome 3.3:Respect hygienic rules

Maintenance of hygiene

Importance of PPE

o Brainstorming on Maintenance of hygiene and importance of PPE

o Group discussion on Maintenance of hygiene and importance of PPE


Black board - Marker pen - Chalks - Projector - Computer


Convenient personal safety precautions


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Written evidence

Oral evidence

Multiple choice exercises Essay Merging exercises True or false questioning Sentence completion

Checklist Score

Yes No

Maintenance of hygiene is well respected

Importance of PPE is well discussed

Observation

Reference books:

1. R.S.Naagarazan 2006, Professional Ethics and Human Values, New Age International Publishers,

India

2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering, Department of

Computer Science and Emälardalen University

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

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

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


Adequate respect of hygienic rules

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Competence

F O P I A 5 0 2 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

FOPIA502 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

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

227 | P a g e


All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


1. Apply for internship/employment

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

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

2. Demonstrate workplace behavior and attitudes

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

effectively 2.3. Efficient management of personal and work lives

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

3.1. Respect of universal human rights 3.2. Respect of worker’s and employer’s obligations according

to the Rwandan Labour code 3.3. Respect of worker’s rights and responsibilities at the

workplace 3.4. Respect of employer’s rights and responsibilities at the

workplace 3.5. Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

4.1. Appropriate securing of the internship agreement with the enterprise

4.2. Adequate outlining of findings and experience 4.3. Proper writing of the internship report that contains all the

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

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

228 | P a g e

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

Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

Identify contact persons

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

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


Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

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

10 Hours


Resources


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

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Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

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

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter




Proper writing of a basic accurate and neat CV

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Written evidence


Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

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

Typical questions asked during an interview

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

- Interview observation tool




Proper demonstration of effective interviewing skills

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written

oral

performance

questionnaires and answers

scenarios


Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

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

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation

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Learning unit

LU 2: Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

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

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory




Appropriate application of workplace habits and attitudes

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Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

dress code

time management

respect

honesty

integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

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Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking. Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios

Different workplace documents



Adequate implementation of strategies to manage time effectively

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Checklist Score

Yes No

Indicator: Effective management of time

Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

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

Tips to manage personal and work lives

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

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






Efficient management of personal and work lives

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Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified

Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation

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Learning unit

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

3

Learning Outcomes:

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

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

5Hours

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

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version






Appropriate of universal human rights

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written

oral

performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

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

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

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

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

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

- Articles 47 and 48 of the labour code




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

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writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

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

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

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

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.


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writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

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

- Understanding the conditions of your employment.

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

others

Observation

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

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming and

discussion

- Worksheet on rights and responsibilities at work.


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


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writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

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

over someone.

Indicator: Relationship between rights and responsibilities is indicated.

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

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

your homework.

- Voting is both a right and a responsibility

Observation


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

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

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts





Writtten

oral

Perfornce

Essay (short responses /extended responses)

Role play

Scenarios

Scenarios – Completed checklist.

Checklist Score

Yes No

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

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation



Appropriate reaction when the labour code is broken

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Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement






Appropriate securing of the internship agreement with the enterprise

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Writtten

Oral

Perfornce

Essay (short responses /extended responses)

Role play

Questionnaire and answers.

Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Definition of internship is well understood

- A structured work experience related to a student's major and/or career goal. An

experience that should enhance a student's academic, career, and personal

development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

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

Observation

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

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





writtten

oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

Sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned

Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project



Adequate outlining of findings and experience

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Keep a Summary List

Computer Filing

Be Consistent

Write a Conclusion.

Observation

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

Presentation techniques Contents of the internship report

o Group discussion o Role play

- Sample internship report





writtten

oral


present

oral questions and their answers



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

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Checklist Score

Yes No

Indicator: contents of the internship report

- Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- Achievements

- conclusion and recommendation

Indicator 2: Presentation techniques

Students-centered approach

make a structure

Observation

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

Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer






Active participation in the assessment of one’s internship

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writtten

oral

Perfornce

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

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation

Reference books:

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

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

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

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

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

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

7. https://canadiangis.com

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

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

10. https://www.collinsdictionary.com

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

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

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

https://canadiangis.com/

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

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

https://www.collinsdictionary.com/

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Competence

G E N A M 5 0 1 - MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY

GENAM501 Apply Mathematical Analysis, Statistics and Probability


Credits: 8 80

Sector: Agriculture and Food Processing, Construction and Building Services, ICT and Multimedia,

Manufacturing and Mining, Energy, Transport and Logistics, Technical Services

Sub-sector: Animal Health, Crop Production, Food Processing, Forestry, Irrigation and Drainage,

Carpentry, Interior Design, Land surveying, Masonry, Plumbing, Road Construction, Hydropower Energy,

Industrial Electricity, Solar Energy, Software Development, Networking, Production Technology, Welding,

Multimedia, Electronics, Telecommunication, Auto electricity and Electronic Systems,

Auto Mobile Transmission and Control System Technology


Purpose statement

This general module describes the knowledge, skills and attitude required to apply mathematical

analysis, statistics and probability. The ability to apply mathematical analysis, statistics and probability in

appropriate sectors is absolutely vital to successfully passing any field. At the end of this module, the

trainee of Level Five will be able to apply integration, collect data, interpret critically data and infer

conclusion in terms of solving systematically problems in appropriate workplace. He/she will also be

able to conduct mathematical analysis and probability cases. As mathematical analysis, statistics and

probability are tools of different field. Therefore, this module will be useful to trainees as a means of

analysis and show concern on how to use the counting techniques and he/she will be prepared to

perform well in any fields that require some knowledge of mathematics especially mathematical

analysis, statistics and probability as well as working in daily mathematical analysis and problem solving,

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financial and economics in appropriate sector for an effective performance in critical thinking, data

analysis with interpretation, and so on.


Not applicable



Performance criteria describe the required performance needed to demonstrate the achievement of the

learning unit.



1. Apply fundamentals of integrals Proper determination of primitive functions based on

definition.

Proper calculation of definite integrals based on

definition.

Proper application of definite integrals through sketching

and calculations

2. Identify measures of dispersion and

interpret bivariate data 2.1. Proper determination of measures of dispersion

according to definitions and calculations.

2.2. Appropriate identification of bivariate data measures

based on definitions and calculations.

2.3. Appropriate determination of regression line based

on calculations and plotting.

3. Apply fundamentals of probabilities Appropriate application of counting techniques based on a

given experiment

Proper computation of probabilities based on definition

and counting techniques

Correct calculating conditional probability in line with

given experiment.

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Learning unit LU 1: Apply fundamentals of integrals

1

Learning Outcomes:

1. Calculate the primitive functions

2. Calculate definite integrals

3. Apply definite integrals

40 Hours

Learning Outcome 1.1: Calculate the primitive functions

Definition of primitive function

Application of properties The derivative of the

indefinite integral The integral of differential

of a function Factor out constant

function from integral sign

The indefinite integral of the algebraic sum of two functions

Immediate primitive

Techniques of integration Integration by change of

variable Integration by simple

fractions/ irreducible Integration by parts

o Brainstorming o Group discussion on

primitive function o Practical exercises o Individual exercises o Homework o Documentary Research

- Hand-out notes - Reference books - Didactic materials such as

manila paper - Projector - Chalkboard - Marker pen - Internet



Proper determination of primitive functions based on definition


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criterion has been achieved or not.


Written evidence Short questions

Open questions

Checklist Score

Yes No

Indicator 1:Definition of primitive function is well given

Definition of primitive function is given

Indicator 2: Properties of primitive functions are correctly applied

The derivative of the indefinite integral is done

The differential of integral function is done

Factor out constant function from integral sign is done

The indefinite integral of the algebraic sum of two functions is done

Indicator 3: Tecniques of integration are appropriately applied

Integration by change of variable is done

Integration by simple fractions/ irreducible is done

Integration by parts

Observation

Learning Outcome 1.2: Calculate definite integrals

Definition of definite integrals

Methods of integration Integration of

definite integrals by change of variable

Integration of definite integrals by decomposition

Integration of definite integrals by parts

o Group discussion on definite integral

o Practical exercises o Individual works o Documentary Research

- Hand-out notes - Reference books - Didactic materials such

as manila paper - Projector - Internet


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Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator 1: Definite integral is correctly defined

Definition of definite integral is given

Indicator 2: Methods of integration is appropriately applied

Integration of definite integrals by immediate primitive is applied

Integration of definite integrals by decomposition is applied

Integration of definite integrals by decomposition is applied

Integration of definite integrals by parts is applied

Observation

Learning Outcome 1.3: Apply definite integrals

Application of definite integrals

Calculation of area Calculation of

volume Calculation of the

length of curved surface

o Group discussion on definite integral and its application

o Practical exercises o Individual exercises o Homework o Documentary Research


manila paper - Marker pen - Projector - Internet




Proper calculation of definite integrals based on definition

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Written evidence

Short questions Open questions Sketching graph

Checklist Score

Yes No

Indicator: Application of definite integrals is appropriatly applied

Calculation of area is done

Calculation of volume is done

Calculation of length of curved surface is done

Observation


Proper application of definite integrals through sketching and calculations

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

2

Learning Outcomes:

1. Identify the measures of dispersion

2. Describe the measures of the bivariate data

3. Determine the regression line

20Hours

Learning Outcome 2.1: Identifythe measures of dispersion

Deffinition of measures of dispersion

Variance Standard

deviation Coefficient of

variation

Calculation of measures of dispersion

Variance Standard

deviation Coefficient of

variation

o Group discussion on measures of dispersion

o Practical exercises standard deviation and coefficient of variation

o Individual exercises o Documentary Research


manila paper - Projector - Internet





Written evidence



Accurate determination of measures of dispersion according to definitions and

calculations


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Checklist Score

Yes No

Indicator 1 : Measures of dispersion are well defined

Variance is defined

Standard deviation is defined

Coefficient of variation is defined

Indicator 2: Measures of dispersion are correctly calculated

Variance is calculated

Standard deviation is calculated

Coefficient of variation is calculated

Observation

Learning Outcome 2.2: Describe the linear correlation of the bivariate data

Description of linear correlation of bivariate data Correlation Covariance Coefficient of

correlation

Calculation of the linear correlation of the bivariate data Correlation Covariance Coefficient of

correlation

o Group discussion on correlation

o Practical exercises on covariance and coefficient of correlation

o Individual exercises o Homework o Documentary Research


manila paper - Internet



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Written evidence


Checklist Score

Yes No

Indicator 1 : Linear correlation of bivariate data is correctly described

Correlation is defined

Covariance is defined

Coefficient of correlation is defined

Indicator 2 : linear correlation of bivarriate data is correctly calculated

Covariance is calculated

Coefficient of correlation is calculated

Coefficient of correlation is calculated

Observation

Learning Outcome 2.3: Determine the regression line

Definitions of terminologies Scatter diagram Regression lines

Calculations of regression line parameters

coefficients of regression line

Regression line equation of y on x

Regression line equation of x on y

Graph plotting

o Group discussion on scatter diagram

o Practical exercises on equation of regression line

o Individual exercises o homework o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square) - Didactic materials such as

manila paper - Marker pen - projector - Internet



Appropriate identification of bivariate data measures based on definitions and

calculations

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Scatter diagram Regression lines





Written evidence

Short question Open questions Scatter diagram and plotted regression lines

Checklist Score

Yes No

Indicator1 : Terminologies are well defined

Scatter diagram is defined

Regression line is defined

Indicator 2 : Regression lines equation parameters are correctly computed

Coefficient of regression line equation of y on x is computed

Regression line equation of y on x is computed

Coefficient of regression line of x on y is computed

Regression line of x on y is computed

Indicator 3: Graph is correctly plotted

Scatter diagram is plotted

Regression line equation of y on x is plotted

Regression line equation of x on y is plotted

Observation


Appropriate determination of regression line based on calculations and

plotting

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Learning unit LU 3: Apply fundamentals of probabilities

3

Learning Outcomes:

1. Apply the techniques of counting

2. Compute the probabilities

3. Calculate the conditional probability

10Hours

Learning Outcome 3.1: Apply techniques of counting

Application of counting techniques

Venn diagram Tree diagram Multiplication principle Permutations Combination

Application of counting techniques Properties

Permutations Combination

o Group discussion on different types of counting techniques

o Practical exercises on different types of counting techniques

o Individual work on different types of counting techniques

o Documentary Research

- Hand-out notes - Reference books - Internet

Formative Assessment3.1






Appropriate application of counting techniques based on a given experiment


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Open questions

Checklist Score

Yes No

Indicator 1: Counting techniques are appropriately applied

Venn diagram is applied

Tree diagram is applied

Multiplication principle is applied

Permutations is applied

Combination is applied

Indicator 2: Properties are correctly applied

Permutations are applied

Combination are applied

Observation

Learning Outcome 3.2: Compute probabilities

Definition of terminologies Random experiment Sample space Events

Simple event Certain event Impossible event

Probability of event under an equally likely event

Inclusive events Mutually exclusive events

Calculations of probabilities Probability of simple event Probability of event under an

equally likely event Probability of inclusive events Probability of mutually

exclusive events

o Group discussion on computation of probabilities

o Practical exercises on probabilities computation

o Individual work on probabilities computation


- Hand-out notes - Reference books - Internet


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Open questions

Checklist Score

Yes No

Indicator 1: Terminologies are properly defined

Random experiment is defined

Sample space is defined

Simple event is defined

Certain event is defined

Impossible event is defined

Inclusive events are defined

Mutually exclusive events are defined

Indicator 2: The probabilities are correctly calculated

Probability of simple event is calculated

Probability of event under an equally likely event is calculated

Probability of inclusive events is calculated

Probability of mutually exclusive events is calculated

Observation


Proper determination of probability based on definition and counting techniques

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Learning Outcome 3.3: Calculate the conditional probability

Definition of terminologies Conditional probability Independent events

Calculations of probabilities Conditional probability Independent events Probability by tree

diagram

o Group discussion on conditional probability

o Practical exercises on conditional probability

o Individual exercises on conditional probability


- Hand-out notes - Reference books - Didactic materials - Internet






Open questions

Checklist Score

Yes No

Indicator 1: Terminologies are correctly defined

Conditional probability is defined

Independent events is defined

Indicator 2: Probabilities are correctly calculated

Conditional probability is calculated

Probability of independent events is calculated

Probability by tree diagram is calculated

Observation


Correct calculating conditional probability in line with given experiment


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Reference books:

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

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

edition.

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

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

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics

Principles & Process, Nelson Canada A Division of International Thomson Limited.

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

Pearson Education.

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

Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book

Senior Six. Kigali: Fountain.


Senior Five. Kigali: Fountain.


Senior Four. Kigali: Fountain.

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

Publishing Pty. Limited.

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

264 | P a g e

Competence

GENIC501 - INTRODUCTION TO ANALYTICAL CHEMISTRY

GENIC501 Demonstrate Basics of Analytical Chemistry


Credits: 4 40Hrs

Sector: All recommended Sectors

Sub-sector: All recommended trades


Purpose statement

This module describes the knowledge, skills and attitudes required to explain the introduction

to Analytical Chemistry. At the end of this module, learners will be able to describe qualitative

and quantitative chemical analysis, describe solubility and describe the electrochemical cell

reactions.

265 | P a g e


Basics of Chemistry L3 Introduction to organic chemistry L4

Learning units 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:


1. Differentiate qualitative and quantitative chemical analysis

1.1 Explain clearly qualitative chemical analysis according to the analytical methods

1.2 Explicate properly chemical quantitative analysis according to the analytical methods

1.3 Discuss correctly the applications of qualitative and quantitative chemical analysis based on area of application

2. Discuss solubility

2.1 Identify properly the factors that affect solubility according to the nature of solution

2.2 Explain correctly the solubility product based on

the nature of salt

2.3 2.3 Calculate accurately the solubility product

according to the solubility equilibrium

3. Describe the electrochemical cell reactions

3.1 3.1Explain clearly the electrolysis according to Faraday’s Law

3.2 Illustrate properly the electrochemical cells according to redox half equations

3.3 Determine accurately overall energy of electrochemical cell based on the half cell reactions

266 | P a g e

Learning Outcome 1.1: Explain qualitative chemical analysis

Key terms

Analytical chemistry

Qualitative analysis

Inorganic qualitative

analysis

Organic qualitative

analysis

Sample

Qualitative methods

Flame test

Distillation

Extraction

Precipitation

Chromatography

Spectroscopy

o Brainstorming on key terms

o Documentary research on

qualitative analysis

o Group discussion and

presentation on

criterias/factors considered

for qualitative analysis

- Video - Projector - Computer - Books - Internet - Pens/Pencils - Notebook - Papers - Marker - White/ Chalk

Boards - Chalks

Learning unit LU 1:Differentiate qualitative and quantitative chemical analysis

1

Learning Outcomes:

1. Explain qualitative chemical analysis

2. Explicate quantitative chemical analysis

3. Discuss the applications of qualitative and quantitative chemical analysis

10 Hours


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Factors/criteria

considered for

qualitative analysis

Colour

Odour

Melting point

Boiling point

Solubility

Radioactivity/

reactivity





Oral evidence Written evidence

Observation checklist Multiple choice True or false questions Sentence Completion Open questions

Task: Explain qualitative chemical analysis methods

Checklist Score

Yes No

Indicator 1: Key terms are well explained Analytical chemistry is defined Qualitative analysis is explained Inorganic qualitative analysis is explained Organic qualitative analysis is explained

Performance criterion Explain clearly qualitative chemical analysis according to the analysis methods

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Sample is defined Indicator 2: Qualitative methods are well explained

Flame test is explained Distillation is explained Extraction is explained Precipitation is explained Chromatography is explained Spectroscopy is explained

Indicator 3: Factors considered for quantitative analysis are identified Colour is identified Odour is identified Melting point is identified Boiling point is identified Solubility is identified Radioactivity/ reactivity is identified

Observation

Learning Outcome 1.2: Explicate quantitative analysis

Key terms Quantitative analysis Mass Volume

Quantitative methods

Chemical methods

Titration/ volumetric

Gravimetric

combustion

Physical methods


o Documentary research on quantitative methods

o Group discussion and presentation on factors considered for quantitative analysis

- Video - Projector - Computer - Books - Internet - Pens/Pencils - Notebook - Papers - Marker - White/ chalk Boards - Chalks


269 | P a g e

Mass spectroscopy

Factors considered for quantitative analysis

Density

Refractive index

Absorption

Light polarization

Electric or magnetic fields





Oral evidence

Written evidence


Multiple choice

True or false questions

Open questions

Task : Explain quantitative chemical analysis methods

Checklist Score

Yes No

Indicator 1: Key terms are clearly defined

Quantitative analysis is defined

Mass is defined

Volume is defined

Indicator 2: Quantitative methods are well described

Chemical methods are explained

Titration/ volumetric is explained

Gravimetric is explained

Combustion is explained

Physical methods are explained

Mass spectroscopy is explained


Explicate properly chemical quantitative analysis according to the analysis

methods

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Indicator 3: Factors considered for quantitative analysis are identified

Density is identified

Refractive index is identified

Absorption is identified

Light polarization is identified

Electric/ magnetic field is identified

Observation

Learning Outcome 1.3: Discuss the applications of qualitative and quantitative chemical

analysis

Pharmaceutical analysis

Raw material control

Pharmaceutical finished

products control

Food analysis

Presence of contaminant

control

Food production control

Mining analysis

Radioactivity control

Control of content

Petrochemical analysis

Petrol quality control

Petrochemical products

components control

Material characterization

Consumer goods quality

control

Recycling and value adding

control


application of qualitative and

quantitative chemical

analysis


Presentation on application

of qualitative and

quantitative chemical

analysis

o Group work on application of

qualitative and quantitative

chemical analysis

-Pictures

- Tutorial Videos

-Projector

-Computer

- Books

- Internet

- Pens/Pencils

- Notebook

- Papers

- Marker

- white/ chalk Boards

- Chalks


271 | P a g e





Oral evidence

Written evidence


Multiple choice


Sentence completion

Open questions

Task: Discuss the applications of qualitative and quantitative chemical analysis

Checklist Score

Yes No

Indicator1 : Pharmaceutical analysis is well discussed

Raw material control is discussed

Pharmaceutical finished products control is discussed

Indicator 2 : Food analysis is well discussed

Presence of contaminant control is discussed

Food production control is discussed

Indicator3: Mining analysis is well discussed

Radioactivity control is discussed

Control of content is discussed

Indicator4: Petrochemical analysis is well discussed

Petrol quality control is discussed

Petrochemical products components control is discussed

Indicator5: Material characterization is well discussed

Consumer goods quality control is discussed

Recycling and value adding control is discussed

Observation


Discuss correctly the applications of qualitative and quantitative chemical

analysis based on area of application

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Learning unit LU 2: Discuss solubility

2

Learning Outcomes:

1. Identify factors affecting solubility

2. Explain solubility product

3. Calculate the solubility product

15 Hours

Learning Outcome 2.1: Identify factors affecting solubility

Key terms

Solubility

Molar solubility

Soluble and insoluble salts

Soluble

Insoluble

Sparingly soluble

Solubility rules

Factors affecting solubility

of salts

Temperatue

Pressure

Polarity

Molecular size of solute

o Brainstorming on solubility


soluble and insoluble salts


presentation on factors

affecting the solubility

- Reference books - White/black board - Internet connection - Projector - Computer - Marker pen - Flip chart



Performance criterion Identify properly the factors that affect solubility according to the nature of solution

273 | P a g e




Oral Evidence

Written Evidence


Multiple choice

True or False

Setence completion

Matching question

Open question

Task: After differentiating soluble from insoluble salts, discuss the factors affecting the solubility

Checklist Score

Yes No

Indicator1: Key terms are well defined

Solubility is defined Molar solubility is defined

Indicator 2: Soluble and insoluble salts are well discussed Soluble salts are identified Insoluble salts are identified Sparingly soluble salts are identified Solubility rules are identified

Indicator3: Factors affecting solubility of salts are well identified Temperature is identified Pressure is identified Polarity is identified Molecular size of the solute is identified

Observation

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Learning Outcome 2.2: Explain the solubility product

Key terms

Solubility product

Dissociation

Types of solutions

Unsaturated

Saturated

Supersaturated

Dissociation of sparingly

soluble salts in water

Dissociation equation

Expression of solubility

product(Ksp)

o Brainstorming on key term

o Group discussion on types of

solutions

o Practical exercises on

dissociation equation and

expression of solubility

- Reference books - Internet connection - Projector - Computer - Marker - Flip chart - Periodic table of

elements





Oral evidence

Written evidence

Checklist

Multiple choice

True or False

Setence completion

Matching question

Task: Explain solubility product



Explain correctly the solubility product based on the nature of salt

275 | P a g e

Checklist Score

Yes No Indicator1: Key terms are well defined

Solubility product is defined

Dissociation is defined

Indicator2: Solutions are clearly distiguished

Unsaturated solutions are explained

Saturated solutions are explained

Supersaturated solutions are explained

Indicator3: Dissociation of sparingly soluble salts in water is well explained

Dissociation equation is demonstrated

Expression of solubility product is demonstrated

Observation

Learning Outcome 2.3: Calculation of solubility product

Relationship between

solubility and solubility

product

Solubility equilibrium

Solubility product

Solubility product

constant

Solubility (s) vs solubility

product (Ksp)

Formula

Calculation of

solubility(s) and

solubility product (Ksp)

Units

Uses of solubility product

Volumetric analysis

Production of soap

o Group discussion on the

relationship between

solubility and solubility

product


solubility product (Ksp)


uses of solubility product

- Reference books

- Internet connection

- Projector

- Computer

- Marker

- Flip chart

- Calculator

- Periodic table of

elements

Resources Content Learning activities

276 | P a g e





Oral

Written performance

Checklist

Multiple choice

True or False

Setence completion

Matching question

Essay (Short or extendeded responses)

Problem solving

Task: Calculate the solubility product of sparingly soluble salts

Checklist Score

Yes No

Indicator1: Relationship between solubility and solubility product is well demonstrated

Solubility equilibrium is explained

Solubility product is explained

Solubility of product constant is given

Indicator2: Solubility and Solubility product are calculated

Solubility is determined

Solubility product is determined

Units are identified

Indicator3: Uses of solubility product are discussed

Volumetric analysis is explained

Soap production is explained

Observation

Calculate accurately the solubility product according to the solubility equilibrium

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Learning Outcome 3.1:Explain electrolysis

Key terms

Electrochemistry

Electrolysis

Components of electrolytic cells

Electrodes

Cathode

Anode

Electrolyte

Strong electrolyte

Weak electrolyte

Electrolytic cell

Diagram

Working principle

Faraday’s Law

Applications of electrolysis

Production of chemicals (Na,

Cl2, H2, …)

Electroplating

Electrometallurgy (metal

extraction)

Metal refining (Purification)



presentation on components

of electrolytic cell and its

working principle


applications of electrolysis

o Simulation of electrolysis

process

- Reference books - Internet connection - Tutorial videos - Computer - Projector - Chalkboard - Chalks

Learning unit LU 3:Describe electrochemical cell reactions

3

Learning Outcomes:

1. Explain electrolysis

2. Illustrate electrochemical cell

3. Determinate the electromotive force of the cell

15 Hours

Resources Content Learning activities

278 | P a g e



performance criterion has been achieved. Types of evidence Portfolio assessment tools

Written evidence

Multiple choice

True or False

Setence completion

Matching question


Task: Explain the working principle of electrolytic cell.

Checklist Score

Yes No

Indicator 1: Key terms are properly defined

Electrochemistry is defined

Electrolysis is defined

Indicator 2: Components of electrolytic cells are correctly explained

Electrodes are explained

Strong electrolytes are explained

Weak electrolytes are explained

Indicator 3: Electrolytic cell is correctly described

Electrolytic cell diagram is illustrated

Working principle is explained

Faraday’s Law is stated

Indicator 4: Applications of electrolysis are well described

Production of chemicals (Na, Cl2, H2, …) use is explained

Electroplating use is explained

Electrometallurgy (metal extraction) use is explained

Metal refining (Purification) use is explained

Observation


Explain clearly the electrolysis according to Faraday’s Law

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Learning Outcome 3.2: Illustrate electrochemical cell

Electrochemical cell

Electrolytic cell

Galvanic cell

General representation

of

electrochemical cell

Anode half cell

Cathode half cell

Salt bridge

Types of batteries

Primary batteries

(Daniell, Dry)

Secondary

batteries (Lead-

acid, Lithium-Ion,

Fuel cell)

o Group work on


o Practical exercises on the

representation of



presentation about the

types of batteries

- Reference books - Internet connection - Tutorial video - Computer - Projector - Chalkboard - Chalks





Oral evidence

Written evidence


Multiple choice

True or False

Setence completion

Matching question


Task: Describe electrochemical cell and classify batteries.



Illustrate properly the electrochemical cells according to redox half equations

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Checklist Score

Yes No

Indicator 1: Electrochemical cell is correctly explained

Electrolytic cell is explained

Galvanic cell is explained

Indicator 2: General representation of electrochemical cell is correctly illustrated

Anode half cell is identified

Cathode half cell is identified

Salt bridge is identified

Indicator 3: Types of batteries are properly explained

Primary battery is explained

Secondary battery is explained

Observation

Learning Outcome 3.3: Determine the electromotive force of the cell

Electrochemical cell reactions Oxidation reaction Reduction reaction

Standard electrode potential (SEP)

Hydrogen’s Standard Electrode Potential (HSEP)

Table of SEP

Electrode potential, E Energy on anode half

cell Energy on cathode half

cell Overall energy of

the cell

o Group work on electrochemical

cell reactions


presentation on SEP


electromotive force calculation

- Calculator - Reference books - Internet connection - Tutorial video - Computer - Projector


281 | P a g e





Written evidence


Multiple choice

True or False

Setence completion

Matching question


Problem solving

Task: Given the electrochemical cell, identify half cell reactions and calculate its electromotive force.

Checklist Score

Yes No Indicator 1: Electrochemical reactions are correctly described

Oxidation reaction is described Reduction reaction is described

Indicator 2: Electrode potential, E is correctly calculated Table of SEP is considered Energy on anode half cell is identified Energy on cathode half cell is identified Overall energy of the cell is calculated

Observation


Determine accurately overall energy of electrochemical cell based on the half

cell reactions

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References:

1. https://openstax.org/books/chemistry-2e/pages/4-5-quantitative-chemical-analysis

2. https://www.differencebetween.com/difference-between-qualitative-and-vs-quantitative-

analysis-in-chemistry/#Key%20Difference

3. https://www.solubilityofthings.com/basics/factors_affecting_solubility.php

4. Blaber, D. M. (2000). Spontaneity of Redox Reactions. Retrieved May 1, 2018, from

http://www.mikeblaber.org:

http://www.mikeblaber.org/oldwine/chm1046/notes/Electro/Spontan/Spontan.htm

5. Chemistry, T. R. (2017). Rsc.org. Retrieved from www.rsc.org: http://www.rsc.org/periodictable

6. Differencebetween. (2017). Difference Between Galvanic Cells and Electrolytic Cells. Retrieved

May 5, 2018, from http://www.differencebetween.net:

http://www.differencebetween.net/science/difference-between-galvanic-cells-and-

electrolytic�cells/

7. Gokal, V. (2015). Redox Questions. Retrieved May 1, 2018, from http://www.smartlearner.mobi:

http://www.smartlearner.mobi/science/VideoPastPapers/Redox/Redox.htm

8. Graham Hill, J. (2000). Chemistry in context (5th ed.). Nelson Thornes.

9. Ham, L. M. (2013, May 3). Application 3E Teaching Method in Galvanic Cell. Retrieved May 1,

2018, from www.scribd.com: https://www.scribd.com/document/139216767/Application-

3ETeaching-Method-in-Galvanic-Cell

10. Ramsden, E. (2000). A-Level Chemistry (4th ed.). Nelson Thornes.

11. Ramsden, E. (2000). A level Chemistry (Fourth Edition Ed.). United Kingdom: Nelson Thornes.

12. Ramsden, E. (1995). Calculations for A-Level Chemistry (Illustrated ed.). Nelson Thornes.

13. Ritchie, D. G. (2008). OCR Chemistry A2. Harlow: Heinemann.

14. Satya Prakashh, G. T. (1999). Advanced Inorganic Chemistry. New Delhi: S. Chand & Company

Ltd.

15. Vidyapeetham, A. V. (2013). Determination of EMF of a Cell. Retrieved May 1, 2018, from

http://amrita.olabs.edu.in: http://amrita.olabs.edu.in/?sub=73&brch=8&sim=153&cnt=1

https://openstax.org/books/chemistry-2e/pages/4-5-quantitative-chemical-analysis

https://www.differencebetween.com/difference-between-qualitative-and-vs-quantitative-analysis-in-chemistry/#Key%20Difference

https://www.differencebetween.com/difference-between-qualitative-and-vs-quantitative-analysis-in-chemistry/#Key%20Difference

http://www.mikeblaber.org/

http://amrita.olabs.edu.in/?sub=73&brch=8&sim=153&cnt=1

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Competence

GENIC501 - ECOLOGY

GENEC501 Demonstrate Basic Knowledge of Ecology


Credits: 5 50

Sector: All EXCEPT Energy, ICT&Multimedia and Business services

Sub-sector: ALL


Purpose statement

This module describes the knowledge, skills and attitudes required to demonstrate basic knowledge of

Ecology. At the end of this module, the learner will be able to discuss theories of evolution and their

evidence, describe ecosystems and illustrate mechanisms of environmental conservation.

205 | P a g e


Not applicable




learning unit.



4. Discuss theories of evolution and

their evidence Explain clearly origin of life based on theories of evolution

Explain properly human evolution in reference with its

evidence

Illustrate effectively present – day evolution referring to

its mechanisms

5. Describe ecosystems 5.1. Identify properly ecological factors referring to their

effects on living organisms

5.2. Distinguish clearly types of ecosystems based on

relationships among living organisms

5.3. Discuss effectively relationship between living

organisms in reference with their biological

community

6. Illustrate mechanisms of

environmental conservation Describe appropriately biogeochemical cycles based on

their nature

Explain clearly ecosystem degradation referring to natural

equilibrium

Discuss effectively environmental protection strategies in

accordance with its conservation principles

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Learning unit LU 1: Discuss theories of evolution and their evidence

1

Learning Outcomes:

1. Explain origin of life

2. Discuss human evolution

3. Illustrate present – day evolution

20 Hours

Learning Outcome 1.1: Explain origin of life

Origin of life

special creation and

spontaneous generation,

Big bang theory

Miller theory

Theories of evolution

Lamarckism

Description

Assumptions

Merits and

demerits

Darwinism

Essential features

Assumptions

Merits and

demerits

Neo-Darwinism

Evidence for evolution

Palaeontology: the study

of fossil

o Documentary research and

presentation on Origin of

life


presentation on theories of

evolution

o Observation of video/

pictures/fossil charts/

laboratory skeleton on

Evidence for evolution

o Discussion on observed

evidence

of evolution

Reference books

Light Microscope

internet

Computer

Projector

White board

/chalkboard

Flip charts

Markers

Chalks


207 | P a g e

Comparative biochemistry

and cell biology

Comparative embryology

Comparative anatomy

DNA evidence





Oral evidence

Writtenevidence

Records of questions asked by assessor and responses of trainee

Multiple Choice questions

True – False questions

Matching

Sequencing

Sentence completion / fill in the blanks

Essay (short responses / extendedresponses)

Drawings

Observation Checklist

Task:Explain origin of life based on theories of evolution

Checklist Score

Yes No

Indicator1: Origin of life is well explained

Special creation and spontaneous generation are explained

Big bang theory is explained

Miller theory is explained

Indicator2: Theories of evolution are well discussed

Lamarckism is discussed

Description is done

Assumptions are discussed

Merits and demerits are discussed

Darwinism is discussed

Essential features are discussed

Assumptions are discussed


1.1. Explain clearly origin of life based on theories of evolution

208 | P a g e

Merits and demerits are discussed

Neo-Darwinism is discussed

Indicator3 : Evidence for evolution are well discussed

Palaeontology: the study of fossil is discussed

Comparative biochemistry and cell biology are discussed

Comparative embryology is discussed

Comparative anatomy is discussed

DNA evidence are discussed

Observation

Learning Outcome 1.2: Explain human evolution

Introduction to human evolution

History of human evolution

Stages in human evolution and their characterstics

Dryopithecus

Ramapithecus

Australopithecus

Homo Erectus

Homo Sapiens Neanderthalensis

Homo Sapiens Sapiens

Morphological trends in Human Evolution

o Documentary research

and presentation on

human evolution


presentation on Stages in

human evolution

o Observation of video/

pictures on Morphological

trends in Human Evolution

o Discussion on

Morphological trends in

Human Evolution

Reference books

Light Microscope

internet

Computer

Projector

White board

/chalkboard

Flip charts

Markers

Chalks


209 | P a g e

Bipedalism

Non-honing chewing complex

Encephalization

Sexual dimorphism

Ulnar opposition





Oral evidence

Written evidence

Record of questions asked by assessor and responses of trainee



Matching

Sequencing


Essay (short responses / extended responses)

Drawings

Observation Checklist for drawings

Task: Discuss human evolution in reference with its stages

Checklist Score

Yes No

Indicator1: Introduction to human evolution is well done

History of human evolution is discussed

Indicator 2: Stages in human evolution are well described

Dryopithecus is described


Explain properly human evolution in reference with its evidence

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Ramapithecus is described

Australopithecus is described

Homo Erectus is described

Homo Sapiens Neanderthalensis is described

Homo Sapiens is described

Indicator3: Morphological trends in Human Evolution are described

Bipedalism is described

Non-honing chewing complex is described

Encephalization is described

Sexual dimorphism is described

Ulnar opposition is described

Observation

Learning Outcome 1.3: Illustrate present – day evolution factors

Concept definition

Present_day evolution

Factors influencing present day

evolution

Industrial melanism

Resistance to chemicals

Antibiotics

Fungicides

o Brainstorming on

Present_day evolution

concept

o Documentary research and

presentation on factors

influencing present day

evolution


presentation on relevance

of evolution

Reference books

Computers

Internet

Projector

White board/

chalkboard

Flip charts

Markers

Chalks

Tutorial videos


211 | P a g e

Insecticides

Artificial selection/selection

breeding

Hybrid vigor

Relevance of evolution

For human beings

In agriculture

In conservation

Pictures





Written evidence

Oral evidence

Record of questions asked by assessor and responses of trainee Multiple Choice questions True – False questions Matching Sequencing Sentence completion / fill in the blanks Essay (short responses / extendedresponses) Drawings Observation Checklist Task: Discuss present – day evolution factors.

Checklist Score

Yes No

Indicator 1:Concept of present_day evolution is well explained

Present_day evolution is explained

Indicator 2:Factors influencing present day evolution are welldiscussed


Illustrate effectively present – day evolution factors referring to its mechanisms

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Industrial melanism is discussed

Resistance to chemicals(Antibiotics,Fungicides, Insecticides) is discussed

Artificial selection/ selection breeding is discussed

Hybrid vigor is discussed

Indicator 3:Relevance of evolution is well explained

Relevance of evolutionfor human beings is explained

Relevanceof evolutionin agriculture is explained

Relevance of evolutionin conservation is explained

Observation

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Learning unit LU 2: Describe Ecosystems

2

Learning Outcomes:

1. Identify ecological factors

2. Distinguish types of ecosystems

3. Discuss relationship between living organisms

15Hours

Learning Outcome 2.1: Identify ecological factors

Introduction to Ecology Key terms

Ecology Biotope Biocoenosis Biomass Biome Ecosystem Population Community Biosphere Niche Environment

Relationship between ecology and Evolution

Ecological factors Biotic factors (Description and

effects on living organisms) Abiotic factors(Description and

effects on living organisms) Ecological succession

Key terms

Ecological succession

Biomes

o Brainstorming on

introduction to Ecology


presentation on

ecological factors

o Documentary research and presentation onRelationship between ecology and Evolution


presentation on

ecological factors

o Group discussion and presentation on Ecological succession

Reference books

Computers

Internet

Projector

White board/

chalkboard

Flip charts

Markers

Chalks

Tutorial videos


214 | P a g e

Types of Ecological succession Primary succession

Secondary succession

Phases of succession Nudation

Invasion

Competition and Co-

action

Reaction

Stabilization(Climax)





Written evidence

Oral evidence

Record of questions asked by assessor and responses of trainee Multiple Choice questions True – False questions Matching Sequencing Sentence completion / fill in the blanks Essay (short responses / extended responses) Observation Checklist

Task: Explain ecological factors basing on their effects on living organisms

Checklist Score

Yes No

Indicator1: Introduction to Ecology is well done

Key terms are defined

Ecology is defined

Biotope is defined

Biocoenosis is defined

Biomass is defined

Biome is defined


Identify clearly ecological factors referring to their effects on living organisms

215 | P a g e

Ecosystem is defined

Population is defined

Community is defined

Biosphere is defined

Niche is defined

Environment is defined

Relationship betweenof ecology and evolution is explained

Indicator 2: Ecological factors are well explained

Biotic factors are explained

Abiotic factors are explained

Indicator3: Introduction to ecological susccession is well done

Key terms are defined

The concept of “ Ecological succession “ is defined

Biome is defined

Types of Ecological succession are explained Primary succession is explained

Secondary succession is explained

Phases of succession are described

Phase of Nudation is described

Phase of Invasion is described

Phase of Competition and Co- action is described

Phase of Reaction is described

Phase of Stabilization(Climax) is described

Observation

Learning Outcome 2.2: Distinguish types of ecosystems

Types of ecosystem

Aquatic

terrestrial

o Brainstorming on types of ecosystem

o Field visit on types of

ecosystems

Reference books

Computers

Internet


216 | P a g e

Aerial

Trophic levels of organisms within

ecosystem

Producers

Consumers

Decomposers

Productivity in ecosystem

Definition of productivity

Concepts of productivity

Standing crop

Materials removed

Production rate

Types of productivity

Primary productivity

Secondary productivity

Factors affecting the

productivity of an ecosystem

Solar

Radiation

Temperature,

Carbon Dioxide

Water

Nutrients and Herbivory


presentation on trophic levels of organisms within ecosystem

o Group work and presentation on introduction to productivity in ecosystem

o Practical exercises on gross and net primary productivity in ecosystem

Group discussions on Factors affecting the productivity of an ecosystem

Projector

White board/

chalkboard

Flip charts

Markers

Chalks

Tutorial videos


217 | P a g e




Written evidence

Oral evidence

Record of questions asked by assessor and responses of trainee Multiple Choice questions True – False questions Matching Sequencing Sentence completion / fill in the blanks Essay (short responses / extended responses) Drawings Observation Checklist Task: Describe types of ecosystems

Checklist Score

Yes No

Indicator 1: Types of ecosystems are well described

Aquatic ecosystem is described

Terrestrial ecosystem is described

Aerial ecosystem is described

Indicator 2: Trophic levels of organisms within ecosystem are correctly characterized

Producers are characterized

Consumers arecharacterized

Decomposers are characterized

Indicator3: Productivity in ecosystem is clearly explained

The term ” productivity” is defined

Concepts of productivity are explained

The concept of “Standing crop” is explained

The concept of “Materials removed” is explained

The concepts of “Production rate” is explained


Distinguish clearly types of ecosystems based on relationships among living

organisms

218 | P a g e

Learning Outcome 2.3: Discuss relationship between living organisms

Relationships among living

organisms in biological

communities

Autotrophy Heterotrophy Competition Saprophytism Parasitism Predation Commensalism Symbiosis Epizoism Coprophagy

Energy Flow in ecosystem Food chain Food web Trophic levels Ecological pyramids

Human impacts on the ecosystem Pollution Burning fossil fuels Deforestation Overpopulation


and presentation on

relationships among

living organisms in

biological communities


presentation on energy

flow in ecosystem

o Brainstorming on Human

impacts on the

ecosystem

Reference books

Computers

Internet

Projector

White board/ chalkboard

Flip charts

Markers

Chalks

Tutorial videos

Pictures


Factors affecting the productivity of an ecosystem are identified

Solar factor is identified

Radiation factor is identified

Temperature factoris identified

Carbon Dioxide factor is identified

Water is factor identified

Nutrient and Herbivory factors are identified

Observation


219 | P a g e




Written evidence

Oral evidence

Record of questions asked by assessor and responses of trainee Multiple Choice questions True – False questions Matching Sequencing Sentence completion / fill in the blanks Essay (short responses / extended responses) Drawings Observation Checklist Tasks: Discuss relationship among living organisms in biological

communities

Checklist Score

Yes No

Indicator 1:Relationships among living organisms in biological communities are described

Autotrophy is described

Heterotrophy is described

Competition is described

Saprophytism is described

Parasitism is described

Predation is described

Commensalism is described

Symbiosis is described

Epizoism is described


Discuss effectively relationship between living organisms in reference

with their biological community

220 | P a g e

Coprophagy is described

Indicator 2: Energy Flow in ecosystem is well discussed

Food chain is discussed

Food web is discussed

Trophic levels is discussed

Ecological pyramids is discussed

Indicator 3: Human impacts on the ecosystem is well discussed

Pollution is discussed

Burning fossil fuels is discussed

Deforestation is discussed

Overpopulation is discussed

Observation

221 | P a g e

Learning unit LU 3: Illustrate mechanisms of environmental conservation

3

Learning Outcomes:

1. Describe biogeochemical cycles

2. Explain ecosystem degradation

3. Discuss environmental protection strategies

15Hours

Learning Outcome 3.1: Describe biogeochemical cycles

Key term biogeochemical cycle

Water cycle Water cycle definition Water cycle steps

Evaporation Condensation Precipitation Collection

Effects of water cycle on biogeochemical processes

Carbon cycle Carbon cycle definition Carbon cycle main

components Green house effect Importance of the carbon

cycle

Nitrogen cycle Definition of nitrogen cycle Nitrogen cycle processes Human influences on the

o Brainstorming onkey

term


on water, carbon,

nitrogen and

phosyporous cycle

o Presentation and

discussion on water,

carbon, nitrogen and

phosyporous cycle

Reference books

Computers

internet

Projector

White board/

chalkboard

Flip charts

Markers

Chalks

Tutorial videos

Pictures


222 | P a g e

nitrogen cycle Consequences of human

modification of the nitrogen cycle

Phosporous cycle Definition of the phosphorus

cycle Phosphorus in the

environment Human influences





Written evidence

Oral evidence




Matching

Sequencing



Drawings


Tasks: Describe biogeochemical cycles

Checklist Score

Yes No

Indicator1: Key term is well defined

The term “biogeochemical cycle” is defined

Indicator2 : Water cycle is well described

Water cycle is defined

Water cycle steps are described

Step of Evaporation is described

Step of Condensation is described

Step of Precipitation is described

Step of Collection is described


Describe appropriately biogeochemical cycles based on their nature

223 | P a g e

Effects of water cycle on biogeochemical processes are discussed

Indicator3 : Carbon cycle is well described

Carbon cycle is defined

Carbon cycle main components are distingushed

Green house effect are discussed

Importance of the carbon cycle is explained

Indicator4: Nitrogen cycle is well described

Nitrogen cycle is defined

Nitrogen cycle processes are described

Human influences on the nitrogen cycle is explained

Indicator 5: Phosporous cycle is described

Phosphorus cycle is defined

Phosphorus in the environment is described

Human influences on phosphorus cycle is explained

Observation

Learning Outcome 3.2: Explain ecosystem degradation

Key term Natural Equilibrium

Forms of ecosystems degradation Deforestation Bush - fires Global warming Poaching Demographic explosion

Environmental Pollution Definition Forms of pollution Sources of pollution Consequences of

industrial and household wastes pollution

o Brainstorming on key

term o Group discussion and

presentation on forms of ecosystems degradation

o Individual work /presentation and discussion on environmental pollution

Reference books

Computers

Internet

Projector

White board/

chalkboard

Flip charts

Markers

Chalks

Tutorial videos

Pictures


224 | P a g e





Written evidence

Oral evidence




Matching

Sequencing



Drawings


Tasks: Explain ecosystem degradation

Checklist Score

Yes No

Indicator1: Key term is well defined

Natural equilibrium is defined

Indicator2: Forms of ecosystems degradation are well explained

Deforestation is explained

Bush - fires is explained

Global warming is explained

Poaching is explained

Demographic explosion is explained

Indicator 3: Environmental Pollution is clearly discussed

Environmental pollution is defined

Forms of pollution are discussed

Sources of pollution are discussed

Consequences of industrial and household waste pollution are

discussed

Observation


Explain clearly ecosystem degradation referring to natural equilibrium

225 | P a g e

Learning Outcome 3.3: Discuss environmental protection strategies

Definition of environmental conservation

Approaches to environmental protection Voluntary

environmental agreements

Ecosystem approach International

environmental agreements.

Environmental protection practices Reforestation Protection of national

parks and game reserves.

Soil conservation Protection against pollution and Global warming.

Protection of endangered species. (Gorillas, crocodiles, orchids…)

Danger pesticides in agriculture

Pollution control Pollution control

practices Recycling Reusing Waste

minimization Mitigating Preventing Compost

Pollution control ways

o Brainstorming on environmental concervation definition

o Documentary research and presentation on approaches to environmental protection

o Group discussion and presentation on environmental protection practices

o Individual work and presentation on Pollution control

Reference books

Computers

Internet

Projector

White board/ chalkboard

Flip charts

Markers

Chalks

Tutorial videos

- Pictures



226 | P a g e




Oral evidence

Written evidence




Matching

Sequencing



Drawings


Task: Discuss environmental protection strategies

Checklist Score

Yes No

Indicator1: key term is well defined

Environmental conservation is defined

Indicator2: Approaches to environmental protection are well discussed

Voluntary environmental agreements are discussed

Ecosystem approach is discussed

International environmental agreements are discussed

Indicator3: Environmental protection practices are well explained

Reforestation is explained

Protection of national parks and game reserves is explained

Soil conservation Protection against pollution and Global warming is explained

Protection of endangered species(Gorillas, crocodiles, orchids…) is explained

Danger pesticides in agriculture is explained

Indicator 4: Pollution control is well discussed

Pollution control practices are discussed

Recycling is discussed

Reusing is discussed


Discuss effectively environmental protection strategies in accordance with its

conservation principles

227 | P a g e

Waste minimization is discussed

Mitigating is discussed

Preventing is discussed

Compost is discussed

Pollution control ways are discussed

Observation

228 | P a g e

Reference books: 1. Kampourakis, K. (2014). Understanding Evolution. 10.1017/CBO9781139542357

2. http://www.auburn.edu/academic/classes/biol/1020/bowling/lecturenotes/chapter22activity.p

df.

3. https://www.f.waseda.jp/sidoli/LE201_11_Darwin.pdf

4. Claudia, A., M. &Thiago, A. (2019). Science and evolution. Genetics and Molecular Biology, 42,

1, 120-124.http://dx.doi.org/10.1590/1678-4685-GMB-2018-0086

5. https://nios.ac.in/media/documents/SrSec314NewE/Lesson-01.pdf

6. Chris, C. (1996). Introduction to Evolutionary Biology

7. John, G. (1991). The Causes of Molecular Evolution. Oxford University Press, New York

8. Niles, E. (1989)Macroevolutionary Dynamics. McGraw- Hill, New York

9. https://www.yourarticlelibrary.com/biology/4-main-theories-of-evolution-explained-with-

diagram-and-tables-biology/27220

10. Alzohairy, A. (2009). Darwin's Theory of Evolution. 10.13140/2.1.1303.5528

11. Chapman, J.L. (2002). Ecology principles and application. 2nd edition Cambridge, London

12. Campbell, N.A., Reece, J.B., Urry, A.L., Cain, L.M, Wasserman, A.S., Minorksy, V.P and Jackson,

B.R. (2008). Biology. 8th edition. Pearson international, San Francisco, USA.

13. Fullick, A., Mwinshekhe, H., Maddu, M., and Nyabua, S. (2011). A level Biology. Malaysia Ashton

Editorial and Juice Creative, Ashton, Malasia.

14. Andrea, W. (2015). The Invention of Nature: Alexander von Humboldt’s New World. Vintage

15. Worku, L., Teklu, M., Aragaw, A. (2002). Introduction to Ecology. Jimma University

16. https://nios.ac.in/media/documents/SrSec314NewE/Lesson-25.pdf

17. Michael, B., Colin, R.,T. & John, R.,H. (2006). Ecology: From Individuals to Ecosystems. 4th Ed.

Blackwell Publishing Ltd

18. Miller, G., T. & Scott, E., S. (2009). Essentials of Ecology. 5th Ed. Canada

229 | P a g e

Competence

PHYDM501 - DYNAMICS AND MECHANICAL WAVES

PHYDM501 Apply Dynamics and mechanical waves


Credits: 4 40

Sector: Construction and building services, Agriculture and food processing, Art and craft,

Manufacturing and mining, Transport and logistics

Sub-sector: Carpentry, Masonry, Plumbing, Road construction, Interior design, Land surveying,

Animal health, Food processing, Irrigation, Agrimechanization, Graphic art, Production

Technology, Welding, Mining, Auto-Electricity and Electronics systems, Auto-Transmission

system Technology.


Purpose statement

The current module describes skills, knowledge and attitudes required to apply concepts of dynamics

and mechanical waves. At the end of this module, the trainee will be able to describe motion in orbits,

climate change and greenhouse effect, apply oscillations and mechanical waves.

It will help trainee to carry out his/her specialized tasks that are useful in analyzing data, solving

real life problems encountered in related fields. In a nutshell, the features depicted on above helps

trainees identify the essential steps in solving problems and increases their skills as problem solvers.

230 | P a g e


N/A







1. Describe motion in orbits

1.1 Clear description of universal Gravitation in orbits

based on Kepler’ laws

1.2 Proper application of Kepler’s laws in motion of

celestial objects

1.3 Clear description of energy considerations in

planetary ,rocket and satellite motion

2. Apply Oscillations and

mechanical waves

2.1 Clear description of oscillatory motion using oscillating

system

2.2 Clear description of effects of oscillations on systems

2.3 Proper application of oscillatory motion in mechanical

waves

3. Describe Climate change and

Greenhouse effect

3.1 Clear Description of intensity of the sun’s radiation

reaching planets based on climate change

3.2 Clear explanation of Greenhouse effect according to

climate change

3.3 Proper explanations of climate change and mitigation

measures based on concepts of physics.

231 | P a g e

Learning Outcome 1.1: Describe universal Gravitation motion in orbits

Universal Gravitation

Definition of orbital motion and

universal gravitation

State of Newton’s law of

universal Gravitation.

Measurement of Gravitational

constant

Determination of Gravitational

force of bodies moving in orbits

Free-fall acceleration and the

Gravitational force

Variation of g with altitude, h

o Brainstorming on: orbital

motion and universal

gravitation

o Group discussion on:

Newton’s law of

universal Gravitation.

Measurement of

Gravitational constant

o Individually, trainee

describe the variation of g

above and below the

surface.

- Whiteboard and

markers

- Chalkboard and chalks

- Computer

- Projector

- Scientific calculator

- Textbooks

- PhET simulations of

universal Gravitation

Learning unit

LU 1: Apply motion in orbits

1

Learning Outcomes:

1. Describe universal Gravitation in orbits 2. Apply Kepler’s laws in motion of celestial objects 3. Describe energy considerations in planetary, rocket and

satellite motion

15 Hours


Content

232 | P a g e

The density of the earth





Written evidence


- Multiple choice questions

- True or False questions

- Essay questions

Task: State Newton’s law of universal Gravitation motion.

Checklist Score

Yes No

Indicator 1: Newton’s law of universal Gravitation is well described

Orbital motion and universal gravitation is defined

Gravitational constant is measured

Gravitational force of bodies moving in orbits is determined

Indicator 2: Free-fall acceleration and the Gravitational force are well described

Variation of g with altitude, h is described

The density of the earth is described

Observation


Clear description of universal Gravitation based in orbits on Kepler’s laws

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Learning Outcome 1.2: Apply Kepler’s laws in motion of celestial objects

The motion of celestial objects in orbits Definition of Planetary

motion

Movement of the planets,

stars and other celestial

objects

Kepler’s conclusion about

Brahe’s data.

Kepler’s laws Kepler’s first law Kepler’s second law Kepler’s third law Application of Kepler ‘s laws.

Use simulators to

demonstrate Kepler’s laws of

planetary motion and

present

working in small groups

,discuss Kepler’s laws of


present summary

Individually, perform some

calculations in planetary

motion applying Kepler’s

laws

- Whiteboard and

markers


- Computer

- Projector


- Textbooks



Kepler’s laws


234 | P a g e





Written evidence




- Essay questions

- Perform an experimental work

Task: Problem solving on Kepler’s laws

Checklist Score

Yes No

Indicator 1: The motion of celestial objects in orbits is well described

Planetary motion is defined

Movement of the planets, stars and other celestial objects are explained

Kepler’s conclusion about Brahe’s data is explained

Indicator 2: Kepler’s laws is well applied

Kepler’s first law is described.

Kepler’s second law is described

Kepler’s third law is described

Kepler ‘s laws are applied .

Observation

Learning Outcome 1.3: Describe energy considerations in planetary ,rocket and satellite

motion



Proper application of Kepler’s laws in motion of celestial objects

235 | P a g e

Planetary motion

Definition of Planetary motion

Gravitational field

Meaning of gravitational

field

Mathematical treatment

of gravitational field

Gravitational potential energy

Meaning of gravitational

potential energy

Expression of gravitational

potential energy associated

with any pair of particles of

masses, m1 and m2 .

Change in potential energy

Expression of total

mechanical energy of two

object system

Motion of rocket ,satellite and

spacecrafts

Meaning of a rocket ,satellite

and spacecraft

Classification of satellites

orbits and spacecrafts

Movement of satellites in

orbits

Escape speed of a rocket and

satellite

Description of three Cosmic

velocities

First cosmic velocity

Second cosmic velocity

Third cosmic velocity.

o In small groups, trainees

discuss on the energies

involved in planetary motion.

o In small groups, trainees

discuss the classification of

satellites and spacecrafts

o Discuss in groups cosmic

velocities and present

findings.

o Work in groups to compute

problems related to planetary

motion and cosmic velocities.

- Whiteboard and

markers

- Chalkboard and

chalks

- Computer

- Projector


- Textbooks


planetary motion


236 | P a g e




Written evidence

Practical evidence



- Essay questions

Task: calculate and measure on cosmic velocities

Checklist Score

Yes No

Indicator 1: Planetary motion is well described

Planetary motion is defined

Gravitational field is described

Gravitational potential energy is described

Change in potential energy is done

Expression of total mechanical energy of two object system is demonstrated

Indicator 2: Motion of rocket ,satellite and spacecrafts are described

Meaning of a rocket ,satellite and spacecraft are defined

Classification of satellites orbits and spacecrafts is identified.

Movement of satellites in orbits is described

Escape speed of a rocket and satellite are identified

Indicator 3: Three Cosmic velocities are described

First cosmic velocity is described

Second cosmic velocity is described

Third cosmic velocity is described

Observation


Clear description of energy considerations in planetary, rocket and satellite

motion

237 | P a g e

Learning unit LU 2: Apply oscillations and mechanical waves

2

Learning Outcomes:

2.1 Describe oscillatory motion

2.2 Describe effects of oscillations on systems

2.3 Apply oscillatory motion in mechanical waves

15 Hours

Learning Outcome 2.1: Describe oscillatory motion

Simple harmonic motion (S.H.M)

Definition of oscillatory motion

Motion of an object attached to a

spring

Hooke’s law

Restoring force

Definitions of S.H.M

Mathematical representation of

S.H.M

Conditions necessary for an

oscillating system to be S.H.M.

Energies of the simple harmonic

oscillator

Kinetic energy (k.e) of oscillating

system

Potential energy (p.e) of an

oscillating system

Total mechanical energy (T.E) of a

simple harmonic oscillator

Representation of k.e, p.e and T.E

o Brainstorming on

oscillatory motion

o In small groups, perform an

experiment to verify that

oscillation of a spring is

S.H.M

o In groups, trainees discuss

on condition necessary for an oscillating system to be S.H.M

o Individually, trainee

determine the period of

pendulum

o Group discussion on energy variation in oscillating systems

o Individually, solve problems solving in oscillatory motion.

- Whiteboard and

markers

- Chalkboard and

chalks

- Textbooks - PhET simulations of oscillatory motion - Simulation

software

- Spring

- Spherical balls

- Stop watch

- Computer

- Projector


Content

238 | P a g e

on a graph

The pendulum

Simple pendulum

Physical pendulum

Torsional pendulum



performance criterion has been achieved


- Written evidence

- Performance evidence

- Matching questions



- Essay

- Problem solving

- Do experiments

Task: Determine the period of an oscillating system.

Checklist Score

Yes No

Indicator 1: Simple harmonic motion is well described

Oscillatory motion is defined

Motion of an object attached to a spring is described

Simple harmonic motion is defined

Mathematical representation of S.H.M is done

Conditions necessary for an oscillating system to be S.H.M are described

Indicator2: Energies of the simple harmonic oscillator are described

Kinetic energy (k.e) of oscillating system is derived

Potential energy (p.e) of an oscillating system is derived

Total mechanical energy (T.E) of a simple harmonic oscillator is determined

k.e, p.e and T.E are represented on a graph

Indicator3: The pendulum are described

Simple pendulum is described

Physical pendulum is described

Torsional pendulum is described


Clear description of oscillatory motion using oscillating system

239 | P a g e

Observation

Learning Outcome 2.2: : Describe effects of oscillations on systems

Damped oscillations Definition of damped oscillators Example of a damped oscillator Retarding force Damping coefficient Types of damping and their

representation on a graph Underdamped oscillator Critically damped oscillator Overdamped oscillator

Forced oscillations Definition of forced oscillation Examples of forced oscillating

systems Definition of Resonance Description of resonance and

natural frequency Effects of resonance on physical

systems

o In small groups, trainees discuss on the meaning and types of damped oscillators.

o Individually, a trainee represent types of damped oscillators on a graph and describe the graph.

o Group discussion on forced oscillation.

o Group discussion on examples of forced oscillating systems

o Group discussion on effects of resonance on physical systems

- Whiteboard and

markers

- Chalkboard and

chalks

- Textbooks - PhET simulations of damped and forced oscillators. - Simulation

software

- Stop watch

- Computer

- Projector






Clear description of effects of oscillations on systems


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- Written evidence

-




- Essay

- Problem solving

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Checklist Score

Yes No

Indicator 1: Damped oscillations are well described

Damped oscillators are defined

Example of a damped oscillator is described

Retarding force is described

Damping coefficient is identified

Types of damping are represented on a graph

Indicator 2: Forced oscillations are well described

forced oscillation is defined

Examples of forced oscillating systems are described

Resonance is defined

Resonance and natural frequency are described

Effects of resonance on physical systems are described

Observation

Learning Outcome 2.3 Apply oscillatory motion in mechanical waves

Wave motion Definition of wave motion

Propagation of a disturbance

Definition of wave

Propagation of wave

Types of waves

According to medium

(Mechanical waves and

Electromagnetic waves)

According to direction of

propagation ( Longitudinal

and Transverse waves)

Mechanical waves as a source of oscillation Definition of mechanical wave Source of mechanical waves Propagation of mechanical

waves Some examples of mechanical

waves

o In small groups, perform an experiment to demonstrate the propagation of a disturbance.

o Group discussion on waves and its types

o Individually , demonstrate wave propagations in distinguished media

o Problem solving on wave propagation

o Individually, illustrate longitudinal and transversal waves on graph

o In small groups, discuss on the effects of

- Whiteboard and

markers


- Textbooks - PhET simulations of wave propagation - Simulation software

- Computer

- Projector


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Seismic waves Water waves

Effects of mechanical waves as a source of oscillation on systems.

mechanical waves as a source of oscillation on systems.





- Written evidence

- Performance evidence




- Essay

- Problem solving

Task: Describe how seismic waves occur as a result of oscillation.

Checklist Score

Yes No

Indicator1: Wave motion is well described

wave motion is defined

Propagation of a disturbance is described

Wave is defined

Propagation of wave is described

Types of waves are described

Indicator2: Mechanical waves as a source of oscillation is well described

mechanical wave is defined

Source of mechanical waves are identified

Propagation of mechanical waves are described

Some examples of mechanical waves are identified

Effects of mechanical waves as a source of oscillation on systems are described.

Observation


Proper application of oscillatory motion in mechanical waves

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Learning Outcome 3.1: Describe intensity of the sun’s radiation reaching planets.

Definition of black body radiation

Description of Intensity of the sun’s radiation and Albedo Definition of intensity of the

sun’s radiation Definition of Albedo Application of formula of

Albedo

Identification of factors affecting planet’s Albedo: Clouds Oceans Surface Albedo.

o Brainstorming on black

body radiation

o Group discussion on

albedo

o Brainstorming on

factors affecting

planet’s albedo.

o Case study of

Environmental journals

- Whiteboard and

markers

- Chalkboard and

chalks

- Textbooks


Greenhouse effect

- Computer

- Projector

- Search engine

- Scenarios of

environmental

journals

Learning unit

LU 3: Describe Climate change and Greenhouse effect

3

Learning Outcomes:

3.1 Clear description of intensity of the sun’s radiation reaching

planets based on climate change

3.2 Clear explanation of Greenhouse effect according to climate

change

3.3 Proper explanations of climate change and mitigation measures

based on concepts of physics.

10 Hours


Content

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


Written evidence - Multiple choice exercises - Matching Exercises - True or false questioning - Problem solving

Checklist Score

Yes No

Indicator1 :Black body radiations and intensity of the sun’s radiation are well

described:

black body radiation is defined

Intensity of the sun’s radiation is described

Albedo is defined

Formula of Albedo is applied

Indicator 2: Factors affecting Earth’s Albedo are well explained:

Clouds are identified

Ocean is described

Surface Albedo is described

Observation


Clear description of intensity of the sun’s radiation reaching planets based on

climate change

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Learning Outcome 3.2 : Explain Greenhouse effects.

Greenhouse gases Definition of Greenhouse gases

Explanation of Impact of greenhouse effect on climate change: Greater strength of extreme

weather events Rising sea levels Melting of glaciers and polar ice Increasing acidity in the ocean

Explanation of Human activities causing global warming Burning of fossil fuel Deforestation Agriculture

Explanation of Natural phenomena causing Global warming: Volcanic eruption Ocean currents

o In group discuss and present on the application of energy from greenhouse effect

o Search internet for information on climate change and greenhouse effect

o Fieldwork: visit a greenhouse and report

o In small groups Investigate sources of major greenhouse Gases

o In group watch and discuss on videos of volcanic eruption and ocean currents

- Whiteboard

and markers

- Chalkboard and

chalks

- Textbooks

- PhET

simulations of

Greenhouse

effect

- Computer

- Projector

- Search engine

- Scenarios of

environmental

journals




Written evidence - Matching type questions



Clear explanation of Greenhouse effect according to climate change


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Checklist Score

Yes No

Indicator 1: Greenhouse gases are well defined:

Greenhouse gases are explained

Indicator 2: Impact of greenhouse effect are well explained:

Greater strength of extreme weather events

Rising sea levels

Melting of glaciers and polar ice

Increasing acidity in the ocean

Indicator 3:Human activities causing global warming are well explained

Burning of fossil fuel is explained

Deforestation is described

Agriculture is defined

Indicator 4: Human activities causing global warming are well explained:

Volcanic eruption is explained

Ocean currents is defined

Observation

Learning Outcome 3.3: Explain climate change and mitigation measures.

Explanation of key terms Climate change Climate lag Climate model Climate feedback

Explanations of mitigations measures.

Discus in groups causes of climate change

Search internet for information on climate change

Group discussion on mitigation measures of climate change.

- Whiteboard and markers


- Textbooks


Greenhouse effect

- Computer

- Projector

- Search engine

- Scenarios of

environmental journals


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- Written evidence

- Matching type questions



- Presentation

Checklist Score

Yes No

Indicator 1: Climate change is well explained:

Climate change is defined

Climate lag is defined

Climate model is defined

Climate feedback is explained

Indicator 2: Mitigation measures are well explained

Mitigation measures related to concepts of physics are explained

Observation


Proper explanations of climate change and mitigation measures based on

concepts of physics.

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Reference books:

1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http

2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd.

3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India.

4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB.

5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill.

6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc.

7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc

8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey &

Sons. Inc

9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education

10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education.

11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education.

12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc.

13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson

Education, Inc.

14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458:

Pearson Education, Inc.

15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR

16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre.

17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2).

San Francisco: Pearson Education.

18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3).

San Fransisco: Pearson Education, Inc.

19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol.

3). San Francisco: Pearson Education, Inc.

20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF

NATURAL RESOURCES, RWANDA

21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe

Companies, Inc.

22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing.

23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines.

24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London:

Pearsnon Prentice Hall.

25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers,

Inc

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F O P E P 5 0 1 - EXTRUDED PRODUCTS

FOPEP501 Make excluded products


Credits: 6 60


Sub-sector: Food Processing

Issue date: November 2014

Purpose statement

Extruded products processing is an important sub-sector of cereal processing industry and in Rwanda, the demand of these products is high on the market. Majority of extruded products are imported due to the lack of processing units as well as skilled employees in that field. The competence intends to equip the learners with necessary skills to make extruded products such as spaghetti, macaroni, and noodles. This module is for the learners who have successfully completed the food processing certificate IV

. The learner will be qualified to prepare the work area and equipment, make spaghetti, macaroni, and noodles products. The learner will also be able to create his own processing unit or work effectively in the extruded products processing industry with ability to manage limited resources

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Not Application




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


1. Prepare the dough 1.1. Proper selection of the flour according to the

specifications

1.2. Proper preparation of the dough according to

the protocol

1.3. Proper checking of the quality of the dough

according to the parameters

2. Extrude the dough 2.1. Proper extrusion of the dough according to

the pasta specifications

2.2. Proper drying according to the standards

2.3. Proper cooling of the dried pasta according to

the requirements

2.4. Proper sizing and weighing according the

requirement

2.5. Proper checking of the quality according to

the parameters

3. Package the products 3.1. Proper selection of the packages for each

extruded products according to requirements

and guidelines

3.2. Proper labelling of the product according to

the standards and guidelines

3.3. Proper packaging according to the

requirements and guidelines

3.4. Proper storage according to the requirement

and guidelines

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LU 1:Prepare the dough

1

Learning Outcomes:

1. Select the flour 2. Preparer the dough 3. Check the quality of the dough

20 Hours

Learning Outcome 1.1: Select the flour

Types of flours (semolina, wheat flour)

Flour quality parameters (texture, shelf-life, color and flavor)

Flour defects (physical, microbiological and chemical defects)

o Oral presentation on selection of good flour

o Demonstration and Practical exercises of selection of good flour

o Group discussion on flour quality parameters and defects

o Field visits to dough processing units

- Flour types - Defected flours - Audio-visual aids

(DVDs, pictures)

o Oral presentation on dough preparation


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Demonstration and practical exercise on dough preparation techniques

Group discussion

dough preparation conditions

o Field visits to extruded products processing units

Oral presentation on checking the quality of the dough

Demonstration and practical exercises on quality checking techniques

Group discussion on

purpose of evaluating quality of the dough and dough quality parameters



Assessor may collectamong the following evidences and make judgements on whether the



Written Evidence

Oral Evidence

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay


Proper selection of the flour according to the specifications

253 | P a g e

Checklist Score

Yes No

Indicator: Types of flour are well identified

semolina flour

Wheat flour

Rice flour

Indicator: Flour defects are well identified

Physical defects

Microbiological defects

Chemical defects

Indicator: Flour quality parameters are well described

Bulk density

Water absorption capacity

Foaming and emulsifying

Apparent viscosity

Observation

Learning Outcome 1.2 Prepare the dough

Purpose of dough preparation

Dough preparation techniques Mixing Kneading Rinsing

Dough preparation conditions Ratio calculation Temperature time

o Oral presentation on dough preparation

o Demonstration and practical exercise on dough preparation techniques

o Group discussion dough preparation conditions


- Flour types

- Water

- Mixers

- Working table

- Mixing vat

- Audio-visual

aids (DVDs,

pictures)


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Manuals

o





Written Evidence


Checklist Score

Yes No

Indicator: dough preparation techniques are well identified

mixing

kneading rinsing

Indicator: dough preparation conditions are well identified

Ratio calculation

time

temperature

Observation


Proper preparation of the dough according to the protocol.

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Learning Outcome 1.3.Check the quality of the dough

Purpose of checking quality

Dough quality parameters Elastic Viscous properties

Methods and techniques of checking quality parameters

Farinography Mixography chopping

o Oral presentation on checking the quality of the dough

o Demonstration and practical exercises on quality checking techniques

o o Group discussion on

purpose of evaluating quality of the dough and dough quality parameters


- Testing room

- Oven

- Working

tables

- Knives





Written Evidence

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation



Proper checking of the quality of the dough according to the parameters

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Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: Dough quality parameters are well described

Elastic

Viscous properties

Indicator: Method of checking quality parameters are identified

Farinography

Mixography

chopping

Observation

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LU 2:Extrude the dough

2

Learning Outcomes:

1. Extrude the dough 2. Dry the pasta 3. Cool the driedpasta 4. Size and weigh the pasta 5. Check the quality

20Hours

Learning Outcome 2.1: Extrude the dough

Key concept:

Extrusion

Extruder

Forces the dough

through the die,

Kneads the dough into a

homogeneous mass,

Controls the rate of

production, and

Influences the overall

quality of the finished

product.

Categorization of extruder based on

Method of operation

Cold Extruders and

o Oral presentation on

extrusion of the dough o Demonstration and Practical

exercises on extrusion techniques

o Group discussion on extrusion conditions

o Field visits to food extruded product factory

- Dough - Extruders

(Molders): macaroni, spaghetti, noodles.

- Audio-visual aids (DVDs, pictures)


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Hot Extruders (Extrusion Cooking

Method of construction

Single-or twin- screw extruders

The most commonly

used extruders are

single and twin-

screw.

Extruders with more than two screws have been used in the plastics industry but not in food processing

Purpose of extrusion of the dough

- Types of extruded products: macaroni, spaghetti, noodles ,etc

Extrusion methods and techniques

Extrusion conditions

Unit operations in Extrusion Mixing Extruding Drying packaging



Proper extrusion of the dough according to the pasta specifications

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Written Evidence

Oral Evidence


Checklist Score

Yes No

Indicator: unit operations in extrusion are well described

Mixing

extruding

drying

packaging

Indicator: Types of extruded products are well identified

Spaghetti

Noodles

Indicator: operation methods of extruder is identified

Cold extruder

Hot extruder

Observation

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Learning Outcome 2.2. Dry the pasta

o Purpose of pasta drying to lower the moisture content of

the pasta from approximately 31

percent to 12 to 13 %

So the finished product will be

hard, retain its shape, and store

without spoiling.

o Pasta drying techniques ( hot air oven

drying, tunnel oven drying) o Pasta drying conditions

Drying temperature Relative humidity

o Oral presentation on Pasta drying

o Demonstration and practical exercise on Pasta drying process

o Group discussion drying pasta conditions


- Dryers - Pasta - Good

water - Working

table - Manuals





Written Evidence

Oral Evidence




Proper drying according to the standards

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Checklist Score

Yes No

Indicator: Purpose of pasta drying are well described

Store without spoilage

Shelf-life

Decrease moisture content

Indicator: Pasta drying techniques are well choised

Hot air oven drying,

Tunnel oven drying

Indicator : pasta drying conditions are well identified

Tunnel oven drying

Indicator : pasta drying conditions are well identified

Temperature

time

Observation

Learning Outcome 2.3.Cool the dried pasta

o Purpose of cooling dried pasta o Dried pasta cooling conditions

Time

o Dried pasta cooling methods and techniques

Cold water Ice water Olive oil

o Oral presentation dried pasta cooling

o Demonstration and Practical exercises dried pasta cooling techniques

o o Group discussion on dried

pasta cooling conditions o Field visits to food extruded

product factory

- Dried pasta - Coolers - Working tables



262 | P a g e




Written evidence


Checklist Score

Yes No

Indicator: Dried pasta cooling methods and techniques are well described

Ice water

Olive oil

water

Indicator: Dried pasta cooling conditions are identified

Cooling Time

Cooling procedure

Types of dried pasta

Flavor preservation

Observation

Learning Outcome 2.4. size and weighing pasta


Proper cooling of the dried pasta according to the requirements


263 | P a g e

o Purpose of sizing and weighing cooled pasta

o Sizing and weighing techniques Dried pasta Filled pasta Fresh pasta

o Oral presentation on sizing and weighing of cooled pasta

o Demonstration and practical exercises on sizing and weighing of cooled pasta

o Group discussion onSizing and weighing techniques


- Cooled pasta - Weighing balance - Cutters - Working tables





Written Evidence


Checklist Score

Yes No

Indicator: sizing and weighing are well described

scale

Hands

Measuring cups

Indicator: Equipments of sizing are identified

Cutting blade

die

screw

Observation


Proper sizing and weighing according the requirement

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Learning Outcome 2.5.Check the quality

o Purpose of checking pasta quality o Pasta quality parameters

Type of place of origin the durum wheat from which the flour is produced

Characteristicsof the flour Manufacturing processes of

kneading, drawing and drying Possible addede ingredients Hygiene of preservation

o Techniques of checking quality parameters

o

o Oral presentation on pasta quality checking

o Demonstration and practical exercises on pasta quality checking techniques

o o Group discussion on the

purpose of checking quality of the pasta and pasta quality parameters

- Pasta - Weighing

balance - Oven





Written Evidence


Checklist Score

Yes No

Indicator: Pasta quality parameters are well cheked

Characteristic of flour



Proper checking of the quality according to the parameters

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Origin of flour

Manufacturing process

Hygiene preservation

color

firmness during cooking

texture

Indicator: Techniques of checking quality parameters are described

Preservation techniques

No contamination

Drying temperature

Cooling temperature

Observation

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Learning Outcome 3.1: Select packages

Types of packaging ( depends on the type of product and its use) Flow-wrap

pillow type flexible packaging

Flow –wrap stand-uo self supporting bottom flexible packaging

Rigid cardboard pakaging

Specification of packages

Selection of the package based on products/requirement

o Oral presentation on selection of packages

o Viewing pictures of different types of packages

o Practical exercises on selection of packages based on the products/requirement

o Group discussion on types of packages and selection of the package

o Field visits to roots and tubers processing factories

- Packages: Paper-packages Polyethylene bags

LU 3: Package the pasta

3

Learning Outcomes:

1. Select packages 2. Package and label the Product 3. Store the Product

20 Hours


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polyethylene bag

paper packages





Written Evidence


Checklist Score

Yes No

Indicator: Packaging material is well identified

Natural paper or recycled certified PEFC and FSC

Laminated paper or cellophane

Plastic bags

Indicator: packaging requirements are well described

volume

weight

safety

biodegradable

acceptance for the packed product and for the consumer

Observation


Proper selection of the packages for each extruded products according to

requirements and guidelines

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Learning Outcome 3.2 Package and label the products

o Purpose of packaging and labeling Physical protection Information transmission Marketing Convenience Barrier protection Security

o Packaging/labeling specifications

Care and use of the product Recipes or suggestions Ingredients or nutritional

information Product guarantees Manufacturer name and

address Weight statements Sell by date and expiration

dates Warnings

o Packaging/labeling techniques o Monitoring the packaging/labeling process

o Oral presentation on packaging and labelling process

o Demonstration/ Practical exercises on packaging and labelling techniques

o Group discussion on packaging and labeling specifications

o Field visits to Extruded product Factory

- Packaging

machine - Sealer - Packages - Labelling

machine - labels




Content

Learning activities

Resources


Proper labelling of the product according to the standards and guidelines

https://www.boundless.com/business/definition/security/

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Written Evidence


Checklist Score

Yes No

Indicator: purpose of pakaging and labelling are well described

Physical protection

Information transmission

Marketing

Indicator: packaging specifications

Recipes or suggestions

Ingredients or nutritional information

Product guarantees

Manufacturer name and address

Weight statements

Observation

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Summative Assessment

Integrated situation Resources

Simba super market is in need of 5kg of macaroni, 2kgs of

spaghetti and 4kgs of noodles to sell during Christmas events. The

procurement officer of Simba super market has contacted Isimbi

ltd Company specialised in making extruded products for supply of

the above quantities with the following conditions;

5Kgs of Macaroni should be packed in a one kg

package and should be 10cm in length

All spaghetti should be cylindrical in shape and with

appropriate texture.

Half of noodles should be packed in 0.5kgs by weight

and another half in 1kg packages of appropriate

quality

These products should be delivered to the

supermarket in 2days from the day of order.

The production manager of Isimbi ltd Company has ordered the

extruded product maker to make the ordered products respecting

the conditions.

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Assessment Criterion 1: Safety Checklist Score

Yes No

Indicator: Personal hygiene and protection are practiced

Respiratory protection

Eye protection

Hearing protection

Hand protection( gloves)

Indicator: Work area is prepared (cleaned, disenfected)

Types of cleaning products

Types of disenfectants

Procedures for cleaning

Indicator: Materials, utensils and equipments are cleaned and sterilized

Extruder

sealer

Mixers

driers

coolers

Dough scraper

oven

Indicator: Hazards are well controlled

physical

chemical

biological

Observation

Assessment Criterion 2: Quality process Checklist Score

Yes No

Indicator: Equipments are well selected

Tools and equipements are identified

Tools and equipments are cleaned

Indicator: Flour is well selected and prepared

Type of flour

Flour defects

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Folur quality parameters

Indicator: Dough is well prepared

Preparation techniques

Preparation conditions

Indicator: Dough is well extruded

Types of extruded products

Extrusion conditions

Extrusion methods

Extrusion techniques

Observation

Assessment Criterion 3: Quality of product Checklist Score

Yes No

Indicator: The size is respected

Sizing techniques

Sizing conditions

Indicator: shape is respected

Shaping techniques

Grading techniques

Indicator: Product packaging is appropriate

Packaging specifications

Packaging process

Packaging techniques

Observation

Assessment Criterion 4: Relevance Checklist Score

Yes No

Indicator: Raw materials are well selected

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Ingredients

Mixing process

Indicator: Product packing is respected

boxes

cartons

coated bags

Reference books:

1.MedeniMaskan, Aylin Altan. (2011). Advances in Food Extrusion Technology. Contemporary

food engineering series

2.Robin Guy. (2001) Extrusion Cooking: Technologies and Applications. Woodhead Publishing

3.Ron Kill , K. Turnbull. (2001). Pasta and Semolina Technology. Wiley-Blackwell; 1 edition

4.CHESSARI, C.J & SELLEHEWA, J.N. (2001). Effective control processing. In: extrusion

6.. DEHGHAN-SHOAR, Z; HARDACRE, A.K. & BRENNAN, C.S. (2010). The physico chemical

charecteristics of extruded snacks enriched with tomato lycopene. Food chemistry, vol.123-no.4,

(december 2010), pp.1117-1122, ISSN 0308-8146.

7.PARADISO, V. M., SUMMO, C.,TRANI, A. &CAPONIO, F. (2008). An effort to improve the shelf

life of breakfast cereals using natural mixed tocopherols. Journal of Cereal Science,Vol.47, No.2,

(March 2008), pp.322-330, ISSN 0733-5210.

8. RYAN, L.,THONDRE, P. S. & HENRY, C. J. K. (2011). Oat-based breakfast cereals are a rich

source of polyphenols and high in antioxidant potential. Journal of Food Composition and

Analysis, Vol.24, No.7, (November 2011), pp.929-934, ISSN 0889-1575.

9. YAO, N., WHITE, P. &ALAVI, S. (2011). Impact of beta-glucan and other oat flour

10. components on physico-chemical and sensory properties of extruded oat cereals.

International Journal of Food Science and Technology, Vol.46, No.3, (March 2011), pp.651-660,

ISSN 0950- 5423.

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Ron%20Kill&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=K.%20Turnbull&search-alias=books&sort=relevancerank

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F O P C P 5 0 1 - COFFEE CHERRIES PROCESSING INTO PARCHMENT COFFEE

FOPCP501 Process coffee cherries into parchment coffee


Credits:6 60




Purpose statement

The module on processing coffee cherries into parchment coffee focuses on equipping the learners with practical skills in preparation of parchment coffee. The module is intended for learners who have successfully completed the certificate II in food processing. At the end of the module, learners will be able to: Prepare the work area, Prepare materials and equipment, Receive coffee cherries (identification and selection of good quality coffee cherries), Perform coffee cherries pulping and fermentation, Wash and dry coffee beans, Grade coffee beans, Package parchment coffee

Learners will be able to carry out the above tasks working in coffee washing stations or being self-employed with a high degree of efficiency and an ability to manage limited resources.

276 | P a g e


Not applicable







1. Prepare Materials and plant line

equipment

1.1. Proper identification of plant line equipment and materials

1.2. Proper Cleaning of the equipment 1.3. Proper using equipment

2. Receive coffee cherries

2.1. Proper identification of coffee cherries quality according to standards

2.2. Proper sorting of coffee bean according to the standard

3. Prepare coffee beans 3.1. Proper selection coffee cherries processing techniques according to requirement

3.2. Proper selection pulping according to requirement 3.3. Proper fermentation conditions according to

requirement 3.4. Proper washing process according to the standard. 3.5. Proper drying process according to the standard.

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LU 1:Prepare Materials and plant line equipment

1

Learning Outcomes:

1. Identify plant line equipment and materials 2. Clean the equipment 3. Use equipment

20 Hours

Learning Outcome 1.1:Identify plant line equipment and materials.

o Types of equipment and materials for processing coffee cherries to parchment coffee(technical specifications) Cherry choppers Disk pulper/pulper

remover Sorters Mucilage remover Driers Skin separator tank Separator Storage silos

o Usage of equipment

Soaking material Washing material Hulling material Polisher machine

o Equipment efficiency

o Oral presentation on usage of equipment

o Viewing of pictures, DVD of equipment types

o Group discussion on equipment specification

Equipments Equipments Coffee plant line:

Washing channel tanks

Soaking tanks

Fermentation tanks

Conveyor belts

Cherry hoppers

Grading tanks

Disk pulper

Sorters

Skin separator tank

Mucilage remover

Driers

Waste tank

Materials

Basins

sacs

Polly ethane bags

Timer

Balances


Resources

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P.P.E

Moisture meter

Spreads

Hygrometer

Balances Didactic materials; Papers, Notebooks, Markers, Cello tape and drawing pins, computers ,SOP manuals Cleaning materials

- Brush, sprayers, Bucket,torchon, basin,





Checklist Score

Yes No

Indicator: plant line equipment and material are identified

Cherry choppers

Disk pulper/pulper remover

Sorters

Mucilage remover

Driers

Skin separator tank

Separator

Storage silos

Indicator: Usage of equipment are identified


Proper identification of plant line equipment according to the requirement

specifications

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Soaking material

Washing material

Hulling material

Polisher machine

Observation

Learning Outcome 1.2:Clean the equipment

Different cleaning techniques COP CIP

Standard operating procedures (SOPs) for cleaning User manual

Hygienic precautions PPE After used cover

Machine Cleaning before and

after used

o Oral presentation on cleaning equipment

o Viewing of pictures, DVD of equipment cleaning procedures

o Demonstration of equipment and material arrangement



Soaking tanks

Fermentation tanks

Conveyor belts

Cherry hoppers

Grading tanks

Disk pulper

Sorters

Skin separator tank

Mucilage remover

Driers

Waste tank

Materials

Basins

sacs

Polly ethane bags

Timer

Balances

P.P.E

Moisture meter

Spreads


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Hygrometer

Balances Didactic materials; Papers, Notebooks, Markers, Cello tape and drawing pins, computers ,SOP manuals Cleaning materials Brush, sprayers, Bucket,torchon, basin,





Checklist Score

Yes No

Indicator: Different cleaning techniques are well done

COP

CIP

Indicator: Standard operating procedures (SOPs) for cleaning is well established

User manual

purpose

Indicator: Hygienic precautions

After used cover Machine

Cleaning before and after used

Observation


Proper Selection of cleaning equipment according to the specifications

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Learning Outcome 1.3:Use equipment

SOPs(standard operating procedures) for each equipment

Develop SOP’s for each machine

Equipment adjustment procedures

Follow instruction

Effectiveness of the equipment capacity Equipment types Assembling the

equipment

Safety precautions of the equipments

Monitoring of plant line equipment sequence protocol

o Oral presentation on the use of equipment

o Demonstration on equipment adjustment and SOPs

o Practical exercises on SOPs o Group discussion proper

adjustment of equipment o Field visits to coffee washing

stations



Soaking tanks

Fermentation tanks

Conveyor belts

Cherry hoppers

Grading tanks

Disk pulper

Sorters

Skin separator tank

Mucilage remover

Driers

Waste tank

Materials

Basins

sacs

Polly ethane bags

Timer

Balances

P.P.E

Moisture meter

Spreads

Hygrometer

Balances Didactic materials; Papers, Notebooks, Markers, Cello tape and drawing pins, computers ,SOP manuals Plant visit


282 | P a g e





Checklist Score

Yes No

Indicator: SOPs(standard operating procedures) for each equipment

Purpose of the work

Develop SOP’s for each machine

Equipment adjustment procedures

Follow instruction

Indicator: Effectiveness of the equipment

Capacity

Equipment functionality.

Equipment ‘assembling

Indicator: Safety precautions of the equipments

Monitoring of plant line equipment sequence

protocol

Observation


Proper usage of materials and equipment based on techniques and guidelines

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Learning Outcome 2.1:Select coffee cherries

Coffee varieties Bourbon type Arabica Robusta

Coffee cherries maturation parameters Color Size odor

Coffee cherries defects physical, biological


selection of coffee cherries

o Viewing of pictures, DVD of coffee cherries maturation stages

o Practical exercises on selection of mature coffee cherries

o Group discussions on coffee cherries defects

o Field visits to the coffee harvesting site

Coffee cherries

Coffee varieties

P.P.E

Racks

Plucking tables

Balances

Baskets

Tents

Water

Conveyors Audio visual aids (DVD

Pictures)


LU 2: receive coffee cherries

2

Learning Outcomes:

1. select coffee bean quality 2. sort coffee bean from foreign matter

20Hours



Proper selection of coffee cherries quality according to standards

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Checklist Score

Yes No

Indicator: coffee varieties are well described

Arabica

Robusta

Indicator: Coffee cherries maturation characteristics

Ripening

Size

Color

Indicator: Coffee cherries defects

Physical

Biological

Observation

Learning Outcome 2.2: sort coffee bean

o sorting techniques vibration floating picking screening

o Recording system Batch Origin Weight

o Oral presentation on sorting, weighing and recording system

o Group discussions on weighing techniques and recording system

o Practical exercises on weighing and record keeping

Coffee cherries

Coffee varieties

P.P.E

Racks

Plucking tables

Balances

Baskets

Tents

Water

Conveyors Audio visual aids (DVD Pictures)


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Checklist Score

Yes No

Indicator: sorting techniques is well done

vibration

flotation

hand picking

screening

separation

Indicator: recording techniques are well described

batch

origin

weight

Observation


Proper sorting and record keeping according to requirement

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Learning Outcome 3.1:coffee cherries processing techniques

Processing method Wet process Dry process Semi-dry

Purpose of pulping Prevent spoilage

Steeping process and conditions Pulping Separation of pulps

from coffee bean Separation by

density

o Oral presentation on coffee cherries pulping

o Viewing of pictures, DVDs on pulping techniques

o Demonstration of pulping techniques

o Group discussion on steeping process and conditions

o Field visit to the coffee washing station

Equipment

Fermentation tanks

Coffee cherry pulper

Troughs

Spreaders

Audio visual aids (DVD, Pictures)

Coffee cherries

Separator


LU 3: Prepare coffee beans

3

Learning Outcomes:

1. coffee cherries processing techniques 2. Pulp coffee cherries 3. Ferment coffee beans 4. Wash coffee beans 5. Drying of coffee bean 20 Hours


287 | P a g e




Checklist Score

Yes No

Indicator: Processing methods are well identified

Wet process

Dry process

Semi-dry process

Indicator: Steeping process and conditions

Pulping

Separation of pulps from coffee bean

Flotation

Observation

Learning Outcome 3.2:pulping coffee beans

o Fermentation conditions

Water quantity Time Ferment

o Monitoring of fermentation process

Soaking level Bubble forming Stopping

fermentation

o Oral presentation on coffee cherries pulping

o Viewing of pictures, DVDs on pulping techniques

o Demonstration of pulping techniques

o Group discussion on steeping process and conditions

o Field visit to the coffee washing station

Equipment

Fermentation tanks

Coffee cherry pulper

Troughs

Spreaders

Audio visual aids (DVD, Pictures)

Coffee cherries

Separator


Proper selection coffee cherries processing techniques according to requirement


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washing Drying Grading





Checklist Score

Yes No

Indicator: Fermentation condition are well identified

Water quantity

time

Indicator: Monitoring of fermentation process

Soaking

Bubble forming

Stopping fermentation

Indicator: : washing is well done

Mucelleneus removed

Rinsing

Indicator: drying of parchment is well done

Pre-drying

Hand sorting

Moisture content

Grading

packaging

Observation


Proper selection pulping according to requirement

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The Maraba coffee growers cooperative wants to prepare parchment coffee samples from coffee plantations A, B and C to present at the national cup of excellence competition organized by NAEB. As a technician of maraba coffee washing station, you are requested to prepare 40 kgs of parchment coffee from each plantation cherries. The parchment coffee should be delivered within 2 days. The parchment should have:

A moisture content that range from 10- 12 %,

They should be packaged and delivered in one kg sized PE bags

The density should be not less than 0.4 kg/L

Task:

- To process coffee cherries from coffee plantation A into parchment coffee

- To process coffee cherries from coffee plantation B into parchment coffee

- To process coffee cherries from coffee plantation C into parchment coffee

Products: Coffee cherries from coffee plantation A, water, Detergents; soaps, Disinfectants. Materials and equipment:

Equipment Coffee plant line:


Soaking tanks

Fermentation tanks

Conveyor belts

Cherry hoppers

Grading tanks

Disk pulper

Sorters

Skin separator tank

Mucilage remover

Driers

Waste tank

Materials

Basins

sacs

Polly ethane bags

Timer

Balances

P.P.E

Moisture meter

Spreads

Hygrometer

Balances

Cleaning materials

Brush, sprayers, Bucket,torchon, basin,

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Reference books:

1. S. Suzanne Nielsen , Food Analysis (Food Science Text Series),Springer; 4th ed. 2010 edition (April

22, 2010)

2. Srinivasan Damodaran ; Kirk L. Parkin Owen R. Fennema, Fennema's Food Chemistry, Fourth

Edition, CRC Press; 4 edition (September 13, 2007)

3. S. Suzanne Nielsen Food Analysis Laboratory Manual Springer; 1 edition (July 2003)

4. Margaret McWilliams Ph.D. R.D. Professor Emeritus , Laboratory Manual for Foods: Experimental

Perspectives Prentice Hall; 8 edition (February 11, 2011)

5. Dennis D. Miller ,Food Chemistry: A Laboratory Manual, Wiley-Interscience (April 20, 1998)

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F O P F I 5 0 1 - FOOD INDUSTRY WASTE MANAGEMENT

FOPFI501 Manage waste in food industry


Credits: 6 60

Sector: Agriculture and food processing



Purpose statement

In Rwanda, food processing units are increasing and different kinds of waste are generated. This can be

a burden to the environment if the waste is not well managed. This module intends to equip the

learners with practical skills necessary to characterize waste, estimate waste quantities, collect waste

and treat waste. The module is for learners who have successfully completed the food processing

certificates I and II. The learner will be qualified to manage waste from food processing units.

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Specific modules from certificates I, II and III



Performance criteria describe the required performance needed to demonstrate achievement of the

learning unit.



1. Prepare the work area 1.1. Proper Selection of cleaning products according to the requirement and specifications

1.2. Proper Cleaning of work area according to the techniques and guidelines

1.3. Proper checking of the cleanness of the work area according to parameters

2. Prepare tools, utensils, instruments

and equipment

2.1. Proper identification of tools, utensils, instruments and equipment according to the specifications and standards

2.2. Proper Selection of cleaning products according to the specifications

2.3. Proper cleaning of materials and equipment based on techniques and guidelines

2.4. Accurate assembling of equipment according to the catalogue

2.5. Proper installation of equipment according to the processing line

2.6. Proper adjustment of the equipment according to the standards

3. Characterize waste 3.1. Proper identification of wastes types based on waste nature

3.2. Proper description of hazards based on the waste types

3.3. Proper identification of safety and health hazards from waste according to waste management guidelines

3.4. Proper selection of personal protective equipment (PPE)based on potential hazards

3.5. Proper use of PPE according to plant guidelines and requirements

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4. Estimate waste quantities 4.1. Proper description of the processing line based on the capacity and nature of the waste.

4.2. Proper estimation of waste quantities at each processing step based on the raw material

4.3. Proper calculation of waste ratio in the process based on the product quantity

5. Collect waste 5.1. Appropriate identification of waste collection areas based on the waste type

5.2. Appropriate setting of health measures based on waste nature and safety guidelines

5.3. Proper identification of waste collection methods based on SOPs for waste collection

5.4. Proper use of PPE and material in waste collection based on the guidelines

6. Treat waste 6.1. Proper handling of waste according to the types of waste and their disposal mechanism

6.2. Appropriate selection of disposal mechanisms based on standards

6.3. Appropriate identification of waste disposal environment based on the waste nature ,environment and regulations

6.4. Proper treatment of waste according to SOPs 6.5. Appropriate waste disposal based on government

waste management policy 6.6. Proper monitoring of waste disposal based on

waste by products and parameters

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LU 1: Characterize and estimate waste

1

Learning Outcomes:

1. Identify waste types 2. Estimate waste quantities

20 Hours

Learning Outcome 1.1: Identify waste types

Waste types (Solid waste, Liquid, gaseous)

Waste nature and characteristics

Effects of waste on product safety, human health and environment

Safety and health precautions towards waste

o Oral presentation on waste types and waste effects on product safety, human health and environment

o Viewing pictures and DVD of different types of waste and waste effects on product safety, human health and environment

o Group discussion on different types of waste and waste effects on product safety, human health and environment environment

o Field visits to food processing plants

- Visual aids for identifying different types of waste

- Food processing plants


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Written evidence



Checklist Score

Yes No

Indicator1: waste types are well identified

Solid wastes are identified

Liquid wastes are identified

Gaseous wastes are identified

Indicator2: waste nature and characteristics are well described

Biodegradable wastes are described

Non biodegradable wastes are described

Indicator3:waste effects are well described

wastes effect on human health

wastes effect on product

wastes effect on environment

Observation


Proper identification of wastes types based on waste nature

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Learning Outcome1.2 Estimate waste quantities

Types of raw materials and their waste

Waste quantities estimation methods

o Oral presentation on waste quantity estimation methods

o Demonstration on estimating waste quantities

o Practical exercises on estimating waste quantities

o Group discussion on types of raw materials and their waste

o Field visits to food processing plants

- Didactic materials; Papers, Notebooks, Markers and drawing pins, computers

- Food processing

plants





Written evidence




Resources


Proper Estimatation of waste quantities according to the process steps

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Checklist Score

Yes No

Indicator1: process steps based on capacity of the wastes are well described

Raw materials weighing

Wastes weighing

Ratio calculation

Indicator2:

Observation

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Learning Outcome 2.1: Identify equipment materials and infrastructure for waste collection,

storage and disposal

o Types of equipment materials and infrastructure for waste collection, storage and disposal

o Usage of equipment materials and infrastructure for waste collection, storage and disposal

o Equipment efficiency

o Oral presentation on equipment materials and infrastructure for waste collection, storage and disposal

o Viewing of pictures, DVD of equipment materials and infrastructure for waste collection, storage and disposal

o Group discussion on equipment materials and infrastructure for waste collection, storage and disposal

o Filed visit to plants with a waste treatment facility

- Equipment and materials

- sacs - P.P.E - Waste bins - Buckets - Aspirators - Waste digester - Trucks - Pipelines - Waste containers - Waste stream

separators - Driers - Waste collection,

storage and disposal system/line (pipes, drainage channels, pits, dumping areas, aspiration channel)

LU 2: Prepare materials, equipment and infrastructure for waste collection, storage and disposal

2

Learning Outcomes:

1. Identify equipment materials and infrastructure for waste collection, storage and disposal

2. Select cleaning compounds 3. Clean equipment materials and infrastructure for waste

collection, storage and disposal 20 Hours


Resources

300 | P a g e





Written evidence



Checklist Score

Yes No

Indicator1: types of equipment are well identified

Equipments for solid wastes

Equipments for liquid wastes

Equipments for gaseous wastes

Indicator2: waste collection methods are well identified

waste collection methods for solid

waste collection methods liquid

waste collection methods for gaseous

Indicator3: wastes disposal area is identified

biodegradable wastes

non biodegradable wastes

Observation


Proper Identification of equipment materials and infrastructure for waste

collection, storage and disposal according to the nature and effects of wastes

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Learning Outcome 2.2: Select cleaning compounds

o Types of cleaning products o Dosage of cleaning products o Safety and health precautions o Efficiency of the cleaning products

o Oral presentation on cleaning products for waste collection, storage and disposal equipment materials and infrastructure

o Demonstration on preparing cleaning products for cleaning waste collection, storage and disposal equipment materials and infrastructure

o Practical exercises on preparing cleaning products for cleaning waste collection, storage and disposal equipment materials and infrastructure

o Group discussion on cleaning products for waste collection, storage and disposal equipment, materials and infrastructure

o Field visits to plants with a waste treatment facility

- Products: - Detergents; soaps, - Disinfectants;

water

- Materials : Buckets, balances, manuals, PPE






Proper Selection of cleaning compounds according to the specifications

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Written evidence



Checklist Score

Yes No

Indicator1: types of cleaning compounds are identified

Acidic cleaning compounds

Alkaline cleaning compounds

Neutral cleaning compounds

Indicator2:dosage of cleaning compounds is calculated

Amount of solute

Amount of solvent

Indicator3:safety and health precautions are well described

safety and health precautions on human

safety and health precautions on product

safety and health precautions on environment

Observation

Learning Outcome 2.3: Clean equipment materials and infrastructure for waste collection,

storage and disposal

o Different cleaning techniques o Standard operating procedures

(SOPs) for cleaning o Safety precautions

o Oral presentation on cleaning procedures for waste collection, storage and disposal equipment, materials and infrastructure

o Demonstration on cleaning equipment, materials and infrastructure for waste collection, storage and


- sacs - P.P.E - Waste bins - Buckets - Aspirators - Waste digester - Trucks - Pipelines - Waste containers


303 | P a g e

disposal o Practical exercises on on

cleaning equipment, materials and infrastructure for waste collection, storage and disposal

o Group discussion on cleaning products


- Waste stream separators

- Driers - Waste collection,


- Materials: - Brush, sprayers,

Bucket, Serviettes, torchon, basin, P.P.E

- Products: - Detergents; soaps, - Disinfectants;

water





Written evidence




Proper cleaning of materials and equipment based on techniques and guidelines

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Checklist Score

Yes No

Indicator1: cleaning techniques are well identified

CIP technique

COP technique

Indicator2:Standard operating procedures (SOPs) is well established

Responsibilities/cleaning procedures

Cleaning compounds to be used

Responsible for cleaning action

Observation

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Learning Outcome 3.1: collect waste

Waste collection methods

Waste line flow

Efficiency of waste collection methods

o Oral presentation on waste collection methods

o Viewing pictures and

DVDs of waste collection

o Group discussion on waste collection methods


- Visual aids for identifying different waste collection methods

- Food processing plants with a waste treatment facility




LU 3: Collect and dispose waste

3

Learning Outcomes:

1. Collect waste 2. Dispose waste 3. Treat waste

20Hours


Resources


Proper collection of wastes according to their nature

306 | P a g e


Written evidence



Checklist Score

Yes No

Indicator1: PPE usedin waste collection are well described

Function of PPE

Instruction of wearing PPE

Flexibility of collective materials

Indicator2: waste collection methods are well identified

Roll on/ off containers

Tankers for liquid wastes

Wheeled bin collection

Refuse collection vehicles

Observation

Learning Outcome 3.2: Dispose waste

Environment agency’s rules and regulations on waste disposal

Disposal environment

Disposal methods

Safety and health measures

o Oral presentation on waste disposal methods and environment

o Viewing pictures and DVDs of

waste disposal environment

o Demonstration on waste disposal methods

- Environment agency’s rules and reglations

- Waste disposal environment/areas

- Pits - Dumping areas


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o Practical exercises on waste disposal methods

o Group discussion on Environment agency’ rules and regulations; safety and health measures in waste disposal

o Field visits to waste disposal areas





Written evidence



Checklist Score

Yes No

Indicator1: Environment agency’s rules and regulations on waste disposal are defined

Ecological rules and regulations

Biological rules and regulations

Indicator2: wastes disposal methods are well identified

Land disposal

incineration

underground injection wells

Indicator3: disposal area is well selected

disposal area preparation

disposal instruction( distance)


Proper Disposition of waste according to their effects

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transportation of wastes to the disposal area

Observation

Learning Outcome 3.3: treat waste

Physical treatment( sedimentation, floatation)

Chemical treatment

Biological treatment( aerobic and anaerobic)

o Oral presentation on waste treatment


waste treatment

o Demonstration on waste treatment methods

o Practical exercises on waste treatment methods

o Group discussion o Field visits to waste

treatment

- Environment agency’s rules and reglations

- Waste disposal environment/areas

- Pits - Dumping areas






Proper treatment of waste according to their properties

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Written evidence



Checklist Score

Yes No

Indicator1: physical treatment is well done

sedimentation

floatation

screening

Indicator2: chemical treatment is well done

addition of polyvalent cations

additions of limes

Indicator3: chemical treatment is well done

Aerobic treatment

Anaerobic treatment

Observation

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- REMA in conjunction with RDB wishes to emphasize environmental friendly processing practices to Rwandan food processing industries. The Concerned official from REMA has instructed COPED specialised in waste management to design waste management plan for Uniliver food processing company to support the policy. COPED has requested you as its technician to manage waste from three department of Uniliver; the first one makes meat products, the second makes pineapple juice and the third makes bread.

- -Solid wastes should be dumped in appropriate site

- -Liquid waste should be filtered before being discharged from the factory

- -Waste should be collected in designated containers.

- -You should respect all environmental rules while managing the waste

- Task: Manage waste from meat processing department

- Manage waste pineapple processing department

o - Materials and

equipment: - Sacs, P.P.E ,Waste

bins, Buckets, Aspirators,

- Waste digester,

Trucks, Pipelines,

Waste containers,

Waste stream

separators, Driers,

- Environment agency’s rules and regulations

- ,Waste digester,

Composter, Recycling

machinery,

Incinerators, Waste

disposal

environment/areas,

Pits, Dumping areas

- Waste collection, storage and disposal system/line (pipes, drainage channels, pits, dumping areas, aspiration channel)

311 | P a g e

- Manage waste bread processing department

- Products: - Detergents; soaps, - Disinfectants; water - Meat processing

plant

- Materials and equipment:

- Sacs, P.P.E ,Waste bins, Buckets, Aspirators,

- Waste digester, Trucks, Pipelines, Waste containers, Waste stream separators, Driers,


- ,Waste digester, Composter, Recycling machinery, Incinerators, Waste disposal environment/areas, Pits, Dumping areas

- Waste collection,


- Products: - Detergents; soaps, - Disinfectants; water

- Materials : Buckets,

balances, manuals, PPE

- Fruits processing plant

- Materials and

equipment: - Sacs, P.P.E ,Waste

bins, Buckets,

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Aspirators, - Waste digester,

Trucks, Pipelines, Waste containers, Waste stream separators, Driers,


- ,Waste digester, Composter, Recycling machinery, Incinerators, Waste disposal environment/areas, Pits, Dumping areas

- Waste collection,


- Products: - Detergents; soaps, - Disinfectants; water - Kabuye sugar factory

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Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Waste are estimated

Raw materials weighing

Wastes weighing

Ratio calculation

Indicator Waste are collected

waste collection methods for solid

waste collection methods liquid

waste collection methods for gaseous

Indicator: waste are characterized (composition ,description, and categorization

Wastes Description :

biodegradable wastes

non biodegradable wastes

Waste categorization:

Solid wastes are identified

Liquid wastes are identified

Gaseous wastes are identified

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Types of wastes are well separated

Biodegradable waste

non biodegradable waste

Indicator: Waste are well disposed

Land disposal

incineration

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underground injection wells

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Proper waste dumping sites are used

disposal instruction( distance)

transportation of wastes to the disposal area

Indicator: Environmental rules are respected

Ecological rules and regulations

Biological rules and regulations

Roll on/ off containers

Tankers for liquid wastes

Wheeled bin collection

Refuse collection vehicles

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Personal protection is practiced

Function of PPE

Instruction of wearing PPE

Flexibility of collective materials

Indicator: Materials , equipment are prepared

Waste digester is working properly

Waste container is working properly

Waste transporter is working properly

Indicator: Hazards are controlled

Critical Control Point are identified

wastes effect on human health

wastes effect on product

wastes effect on environment

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Observation

Reference books:

1. www.dsir.gov.in/reports/exp

2. Waste legislation and regulations, Department for environment, food and rural areas, UK

(www.gov.uk/waste legislation and regulations

3. www.rema.gov.rw/laws and regulations

4. L.K. Wang, W.T. Hung, H.L Howard & Y. Constantine, 2005. Waste treatment in the food

industry, CRS press

5. Codex General principles of food hygiene, 2003 (Revision 4)

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F O P M A 5 0 1 - MICROBIAL ANALYSIS OF FOOD

FOPMA501 Conduct microbial analysis of food


Credits: 6 60




Purpose statement

The competence is one of the specific competences that learner joining certificate V in Food processing are supposed to cover. It is designed to equip the learner with skills and knowledge on food microorganism analysis. At the end of the competence, the learner will be able to:

- Prepare liquid and solid culture medium - Prepare the sample and necessary dilutions - Grow and isolate specific microorganisms - Enumerate microorganisms

- Identify microorganisms according to Gram stain

- To join this module, the learner should have passed Certificate II Iand IV in food processing.

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Modules: Conduct microbiological analysis of food




learning unit.



1. Prepare the sample 1.1. Proper sampling and handling sample according to sampling procedures

1.2. Proper sample preparation and dilution according to protocol

2. Culture microorganism 2.1. Proper inoculation of microorganisms according to the protocol

2.2. Proper incubation of cultures according to the protocol

3. Enumerate and Identify microorganism

3.1. Proper evaluation of the colonies based on microorganism specifications

3.2. Proper counting of colonies based on the methods Proper enumeration of microorganism according to the morphology, staining and motility of microorganism

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Learning Outcome 1.1: Take and handle sample

Sampling techniques

Hygienic conditions

Sample handling techniques

o Oral presentation on sample taking and handling

o Viewing of pictures, DVD on sample taking and handling

o Practical exercises on sample taking and handling

o Group discussions on sampling hygienic conditions

- PPE - Cotton/Cotton

swabs - Sampling tools

(Glassware, spoons, knives)

- Sample containers - Ice box - Markers - Applicator sticks - Parafilm paper - Disinfectants




LU 1: Prepare sample

1

Learning Outcomes:

1. Take and handle sample 2. Prepare sample

20 Hours



Proper sampling and handling sample according to sampling procedures

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Written evidence


Checklist Score

Yes No

Indicator: Sample collection is well done

Particle size or mass of the sample is reduced Type of sample to be collected is defined Number of samples to be collected are desribed Collection details( date and time of collection, name of collector, place of orgin,)

State of sample is described Sample container materials properties are defined

Indicator: sampling techniques is described

Sample name

Sampling procedures

Observation

Learning Outcome 1.2: Prepare sample

Purpose of sample preparation

Sample preparation methods and techniques (milling/grinding, dilution techniques)

o Oral presentation on sample preparation

o Viewing pictures and DVDs of sample preparation

o Demonstration on sample preparation

o Practical exercises on sample preparation

o Group discussion on sample preparation techniques

o Field visits to laboratories

- Sample - PPE - Glassware - Grinder - Markers - Applicator sticks - Parafilm paper - Disinfectants - Racks - Bunsen bunner - Buffer solutions - Stomacher - Distilled water



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Written evidence


Checklist Score

Yes No

Indicator: methods of sampling

Method used to preseve sample is well done

The choice of particular sampling depends onthe purpose of the analysis, the property to be measured, the nature of the total population and of the individual samples, and the type of analytical technique used to characterize the samples.

Sample is collected by randomly

Analytical bias and precision are used

Indicator: sample safety

locations from which the sample is selected

The time needed to complete the analysis of a single sample or the number of samples that can be analyzed in a given time

Probability sampling is well done

Cleaning of Labware,glassware and equipments is well done

Sample preservation and shipping requirement are given

Transport conditions is well done

Use containers that are clean, dry, leak-proof, sterile, and of a size suitable for samples of the product

Observation


Proper selection of the protocol based on standard and guidelines

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Learning Outcome 2.1: Inoculate plates

Culture media types

(standard plate count agar, potato dextrose agar, violet red bile agar)

Inoculation techniques

Inoculation conditions

o Oral presentation on inoculation techniques and conditions

o Viewing of pictures, DVDs of inoculation techniques

o Demonstration of inoculation techniques

o Practical exercises on inoculation techniques

o Group discussion on inoculation conditions

o Field visit to laboratories

- PPE - Samples - Culture media - Petri dishes with

sterile culture media

- Glassware - Bunsen burner - Racks - markers - Applicator sticks - Parafilm paper - Disinfectants - Inoculation loop




LU 2 Culture microorganisms (total count, yeast and molds and total coliforms)

2

Learning Outcomes:

1. Inoculate plates 2. Incubate inoculated plates 3. Monitor the cultures

20 Hours



Proper inoculation of microorganisms according to the protocol

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Written evidence


Checklist Score

Yes No

Indicator: Culture media types are well identified

standard plate count agar,

violet red bile agar

potato dextrose agar

Indicator: inoculation techniques are well described

Inoculation techniques are adopted

Inoculation conditions are maintained

Indicator: Media requirements are well identified

Ingredients requirement are identified

Physical requirement are identified( pH, osmotic strength, temperature and presence or absence of oxygen)

Preparation procedures are identified

Observation

Learning Outcome 2.2: Incubate inoculated plates

Purpose of incubation

Incubation conditions (temperature, aerobic/anaerobic,

o Oral presentation on incubation process and conditions

o Demonstration of incubation process


- PPE - Incubators (Aerobic and

anaerobic) - Inoculated Petri dishes


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time) incubation o Group discussion on

incubation conditions





Written


Checklist Score

Yes No

Indicator: Incubation conditions are maintained(temperature, aerobic/anaerobic, time)

temperature

time

aerobic/ anaerobic conditions

Indicator: Plates are well innoculated

Culture media types are identified (standard plate count agar, potato dextrose agar, violet red bile agar


conditions are maintained

Observation


Proper incubation of cultures according to the protocol

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Learning Outcome 3.1: Count colonies

Tools for counting colonies are identified Pen and click-counter Software for counting cfus Automated system (MATLAB) Alternative units (Most probable

number)

Manual counting Manual colony counter Colony counting procedures Colony counting conditions

Automated counting Describe automated colony counter Colony counting procedures Colony counting conditions

o Oral presentation on colony growth evaluation

o Viewing of pictures, DVDs of colonies

o Demonstration on colony evaluation and enumeration

o Practical exercises on colony counting

o Group discussion on counting techniques

- PPE - Petri dishes with

grown microorganisms

- Colony counter - Marker


LU 3: Enumerate and identify microorganism colonies

3

Learning Outcomes:

1. Count colonies 2. Identify colonies 3. Identify the morphology of microorganism

20 Hours



Proper performing colonies counting according to the methods

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Written evidence


Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Count colonies

Checklist Score

Yes No

Indicator: Tools for counting colonies are identified

Pen and click-counter

Software for counting cfus( digital camera or webcam)

Automated system (MATLAB)

Alternative units (Most probable number MPN)

Indicator: manual colony counting is well performed

Manual colony counter is described

Colony counting procedures are provided

Colony counting conditions

Indicator: automated colony counting is well performed

Automated colony counter is described



Observation

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Learning Outcome 3.2: Identify colonies

Colony characteristics Size Shapes

Circular Irregular Filamentous Rhizoid

Elevations Raised Convex Flat Umbonate Crateriform Purvinate

Margins Intire Undulate Filiform Curled Lobate

Color Pink Black

Consistency Mucoid Friable Firm Butyrous

Surface (glistening or dull)

Density Opaque Translucent Transparent









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Written Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: Colony characteristics are identified

Shape (circular, irregular, filamentous and rhizoid)

Elevations (raised, convex, flat, umbonate, crateriform and pulvinate

Margins (intire, undulate, filiform, curled and lobate

Color (pink, black..)

Consistency(mucoid, friable, firm, butyrous)

Surface(glistening or dull)

Density(opaque, translucent or transparent)

Observation


Proper identification of colonies according to the nature of microorganisms

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Learning Outcome 3.3: Identify the morphology of microorganism

Microorganism morphology Size Shape Arrangement

Smear preparation Materials are identified

Preparation steps are provided

Stain techniques Materials Steps

Use microscope Describe microscope Sampling method Examine the sample

o Oral presentation on microorganism morphology

o Demonstration on microorganism morphological identification

o Practical exercises on microorganism morphological identification

o Group discussion on microorganism morphology



- Glassware - Bunsen burner - Inoculation loop - Crystal violet - Iodine - Alcohol - Safranin - Distilled Water - Slides - Immersion oil - Light microscope





Written

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Enumerate microorganism



Proper enumeration of microorganism according to the morphology, staining

and motility of microorganism

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Checklist Score

Yes No

Indicator: Microorganism morphology is well identified

Size

Shape

Arrangement

Indicator: Smear preparation is well performed

Materials are identified


Indicator: stain technique is well described


Steps are provided

Indicator: Use of microscope is well conducted

Microscope is described

Sampling methods are identified

Sample is examined



- Urwibutso Enterprises won a tender to supply pork meat, yogurt and pizza to peace keeping troupe in Darfur. To assure the quality of these products Urwibutso enterprises marketing manager request you, as a laboratory technician to conduct microbial analysis of food samples mentioned above. Microbial analysis should cover the total count, yeast and molds and total coli forms. In addition, you should characterize the morphology of cells and do the Gram strain of bacteria. Results should be ready within 3 days. The following conditions should be respected:

-

- -The culture medium should be solid

- -Results should be expressed in CFU/ml for yogurt and CFU/gm for meat and pizza

- -Microbial characterization should be done under microscope.

TASK:

o

Products: - Pork meat,

water, Detergents, Soaps , Disinfectants, Surfactants(basic alkali, acids, chelating agents), Lubricants

Materials and equipment:

- Brush, sprayers,

Bucket, Serviettes, torch on, basin, P.P.E, PPE, Cotton/Cotton swabs, Sampling tools (Glassware, spoons, knives), Sample containers, Ice box, Markers, Applicator sticks, Para film paper,

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Conduct microbiological analysis (total count, yeast and molds, and total coli forms) of pork meat sample

Conduct microbiological analysis (total count, yeast and molds, and total coli forms) of yogurt sample

Conduct microbiological analysis (total count, faecal and total coli forms) of pizza sample

Glassware, Grinder, Racks, Culture media (standard plate count agar, Violet red bile agar) Petri dishes , Bunsen burner, Inoculation loop, Incubator, Colony counter, Inoculation loop, Slides, Light microscope, crystal violet, Iodine, safranin, alcohol.

Products:

- yogurt, water, Detergents, Soaps , Disinfectants, Surfactants(basic alkali, acids, chelating agents), Lubricants


Yes No



Eye protection

Hearing protection







Samples tools

Colony counter

Samoles container

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Petri ditches

glassware

incubator

Indicator: Lab hazards are controlled

Biological hazards

Physical hazards

Chemical hazards

Electrical hazards

Observation


Yes No

Indicator: Equipments, materials and reagents are well selected

Tools and equipments are identified


Reagents are identified

Reagents are prepared

Indicator: Samples are prepared (taken, handled and prepared)

Particle size or mass of the sample is reduced

Type of sample to be collected is defined

Number of samples to be collected are desribed

Collection details( date and time of collection, name of collector, place of orgin,)

Sample container materials properties are defined

Indicator: Media are well inoculated and incubated




Indicator: Colonies are enumerated and identified




Observation

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Yes No

Indicator: Plates are not contaminated

Types of plates

Sterilization of plates

Indicator: Colonies are well grown

is described


Colony grow conditions

Indicator: Microorganisms under microscope are clear

Staining techniques

Type of microscope

Observation


Yes No

Indicator: Results are well calculated and interpreted

Comparison of gram negative bacteria to the standard

Comparison of gram negative bacteria to the standards

Indicator: findings characteristics

Crystal Violet color

Change in color

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Reference books: 1. www.fsai.ie/leg

2. J.F.T. Spencer & A.L. R de Spencer, 2001. Food Microbiology Protocols, Humana Press

3. Haley & Prescott, 2002. Laboratory Exercises in Microbiology, 5th Ed., The McGraw hill

4. L.M. Prescott, 2002. Microbiology, 5th Ed., The McGraw Hill


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F O P P C 5 0 1 - COFFEE ROASTING

FOPPC501 Perform coffee roasting


Credits: 6 60




Purpose statement

Coffee is the main Rwandan export commodity and the Rwandan government has been actively promoting coffee growing and processing through its various awarded coffee competitions. Coffee roasting adds more value to coffee but coffee roasting facilities are still very few in Rwanda. One of the reasons is insufficiency of skilled personnel in coffee roasting. The module on coffee roasting focuses on equipping the learners with practical skills in roasting coffee. The module is intended for learners who have successfully completed the certificate II in food processing. At the end of the module, learners will be able to - Prepare the work area - Prepare materials and equipment - Receive parchment coffee (identification and selection of good quality parchment coffee) - Perform green coffee bean hulling and polishing - Roast coffee beans

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- Grade and grind roasted coffee beans - Check the quality of coffee - Package coffee Learners will be able to carry out the above tasks working in coffee roasting factories with a high degree of efficiency and an ability to manage limited resources.

Learning assumed to be in place Modules: Process coffee cherries into parchment coffee







1. Prepare tools, utensils,

instruments and equipment

1.1. Proper identification of tools, utensils, instruments and equipment according to the specifications and standards

1.2. Accurate assembling of equipment according to the catalogue

1.3. Proper adjustment of the equipment according to the standards

2. Prepare green coffee beans 2.1. Appropriate hulling and polishing techniques according to requirement

2.2. Proper identification of coffee beans grades according to standards

2.3. Proper grading of the coffee beans according to requirements and standards

3. Roast the green coffee beans 3.1. Adequate sorting of coffee beans according to standards

3.2. Appropriate grading of coffee beans based on requirements

3.3. Proper roasting according to standards 3.4. Proper monitoring of roasting process based on

parameters

4. Grind and grad of coffee 4.1. Proper identification of coffee grades according to standards

4.2. Proper adjustments of grinding machine according to grade requirement

4.3. Proper grinding according to requirement

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4.4. Proper handling of the ground coffee according to specification and guidelines

5. Package ground coffee 5.1. Proper identification of packaging materials according to specification

5.2. Proper packaging techniques according to standards 5.3. Proper labeling according to the standards and

guidelines 5.4. Proper handling and storage conditions according to

requirement

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Learning Outcome 1.1: Identify tools,utensils instuments and equipment materials for roasting.

o Types of equipment and materials Hot- air machine Drum machine Packed-bed Tangential Centrifugal roaster

o Source of energy Electricity Natural gas (LPG) Wood


- Roaster - Balance - stopwatch - separators - hygrometer




LU 1:Prepare materials, equipment and infrastructure for Roasting

1

Learning Outcomes:

1. Proper identification of tools, utensils, instruments and equipment according to the specifications and standards

2. Accurate assembling of equipment according to the catalogue

15Hours


Resources


Proper identification of tools, utensils, instruments and equipment according to

the specifications and standards

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Written Evidence

Performance Evidence

Checklist Score

Yes No

Indicator: types of equipments are well identified

Hot- air machine

Drum machine

Packed-bed

Tangential

Centrifugal roaster

Indicator: source of energy is well identified

Electricity

Natural gas (LPG)

Wood

Observation

Learning Outcome 1.2: Assembly equipment according to the catalogue

o User manual Steps by steps Adjustment of machine.

o Different part of the machine

Bean insertion Roasting chamber Cooling part

o Group discussion o


- Roaster machine - Catalogue



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Written Evidence



Checklist Score

Yes No

Indicator: user manual is well interpreted

Steps by steps

Adjustment of machine

Indicator: part of machine is well identified

Bean insertion

Roasting chamber

Cooling part

Observation


Accurate assembling of equipment according to the catalogue

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LU 2: Prepare green coffee beans

2

Learning Outcomes:

1. Receive parchment coffee 2. Hull and polish parchment coffee

15Hours

Learning Outcome 2.1: Receive parchment coffee

Quality parameters (moisture, defects)

Quality checking techniques

Corrective measures (re-drying)


selection of parchment coffee

o Viewing of pictures, DVD of parchment coffee characteristics

o Practical exercises on reception of parchment coffee

o Group discussions on parchment coffee quality parameters

o Field visits to coffee roasting plant

- Parchment coffee - P.P.E - Racks - Plucking tables - Balances - Baskets - Tents - Conveyors - Hygrometer - Conveyor belts - Storage bins - Dustless catador - Fan - Picking table - Densimetric table






Proper reception of parchments coffee according to the standards

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Checklist Score

Yes No

Indicator: coffee quality bean is well described

appearance

residue behind

moisture content

defect

Indicator: quality checking are well described

Corrective measure

Indicator :record are well

Source

Time

batch

Observation

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Learning Outcome 2.2: Hull and polish parchment coffee

Purpose of hulling and polishing

Hulling and polishing processes and techniques

Husk separation methods sieving, aspiration

Characteristics of hulled green coffee beans

Appearance Smell Density Moisture

o Oral presentation on hulling and polishing

o Group discussions on hulling and polishing processes

o Practical exercises on hulling and polishing processes

- Parchment coffee - Hullers - Smout peeler

polisher - Destoner - Aspiration channel





Written Evidence


Checklist Score

Yes No

Indicator: coffee bean hulling method are well identified

Dry hulling

Wet hulling

polishing

Indicator: hulled green coffee characteristics are identified

appearance

moisture

smell



Appropriate hulling and polishing techniques according to requirement

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density

Indicator: husk separation

sieving

aspiration

Observation

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Learning Outcome 3.1: Sort green coffee beans

Sorting parameters

defects, maturity

levels foreign matter

Sorting methods and

techniques

hand-picking sieving

centrifugation

o Oral presentation on green coffee beans sorting

o Viewing of pictures, DVDs on sorting methods and techniques

o Demonstration of sorting methods and techniques

o Practical exercises on sorting

o Group discussion on sorting parameters

o Field visit to coffee roasting plant

o

- Green coffee beans - Equipment - Screens - Strainers - Audio visual aids

(DVD o Pictures)

- P.P.E - Racks - Plucking tables - Balances - Baskets - Tents - Conveyors - Conveyor belts - Storage bins - Fan - Cyclone - Picking table - Colour sorter


LU3: Roast green coffee beans

3

Learning Outcomes:

1. Sort green coffee beans 2. Grade green coffee beans 3. Roast green coffee beans

15Hours


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Written Evidence



Checklist Score

Yes No

Indicator: Sorting parameters are well identified

defects

maturity levels

foreign matter

Indicator: Sorting methods and techniques are well identified

hand-picking

centrifugation

sieving

Observation

Learning Outcome 3.2: Grade green coffee beans

Method of grading SCAA Brazil

o Oral presentation on green coffee beans grading

o Viewing of pictures, DVDs of grading methods and techniques

- Green coffee beans - Equipment - Screens - Strainers - Audio visual aids


Adequate sorting of coffee beans according to standards


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Grades’ specifications density size, shape

o Demonstration of grading methods and techniques

o Practical exercises on grading methods and techniques

o Group discussion on grade specifications


(DVD pictures) - P.P.E - Racks - Plucking tables - Balances - Baskets - Tents - Conveyors - Conveyor belts - Storage bins - Fan - Cyclone - Picking table - Colour sorter



performance criterion has been achieve


Written Evidence



Checklist Score

Yes No

Indicator: Method of grading are well described

SCAA (Specialty Coffee Association method)

Brazil /New York exchange method

Indicator: grade specification are well identified

Density

Size

Shape


Proper grading of coffee beans according the standards

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Observation

Learning Outcome 3.3.: Roast green coffee beans

Roasting conditions temperature, time

Roasting parameters color, flavor

Roasting methods and techniques

Manually Automated

Characteristics of roasted coffee beans

Light roast Medium roast Dark roast

o Oral presentation on green coffee beans roasting process

o Viewing pictures, DVD of roasting process

o Demonstration of roasting process

o Practical exercises of roasting process

o Group discussion on roasting conditions and characteristics of roasted coffee beans

o Field visits to coffee o Roasting plant

- Green coffee beans - Equipment - Racks - Conveyors - Hygrometer - Conveyor belts - Storage bins - Roaster - Grinder - Aspiration channel





Written Evidence Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation



Proper roasting according to standards

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Checklist Score

Yes No

Indicator: Roasting conditions are well identified

Temperature

Time

Indicator: roasting parameters are well identified

Color

flavor

Indicator: roasting method are well described

manually

automated

Indicator: roasted coffee characterics are well identified

Light roast

Medium roast

Dark roast

Observation

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LU4: coffee cupping and packaging

4

Learning Outcomes:

1. Grind roasted coffee beans 2. Check the quality of roasted coffee 3. Package coffee powder

15Hours

Learning Outcome 4.1: Grind roasted coffee beans

Grinding method manually electrical

Specifications of coffee powder Coarse fine

Types of grinders Blade grinder Burr grinder

o Oral presentation on grinding process

o Viewing pictures and DVDs of grinding process

o Demonstration on grinding roasted beans


grinding roasted beans

o Group discussion on coffee powder specifications


- - Equipment - Racks - Balances - Baskets - Tents - Conveyors - Hygrometer - Conveyor belts - Storage bins - Cyclone - Grinder - Aspiration channel




Proper grinding roasted coffee according to the standards

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Written Evidence



Checklist Score

Yes No

Indicator: Types of grinders are identified

Blade grinder

burr grinder

Indicator: Specifications of coffee powder is well described

Coarse

fine

Indicator :Grinding method is well identified

Manually

Electrical

Observation

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Learning Outcome 4.2: Check the quality of roasted coffee

brewing steps water boiling

temperature steeping

Extraction Strength Brew ration Dark roasted coffee

Brewing method Decoction Infusion Expresso

Cupping (develop and rank a score sheet)

Aroma Acidity Flavor Body Balance crema

o Oral presentation on checking the quality of coffee powder


different coffee powders

o Demonstration on quality checking methods and techniques

o Practical exercises on quality checking

o Group discussion on quality parameters of coffee powder

o Field visit of coffee roasting plant

- Coffee powder - Standards for

coffee powders




Proper roasted coffee quality checking according to the standards.

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Written Evidence



Checklist Score

Yes No

Indicator: brewing steps is well followed

Boiling water

steeping

Indicator: extraction is well done

strength

brew ration

dark roasted coffee

Indicator: brewing method is well done

decoction

infusion

espresso

Indicator: rank a score sheet is well developed

aroma

acidity

body

cream

balance

flavor

Observation

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Learning Outcome 4.3: package coffee powder

Types of packaging method Vaccum packaging Sealing

Type of Packaging material aluminum, low density

polyethylene (LDPE), Polyethylene

terephthalate (PET), polypropylene (PP)

Packaging machines Automatic Semi-

automatic

o Oral presentation on packaging materials and machines

o Viewing of pictures, DVDs on packaging materials and machines

o Demonstration of packaging process

o Practical exercises on packaging

o Group discussion on packaging materials and machines


- Coffee powder - P.P.E - Hygrometer - Conveyor belts - Ventilators - Packaging

materials - Pallets - Packaging

machines - Paper bags - Corrugated paper

box - Vacuum sealer





Written Evidence





Proper identification of packaging materials and equipment according to

the specification

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Checklist Score

Yes No

Indicator: Types of packaging machine

Automatic

Semi automatic

Indicator: Types of packaging method

Vacuum

sealing

Indicator: Types of packaging materials

aluminum,

low density polyethylene (LDPE),

Polyethylene terephthalate (PET),

polypropylene (PP)

Observation

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- NAEB has got international market for Rwandan coffee. In order to grade and determine the price of roasted coffee for export, NAEB is planning to roast coffee from different coffee washing stations in Rwanda. As a coffee roaster at NAEB you are asked to roast 10 Kgs parchment coffee from Maraba coffee washing station, 10 Kgs from Gisakura coffee washing station and 10 Kgs from Gakenke coffee washing station.

-

- The green coffee beans should be graded according to standards (18+, 17 and 16)

- The roasted coffee should be finely ground

- The coffee powders should be packaged in 1 Kg sized bags

- The coffee powders should be ready for cupping within one day.

TASK:

To roast green coffee from Maraba coffee washing station

To roast green coffee from Gisakura coffee washing station

To roast green coffee from Gakenke coffee washing station

o - Products: Maraba

parchment coffee, water, Detergents; soaps

- - Materials and

equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment), Racks, Plucking tables, Balances, Baskets, Tents, Conveyors, Hygrometer, Conveyor belts, Storage bins, Smout peeler polisher, Dustless catador, Fan, Cyclone, Picking table, Densimetric table, Cylindric grader, Colour sorter, Hullers, Destoner, Roaster, Grinder, Aspiration channel, Packaging machines

- Products: Gisakura parchment coffee, water, Detergents; soaps

- - Materials and

equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment), Racks,

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Plucking tables, Balances, Baskets, Tents, Conveyors, Hygrometer, Conveyor belts, Storage bins, Smout peeler polisher, Dustless catador, Fan, Cyclone, Picking table, Densimetric table, Cylindric grader, Colour sorter, Hullers, Destoner, Roaster, Grinder, Aspiration channel, Packaging machines

- Products: Gakenke parchment coffee, water, Detergents; soaps

- - Materials and

equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment), Racks, Plucking tables, Balances, Baskets, Tents, Conveyors, Hygrometer, Conveyor belts, Storage bins, Smout peeler polisher, Dustless catador, Fan, Cyclone, Picking table, Densimetric table, Cylindric grader, Colour sorter, Hullers, Destoner, Roaster, Grinder, Aspiration channel, Packaging machines

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Checklist Score

Yes No

Indicator: Equipments are well selected

Indicator Green coffees are well prepared (hulling, polishing, sorting, and grading)

Indicator: Green coffee beans are properly roasted

Indicator: Roasted coffee beans are properly ground

Indicator: Packaging and labelling are well conducted

Observation

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Checklist Score

Yes No

Indicator: The coffee powder fineness is achieved

Indicator: The flavour of roasted coffee is achieved

Indicator: The color of roasted coffee is achieved

Observation


Checklist Score

Yes No

Indicator: Parchment coffee sources are respected

Indicator: Green coffee beans are graded according to standards

Indicator: The package size is respected

Indicator: Parchment coffee quantities are respected

Observation

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Checklist Score

Yes No

Indicator: Personal hygiene is practiced

Indicator: Work area is cleaned

Indicator: material and equipements are cleaned


Observation

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F O P R F 5 0 1 - REAGENTS FOR FOOD CHEMICAL COMPOSITION ANALYSIS

FOPRF501 Prepare reagents for food chemical composition analysis


Credits: 6 60




Purpose statement

Processing food into products that have high quality requires an understanding of the chemical

components present in the raw materials. This competence is for learners who have

successfully completed the certificate I. The competence will equip the learners with

prerequisite knowledge to enable them perform the specific modules. Upon completion of the

module, the learner will be able to select materials and equipment for mineral, carbohydrate,

fat and protein analysis. Learners will also be equipped with skills needed to prepare sample

and reagents to analyze these food components. The learners will assist in food analysis and

food quality control laboratories. Learners will carry out the tasks in these laboratories with

high degree of accuracy, respecting standards and conditions of analyzing food products.


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Basic knowledge of Chemistry (groups of organic minerals, titrations, extraction, solvents), and

physics (Heat transfer: conduction, convection, energy)







1. Identify chemical components of foods

1.1. Appropriate description of food nutrient composition

1.2. Appropriate classification of the main groups of foods according to chemical composition

1.3. Appropriate identification of chemical food contaminants

2. Select material and equipments 2.1. Appropriate selection of material for sample collection and conservation

2.2. Appropriate identification of material and equipment for mineral analysis

2.3. Appropriate identification of material and equipment for carbohydrate analysis

2.4. Appropriate identification of material and equipment for fat analysis

2.5. Appropriate identification of material and equipment for protein analysis

3. Prepare samples and reagents for food chemical analysis

3.1. Proper preparation of samples for chemical analysis 3.2. Proper preparation of reagents for mineral analysis 3.3. Proper preparation of reagents for carbohydrates

analysis 3.4. Proper preparation of reagents for fat analysis 3.5. Proper preparation of reagents for protein analysis

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Learning Outcome 1.1:Describe the food nutrient composition

Minerals

Vitamines

Carbohydrates

Fats

Proteins

o Oral presentation on food nutrients

o Group discussion on food nutrients

o Exercises on description of food nutrients

Books

Notes

Maquettes





Written

oral


LU1: Identify chemical components of foods

1

Learning Outcomes:

1. Describe the food nutrient composition 2. Classify the foods according to chemical composition 3. Select chemical food contaminants

20 Hours



Appropriate description of food nutrient composition

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Checklist Score

Yes No

Indicator: proteins composition are described

Classifications

Importance/functions

Sources

Indicator: carbohydrates composition are described

Classifications


Sources

Indicator: fats composition are described

Classifications


Sources

Indicator: minerals composition are described

Classifications


Sources

Indicator: vitamins composition are described

Classifications


Sources

Indicator: water are described

functions

sources

Observation

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Learning Outcome1.2:Classify the foods according to chemical composition

Cereals

Legumes

Vegetables

Fruits

Tubers

Foods of Animal origin (Milk, Meat, fish, honey)

o Oral presentation on classification of foods according to the chemical composition

o Demonstration on classification of types of food according to the chemical composition

o Group discussion on food nutrients

o Exercises on classification of types of food according to the chemical composition

Books

Notes

Maize

Wheat

Peas

Beans

Cabbage

Carrots

Oranges

Mangoes

Avocado

Banana

Pineaple

Potatoes

Cassava

Milk

Meat

Eggs

Honey





Written Evidence

Oral Evidence



Resources


Appropriate classification of the main groups of foods according to chemica

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Checklist Score

Yes No

Indicator: nitrogenous food are identified

legumes

Foods of animal origin( milk, meat, fish)

Indicator: non nitrogenous food are identified

cereals

roots tubers

fruits& vegetables

Indicator: inorganic foods are identified

minerals

water

Observation

Learning Outcome 1.3:Select chemical food contaminants

Pesticides

Antibiotics

Heavy metals

Toxins

o Oral presentation on chemical food contaminants

o Demonstration on chemical food contaminants

o Group discussion on chemical food contaminants

o Exercises on chemical food contaminants

Books

Notes





Resources


Appropriate identification of chemical food contaminants

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Written Evidence

Oral Evidence


Checklist Score

Yes No

Indicator: agro-chemicals contaminants are described

fungicides

insecticides

Indicator: veterinary drugs are described

antibiotics

Indicator: environmental contaminants are described

soil pollution

air pollution

water pollution

Indicator: nature toxins

mycotoxins

marine mycotoxins

Observation

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Learning Outcome 2.1:Select material and equipment for sample collection.

o Material for sample collection o Material for sample

transportation o Material and equipment for

sample conservation

o Laboratory Visits o Field visits for sampling o Demonstration of

equipment o Audio-visual

presentation of equipment

o Group discussion on materials used in sampling

PPE

Cotton/Cotton swabs

Tissue forceps

Permanent markers

Applicator sticks

Parafilm paper

Disinfectants

Refrigerator

Bottles

Cool box





LU 2:Material, equipments for chemical analysis s

2

Learning Outcomes:

1. Select material and equipment for sample collection 2. Select material and equipment for mineral analysis 3. Select material and equipment for carbohydrate analysis 4. Select material and equipment for fat analysis 5. Select material and equipment for protein analysis

20 Hours


Resources


Appropriate selection of material for sample collection and conservation

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Written Evidence

Oral Evidence


Checklist Score

Yes No

Indicator: materials for sampling are selected

Materials for solid

Materials for liquid

Materials for gaseous

Indicator: materials for sample conservation are selected

Materials for perishable foods

Materials for non perishables foods

Observation

Learning Outcome 2.2:Select material and equipment for mineral analysis

Description of materials and equipments for mineral analysis

o Laboratory Visits o Demonstration of equipment

of food component analysis o Group discussion on materials

and equipments used in food component analysis

o Exercises on selection of equipment used in food component analysis

Materials

Furnace

Crucibles

Filter paper

balance

Glassware

Balance Products:

Reagents


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Written Evidence Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: materials and equipments for mineral analysis are well described

safety

efficiency in use

handling

right

Observation

Learning Outcome 2.3:Select material and equipment for carbohydrate analysis

Description of materials and equipments for carbohydrate analysis




o Exercises on selection of equipment used in food

Materials

Furnace

Crucibles

Filter paper

balance

Glassware

Balance Products:


Appropriate identification of material and equipment for mineral analysis


370 | P a g e

component analysis Reagents






Checklist Score

Yes No

Indicator: materials and equipments for carbohydrates analysis are well described

safety

efficiency in use

right

handling

Observation

Learning Outcome 2.4:Select material and equipment for fat analysis

Description of materials and equipments for fat analysis




Materials

Furnace

Crucibles

Filter paper

balance

Glassware


Appropriate identification of material and equipment for carbohydrate analysis


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Balance Products:

Reagents





Written Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: materials and equipments for fats analysis are well described

safety

efficiency in use

right

handling

Observation


Appropriate identification of material and equipment for fat analysis

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Learning Outcome 2.5:Select material and equipment for protein analysis

Description of materials and equipments for protein analysis





Materials

Furnace

Crucibles

Filter paper

balance

Glassware

Balance Products:

Reagents






Checklist Score

Yes No

Indicator: materials and equipments for protein analysis are well described

safety

efficiency in use

right

handling

Observation



Appropriate identification of material and equipment for protein analysis

373 | P a g e

LU 3: Prepare samples and reagents for food chemical analysis

3

Learning Outcomes:

1. Prepare samples for food chemical analysis 2. Prepare reagents for food mineral analysis 3. Prepare reagents for food carbohydrate analysis 4. Prepare reagents for food fat analysis 5. Prepare reagents for food protein analysis

20 Hours

Learning Outcome 3.1:Prepare samples for food chemical analysis

State (liquid, solid, gaseous) of food samples

Sampling techniques (types of sampling, methods)

Sample handling

o Oral presentation on sample preparation for food chemical analysis

o Visit to Food analysis laboratory

o Lab practicals

Materials:

Knives

Spoons

Glassware

Filter paper

balance

Chemicals

Foods






Proper preparation of samples for chemical analysis

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Written Evidence

Oral Evidence

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: prepare reagent for food analysis

Checklist Score

Yes No

Indicator: state of food samples are described

solid

liquid

gaseous

Indicator: sampling techniques are described

randomly

stratified

multistage

Indicator: sample handling is described

methods used to preserve samples

use containers that are clean, dry, leak proof, sterile and suitable for sample of the product

cleaning of labware, glassware and equipmnt

Observation

Learning Outcome 3.2:Prepare reagents for food mineral analysis

Description of

reagents used in food

mineral analysis



o Lab practical

Materials:

Glassware

Filter paper

balance

Chemicals

Food samples

Food analysis protocols


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Written Evidence

Practices Evidence

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: prepare samples for food analysis

Checklist Score

Yes No

Indicator: Reagents are well prepared (for minerals analysis)

Reagents are well handled

The color of reagents is respected

The pH of reagents is respected

The concentration of reagents is respect

The right reagents are prepared

The reagents specifications are respected

Observation


Proper preparation of reagents for mineral analysis

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Learning Outcome 3.3:Prepare reagents for food carbohydrate analysis

Description of reagents used in food carbohydrate analysis

Techniques of reagent preparation

Techniques of sample preparation for food carbohydrate analysis



o Lab practical

Materials:

Glassware

Filter paper

balance

Chemicals

Food samples






Written

practices


Checklist Score

Yes No

Indicator: Reagents are well prepared (for carbohydrates analysis)







Proper preparation of reagents for carbohydrates analysis

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Observation

Learning Outcome 3.4:Prepare reagents for food fat analysis

Description of reagents used in food fat analysis


Techniques of sample preparation for food fat analysis



o Lab practicals

Materials:

Glassware

Filter paper

balance

Chemicals

Food samples






Written Evidence

Practices Evidence




Proper preparation of reagents for fat analysis

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Checklist Score

Yes No

Indicator: Reagents are well prepared (for fats analysis)







Observation

Learning Outcome 3.5:Prepare reagents for food protein analysis

Description of reagents used in food protein analysis


Techniques of sample preparation for food protein analysis



o Lab practical

Materials:

Glassware

Filter paper

balance

Chemicals

Food samples







Proper preparation of reagents for protein analysis

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Written Evidence

Perform Evidence


Checklist Score

Yes No

Indicator: Reagents are well prepared (for proteins analysis)







Observation

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RBS chemistry laboratory has the task of analyzing 3 foods: milk, meat, wheat flour.. As an assistant lab technician you are asked to prepare samples and reagents for the analysis of Minerals, Carbohydrates, Fats, and Proteins in the above foods.

You are expected to prepare the samples and reagents within a day.

Task:

To prepare sample and reagents for the chemical analysis of milk

To prepare sample and reagents for the chemical analysis of meat

To prepare sample and reagents for the chemical analysis of wheat flour

PPE

Cotton/Cotton swabs

Permanent markers

Applicator sticks

Balance

Para film paper

Distilled water

Chemicals

Refrigerator

Glassware

Stirrers

Bottles

Sampling spoons

Cool box

pH Meter

Buckets and basin

Screw cap bottles

Plastic containers with lids

Water bath

Aluminum foil

Stop clocks

Hot plates

Hot air ovens

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Checklist Score

Yes No

Indicator: Equipment and materials are well selected

safety

efficiency in use

right

handling

Indicator: Sampling is well conducted

The choice of particular sampling depends on the purpose of the analysis, the property to be measured, the nature of the total population and of the individual samples, and the type of analytical technique used to characterize the samples

Sample is collected by randomly

Analytical bias and precision are used

Sample is collected by stratified

Sample is collected by multistage

Indicator: Chemicals (for reagents) are well identified

State of reagents

concentration

types of product

Indicator: Materials and equipments are well used

safety

efficiency in use

Indicator: Chemicals (for reagents) are well mixed

concentration

homogeneity

procedures

Indicator: Samples and reagents are well handled



cleaning of lab ware, glassware and equipment

Observation

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Checklist Score

Yes No

Indicator: Reagents are well prepared (for minerals, carbohydrates, fats and proteins analysis)







Indicator: sample handling is described



cleaning of lab ware, glassware and equipment

Indicator: materials and equipments are well described

safety

efficiency in use

right

handling

Observation


Checklist Score

Yes No

Indicator: The right reagents are prepared




Indicator: The reagents specifications are respected

The concentration

The instructions

Indicator: The accuracy is achieved

measure of closeness to true value

Reproducibility of a measurement

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Indicator: Samples and reagents handling conditions are respected




Observation


Checklist Score

Yes No

Indicator: Safety measures are practiced


The time needed to complete the analysis of a single sample or the number of samples that can be analyzed in a given time

Probability sampling is well done

Sample preservation and shipping requirement are given



Material for sample conservation is used

Indicator: Materials and equipment are clean


Application of SOPs

Observation

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Reference books:

6. S. Suzanne Nielsen , Food Analysis (Food Science Text Series),Springer; 4th ed. 2010 edition (April

22, 2010)

7. Srinivasan Damodaran ; Kirk L. Parkin Owen R. Fennema, Fennema's Food Chemistry, Fourth

Edition, CRC Press; 4 edition (September 13, 2007)

8. S. Suzanne Nielsen Food Analysis Laboratory Manual Springer; 1 edition (July 2003)

9. Margaret McWilliams Ph.D. R.D. Professor Emeritus , Laboratory Manual for Foods: Experimental

Perspectives Prentice Hall; 8 edition (February 11, 2011)

10. Dennis D. Miller ,Food Chemistry: A Laboratory Manual, Wiley-Interscience (April 20, 1998)

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F O P T K 5 0 1 - TOMATO PASTE AND KETCHUP MAKING

FOPTK501 Make tomato paste and ketchup


Credits: 6 60




Purpose statement

The module on making tomato paste and ketch up focuses on equipping the learners with practical skills

in processing fresh tomatoes. The module is intended for learners who have successfully completed the

certificate II in food processing. At the end of this module, learners will be able to :Prepare the work

area , Prepare materials and equipment , Prepare fresh tomatoes (identification and selection of good

quality fresh tomatoes), Make tomato pulp for both tomato paste and ketch up, Check the quality of

tomato paste and ketch up, Package tomato paste and ketch up

Learners will be able to carry out the above tasks working in tomato paste and ketch up factories or

being self-employed with a high degree of efficiency and an ability to manage limited resources.

386 | P a g e


Demonstrate basic knowledge of inorganic and organic chemistry

Demonstrate basic knowledge of analytical chemistry

Demonstrate basic calorimetry and







1. Prepare fresh tomatoes 1.1. Proper selection of fresh tomatoes based on quality criteria

1.2. Accurate sorting of fresh tomatoes based on quality parameters

1.3. Proper washing of the fresh tomatoes referring to the standards

2. Make tomato pulp 2.1. Proper crushing of the tomatoes based on requirement 2.2. Proper separation of skins, seeds and the pulp

accordingly 2.3. Accurate measurement of the Brix of pulp based on

requirement

3. Make the paste 3.1. Proper preparation of pulp (pH, salting) according to the specifications

3.2. Proper cooking and concentration of the pulp according to the parameters

3.3. Proper adjustment of the pulp (viscosity, pH, brix, MC) according to the specifications

3.4. Proper cooling of the paste according to the requirement

3.5. Proper checking of the quality (Viscosity and moisture content) according to the parameters

4. Make the ketchup 4.1. Proper selection of ingredients according to the recipe 4.2. Accurate measurement of ingredients and spices based

on protocol 4.3. Appropriate addition of ingredients and spices

accordingly 4.4. Proper cooking and concentration of the mixture based

387 | P a g e

on the parameters 4.5. Proper cooling of the mixture according to the

requirement 4.6. Proper selection of preservatives according to the

standards 4.7. Proper addition of preservatives according to the

standards 4.8. Proper checking of the quality based on quality

parameters

5. Package the products 5.1. Proper identification of the packages according to the specifications

5.2. Accurate filling in the packages according to the techniques

5.3. Proper sealing of the product according to the techniques

6. Pasteurize/ sterilize the product 6.1. Proper identification of the technique based on the type of product and packaging material

6.2. Proper use of equipment according to the operation manual

6.3. Proper monitoring of the process based on parameters 6.4. Proper collection of the sample for further analysis

according to the guidlines

388 | P a g e

Learning Outcome 1.1:Select fresh tomatoes

Tomatoes varieties according to the use

Tomato maturity indices

Tomatoes quality parameters

Tomato defects (physical, microbiological and chemical defects)

o Oral presentation on selecting fresh tomato

o Viewing of pictures, DVD on selecting tomatoes varieties according to the use, tomato maturity indices, tomatoes quality parameters and tomato defects

o Demonstration on selecting tomatoes varieties according to the use,tomato maturity indices, tomatoes quality parameters and tomato defects

o Practical exercises on selecting tomatoes varieties according to the use,tomato maturity indices, tomatoes quality parameters and tomato defects

Different tomatoes varieties

Color charts

Audio-visual aids (DVDs, pictures)

LU 3: Prepare fresh tomatoes

1

Learning Outcomes:

1. Select fresh tomatoes 2. Sort fresh tomato 3. Wash fresh tomato

15 Hours


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o Group discussion on selecting fresh tomatoes





Written evidence



Checklist Score

Yes No

Indicator : tomatoes maturity indices are well identified

Size of tomatoes

Shape of tomatoes

Color of tomatoes

Texture of tomatoes

Indicator: tomatoes defects are well described

Physical defects

Microbiological defects

Chemical defects

Indicator: tomatoes varieties are well identified

Roma tomatoes

Cherry tomatoes

Observation


Proper selection of fresh tomatoes based on quality criteria

390 | P a g e

Learning Outcome 1.2:Sort fresh tomato

o Purpose of tomato sorting o Tomato sorting

parameters o Techniques of sorting

o Oral presentation on purpose of tomato sorting, tomato sorting parameters, and techniques of sorting

o Viewing of pictures, DVD on tomato sorting parameters, and techniques of sorting

o Demonstration on tomato sorting parameters, and techniques of sorting

o Practical exercises on tomato sorting parameters, and techniques of sorting

o Group discussion tomato sorting parameters, and techniques of sorting

Sorting table

Screens

Vat

Tomato






Written evidence





Accurate sorting of fresh tomatoes based on quality parameters

391 | P a g e

Checklist Score

Yes No

Indicator: Tomato sorting parameters are identified

Ripening/ maturity

free of diseases

mechanical damaged

Indicator: Techniques of sorting are well identified

manual techniques

mechanical techniques

Observation

Learning Outcome 1.3:Wash fresh tomato

Purpose of washing

Water cleanliness for tomato washing

Disinfectants addition

Washing techniques (Deeping in water, spray wash, wash on belt-conveyor )

o Oral presentation on washing tomatoes

o Viewing DVD on washing techniques

o Demonstration on washing o Practical exercises washing

techniques o Group discussion on

dosage of disinfectants in water for washing tomato

Clean water

Washing vats

Disinfectants

Tomato

Belt conveyor

Water sprayer

Tables




Proper washing of the fresh tomatoes referring to the standards

392 | P a g e


Written evidence





Checklist Score

Yes No

Indicator: Washing techniques of tomatoes are well identified

Deeping in water,

spray wash

wash on belt-conveyor )

Indicator: effectiveness of tomatoes washing is well done

Potable water

Appropriate detergent/ disinfectants

Right of washing materials

Observation

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LU 2: Make tomato pulp

2

Learning Outcomes:

1. Crush tomato 2. Prepare the pulp 3. Check the quality

15 Hours

Learning Outcome 2.1:Crush tomato

Purpose of tomato crushing

Crushing conditions

Crushing techniques

o Oral presentation on crushing tomato

o Viewing DVD on crushing tomato

o Demonstration on crushing techniques

o Practical exercises on crushing techniques

o Group discussion on crushing conditions and crushing techniques

- Tomato - Equipments:

Balance Refractometer Tomato

crusher/pulper







Proper crushing of the tomatoes based on requirement

394 | P a g e

Written evidence



Checklist Score

Yes No

Indicator: Crushing process are described

Remove of skins and seeds

Chopping

squeezing

Observation

Learning Outcome 2.2:Prepare the pulp

o Purpose of separating tomato juice, tomato seeds and skin

o Separation techniques o Estimation of pulp yield

o Oral presentation on separation of tomato components

o DVD on separation of tomato seeds and skin, separation techniques

o Demonstration on separation of tomato seeds and skin, separation techniques

o Practical exercises on separation of tomato seeds and skin, separation techniques and estimation of yield


separation of tomato seeds and skin, separation techniques

Juice extractor

Pulper

Crushed tomatoe



395 | P a g e




Written evidence



Checklist Score

Yes No

Indicator: pulping process is well conducted

Pre-heating of tomatoes

Separation techniques

Observation

Learning Outcome 2.3:Check the quality

Purpose of evaluating the pulp quality

Quality parameters (pH, Brix, Moisture Content , homogeneity of the pulp)

Techniques in measuring of the quality parameters

o Oral presentation on checking the quality of the pulp

o Demonstration on techniques of measuring quality parameters of the pulp

o Practical exercises on measuring quality parameters of the pulp

o Group discussion on techniques of measuring

Tomato juice

Refractometer

Kim wipe

Oven

pH-meter


Proper separation of skins, seeds and the pulp accordingly


396 | P a g e

quality parameters of the pulp





Written evidence


Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question

Checklist Score

Yes No

Indicator: Quality parameters are well identified

pH

degree brix

moisture content

homogeneity of pulp

Indicator: Techniques in measuring of the quality parameters

visual inspection

physical inspection

chemical inspection

Observation


Accurate measurement of the Brix of pulp based on requirement

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Learning Outcome 3.1:Prepare the pulp

Adjustment of pulp parameters (pH ,

Addition of salt to the pulp

Homogenization of the pulp

o Oral presentation on preparation of the pulp

o Viewing DVD on pulp preparation

o Demonstration on adjustment of pulp parameters, addition of salt to the pulp and homogenization of the pulp

o Practical exercises on adjustment of pulp parameters, addition of salt to the pulp and homogenization of the pulp

o Group discussion on adjustment of pulp parameters.

Pulp

Salt

Balance

pH meter

Refractometer

Mixer



LU 3: Make tomato paste

3

Learning Outcomes:

1. Prepare the pulp 2. Cook and concentrate the pulp 3. Cool the paste

10 Hours


398 | P a g e




Written evidence



Checklist Score

Yes No

Indicator: Adjustment of pulp parameters are well done

pH

degree brix

acidity

salty

Indicator: Homogenization of the pulp is well done

viscosity

size reduction

Observation

Learning Outcome 3.2:Cook and concentrate the pulp

o Purpose of cooking and concentrating the pulp

o Techniques of cooking and concentrating the pulp

o Cooking and concentration

o Oral presentation on cooking and concentrating the pulp

o Viewing DVD on cooking and concentrating the pulp

o Demonstration on

Evaporator

Thermometer

Chronometer

Refractometer

Stirrers/agitators


Proper preparation of pulp (pH, salting) according to the specifications


399 | P a g e

conditions o Monitoring cooking and

concentrating the pulp

techniques of cooking and concentrating the pulp, cooking and concentration conditions and monitoring cooking and concentrating the pulp

o Practical exercises on techniques of cooking and concentrating the pulp, cooking and concentration conditions and monitoring cooking and concentrating the pulp

o Group discussion on cooking and concentrating the pulp

o Field visits on cooking and concentrating the pulp

Cooking pans






Written evidence



Checklist Score

Yes No

Indicator: Cooking and concentration conditions of pulp are well controlled


Proper cooking and concentration of the pulp according to the parameters

400 | P a g e

temperature

pressure

Indicator: Monitoring cooking and concentrating the pulp is well controlled

Stirring constantly to prevent burning

Further evaporation

The heating time

Observation

Learning Outcome 3.3:Cool the paste

o Purpose of cooling the paste o Techniques of cooling the paste o Cooling conditions o Addition of preservatives o Monitoring cooling process o Checking the quality of the paste

o Oral presentation n cooling the paste

o Viewing DVD on techniques of cooling the paste, cooling conditions, monitoring cooling process and checking the quality of the paste

o Demonstration on techniques of cooling the paste, cooling conditions, monitoring cooling process and checking the quality of the paste

o Practical exercises techniques of cooling the paste, cooling conditions, monitoring cooling process and checking the quality of the paste

o Group discussion techniques of cooling the paste, cooling conditions, monitoring cooling process and checking the quality of the paste

Paste

Cooling vats

Thermometer

Source of chilled water

Refractometer

Stirrers/agitators


Potassium sorbate



401 | P a g e




Written evidence



Checklist Score

Yes No

Indicator: Conditions of cooling are well mentioned

temperature

time

relative humidity

Indicator: Techniques of cooling are well identified

refrigeration

freezing

Observation


Proper adjustment of the pulp (viscosity, pH, brix, MC) according to the

specifications

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LU 4: Make tomato ketchup

4

Learning Outcomes:

1. Add ingredients 2. Cook and concentrate the mixture 3. Cool the ketchup

10 Hours

Learning Outcome 4.1:Add ingredients

Types of ingredients

Ratio of ingredients

Prepare ingredients

Techniques of adding ingredients

Mixing ingredients and the pulp

Measurement of mixture’s quality parameters (pH, brix)

o Oral presentation on addition of ingredients

o Demonstration on selection and addition of ingredients, and preparation of ingredients.

o Practical exercises on calculating the ratio of ingredients, preparation of ingredients techniques of adding ingredients, mixing ingredients and the pulp

o and measurement of mixture’s quality parameter

o Group discussion on types of ingredients, ratio of ingredients, techniques of adding ingredients, mixing ingredients and the pulp

o and measurement of mixtures’s brix

Ingredients:Tomato pulp, sugar, spices (garlic, pepper, cinnamon, vinegar, onions, salt, )

Balance

Refractometer

Mixer

Stirrers/agitators


403 | P a g e





Written evidence



Checklist Score

Yes No

Indicator: ingredients are well identified

Types of ingredients

Function of ingredients

Ratio of ingredients

Indicator : Mixing ingredients and the pulp is well monitor

Procedures of mixing

Conditions (temperature, time, amount,…)

Indicator: mixture’s quality parameters are well measured

Degree brix

salty

pH

Observation


Proper selection of ingredients according to the recipe

Accurate measurement of ingredients and spices based on protocol

Appropriate addition of ingredients and spices accordingly

404 | P a g e

Learning Outcome 4.2:Cook and concentrate the mixture

o Purpose of cooking/concentrating the mixture

o Techniques of cooking /concentrating the mixture

o Cooking/concentration conditions

o Monitoring cooking and concentration of the mixture

o Oral presentation on cooking/concentrating the mixture

o Viewing DVD on cooking and concentrating the mixture

o Demonstration on techniques of cooking and concentrating the mixture, cooking conditions and monitoring cooking and concentrating the mixture

o Practical exercises on techniques of cooking and concentrating the mixture, cooking conditions and monitoring cooking and concentrating the mixture

o Group discussion on techniques of cooking and concentrating the mixture, cooking conditions and monitoring cooking and concentrating the mixture

o Field visits

Mixture of tomato pulp, sugar and spices (garlic, pepper, cinnamon, vinegar, onions, salt, )

Evaporator

Thermometer

Cooking pans





Written evidence





Proper cooking and concentration of the mixture based on the parameters

405 | P a g e

Checklist Score

Yes No

Indicator: Cooking and concentration conditions of pulp are well controlled

temperature

pressure

Indicator: Monitoring cooking and concentrating the pulp is well controlled


Further evaporation

The heating time

Observation

Learning Outcome 4.3:Cool the ketchup

o Purpose of cooling the ketchup o Techniques of cooling the ketchup o Cooling conditions o Monitoring of cooling process o Adding preservatives o Checking of the quality (pH, brix,

organoleptic properties)

o Oral presentation on cooling the ketchup

o Viewing DVD on cooling the ketchup

o Demonstration on techniques of cooling the ketchup, cooling conditions, monitoring of cooling process, adding preservatives and checking of the quality (pH, brix, organoleptic properties)

o Practical exercises on techniques of cooling the ketchup, cooling conditions, monitoring of cooling process, adding preservatives and checking of the quality (pH, brix, organoleptic properties)

o Group discussion on techniques of cooling the ketchup, cooling conditions, monitoring of cooling process, adding

Ketchup

Potassium sorbate

Cooling vats

Thermometer

Source of chilled water

Refractometer

Stirrers/agitators

pH-meter


406 | P a g e

preservatives and checking of the quality (pH, brix, organoleptic properties)

o Field visits





Written evidence



Checklist Score

Yes No

Indicator: Conditions of cooling are well mentioned

temperature

time

relative humidity

Indicator: Techniques of cooling are well identified

refrigeration

freezing

Indicator: Checking of the quality is well done

pH

degree brix

organoleptic properties

Observation


Proper cooling of the mixture according to the requirement

407 | P a g e

LU 5: Package/sterilize the product

5

Learning Outcomes:

1. Identify the packages 2. Fill and seal packages 3. Sterilize/pasteurize the product 4. Label the products 5. Pack the products 6. Store the product

15 Hours

Learning Outcome 5.1:Identify the packages

Types of packages and specification of packages

Selection of the package based on products/requirement

o Oral presentation on identifying packages


o Practical exercises on selection of types of packages according to the products and requirement

o Group discussion on types of packages and selection of the package based on products and requirement

Packages materials:

Glasses bottles

Plastic bottles

Cans

PE aluminum laminated bags







Proper identification of the packages according to the specifications

408 | P a g e

Written evidence



Checklist Score

Yes No

Indicator: the packages based on products/requirement are well selected

plastics

glass

metals


Cans

Observation

Learning Outcome 5.2:Fill and seal packages

o Purpose of filling and sealing the package

o Techniques of filling and sealing the packages

o Filling and sealing conditions

o Monitoring of filling and sealing process

o Oral presentation on filling and sealing packages

o Viewing DVD on filling and sealing packages

o Demonstration on applying techniques of filling and sealing the packages

o Practical exercises on applying techniques of filling and sealing the packages

o Group discussion filling and sealing conditions , monitoring of filling process

o Field visits on packaging and sterilizing the tomoto paste and tomato ketchup

Filling machine

Packages

Tomato paste and ketchup

Sealing machine

Packaged product


409 | P a g e





Written evidence



Checklist Score

Yes No

Indicator: filling conditions are mentioned

temperature

pressure

kind of containers

Observation

Learning Outcome 5.3:Sterilize/pasteurize the product

Purpose of sterilization/pasteurization the product

Techniques of sterilization/pasteurization the product

o Oral presentation on sterilize/pasteurize the product

o DVD on sterilize/pasteurize the product

o Demonstration on sterilize

Pasteurizer

Sterilizer

Packaged/sealed products

Cooler


Accurate filling in the packages according to the techniques


410 | P a g e

Sterilization/pasteurization conditions

Monitoring of sterilization/pasteurization process

Cooling techniques Check the quality (Checking

shelf-life stability,) Sampling for further analysis

and pasteurize the product o Practical exercises on

sterilize and pasteurize the product

o Group discussion on sterilization/pasteurization conditions , monitoring of sterilization/pasteurization process,and cooling techniques

o Field visits on packaging/sterilizing the tomoto paste and tomato





Written evidence



Checklist Score

Yes No

Indicator: Purpose of sterilization/pasteurization of the product is well mentioned

Product safety

shelf life

Indicator: Sterilization/pasteurization conditions are well mentioned

temperature

time

pressure

Indicator: Check the quality of product is well done

shelf life stability

taste

appearance


Proper sealing of the product according to the techniques

411 | P a g e

Observation

Learning Outcome 5.4:Label the products

o Purpose of labeling o Label contents o Techniques of labeling

o Oral presentation on labelling the products

o Viewing of pictures of labels and labelling the products

o Demonstration on techniques of labelling the products

o Practical exercises on techniques of labelling the products

o Group discussion on labelling

o Field visits

Labels

Products (tomato paste and ketchup)

Sealing materials





Written evidence





Proper labelling of the product according to the standards and techniques

412 | P a g e

Essay

Checklist Score

Yes No

Indicator: Techniques of labeling is well selected

Direct techniques

Indirect techniques

Indicator: Label contents are well mentioned Brand name

List of ingredients

Nutritional information

Batch/lot number

Net quantity

Manufacture/Expiration date

Observation

Learning Outcome 5.5:Pack the products

o Purpose of packing o Techniques of packing o Packing conditions


packing

o Demonstration on packing techniques

o Practical exercises on packing techniques

o Group discussion on packing conditions

o Field visits on packaging/sterilizing the tomoto paste and tomato

Packaged products

Boxes (carton, wooden, plastics)


413 | P a g e





Written evidence



Checklist Score

Yes No

Indicator: Techniques of packing

Primary technique

Secondary technique

Tertiary technique

Indicator: packages material are well selected

cartons

wooden

plastics

Observation


Proper packing of the product according to the requirement and guidelines

414 | P a g e

Learning Outcome 5.6:Store the product

o Purpose of storing o Techniques of storing o Storing conditions o Checking shelf-life stability

o Oral presentation on storing the products

o Viewing picture and DVDs on differect types of storage houses

o Demonstration on storage techniques

o Practical exercises on storage techniques

o Group discussion storing conditions and checking shelf-life stability

o Field visits packaging/sterilizing the tomoto paste and tomato





Written evidence





Proper storage of the product according to the requirement, guidelines and

techniques

415 | P a g e

Checklist Score

Yes No

Indicator: storage conditions are well mentioned

temperature

relative humidity

time

light

Indicator: shelf life of product is described

production date

expiration date

Observation



For the preparation of its various dishes, Fantastic restaurant located in Kigali city centre needs tomato paste and ketchup from three tomato varieties (Anna f, Edenf1 and Roma variety) available in NYAGATARE District. The manager of the restaurant has ordered SORWATOMO Ltd 5 kg of tomato paste and 4 litters of tomato ketchup respectively of each the above-mentioned tomato varities. As a technician of SORWATOMO Ltd, the production manager requested you to process the tomato paste and ketchup within 1 day. The following conditions should be respected:

- For tomatoe paste

- The pH should be below 4. 6, whereas total soluble solids not be less than 24%.

- Tomatoes paste should be packaged in 250 gm aluminum laminated polyethylene packages

For tomatoes ketchup:

The pH should be below 4. 5, whereas total soluble solids

Products and ingredients:

Anna f1 tomatoe, detergents; soaps, tomato pulp, sugar, spices (garlic, pepper, cinnamon, vinegar, onions, salt, ) disinfectants; surfactants (basic alkilis, acids, chelating agents)

Materials:

Water, brush, sprayers, Bucket, cleaning cloth, P.P.E, SOP

Packaging materials:

aluminium

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not be less than 28 % .

Tomatoes ketchup should be packaged in 250 ml glass bottle.

Task: To process tomato paste and tomato ketchup from Anna f1

variety

To process tomato paste and tomato ketchup from Edenf1

variety

To process tomato paste and tomato ketchup from Roma

variety

laminatedPE bags, glass bottle

Hygrometer, Labels Equipment:

Stirring/agitating rods , Glass/plastic Bottles, Washing brush siphon, Hydrometer, Refractometer, Vats, Washing vats, Sorting tables, Tomatoes crusher, Tomatoes pulpers, Sievers, Holding tanks, Evaporators, Thermometer, Cooler, Sterelizer, Pasteurizer, Filling machine, pH-meter, PE aluminium laminated bags

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Checklist Score

Yes No

Indicator: Equipment are prepared (selected, cleaned and adjusted)

Safety of equipments

Right of equipment

Efficiency of use

Indicator: Fresh tomato are prepared (selected, sorted and washed)

appearance

maturity indices

spray wash

Indicator: Tomato pulp is prepared (tomato are crushed, pulped)

pre-heating tomatoes

crushed tomatoes

separation techniques

Indicator: Products are prepared (add ingredient for ketchup, cooked and concentrated, cooled)

temperature and pressure


Further evaporation

Cooling condition

Indicator: Products are packaged and sterilized/pasteurized

Packaging based on product

Sterilization/pasteurization conditions

Product safety/ shelf life

Observation


Checklist Score

Yes No

Indicator: Reddish color is achieved

Visual inspection

Colorimetric inspection

Indicator:Good body and even texture is achieved

Right viscosity

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homogeneity

Indicator: Tomato flavor is achieved

Desirable flavor

Observation


Checklist Score

Yes No

Indicator: Required pH is achieved

Application of SOPs ( in range )

Accuracy measurement

Indicator: Required brix is achieved

Application of SOPs( in range )

Accuracy measurement

Indicator: The package type and size are respected

plastics

glass

metals


Cans

Observation


Checklist Score

Yes No

Indicator: Personal hygiene is practiced

PPE

Free from any hazard

Indicator: Work area is cleaned

Application of SOPs

Free from any hazard

Indicator: Materials and equipment are cleaned

Use containers that are clean, dry, leak-proof,sterile, and of a size siutable for samples of the product

Application of SOPs

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Application of SOPs

Observation

Reference books:

1. H.-D.. Belitz, W. Grosch, P. Scieberle, Food Chemistry 4th edition, 2009 2. FAO, Technical manual on small-scale processing of fruits and vegetables, 1997,

http://www.fao.org/docrep/x0209e/x0209e00.htm, accessed online on 23/10/2013 3. Melrose Chemicals, Ltd, Cleaning and disinfecting in the Food Processing Industry,

http://www.melrosechem.com/english/publicat/general/cleaning.pdf , accessed on 23/10/2013

http://www.fao.org/docrep/x0209e/x0209e00.htm

http://www.melrosechem.com/english/publicat/general/cleaning.pdf

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Competence

F O P H M 5 0 2 - HAM MAKING

FOPHM502 Make ham


Credits: 6 60



Issue date: August, 2019

Purpose statement

This module is intended for a trainee in Level 5 TVET, where trainee acquires skills, knowledge and attitudes required to make ham in charcuterie. This module focuses on identifying workplace requirements for ham making, skills required to produce and cook ham At the end of this module, trainee will be able to prepare working area for ham making, prepare utensils and equipment for ham making and washing meat. The trainee will also acquire knowledge required for curing of meat, grinding of meat, molding and mixing of meat and perform staffing. Furthermore, the module discusses ham cooking quality indicators, preparation process of dried and smoked ham.

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Perform meat handling and butchering

Perform animal handling and slaughtering process

Make sausage




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


1. Identify workplace requirements

for ham making

1.1 Proper preparation of working area for ham making

according to hygienic precautions

1.2 Proper preparation of utensils and equipment for ham

making according to technical specifications

1.3 Proper preparation of meat based on the purpose of

washing meat

2. Produce ham

2.1. Adequate curing of meat based on curing methods

2.2. Appropriate grinding of meat according to procedures

2.3. Appropriate molding and mixing of meat according to

meat conditions

2.4. Appropriate performing of staffing according to stuffing

process

3. Cook Ham 3.1. Proper cooking of ham according to quality indicators

3.2. Proper preparation of dried ham according to ham

drying process

3.3. Proper preparation of smoke ham according to ham

smoking temperature

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3. Store supplies

3.1 Proper cleaning of items as per company standards

3.2 Appropriate transportation of stock to appropriate

storage area.

3.3 Proper sorting and packaging of items according to the

company standards

3.4 Proper storage of stock according to the standard

operating procedures.

3.5 Accurate filling of stock sheets/ cards and provide a

closing report as per the company procedures

3.6 Proper adherence of stock control systems as per

company standards

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Learning unit LU 1: Identify workplace requirements for ham making

1

Learning Outcomes:

1. Prepare work area 2. Prepare utensils, and equipment 3. Prepare raw meat

20 Hours

Learning Outcome1.1: Prepare work area

Description of work area layout

Identification of critical points in work area

Work area cleaning cleaning product Dosage of cleaning Safety and health precaution

when cleaning Cleaning techniques

Hygienic precautions to avoid cross contamination Visual inspection Effective use of cleaning

chemicals

o Demonstration on identification of critical point in work area

o Brainstorming hygienic precautions

o Group discussion on effective use of cleaning chemicals

- Reference books - Internet - Computer - Projector - Flip chart - Marker pen - Detergents - Sanitizers - Disinfectants - Bucket - Working tables - Sterilizers - Brushes


Content

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Written

Performance

Multiple choice True or false questions Matching Task: clean workplace

Checklist Score

Yes No

Indicator: Work area is well cleaned

Cleaning product are selected

Dosage of cleaning is respected

Safety and health precaution when cleaning is observed

Cleaning techniques are applied

Indicator: Hygienic precautions to avoid cross contamination are well described

Visual inspection is demonstrated

Effective use of cleaning chemicals is described

Observation


Proper preparation of working area for ham making

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Learning Outcome 1.2:Prepare utensils, and equipment

Utensils and equipment Types of utensils and

equipment for ham making

Cleaning of ham making utensils and equipment

Dry cleaning wet cleaning

Technical specifications and equipment adjustments Equipment’ manual

interpretation Installation of equipment Maintenance Safety precautions of

equipment

Functionality of ham making equipment

Calibration of small scale equipment

o Demonstration on utensils and equipment

o Brainstorming on technical specification of equipment

o Group discussion on functionalities of ham making equipment

o Demonstration by video on calibration of small scale equipment

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Knives

- Chopping knives

- Cutting board

- Thermometer

- Timer

- Blender

- Bowl cutter

- Mixer

- Injector

- Mold

- Tambourine

- Ice machine

- Staffer

- strainers

- Casing


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Performance

Task:Adjust equipment

Checklist Score

Yes No

Indicator: Utensils and equipment are well selected

Types of utensils and equipment for ham making are selected

Cleaning of ham making utensils and equipment is done

Indicator: Technical specifications and equipment adjustments is well done

Equipment’ manual is interpreted

Equipment are installed and maintained

Safety precautions of equipment is considered

Observation

Learning Outcome 1.3: Prepare raw meat

Selection of raw meat Meat types (lean meat

and fat meat) Meat quality parameters

Colour, Grading, Texture

Meat defects Physical defects Microbiological defects

o Brainstorming on selection of raw materials

o Group discussion on meat defects o Demonstration on meat washing o Demonstration by video on meat

trimming

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen



Proper preparation of utensils and equipment for ham making

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Chemical defects

Meat trimming Purposeful trimming Application of Trimming

techniques ( 1st quality 5% visible fat,2nd 15% visible fat,3rd 25%visible fat)

Meat washing Purpose of meat washing Meat washing techniques

Deeping in water Spray wash Wash on belt

conveyor

- Knives

- Excess knives

- Cutting board

- Meat

- Bone saw

- Salt

- Nitrite

- Phosphate

- Sugar

- Water

- Nitrate





Performance

Select raw meat and detect defects

Checklist Score

Yes No

Indicator: raw meat is selected

lean meat are well selected

fat meat are well selected

Meat quality parameters is respected

Indicator: Meat defects are well detected


Proper preparation of meat

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Physical defects considered

Microbiological defects considered

Chemical defects considered

Indicator: Meat trimming techniques are applied

1st quality 5% visible fat trimming is done

2nd 15% visible fat trimming is done

3rd 25%visible fat trimming is done

Indicator: Meat washing techniques are applied

Deeping in water is done

Spray wash is done

Wash on belt conveyor is done

Observation

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Learning unit LU 2: Produce ham

2

Learning Outcomes:

1. Cure meat 2. Grind meat 3. Mixing and Mold meat 4. Perform staffing

20 Hours

Learning Outcome 2.1: Cure meat

Selection of curing agents Types of curing

agents Functions of

curing agents

Purpose of meat curing Calculation of

curing agents proportions

Curing conditions

Curing methods Rubbing Using curing

injectors Brine solution and

Deeping in a brine solution


purpose of meat curing

o Brainstorming on selection

of curing agents

o Demonstration by video on

meat curing methods

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Knives

- Chopping knives

- Cutting board

- Casing

- Cooking vat

- Containers

- Salt - Nitrite - Phosphate - Sugar - Water


Content

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- Nitrate - Injector





Written

Performance

Multiple choice


Matching

Task:Apply curing methods

Checklist Score

Yes No

Indicator: the purpose of meat curing is described

curing agents proportions are calculated

Curing conditions are described

Indicator: Curing methods are applied

Rubbing is done

Curing injectors are used

Brine solution is applied

Observation


Adequate curing of meat

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Learning Outcome 2.2: Grind meat

Purposeful meat grinding Meat grinding

conditions Application

grinding techniques

Grinding machine operation

Grinding tips Minimize

smearing Cut meat into 1 to

2inch chunks 15 minutes freeze

before grinding. Grind in batches

Icing for best grind Purpose of icing Calculation of ice

quantity for meat grinding

o Group discussion on purpose of meat grinding

o Demonstration on icing before grinding

o Brainstorming on grinding tips

o Demonstration by video on meat grinding

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Knives

- Chopping knives

- Cutting board

- Blender

- Bowl cutter

- Mixer

- Meat mincer





Performance

Task:Grind meat


Appropriate grinding of meant


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Checklist Score

Yes No

Indicator: Grinding tips are well applied in grinding process

Minimize smearing is applied

Cut meat into 1 to 2inch chunks is done

15 minutes freeze before grinding is respected

Grind in batches is done

Indicator: Icing for best grind is well done

Purpose of icing is described

Ice quantity for meat grinding is calculated

Ice is added

Observation

Learning Outcome 2.3: Mixing and Mold meat

Mixing and molding techniques: Spiral mixing Squeeze

molding

Mixing Conditions: Time Speed temperature

o Demonstration by video on application of molding techniques

o Brainstorming on mixing conditions

o Group discussion on mixing techniques

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Knives

- Ham mold

- Cutting board

- mixer

- Bowl cutter

- Mixer

- Injector


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- Mold

- Tambourine

- Ice machine

- Staffer

- Casing





Performance

Task:Mix meat

Checklist Score

Yes No

Indicator: Mixing and molding techniques are applied

Spiral mixing

Squeeze molding

Indicator: Mixing Conditions are well observed

Time is respected

Speed is maintained

Temperature is respected

Observation


Appropriate molding of meat

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Learning Outcome 2.4: Perform staffing

Select Stuffing hones Size Product

specification

Select casing Size Product

specification( artificial casing)

Colour of casing

Stuffing process Load stuffer Remove air

into casing Fill casing Twisting

o Demonstration by pictures of stuffing hones

o Brainstorming on selection of casing

o Group discussion on stuffing process

o Practical exercise on perform stuffing

- Reference books - Internet Computer - Projector - Flip chart - Marker pen - Knives - Cutting board - Blender - Bowl cutter - Injector - Mold - Tambourine - Ice machine - Staffer - Casing





Performance

Task: Perform stuffing


Appropriate performing of staffing


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Checklist Score

Yes No

Indicator: Stuffing hones and casing are selected

Hones are selected

Casing is selected

Indicator: Stuffing is well done

Stuffer loading is done

Air removal from casing is done

Casing is filled

Twisting is done

Observation

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Learning unit LU 3:Cook Ham

3

Learning Outcomes:

1. Prepare cooked hamTrim meat 2. Prepare dried ham 3. Prepare smoked ham

20Hours

Learning Outcome 3.1: Prepare cooked ham

Description of cooking method Steam Roasting Boiling

Cooking conditions Cooking temperature Core temperature Relative Humidity

Quality of cooked ham Cooling temperature Appropriate Packaging Appropriate Storage condition

o Brainstorming on ham cooling methods

o Group discussion on cooking conditions

o Individual presentation on how to ensure quality of cooked ham

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Knives

- Chopping knives

- Cutting board

- Blender

- Bowl cutter

- Mixer

- Injector

- Mold

- Tambourine


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- Ice machine

- Staffer

- casing





Written

Performance

Multiple choice


Matching

Task:Apply ham cooking methods

Checklist Score

Yes No

Indicator: cooking method are performed

Steam

Roasting

Boiling

Indicator: Cooking conditions are demonstrated

Cooking temperature is respected

Relative humidity is done

Indicator: Quality of cooked ham is observed

Cooling temperature is respected

Packaging is done

Storage condition is done


Proper cooking of ham

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Observation

Learning Outcome 3.2: Prepare dried ham

Drying method Cure and dry Cure and smoking

Dry ham process Salt ham for 7-10 days at 25-

30oC, <80% humidity, with a gentle breeze).

hang the ham on wires in a well-ventilated room

Pack the dried meat in polythene bags and heat seal.

Store in cool dry conditions away from sunlight to minimise rancidity and moisture pickup

o Brainstorming on drying methods

o Demonstration by video on ham drying process

o Practical exercise on drying ham

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Knives

- Chopping knives

- Cutting board

- Blender

- Bowl cutter

- Mixer

- Injector

- Mold

- Tambourine

- Ice machine

- Staffer

- casing


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Written

Performance

Multiple choice


Matching

Task: Make Dry Ham

Checklist Score

Yes No

Indicator: Drying method are well described

Cure and dry methods are described

Cure and smoking methods are described

Indicator: Ham drying process is respected

Salting of ham at 25-30oC, <80% humidity, with a gentle breeze is done

Hanging ham on wires in a well-ventilated room is done

Packing of dried meat in polythene bags and heat seal is done

Storing in cool & dry conditions away from sunlight is done

Rancidity is and moisture pickup minimized

Observation


Proper preparation of dried ham

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Learning Outcome 3.3: Prepare smoked ham

Load product in suitable way to ensure smoking air cycle on product Place items on racks or hang from

sticks Spacing product Ensure a uniform product surface

condition before smoke application smoke until 140°F of internal finish

product poaching in water at 170°F Smoke foods until desired

color/flavor is achieved Product can be air-dried further if

drier product is desired

Adequate smoking monitor the processing of smoke product to achieve : phenols, carbonyls and acids .

- Discussion on proper

loading product

- Group discussion on

product loading procedure

- Practical exercise on

perform loading product

into the smokehouse

- Reference books

- Internet

- Computer

- Projector

- Flip chart

- Marker pen

- Humidity

measuring device

- Hygrometric

- Pressure

transmitter

- Cutting board

- Injector

- Mold

- Tambourine

- Ice machine

- Staffer

- casing





Proper preparation of smoke ham


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Written

Performance

Multiple choice


Matching

Task:Smoke ham

Checklist Score

Yes No

Indicator: Loading of product in a suitable way to ensure smoking air cycle on product is well done

Placement of items on racks is done

Uniformity of product condition before smoke is observed

Smoking up to 140°F is done

Poaching in water at 170°F is done

Desired color/flavor is achieved

Indicator: Monitoring of ham smoking process is done to achieve adequate smoking is well done

Phenols are achieved

Carbonyls are achieved

Acids were achieved

Observation

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Competence

F O P F A 5 0 2 – CONDUCTING PHYSICO-CHEMICAL ANALYSIS OF FOOD

FOPPCA502 Conduct Physico-chemical analysis of food


Credits: 5 50



Issue date: Food Processing

Purpose statement

For a better performance of competences in certificate V in food processing, the learner needs practical

skills to conduct food physico-chemical analyses. The module on conducting physicochemical analysis of

food is intended for learners who have successfully completed the certificate IV in food processing and

especially the module on the preparation of reagents for chemical analysis of food. At the end of this

module, learners will be able to:

- Prepare the work area for analysis of physico-chemical properties of food

- Prepare tools, utensils, instruments, equipment and consumables

- Prepare samples for physico-chemical analyses

- Analyze chemical properties of food (moisture content, acidity, fat, protein and ash contents

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Modules: Demonstrate basic knowledge of analytical chemistry

Prepare reagents for food chemical composition analysis




learning unit.



1.Prepare sample

1.1. Proper selection of tools, equipments for sample analysis

1.2. Proper selection of the SOPs according to sample to be analysed

1.3. Proper application of sampling techniques acording to standards

1.4. Proper handling of sample according to procedures

2.Perform physical tests for food products

2.1. Proper analysis of sensory tests for food products according to the procedures

2.2. Proper testing of viscosity for food products according to the protocal

2.3. Proper testing of texture for food products according to the protocol

2.4. Proper interpretation of results according to the standards

3.Perform chemical tests for food products

3.1. Proper analysis of proteins in food products according to the protocol

3.2. Proper analysis of fats in food products according to the protocal

3.3. proper analysis of minerals in food products according to the protocal

3.4. Proper analysis of Vitamins in food products according to the procedures

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3.5. Proper analysis of sugars in food products according to the protocal

3.6. Proper analysis of moistre content in food products according to the protocal

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Learning unit LU 1:Prepare sample

1

Learning Outcomes:

1.1. Proper selection of tools, equipments for sample analysis in food products

1.2. Proper selection of SOPs according to sample to be analysed Plan the pattern to properly fit the foot

1.3. Proper application of sampling techniques acording to standards

1.4. Proper handling of sample according to procedures 10 Hours

Learning Outcome 1.1: Proper selection of tools,equipments for sample analysis in food

products

Tools for protein analysis

Finnel Skimer Spoon Conica flask Pipette Buret Glass rod

Description of tools and equipments for sample collection

Size and volume

Nature Uses

Techniques used to handle tools to take food sample

Handling methods

Handling

o Laboratory Visits o Field visits for sampling o Demonstration of equipment o Audio-visual presentation of

equipment o Group discussion on

materials used in sampling

- Materials and equipments: basins, P.P.E (Personal Protective Equipme

- - Cotton/Cotton

swabs - Tissue forceps - Permanent markers - Applicator sticks - Parafilm paper - Disinfectants - Refrigerator

- nt), Distilled water, Burettes, Flasks, Balance, Spoons/spatula, Oven, Furnace, Refrigerator, Moisture plates and lids, Crucible ishes,


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procedure Safety

precautions

Test tubes , Water bath, Thermometer, Pipettes, Spectrophotometer, Soxhlet apparatus, Filter papers, Whatman N2 filter paper, Cotton, Heat source( hot plate), Kjeldhal apparatus, Glass beads, Dedicators, Viscometer, Density-meter

-





Written evidence

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Select tools, equipments for sample collection

Checklist Score

Yes No

Indicator:Tools and equipments are well selected

Types of tools and equipments are well selected

Cleaning materials are well selected

Cleaning products are well selected


Size and volume of tools and equipment is well considered

Nature of the equipment is well considered


Proper Selection tools, equipments for sample collection

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Uses of tools and equipments are well stated


Sampling method is well chosen

Sampling procedure is well followed

Safety precautions are well respected

Observation

Learning Outcome 1.2: Proper selection of SOPs according to sample to be analysed

entification of Samples to be analysed infood products analysis:

Fats analysis

Protein analysis

Vitamins analysis

Sugar analysis

Total ash analysis

Minerals analysis

SOPs (standard operating procedures) for Fats analysis

Definition Criteria for selection

of SOP’s for each sample

Benefits of SOPs





stations

- Cotton/Cotton swabs

- Tissue forceps - Permanent markers - Applicator sticks - Parafilm paper - Disinfectants - Refrigerator -



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Written evidence


Checklist Score

Yes No

Indicator:Standard operating procedure description

SOPs is described

Consideration of criteria for selecting SOPs

Benefits of SOPs are stated

Indicator: Development of SOPs

Steps involved in developing SOPs are followed

Steps involved in writing SOPs are followed

Formats for presenting SOPs are identified

Indicator: SOPS is used effectively

Steps involved during implementation of SOPs are described

Use of SOPs is discussed

Place where SOPs can be kept is explained The importance of compliance monitoring is discussed

Compliance of SOPs is monitored

Observation


Proper selection of the SOPs based on standard and guidelines

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Learning Outcome 1.3:Proper application of sampling techniques acording to standards

Guidelines for sampling for application of sampling techniques

PURPOSE OF CODEX GUIDELINES ON SAMPLING

MAIN NOTIONS OF SAMPLING

Selection of sampling plans

Sampling techniques Simple

Random Sampling:

Stratified Random Sampling:

Multistage Sampling:

Convenience Sample

Specific precautions for sampling

Wearing PPE Hygiene conditions

when taking sample Procedures for taking a

sample





stations

- Cotton/Cotton swabs

- Tissue forceps - Permanent

markers - Applicator sticks - Parafilm paper - Disinfectants - Refrigerator -





Written evidence



Apply sampling techniques according to standards


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Essay

Checklist Score

Yes No

Indicator:Guidelines for sampling for application of sampling techniques are followed

Purpose Of Codex Guidelines On Sampling is stated

Main Notions of Sampling

Selection of sampling plans is done

Indicator: Sampling techniques are used accordingly

Simple Random Sampling is well applied

Stratified Random Sampling is well applied

Multistage Sampling is well applied

Convenience Sample is well applied

Indicator:Specific precautions for samplingare taken

Wearing PPE is done

Hygiene conditions when taking sample are respected

Procedures for taking a sample is done

Observation

Learning Outcome 1.4:Proper handling of sample according to procedures

Purpose of handling sample Good transportation Prevention of sample

contamination

Handling equipments Stirrer/planner Dipper/scoop Tube sampler

Procedures for handling the sample Identifying sample Sample receipt and

assessment Sample receipt protocol Sample storage and disposal

o - Materials : PPE, Thermometer, pH-meter, titratable acidity apparatus ; lactoscan, Gerber tube, Centrifuge, Water bath, Test tubes,), filter cloth, cotton wool, cooling tanks, Solute gun, Heat exchangers,


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- Products: Milk, NaOH, Sulfuric acid, Amyl alcohol, Resazurin,

- Phenolphtalein





Written evidence


Checklist Score

Yes No

Indicator:Purpose of handling sample is achieved

Good transportation is well done

Transportation Prevention of sample contamination is achieved

Indicator:Handling equipments are presented

Stirrer/planner is presented

Dipper/scoop is presented

Tube sampler is presented

Indicator: Procedure for handling the sample is respected

Identification of sample is done

Sample receipt and assessment is done

Sample receipt protocol is used


Apply sampling techniques according to standards

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Sample storage and disposal is well done

Observation

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Learning unit LU 2:Perform physical tests and sensory evaluation of food products

2

Learning Outcomes:

1. Proper analysis of sensory tests for food products according to

the procedures

2. Proper perform physical testing for food products

3. Proper interpretation of results 10Hours

Learning Outcome 2.1: Proper analysis of sensory tests for food products

Organoleptic aspect

Taste (Salty, Sweet, Sour, Bitter)

Physical appearance (Size, shape, Color, Texture, viscosity, hardiness)

Flavor and aroma

o Oral presentation sensory techniques and conditions

o Viewing of pictures, DVDs sensoring techniques

o Demonstration of sensory techniques

o Practical exercises on sensory techniques

o Group discussion on sensory conditions

o Field visit to milk processing plant laboratory



Proper analysis of sensory tests for food products according to the

procedures


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Written evidence


Task: perfom se sensory tests for food products according to the

procedures

Checklist Score

Yes No

Indicator: Taste aspects are evaluate

Salty is well evaluate

Sweet is well evaluate

Sour is well evaluate

Bitter is well evaluate

Indicator: Physical appearance are evaluate

Size is considered

Shape is considered

Color is considered

Texture is considered

Viscosity and hardiness is considered

Indicator: Sensory methods are evaluate

Qualitative is well evaluate

Quantitative is well evaluate

Indicator: Interpretation of results according to the standards are done

Calculation of the values according to the protocol are well done

Comparison with standards accordingly are well done

Reporting and recommendation are well done accordingly

Observation

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Learning Outcome 2.2:Proper perfom physical testing for food products

Purpose of analyzing physical properties

property of food for physical testing (color, aroma, temperature, density, viscosity, texture, relative humidity)

Techniques of determination of the physical property of food (colorimetric method, gas chromatograph/ liquid chromatography/ electronic nose, densimetric, hygrometric, penetrometry, Gravimetric)

Methods of analysis

(quality and quantity) Qualitative Quantitative

Oral presentation on physical property determination of foods

o Viewing DVDs on techniques of determination physical properties of foods

o Demonstration and Practical on techniques of determination of physical properties in foods

o

Food analysis procedure manual

- Penetrometer - Burette - Viscometer - Balance - Thermometer - Density-meter - Pressure gauges - Barometer - Hygrometer - Colorimeter





Proper perfom physical testing for food products


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Written

Performance rmance

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Perfom physical testing for food products

Checklist Score

Yes No

Indicator: Instruments used for measuring physical properties of food are identified

Penetrometer is well identified

Viscometer is well identified

Thermometer is well identified

Density-meter is well identified

Hygrometer is well identified

Colorimeter is well identified

Indicator: Techniques of determination of the physical property of food are performed

Colorimetric method is well performed

Gas chromatograph is well performed

Liquid chromatography is well performed

Electronic nose is well performed

Densimetric is well performed

Hygrometric is well performed

Penetrometry is well performed

Gravimetric is well performed

Indicator: physical property of food through physical testing are properly analyzed

Color is properly analyzed

Aroma is properly analyzed

Temperature is properly analyzed

Density is properly analyzed

Viscosity is well identified is properly analyzed

Texture is properly analyzed





Observation

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Learning unit LU3: Perform chemical tests for food products

3

Learning Outcomes:

1.1. Analyze of moistre content in food and dry matter according to the

protocal

1.2. Analyze of food proteins according to the protocal

1.3. Analyze of food fats according to the protocal

1.4. Analyze of total ash according to the protocol

1.5. Analyze specific minerals in food prouct according to the protocal

1.6. Proper analysis of sugars according to the protocal

30Hours

Learning Outcome 3.1: Analyze of moisture content in food products and dry matter

Purpose of

analyzing chemical properties

Techniques of moisture content determination

Calculation of dry matter (carbohydrate, protein, lipid(fat), total ash)

o Oral presentation on chemical analysis in foods

o Viewing DVDs on techniques of determination chemical properties in foods

o Demonstration/ Practical on techniques of determination of chemical properties in foods

- Resources for

moisture (oven method):

- Drying oven, ventilated

- Precision balance/ analytical balance

- Envelopes or crucibles / Stainless steel drying dishes /Moisture plates and lids

- Dessicator


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Measuring principle Installation Routine testing

(calibration) Sample handling

and preparation Method

development to match the drying oven

Special samples (e.g. liquids, volatiles, plastics)

Method validation Comparison of moisture determination technologies

Value calculation Data

interpretation Reporting and

record keeping

o Group discussion on calculation, interpretation of the value and reporting and record keeping

o Field visits to food analysis laboratory





Written

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Analyze of moisture content in food products


Proper analysis of moisture content in food products

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Checklist Score

Yes No Indicator: Materials for moisture analysis are identified

Drying oven and ventilated is identified

Precision balance/ analytical balance is identified

Dessicator is identified

Stainless steel drying dishes /Moisture plates and lids is identified

Indicator: Perfom analysis moisture content and dry matter food

Accurate determination of moisture content in food

Accurate determination of dry matter food





Observation

Learning Outcome 3.2: Analyze of food proteins according to the protocal

Types materials for protein analysis

Principles of protein analysis for each method

Different methods for protein analysis

Kjeldahl Nitrogen Method

Udy Dye Binding Method

Infrared Reflectance Method.

o Oral presentation on protein analysis in foods

o Viewing DVDs on techniques of determination protein properties in foods

o Demonstration/ Practical on techniques of determination of protein properties in foods


o Field visits to food analysis

- Resources for protein

(Kjeldhal method): Kjeldhal flask (10 ml

and 30) Heating apparatus or

digestion rack Glass distillation

apparatus Sulfuric acid Potassium sulphate Mercuric oxide Sodium hydroxide Sodium thiosulfate

solution Distilled water Indicator solution


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Main steps kjeldhal method for protein analysis

Sample preparation

Digestion Neutralization Titration Calculation and

interpretation

o Value calculation o Data interpretation Reporting and record keeping

laboratory

(mrthyl red 0.2 % in ethanol, methylene bleu 0.2 % in ethanol, 2:1 methyl red: methylene bleu)

Boric acid 4 % HCl or H2SO4 (0.02

N) Glass beads Cooler Water Condenser Glasswares





Written evidence


Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Analyze of food proteins according to the protocal

Checklist Score

Yes No

Indicator: Methods of analysis protein are identified


Proper perform analysis of food proteins according to the protocal

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Kjeldahl Nitrogen Method is identified

Udy Dye Binding Method identified

Infrared Reflectance Method is identified

Indicator: Analysis protein by using kjeldhal method is performed

Sample preparation is well performed

Digestion step is well performed

Neutralization step is well performed

Titrations step is well performed





Observation

Learning Outcome 3.3: Analyse fats food according to the protocol

Types materials for fats analysis

Principles of fats analysis for each method

Different methods for fats analysis (Soxhlet, mass spectrometry)


o Oral presentation on fat analysis in foods

o Viewing DVDs on techniques of determination fat properties in foods

o Demonstration/ Practical on techniques of determination of fat properties in foods


o Field visits to food analysis laboratory

- Resources for fats (Soxhlet

method): Petroleum ether Soxhlet apparatus Filter papers Whatman N2 filter

paper Cotton Heat source (hot

plate) Steam bath Flasks

- Spectrometer


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Written

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Analyse fats according to the protocol

Learning Outcome 3.4: Analyze of Total ash in food according to the protocol

Types of materials for food mineral analysis

Preparation of standards and samples

Principles for mineral analysis

Mains types of analytical procedure used to determine the ash content of foods

Dry ashing, Wet ashing Low temperature

plasma Dry ashing


Oral presentation on total ash analysis in foods

Viewing DVDs on techniques of determination ash properties in foods

Demonstration/ Practical on techniques of determination of ash properties in foods

Group discussion on calculation, interpretation of the value and reporting and record keeping

Field visits to food analysis laboratory

i. Resources for determination of total ashes in food by Calcinations or Ashing method

Materials: ii. Analytical balance

iii. Porcelain crucible iv. Muffle furnace v. Dessicator



Proper perform analysis fats food according to the protocol

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Written

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Analyze of total ash in food according to the protocol

Checklist Score

Yes No Indicator: Types of materials for food ash analysis are identified

Analytical balance is identified

Porcelain crucible is identified

Muffle furnace is identified

Dessicator is identified

Indicator: 3Mains types of analytical procedure used to determine the ash content of foods are identified

Dry ashing is identified

Wet ashing is identified

Low temperature plasma Dry ashing is identified





Proper analysis of total ash in food according to the protocol

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Observation

Learning Outcome 3.5: Analyze of specific minerals in food according to the protocol

Types of materials for food mineral analysis

Preparation of standards and samples

Principles for mineral analysis

Methods for mineral analysis (Mass spectrometry, nuclear

Magnetic resonance

Flame photometer or by atomic absorption

Atomic Absorption or Emission Spectroscopy (AAS & AES)

Spectrometer EDTA Method Gravimetric Analysis


Oral presentation on fat analysis in foods

Viewing DVDs on techniques of determination fat properties in foods

Demonstration/ Practical on techniques of determination of protein properties in foods



Resources for determination Specific minerals: Materials:

Furnace Crucibles Spectrophotometer Flame photometer Atomic absorption

spectrometer(AAS)

Erlenmeyer Reagent: AgCl Vandate vandate-molybdate, EDTA HNO3 1N, HCl 1N, HCl 0.1N, HClO4, paramolybdate, (NH4) 6 Mo7O24. 4H20, Metavanadate, (NH4VO3) NaOH Indicator: KCN, NH2OH.HCL, K4Fe (CN) and TEA (triethanolamine), Calcon distilled water


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Written

Performance

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Analyze of specific minerals in food according to the

protocol

Checklist Score

Yes No Indicator: Equipment for analysis specific minerals are identified

Furnace is well identified

Crucibles is well identified

Spectrophotometer is well identified

Flame photometer is well identified

Atomic absorption spectrometer(AAS) is well identified

Indicator: Methods for specific mineral analysis are identified

Mass spectrometry method (MS) is well identified

Nuclear Magnetic resonance method (NMR) is well identified

Flame photometery or by atomic absorption Method is well identified

Atomic Absorption or Emission Spectroscopy (AAS & AES) Method is well identified

Spectrometry is well identified

EDTA Method is well identified well

Gravimetric Analysis method is well identified




Proper analysis of specific minerals in food according to the protocol

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Observation

Learning Outcome 3.6: Proper analysis of sugars in food product according to the protocol

Types of materials for

sugar analysis Preparation of

standards and samples

Principles for sugar analysis

Methods for sugar analysis

Phenol-sulphuric

method Spectrophotometric

method of sugar determination

Colorimetric method Refractometry

method

Value calculation Data interpretation Reporting and record keeping

Oral presentation on sugar analysis in foods

Viewing DVDs on techniques of determination sugar properties in foods

Demonstration/ Practical on techniques of determination of sugar properties in foods



Spectrophotometer Colorimeter Refractometer Resources for analysis

sugar are for Phenol-sulphuric method

a) Tools, equipment and instruments

1. Test tubes 2. Balance 3. Crusher/blender/grinder 4. Flasks (conical flask &

volumetric flask) 5. Water bath 6. Thermometer 7. Pipette 8. Spectrophotometer 9. PPE: Gloves, safety

glasses and lab coat (ensure all students are wearing)

10. Precision balance b) Reagents for Phenol-sulphuric method

1. Phenol 2. Sulfuric acid

(concentrated) 3. Glucose


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4. Distilled water 5. Sodium carbonate 6. Hydrochloric acid





Written

Performance


Task: Analyze of sugars in food product according to the protocol

Checklist Score

Yes No Indicator:Equipment and instruments sugar analysis are identified

Spectrophotometer is well identified

Colorimeter is well identified

Refractometer is well identified

Thermometer is well identified

Precision balance is well identified

Indicator: Methods for sugar analysis are identified

Phenol-sulphuric method is well identified

Spectrophotometric method is well identified

Colorimetric method is well identified

Refractometry method is well identified





Observation


Proper perfom Analysis of sugars in food product according to the

protocol

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COFAV Ltd located in Muhanga District uses different varieties of

soybeans for soymilk making. Soymilk is extracted from three

different soybean varieties (Sc. Squire, Sc. Saga and SB 24). For a

better consistency in its soymilk, COFAV Ltd would like to

conduct physical chemical analyses of the soymilks obtained

from the above different kinds of soybeans. As a lab technician,

the production manager has asked you to conduct the analyses

as follows:

- Appearance, Taste, Acidity, Density, Carbohydrate content, Fat content, Protein content and Ash from three provided soymilk samples (from Sc. Squire soybean variety, Sc. Saga soybean variety and SB 24 soybean variety)

- Apart from density, the results should be presented in percentages

- Results should be presented in a table for an easy comparison

- A report of results and their interpretation should be delivered within two days

o

Products: soymilk from Sc.

Squire soybean variety,

water, NaOH, Sulphuric

acid, Amyl alcohol, Organic

solvents, Boric acid,

Indicators, Buffer

solutions, Phenol,

Hydrochloric acid, Sodium

carbonate, Distilled water,

Soaps, Detergents,

Potassium sulphate,

Mercuric oxide, Sodium

thiosulfate solution,

Indicator solution (methyl

red 0.2 % in ethanol,

methylene bleu 0.2 % in

ethanol, 2:1 methyl red:

methylene bleu), Boric acid

Materials and

equipments: Brushes,

sprayers, Buckets,

Serviettes, moppers,

basins, P.P.E (Personal

Protective Equipment),

Distilled water, Burettes,

Flasks, Balance,

Spoons/spatula, Oven,

Furnace, Refrigerator,

Moisture plates and lids,

Crucible dishes, Test tubes

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, Water bath,

Thermometer, Pipettes,

Spectrophotometer,

Soxhlet apparatus, Filter

papers, Whatman N2 filter

paper, Cotton, Heat

source( hot plate), Kjeldhal

apparatus, Glass beads,

Dedicators, Viscometer,

Density-meter

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Checklist Score

Yes No





Indicator: Equipments, tools, instruments and reagents are well selected and prepared

Equipment are well selected and prepared

Tools are well selected and prepared

Instruments are well selected and prepared

Reagents are prepared are well selected and prepared







Indicator: Physical property of food through physical testing are properly analyzed

Color is properly analyzed

Aroma is properly analyzed

Temperature is properly analyzed

Density is properly analyzed

Viscosity is well identified is properly analyzed

Texture is properly analyzed

Indicator: Sensory evaluation of food products are properly analyzed

Taste aspects are evaluate

Salty is well evaluate

Sweet is well evaluate

Sour is well evaluate

Bitter is well evaluate

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Appearance are evaluate

Size is considered

Shape is considered

Color is considered

Texture is considered

Viscosity and hardiness is considered

Indicator: Chemical properties food (Acidity, Density, dry matter, sugar content, Fat content, Protein content and Ash) are properly analyzed

Acidity is well properly analyzed

Dry matter well properly analyzed

Sugar content is well properly analyzed

Fat content is well properly analyzed

Protein content is well properly analyzed

Total Ash is well properly analyzed





Observation


Checklist Score

Yes No

Indicator: Result of physical testing are accurately according to standard

Color is accurately according to standard

Aroma is accurately according to standard

Temperature is accurately according to standard

Density is is accurately according to standard

Viscosity is is accurately according to standard

Texture is is accurately according to standard

Indicator: Result of Sensory evaluation test of food products are accurately according to standard

Taste is accurately according to standard

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Salty is accurately according to standard

Sweet is accurately according to standard

Sour is accurately according to standard

Bitter is accurately according to standard

Appearance is accurately according to standard

Size is accurately according to standard

Shape is accurately according to standard

Color is accurately according to standard

Texture is accurately according to standard

Viscosity and hardiness is accurately according to standard

Indicator: Chemical properties food (Acidity, Density, dry matter, sugar content, Fat content, Protein content and Ash) obtained are accurately according to standard

Acidity obtained is accurately according to standard

Dry matter obtained is accurately according to standard

Sugar content obtained is well properly analyzed

Fat content obtained is well properly analyzed

Protein content obtained is well properly analyzed

Total Ash obtained is well properly analyzed

Observation


Checklist





Time of execution is respected

SObservation


Checklist Score

Yes No


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Eye protection

Hearing protection







Biological hazards

Physical hazards

Chemical hazards

Electrical hazards

Observation

Reference books: 1. www.fsai.ie/leg

2. J.F.T. Spencer & A.L. R de Spencer, 2001. Food Microbiology Protocols, Humana Press

3. Haley & Prescott, 2002. Laboratory Exercises in Microbiology, 5th Ed., The McGraw hill

4. L.M. Prescott, 2002. Microbiology, 5th Ed., The McGraw Hill


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Competence

F O P P F 5 0 1 - PROCESS ROOTS AND TUBERS INTO FLOUR

FOPPF501 Process roots and tubers into flour


Credits: 3 30

Sector: AGRICULTURE AND FOOD PROCESSING

Sub-sector: FOOD PROCESSING


Purpose statement

In Rwanda, roots and tubers production is prominent, however, these products are perishable

hence need to be processed into products of high value with longer shelf life. This module

intends to equip the learners with practical skills necessary to prepare the work area, prepare

equipment and process roots and tubers such as cassava, sweet potatoes, Irish potatoes into

high quality flour. The module is for learners who have successfully completed the food

processing certificate IV. The learner will be qualified to make flour and will be able to create

his own processing unit or work effectively in the flour processing industry with the ability to

manage limited resources

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Not applicable




learning unit.



1. Prepare work area

1.1 Appropriate describe of the work area based on standards

1.2 Appropriate selection of cleaning products according to the requirement and specifications

1.3 Proper cleaning of the work area according to the techniques and guidelines

1.4 Proper checking of cleanliness according to parameters



2.1. Appropriate selection of tools, utensils, instruments, equipment and (consumable) according to requirement

2.2. Appropriate cleaning of tools, utensils, instruments and equipment based on cleanliness standards

2.3. Accurate use tools, utensils, instruments and equipment according to the catalogue

2.4. Appropriate checking/ calibration tools, utensils, instruments equipment according to the standard

3. Prepare the tubers

3.1. Proper selection of the tubers according quality criteria

3.2. Proper sorting of the tubers according to quality parameters

3.3. Proper washing and peeling of the tubers according to the requirement and guidelines

4. Prepare flour 4.1. Proper soaking roots or tubers (Cassava) according to standard

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4.2. Proper fermentation (cassava) according to the parameters

4.3. Proper drying according to the standards 4.4. Proper grinding and sieving according to the

requirements 4.5. Proper checking of the quality according to the

parameters 4.6.

5. Package and store flour products

5.1. Proper selection of the package for flour and

starch according to requirements and guidelines

5.2. Proper packaging according to the requirements

and guidelines

5.3. Proper labelling of the product according to the

standards and guidelines

5.4. Proper storage according to the requirements,

guidelines

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Learning unit LU 1: Prepare the work area for processing tubers into flour

1

Learning Outcomes:

1. Describe work area

2. Select cleaning products 3. Clean the work area

4. Check cleanliness the work area

4 Hours

Learning Outcome 1.1: Describe work area

Work area layout (Processing flowchart)

Identification of critical points

o Oral presentation on description of work area

o Viewing DVD on work area layout for processing roots and tubers into four and starch

catalogue, manuels, notice specified standard





Proper describe work area based on requirement


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Written

Performance


Task: describe work area based on requirement

Checklist Score

Yes No

Indicator: work area is describe

Localisation of layout is well described

Critical points is well identified

Observation

Learning Outcome 1.2: Select cleaning products

- Types of cleaning products (food grades)

- Dosage of cleaning products - Safety and health

precautions - Efficiency of the cleaning

product



o Demonstration on selecting cleaning products

o Practical exercises on selecting cleaning products

o Group discussion on selecting cleaning products

Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E,Water, catalogue, manuels, notice specified standard Products: Detergents; soaps,

Disinfectants;

surfactants(basic

alkilis,acids, chelating

agents)


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Written

Performance


Task: select cleaning products according to requirement

Checklist Score

Yes No

Indicator: Different cleaning products types are selected

Alkalins cleaning products are well done selected

Acidic cleaning products are well done selected

Neutral cleaning products are well done selected

Indicator: Standard operating procedures (SOPs) for cleaning is established

User manual(protocol ) is well established

How the cleaning product is being used or stored is well identified?

Indicator3: Safety and health precautions

✔ Monitor equipment and tools properly

✔ Dosage cleaning product is well respected

Chemical ingredients of the cleaning product are well identified

Observation


Proper select cleaning products according to requirement

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Learning Outcome 1.3: Clean the work area

- Different cleaning techniques

- Standard operating procedures (SOPs) for cleaning

- Hygienic precautions to avoid the contamination and recontamination

- Equipment and materials arrangement

o Oral presentation on cleaning techniques, SOPs for cleaning, hygienic precautions to avoid the contamination and recontamination, equipment and materials arrangement

o Viewing DVD on cleaning the work area

o Demonstration on cleaning techniques, SOPs for cleaning, hygienic precautions to avoid the contamination and recontamination, equipment and materials arrangement

o Practical exercises on cleaning techniques, SOPs for cleaning, hygienic precautions to avoid the contamination and recontamination, equipment and materials arrangement

o Group discussion cleaning the work area

Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E Products: Detergents; soaps, Disinfectants; surfactants(basic alkalis, acids, chelating agents)



Proper describe cleaning work area according to requirement


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Written

Performance


Task: Describe cleaning work area according to requirement

Checklist Score

Yes No Indicator 1: Different cleaning techniques are identified

COP is well identified

CIP is well identified

Indicator2: Safety and health precautions of arrangement equipment and tools are monitored

✔ Monitor arrangement equipment properly

Monitor arrangement tools properly

Indicator 3: Different cleaning steps are respected Dry cleaning the work area is well respected

Wet cleaning the work area is well respected

Rinsing is well respected

Re-rinsing is well respected

Drying is well respected

Observation

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Learning Outcome 1.4: Check the work area

o Parameters for visual inspection

o Effective use of the chemicals and materials

o

o Oral presentation on parameters for visual inspection, effective use of the chemicals and materials


cleaniliness of the

work area



o Cleaned work area o Cleaning guidelines





Written

Performance



Proper checking the work area according to requirement


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Task: check the work area according to requirement

Checklist Score

Yes No Indicator 1: method used for checked cleanliness work area are identified

Visual Inspection is well identified

Rapid laboratory test is well identified

Observation

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Learning unit LU 2: Prepare tools, utensils, instruments, equipment and consumables

2

Learning Outcomes:

1. Select tools, utensils, instruments, equipment and

consumables

2. Clean tools, utensils, instruments and equipment

3. Use tools, utensils, instruments and equipment

4. Check the tools, utensils, instruments and equipment 4Hours

Learning Outcome 2.1: Select tools, utensils, instruments, equipment and consumables

✔ Types of tools, utensils, instruments, equipment for processing

✔ Technical specifications for equipment and instruments

o Oral presentation on tools, utensils, instruments, equipment and consumables used in processing roots and tubers into flour, technical specifications for equipment and instruments

o Viewing of pictures and DVD on tools, utensils, instruments, equipment and consumables

o Demonstration on selecting tools, utensils, instruments, equipment and consumables

o Group discussion on tools, utensils, instruments, equipment and

- Materials: - Water - Roots and tubers - Brush, sprayers, Bucket,

cleaning cloth, P.P.E - Audio-visual aids (DVDs,

pictures) - Didactic materials - SOP manuals - Lubricants - Packaging materials

Sacks PE bags Paper packaging material Hygrometer Oven Balance Labels Water proof Sacs Paper-packages

- Equipment: - Fermentation tanks - Washing tanks


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consumables

- Knives - Dryers - Choppers - Cutters - Milling machine - Drying beds - Crushers - Sieves - Filling machines - Packaging machine (filling and

sealing) - Sealer - Vats - Grinders - Sieves - Thermometer - Dryers - Flour mixer - Vats - Peeling machine - Knives - Belt conveyor - Water sprayer - Tables - Water draining system - Sorting table - Different types of screens - Washing vats - Products:

Detergents; soaps, D, isinfectants;surfactants(basic alkilis,acids, clealating agents)



Proper select tools, utensils, instruments, equipment and consumables

according to requirement

486 | P a g e




Written

Performance


Task: Select tools, utensils, instruments, equipment and consumables according to requirement

Checklist Score

Yes No

✔ Indicator1: Tools, utensils, instruments, equipment are selected

✔ Tools are well selected

✔ Utensils are well selected

✔ Instruments are well selected

✔ equipment are well selected

Learning Outcome 2.2: Clean tools, utensils, instruments and equipment

o Types of cleaning products for each of the following: tools, utensils, instruments, equipment

o Cleaning techniques for tools, utensils, instruments, equipment

o Oral presentation on types of cleaning products, cleaning techniques for tools, utensils, instruments, equipment; and on cleanliness of tools, utensils, instruments, equipment

o Viewing DVD on the cleaning

Cleaning products: Detergents; soaps, Disinfectants; surfactants (basic alkalis, acids, chelating agents)


487 | P a g e

o Checking of the cleanliness of tools, utensils, instruments, equipment

tools, utensils, instruments, equipment

o Demonstration on the cleaning tools, utensils, instruments, equipment and types of cleaning products.

o Practical exercises on the cleaning tools, utensils, instruments, equipment

o Group discussion on the cleaning tools, utensils, instruments, equipment





Written

Performance


Task: Clean tools, utensils, instruments, equipment according to requirement

Checklist Score

Yes No


Proper Clean tools, utensils, instruments, equipment according to requirement

488 | P a g e

Indicator 1. Cleaning products for tools, utensils, instruments and equipment are well

identified

Chemical ingredient of cleaning product are considered

Chemical properties of tools, utensils, instruments and equipment are considered

Observation

Learning Outcome 2.3: Use tools, utensils, instruments and equipment

o Installation techniques of the equipment

o SOPs (standard operating procedures) for each equipment

o Maintenance and adjustment

o Effectiveness of the equipment

o Safety precautions of the equipment’s (effect on the user and product)

o Oral presentation on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipments (effect on the user and product)

o Viewing DVD on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipment (effect on the user and product)

Audio-visual aids (DVDs,



Proper use tools, utensils, instruments and equipment according to

standard


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Written

Performance


Task: Use tools, utensils, instruments and equipment according to standard

Checklist Score

Yes No

Indicator 1: SOPs(standard operating procedures) for each equipment

Purpose of the work Develop SOP’s for each machine Equipment adjustment procedures Follow instruction

Indicator 2: Effectiveness of the equipment

Capacity Equipment functionality. Equipment ‘assembling

Indicator3: Safety precautions of the equipment

Monitoring of plant line equipment sequence protocol

Observation

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Learning Outcome 2.4: Check the tools, utensils, instruments and equipment

Functionality Calibration for small scale

instruments o Parameters of visual

inspection o Effective use of the

equipment and materials o

Oral presentation on functionality, calibration for small scale instruments, parameters of visual inspection and effective use of the equipment and materials

o Demonstration on the calibration of small scale tools, utensils, instruments and equipment

o Demonstration on the functionality of tools, utensils, instruments and equipment

o Practical exercises on on functionality, calibration of small scale tools, utensils, instruments and equipment and effective use of the equipments and materials

o Group discussion on on functionality, calibration of small scale tools, utensils, instruments and equipment and effective use of the equipments and materials

Tool box - Materials: - Water - Tubers - Brush,

sprayers, Bucket, cleaning cloth, P.P.E


- Didactic materials

- Packaging materials

Sacks PE bags Paper

packaging material

Hygrometer

Oven Balance Labels

- Equipment: - Fermentation

tanks - Washing tanks - Knives - Dryers - Choppers - Cutters - Milling


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machine - Drying beds - Crushers - Settling tanks - Sieves and

filters

Products: Detergents; soaps, Disinfectants;surfactants(basic alkilis,acids, chelating agents)

- SOP manuals - Lubricants





Written

Performance


Task: check the tools, utensils, instruments and equipment

Checklist Score

Yes No

Indicator: Proper checking the tools, utensils, instruments and equipment are respected

Checking functionality of the tools, utensils, instruments and equipment are well done


Proper checking the tools, utensils, instruments and equipment

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Calibration for small scale instruments are well done

Parameters of visual inspection are well done

Observation

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Learning unit LU 3: Prepare roots and tubers

3

Learning Outcomes:

1. Select roots and tubers.

2. Sort roots and tubers

3. Wash and peel roots and tubers 8Hours

Learning Outcome 3.1: Select roots and tubers

Varieties of roots and tubers

Root and tuber maturity indices

Root and tuber quality parameters

Root and tuber defects (physical, microbiological and chemical defects)

o Oral presentation on selection of roots and tubers

o Viewing of pictures, DVD on selection of roots and tubers varieties according to the use, roots and tubers maturity indices, roots and tubers quality parameters and defects

o Demonstration on selecting roots and tubers varieties according to the use, root and tuber maturity indices, root and tuber quality parameters and defects

o Practical exercises on selection of root and tuber varieties according to the use, root and tuber maturity indices, quality

- Roots and tubers varieties



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parameters and defects

o Group discussion on roots and tubers defects


o





Written

Performance


Task: Select roots and tubers according to standard

Checklist Score

Yes No

Indicator 1: Varieties of roots and tubers(cassava) are described

Sweet cassava is well described

better cassava is well described

Indicator 2: Root and tuber quality parameters defects are identified


Proper selecting roots and tubers according to standard

495 | P a g e

physical defects is well identified

Microbiological defects is well identified

chemical defects is well identified

Observation

Learning Outcome 3.2: Sort roots and tubers

o Purpose of root and tuber sorting

o Root and tuber sorting parameters

o Methods and techniques of sorting

o Oral presentation on sorting roots and tubers

o Viewing of pictures, DVD on root and tuber sorting parameters, and sorting techniques

o Demonstration on root and tuber sorting parameters and techniques

o Practical exercises on root and tuber sorting parameters, and techniques

o Group discussion roots and tuber sorting parameters


o

- Sorting table - Vat - Roots and tubers - Audio-visual aids (DVDs,

pictures) -





.

Proper sorting roots and tubers according to standard


496 | P a g e


Written

Performance


Task: sort roots and tubers according to standard

Checklist Score

Yes No

Indicator: Sorting techniques roots and tubers are identified

visual inspection is respected

Size is well respected

shape well respected

density well respected

Physical, Microbial and Chemical defect well respected

Maturity well respected

Varieties well respected

Observation

Learning Outcome 3.3: Wash and peel roots and tubers

o Purpose of washing and peeling

o Water cleanliness for roots and tubers washing

o Washing methods and techniques (Deeping in water, spray wash, wash on belt-conveyor)

o Peeling methods and techniques

o Oral presentation on washing and peeling roots and tubers

o Viewing DVD on washing and peeling techniques

o Demonstration on washing and peeling

o Practical exercises

washing and peeling

o Clean water o Washing vats o Roots and tubers o Peeling machine o Knives o Belt conveyor o Water sprayer o Tables o Water draining system


497 | P a g e

techniques o Field visits to roots and

tubers processing factories





Written

Performance


Task: wash and peel roots and tubers according to requirement

Checklist Score

Yes No

Indicator 1: Washing methods and techniques are identified

Deeping in water is well identified

Spray wash is well identified

Wash on belt-conveyor is well identified

Indicator 2: Peeling methods and techniques are described

Mechanical peeling /manual peeling are well described

Chemical peeling are well described

Observation


Proper washing and peeling roots and tubers according to requirement

498 | P a g e

Learning unit LU 4: Process roots and tubers into flour

4

Learning Outcomes:

1. Soak roots or tubers (Cassava)

2. Ferment the root and tubers (cassava)

3. Dry roots and tubers

4. Grind and sieve roots and tubers

5. Check the flour quality flour

10 Hours

Learning Outcome 4.1: Soak roots or tubers (Cassava)

Purpose of root and tuber soaking

Soaking conditions

Soaking methods and techniques

o Oral presentation on roots and tubers soaking

o Viewing DVD on roots and tubers soaking

o Demonstration and practical exercises on soaking techniques

Group discussion on soaking conditions and soaking technique

- Roots and tubers - Soaking tanks - Chronometer -





Proper soaking roots or tubers (Cassava) according to standard

499 | P a g e


Written

Performance


Task: Soak roots or tubers (Cassava) according to standard

Checklist Score

Yes No

Indicator: Soaking roots or tubers (Cassava) is described

Purpose of root and tuber soaking is well described

Soaking conditions is well described

Soaking methods and techniques is well described

Observation

Learning Outcome 4.2: Ferment the root and tubers (cassava)

Purpose of root and tuber fermentation

Fermentation conditions

Fermentation method and techniques

o Oral presentation on roots and tubers fermentation

o Viewing DVD on roots and tubers fermentation

o Demonstration and practical exercises on fermentation techniques

o Group discussion on fermentation conditions

- Roots and tubers - Fermentation tanks - Water - Chronometer


500 | P a g e





Written

Performance


Task:

Checklist Score

Yes No

Indicator: Fermenting the root and tubers (cassava) is described

Purpose of root and tuber fermentation is well described

Fermentation conditions is well described

Fermentation method and techniques is well described

Observation


Appropriate ferment the root and tubers (cassava) according to standard

501 | P a g e

Learning Outcome 4.3: Dry roots and tubers

o Purpose of drying roots and tubers

o Drying conditions o Drying method and

techniques

o Oral presentation on drying roots and tubers

o Viewing DVD on roots and tubers drying techniques

o Demonstration on roots and tuber drying techniques

o Practical exercises on roots and tuber drying process

o Group discussion on roots and tuber drying conditions and techniques


- Dryers - Roots and tubers - Thermometer - Drying beds - Vats/containers -





Proper drying roots and tubers according to standards


502 | P a g e


Written

Performance


Task: Ferment the root and tubers (cassava) according to standard

Checklist Score

Yes No

Indicator: Dry roots and tubers is described

Purpose of drying roots and tubers is well described

Drying conditions is well described

Drying method and techniques is well describe

Observation

Learning Outcome 4.4: Grind and sieve roots and tubers

Purpose of grinding and sieving

Grinding and sieving conditions

Grinding and sieving methods and techniques

o Oral presentation on grinding and sieving

o Viewing DVD on grinding and sieving techniques

o Demonstration on roots and tubers grinding techniques

o Practical exercises on grinding and sieving process

o Group discussion on roots and

tubers grinding and sieving conditions


o

- Dried roots and tubers - Grinders - Sieves - Sacks -


503 | P a g e





Written

Performance


Task: Grind roots and tubers according to standard

Checklist Score

Yes No

Indicator: Grind and sieve roots and tubers is described

Purpose of grinding and sieving is well described

Grinding and sieving conditions is well described

Grinding and sieving methods and techniques is well described

Observation


Proper grinding and sieving roots and tubers according to standard

504 | P a g e

Learning Outcome 4.5: Check the cassava flour quality

Purpose of evaluating the flour

Flour quality parameters (Moisture Content, particle size of the flour, color)

Methods and techniques of checking the quality parameters

o Oral presentation on flour quality parameters

o Demonstration on techniques of checking quality parameters of the flour

o Practical exercises on checking quality parameters of the flour

o Group discussion on quality parameters of the flour


- Oven - Flour





Written

Performance


Task: check the cassava flour quality according to protocols


Accurate checking the cassava flour quality according to protocols


505 | P a g e

Checklist Score

Yes No

Indicator: Flour quality parameters is respected

Moisture Content of the flour is well respected

Particle size of the flour is well respected

Color of the flour is well respected

Observation

506 | P a g e

Learning unit LU5: Package and store flour

5

Learning Outcomes:

1. Select packages

2. Package the products

3. Label the product

4. Store the product

4Hours

Learning Outcome 5.1: Select packages

Types of packages


Selection of the package based on products and requirement

o Oral presentation on selection of packages


o Practical exercises on selection of packages based on the products and requirement



o

o Packages: 1. Water proof

Sacs 2. Paper-

packages 3. PE bags 4. PE aluminum

laminated bags

507 | P a g e





Written

Performance


Task: Select packages according to standard

Checklist Score

Yes No

Indicator: Types of packages are identified

Water proof Sacs is well identified

Paper-packages is well identified

PE bags is well identified

PE aluminum laminated bags is well identified

Observation


Proper select packages according to standard

508 | P a g e

Learning Outcome 5.2: Package the products

o Purpose of filling and sealing the products in the package

o Filling and sealing techniques

o Fill and sealing conditions o Monitoring filling and

sealing process

o Oral presentation on roots and tubers fermentation

o Viewing DVD on roots and tubers fermentation

o Demonstration and practical exercises on fermentation techniques

o Group discussion on fermentation conditions

- Filling machines - Packaging machine

(filling and sealing) - Sealer - Packages - Roots and tubers

flour





Written

Performance


Task: package the cassava flour according to standard


Appropriate packaging the cassava flour according to standard


509 | P a g e

Checklist Score

Yes No

Indicator: Packaging of flour products is described

Purpose of filling and sealing the flour products in the package is identified

Filling and sealing techniques is well done

Fill and sealing conditions is well identified

Monitoring filling and sealing process is identified

Observation

Learning Outcome 5.3: Label

o Purpose of labeling o Label contents o Methods and techniques

of labeling






o Field visits to roots and factories tubers processing factories



510 | P a g e





Written

Performance


Task: label according to requirement

Checklist Score

Yes No

Indicator: Labelling package flour products is described

Methods and techniques of labeling is identified

Direct Labelling is well respected

Indirect Labelling is well respected

o Label contents is well respected

product identity and Manufacturer are well identified

Net quantity, Manufacturing date and Expiry date are well identified

Lot number or batch number, Bar code and Universal product are well identified card/barcode

List of ingredients in descending order are well identified

Direction for use and Nutritional information are well identified

Observation


Proper labelling according to requirement

511 | P a g e

Learning Outcome 5.4: Store the product

o Purpose of storing o Methods and techniques

of storing o Storing conditions o Checking shelf-life

stability

o Oral presentation on storing the products

o Viewing picture and DVDs on different types of storage houses



o Group discussion storing conditions and checking shelf-life stability


o

o Storing chamber o Hydrometer o Pallets





Written

Performance


Task: store cassava flour according to standard


Proper storing cassava flour according to standard


512 | P a g e

Checklist Score

Yes No

Indicator: Storing the product(cassava flour) is respected

Storing conditions is respected

Dry place is respected

Appropriate relative humidity is respected

Free from any contaminant is respected

Methods and techniques of storing is well respected

Appropriate Checking shelf-life stability is well respected

Observation



For the preparation of its various dishes, Cactus restaurant located in Kigali city centre needs flours from cassava roots. The manager of the restaurant has ordered from Kinazi Mills Ltd 5 kg of cassava flour. In order to supply Cactus Restaurant, the production manager at Kinazi Mills Ltd has asked you to process the products within two days.

- The flours should have a moisture content not exceeding 13%

- The flours should be packaged and delivered in 1 Kg sized bags

Products: Cassava roots water, Detergents; soaps, Disinfectants,

Materials and Equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Soaking tanks, Washing tanks, Knives, Dryers, Choppers, Cutters, Milling machine, Drying beds, Crushers, Settling tanks, Sieves and filters, Filling machines, Packaging machine (filling and sealing), Sealer, Vats, Grinders, Sieves, Mills, Thermometer, Dryers, Flour mixer, Vats, Centrifuge, Peeling machine, Knives, Belt

513 | P a g e

conveyor, Water sprayer, Tables, Water draining system, Sorting table, Different types of screens, Washing vats, centrifuge

514 | P a g e


Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Tools are well selected

Equipment are well selected

Materials are selected

Indicator : work area , tools, equipment and materials are prepared

Personal hygiene is well performed

Work area is well cleaned

Tools is well prepared

Utensils is well prepared

Equipment is well prepare





Indicator 1: Varieties of roots and tubers(cassava) are described

Sweet cassava is well described

better cassava is well described
















515 | P a g e





Indicator: Soaking roots or tubers (Cassava) is described

Purpose of root and tuber soaking is well described

Soaking conditions is well described

Soaking methods and techniques is well described

Indicator: Fermenting the root and tubers (cassava) is described

Purpose of root and tuber fermentation is well described

Fermentation conditions is well described

Fermentation method and techniques is well described

Indicator: Dry roots and tubers is described

Purpose of drying roots and tubers is well described


Drying method and techniques is well describe

Indicator: Grind and sieve roots and tubers is described

Purpose of grinding and sieving is well described

Grinding and sieving conditions is well described

Grinding and sieving methods and techniques is well described










Indicator: Packaging of flour products is described









516 | P a g e







Indicator: Storing the product(cassava flour) is respected








Checklist Score

Yes No

Indicator: The products specifications are respected

Odor is respected

The taste is suitable

The texture is achieved

The color is appropriate


Particle size of the flour is well respected

The packaging types and sizes are respected

Observation

517 | P a g e


Checklist Score

Yes No The products specifications are respected (composition, shelf life)

Soaking conditios are respected


Shelf life is respected

Product quantities are respected

Right cassava varieties are used


Indicator: Storage condition is respected

1. storage temperature is well mentioned

Relative humidity is well mentioned

Free from any contaminant


Checklist Score

Yes No

Indicator: Food product safety is applied

Absence of contaminants

Hygiene condition are respected

Employees are healthy

Standards of additves and presevatives are respected

Observation

Reference

1. Morgan Andama, Julius Lejju. (2012). Traditional Processing Techniques in Detoxifying

Cassava Root Tubers: Principles and Concepts. LAP LAMBERT Academic Publishing.

2. African Regional Centre for Technology, Food and Agriculture Organization of the United

Nations. (1982). Roots and Tubers Production, Storage, Processing and Marketing in Africa.

3. D. Dufour, G. M. O'Brien, Rupert Best. (1996). Cassava flour and starch: progress in research

and development. CIAT, 1996 - Cassava –

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Morgan%20Andama&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Julius%20Lejju&search-alias=books&sort=relevancerank

http://www.google.rw/search?tbo=p&tbm=bks&q=inauthor:%22African+Regional+Centre+for+Technology%22&source=gbs_metadata_r&cad=2

http://www.google.rw/search?tbo=p&tbm=bks&q=inauthor:%22Food+and+Agriculture+Organization+of+the+United+Nations%22&source=gbs_metadata_r&cad=2


http://www.google.rw/search?tbo=p&tbm=bks&q=subject:%22Cassava%22&source=gbs_ge_summary_r&cad=0

518 | P a g e

Competence

F O P P S 5 0 1 - PROCESS ROOTS AND TUBERS INTO STARCH

FOPPS501 Process roots and tubers into starch


Credits: 3 30

Sector: AGRICULTURE AND FOOD PROCESSING

Sub-sector: FOOD PROCESSING


Purpose statement

In Rwanda, roots and tubers production is prominent, however, these products are perishable

hence need to be processed into products of high value with longer shelf life. This module

intends to equip the learners with practical skills necessary to prepare the work area, prepare

equipment and process roots and tubers such as cassava, sweet potatoes, Irish potatoes into

high quality starch. The module is for learners who have successfully completed the food

processing certificate VI. The learner will be qualified to make starch and will be able to create

his own processing unit or work effectively in the starch processing industry with the ability to

manage limited resources

519 | P a g e


Demonstrate basic knowledge of inorganic and organic chemistry




learning unit.



1. Prepare work area

1.1. Appropriate describe of the work area based on standards

1.2. Appropriate selection of cleaning products according to the requirement and specifications

1.3. Proper cleaning of the work area according to the techniques and guidelines

1.4. Proper checking of cleanliness according to parameters


instruments and

equipment

2.1. Appropriate selection of tools, utensils, instruments equipment and consumable according to requirement


2.3. Accurate use tools, utensils, instruments and assembling equipment according to the catalogue

2.4. Appropriate checking and calibration the tools, utensils, instruments equipment according to the standards

3. Prepare the tubers 3.1. Proper selection of the tubers according quality

criteria

3.2. Proper sorting of the tubers according to quality

520 | P a g e

parameters

3.3. Proper washing and peeling of the tubers according to the requirement and guidelines

3.4. Proper peeling of the tubers according to the requirement and guidelines

3.5.

4. Prepare starch

4.1. Proper grating according to the guidelines

4.2. Proper screening based on requirements

4.3. Proper settling and purification according to the parameters

4.4. Proper drying and bolting according to the standards

4.5. Proper checking of the quality according to the parameters

4.6.

5. Package and store the

starch products

5.1. Proper packaging starch according to requirements and guidelines

5.2. Proper labelling of the product according to the standards and guidelines

5.3. Proper storage according to the requirements, guidelines

521 | P a g e

Learning unit LU 1: Prepare the work area for processing tubers into flour

1

Learning Outcomes:

1. Describe work area

2. Select cleaning products 3. Clean the work area

4. Check cleanliness the work area

4 Hours

Learning Outcome 1.1: Describe work area





catalogue, manuels, notice specified standard






Proper describe work area based on requirement


522 | P a g e

Written

Performance


Task: describe work area based on requirement

Checklist Score

Yes No




Observation


o Types of cleaning products (food grades)

o Dosage of cleaning products o Safety and health

precautions o Efficiency of the cleaning

product






Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E,Water, catalogue, manuels, notice specified standard Products: Detergents; soaps,

Disinfectants;

surfactants(basic

alkilis,acids, chelating

agents)



523 | P a g e




Written

Performance


Task: select cleaning products according to requirement

Checklist Score

Yes No







How the cleaning product is being used or stored is well identified?

Indicator3: Safety and health precautions

✔ Monitor equipment and tools properly

✔ Dosage cleaning product is well respected

Chemical ingredients of the cleaning product are well identified

Observation


Proper select cleaning products according to requirement

524 | P a g e

Learning Outcome 1.3: Clean the work area

o Different cleaning techniques

o Standard operating procedures (SOPs) for cleaning

o Hygienic precautions to avoid the contamination and recontamination

o Equipment and materials arrangement

o Oral presentation on cleaning techniques, SOPs for cleaning, hygienic precautions to avoid the contamination and recontamination, equipment and materials arrangement

o Viewing DVD on cleaning the work area

o Demonstration on cleaning techniques, SOPs for cleaning, hygienic precautions to avoid the contamination and recontamination, equipment and materials arrangement



Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E Products: Detergents; soaps, Disinfectants; surfactants(basic alkalis, acids, chelating agents)



Proper describe cleaning work area according to requirement


525 | P a g e




Written

Performance


Task: Describe cleaning work area

Checklist Score

Yes No Indicator 1: Different cleaning techniques are identified



Indicator2: Safety and health precautions of arrangement equipment and tools are monitored

✔ Monitor arrangement equipment properly

Monitor arrangement tools properly

Indicator 3: Different cleaning steps are respected Dry cleaning the work area is well respected

Wet cleaning the work area is well respected

Rinsing is well respected

Re-rinsing is well respected

Drying is well respected

Observation

Learning Outcome 1.4: Check the work area


526 | P a g e



o

o Oral presentation on parameters for visual inspection, effective use of the chemicals and materials

Practical exercises on

cleanliness of the work area








Written

Performance


Task: Proper checking the work area according to requirement


Proper checking the work area according to requirement

527 | P a g e

Checklist Score

Yes No Indicator 1: method used for checked cleanliness work area are identified



Observation

528 | P a g e

Learning unit LU 2: Prepare tools, utensils, instruments, equipment and consumables

2

Learning Outcomes:

1. Select tools, utensils, instruments, equipment and

consumables

2. Clean tools, utensils, instruments and equipment

3. Use tools, utensils, instruments and assembling equipment

4. Check and calibrate the tools, utensils, instruments and equipment

4Hours


✔ Types of tools, utensils, instruments, equipment for processing

✔ Technical specifications for equipment and instruments

o Oral presentation on tools, utensils, instruments, equipment and consumables used in processing roots and tubers into flour, technical specifications for equipment and instruments

o Viewing of pictures and DVD on tools, utensils, instruments, equipment and consumables


o Group discussion on tools,

- Materials: - Water - Roots and tubers - Brush, sprayers, Bucket,

cleaning cloth, P.P.E - Audio-visual aids (DVDs,

pictures) - Didactic materials - SOP manuals - Lubricants - Packaging materials

Sacks PE bags Paper packaging material Hygrometer Oven Balance Labels Water proof Sacs Paper-packages

- Equipment: - Fermentation tanks


529 | P a g e

utensils, instruments, equipment and consumables

- Washing tanks - Knives - Dryers - Choppers - Cutters - Milling machine - Drying beds - Crushers - Sieves - Filling machines - Packaging machine (filling and

sealing) - Sealer - Vats - Grinders - Sieves - Thermometer - Dryers - Flour mixer - Vats - Peeling machine - Knives - Belt conveyor - Water sprayer - Tables - Water draining system - Sorting table - Different types of screens - Washing vats - Products:

Detergents; soaps, D, isinfectants;surfactants(basic alkilis,acids, clealating agents)



Proper select tools, utensils, instruments, equipment and consumables

according to requirement

530 | P a g e




Written

Performance


Task: select tools, utensils, instruments, equipment and consumables according to requirement

Checklist Score

Yes No

✔ Indicator1: Tools, utensils, instruments, equipment are selected








o Checking of the

cleanliness of tools,


o Viewing DVD on the cleaning tools, utensils, instruments, equipment

Cleaning products: Detergents; soaps, Disinfectants; surfactants (basic alkalis, acids, chelating agents)


531 | P a g e

utensils, instruments, equipment








Written

Performance


Task: Clean tools, utensils, instruments, equipment according to guideline


Proper clean tools, utensils, instruments, equipment according to guideline

532 | P a g e

Checklist Score

Yes No

Indicator 1. Cleaning products for tools, utensils, instruments and equipment are well

identified



Observation


o Installation techniques of the equipment

o SOPs (standard operating procedures) for each equipment

o Maintenance and adjustment

o Effectiveness of the equipment

o Safety precautions of the equipment’s (effect on the user and product)

o Oral presentation on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipments (effect on the user and product)

o Viewing DVD on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipment (effect on the user and product)

Audio-visual aids (DVDs,



533 | P a g e




Written

Performance


Task: use tools, utensils, instruments and equipment according to standard

Checklist Score

Yes No

Indicator 1: SOPs(standard operating procedures) for each equipment are respected

Develop SOP’s for each machine are respected Equipment adjustment procedures are respected Follow instruction are respected

Indicator 2: Effectiveness of the equipment

Equipment functionality are respected Equipment ‘assembling are respected

Indicator3: Safety precautions of the equipment, tools and instrument are respected

Monitoring of plant line equipment sequence is well done Follow protocol is well done

Observation


Proper use tools, utensils, instruments and equipment according to standard

534 | P a g e

Learning Outcome 2.4: Check the tools, utensils, instruments and equipment



inspection o Effective use of the

equipment and materials o

Oral presentation on functionality, calibration for small scale instruments, parameters of visual inspection and effective use of the equipment and materials



o Practical exercises on on functionality, calibration of small scale tools, utensils, instruments and equipment and effective use of the equipments and materials

o Group discussion on on functionality, calibration of small scale tools, utensils, instruments and equipment and effective use of the equipments and materials

Tool box - Materials: - Water - Tubers - Brush,

sprayers, Bucket, cleaning cloth, P.P.E


- Didactic materials

- Packaging materials

Sacks PE bags Paper

packaging material

Hygrometer

Oven Balance Labels

- Equipment: - Fermentation

tanks - Washing tanks - Knives - Dryers - Choppers - Cutters - Milling


535 | P a g e

machine - Drying beds - Crushers - Settling tanks - Sieves and

filters

Products: Detergents; soaps, Disinfectants;surfactants(basic alkilis,acids, chelating agents)

- SOP manuals - Lubricants





Written

Performance


Task: check the tools, utensils, instruments and equipment according to guideline

Checklist Score

Yes No

Indicator: Proper checking the tools, utensils, instruments and equipment are respected

Checking functionality of the tools, utensils, instruments and equipment are well done


Proper checking the tools, utensils, instruments and equipment according

to guideline

536 | P a g e

Calibration for small scale instruments are well done

Parameters of visual inspection are well done

Observation

537 | P a g e

Learning unit LU 3: Prepare roots and tubers

3

Learning Outcomes:

1. Select roots and tubers.

2. Sort roots and tubers

3. Wash and peel roots and tubers 5Hours

Learning Outcome 3.1: Select roots and tubers

Varieties of roots and tubers

Root and tuber maturity indices

Root and tuber quality parameters

Root and tuber defects (physical, microbiological and chemical defects)

o Oral presentation on selection of roots and tubers

o Viewing of pictures, DVD on selection of roots and tubers varieties according to the use, roots and tubers maturity indices, roots and tubers quality parameters and defects

o Demonstration on selecting roots and tubers varieties according to the use, root and tuber maturity indices, root and tuber quality parameters and defects

o Practical exercises on selection of root and tuber varieties according to the use, root and tuber maturity indices, quality

- Roots and tubers varieties



538 | P a g e

parameters and defects

o Group discussion on roots and tubers defects


o





Written

Performance


Task: select roots and tubers according to standard

Checklist Score

Yes No

Indicator 1: Varieties of roots and tubers are described

cassava is well described

Irish potatoes is well described

Sweet potatoes is well described


Proper selecting roots and tubers according to standard

539 | P a g e





Observation

Learning Outcome 3.2: Sort roots and tubers

o Purpose of root and tuber sorting

o Root and tuber sorting parameters

o Methods and techniques of sorting

o Oral presentation on sorting roots and tubers

o Viewing of pictures, DVD on root and tuber sorting parameters, and sorting techniques

o Demonstration on root and tuber sorting parameters and techniques

o Practical exercises on root and tuber sorting parameters, and techniques

o Group discussion roots and tuber sorting parameters


o

- Sorting table - Vat - Roots and tubers - Audio-visual aids (DVDs,

pictures) -





.

Proper sorting roots and tubers according to standard


540 | P a g e


Written

Performance


Task: sort roots and tubers according to standard

Checklist Score

Yes No

Indicator: Sorting criteria of roots and tubers are identified








Observation

Learning Outcome 3.3: Wash and peel roots and tubers

o Purpose of washing and peeling

o Water cleanliness for roots and tubers washing

o Washing methods and techniques (Deeping in water, spray wash, wash on belt-conveyor)

o Peeling methods and techniques

o Oral presentation on washing and peeling roots and tubers

o Viewing DVD on washing and peeling techniques

o Demonstration on washing and peeling


washing and peeling techniques

- Clean water - Washing vats - Roots and tubers - Peeling machine - Knives - Belt conveyor - Water sprayer - Tables - Water draining system


541 | P a g e






Written

Performance


Task: wash and peel roots and tubers according to requirement

Checklist Score

Yes No








Observation


Proper washing and peeling roots and tubers according to requirement

542 | P a g e

Learning unit LU 4: Process roots and tubers into starch

4

Learning Outcomes:

1. Grate roots and tubers

2. Screen grated roots and tubers

3. Settle and purify starch

4. Grind and sieve roots and tubers

5. Dry and bolt starch

6. Check starch quality

12 Hours

Learning Outcome 4.1: Grate roots and tubers

Purpose of grating roots and tubers

Grating conditions

Grating methods and techniques

o Oral presentation on roots and tubers grating

o Viewing DVD on roots and tubers grating techniques

o Demonstration and practical exercises on roots and tubers grating techniques

o Group discussion on roots and tubers grating conditions


- Roots and tubers (washed and peeled)

- Graters/Raspers - Audio-visual aids (DVDs,

pictures) - Water

543 | P a g e





Written

Performance


Task: grate roots or tubers according to standard

Checklist Score

Yes No

Indicator: grating roots or tubers is described

Purpose of grating root and tuber soaking is well described

Grating conditions is well described

Grating methods and techniques is well described

Observation


Proper grating roots or tubers according to standard

544 | P a g e

Learning Outcome 4.2: Screen grated roots and tubers

o Purpose of screening o Screening methods and

techniques o Screening conditions

o Oral presentation on screening grated roots and tubers

o Viewing DVD on roots and tubers grating techniques

o Demonstration/practical exercises on roots and tubers grating techniques

o Group discussion on grating conditions



- Different types of screens (pore sizes)

- Vats - Grated roots and

tubers





Written

Performance


Task: Screen grated roots and tubers according to standard


Appropriate Screening grated roots and tubers according to standard


545 | P a g e

Checklist Score

Yes No

Indicator: Screen grated roots and tubers is described

Purpose Screen grated roots and tubers is well described

Screen grated roots and tubers conditions is well described

Screen grated roots and tubers method and techniques is well described

Observation

Learning Outcome 4.3: Settle and purify starch

o Purpose of starch settlement and purification

o Starch purification methods and techniques

o Starch settlement and purification conditions

Oral presentation n starch settling and purification

o Viewing DVD on starch purification techniques

o Demonstration on starch purification process

o Practical exercises on starch purification

o Group discussion starch purification conditions


- Vats - Water - Centrifuge - Chemicals

(Sedimenters): Sulfur dioxide, aluminium sulfate.


546 | P a g e





Written

Performance


Task: Settle and purify starch according to standards

Checklist Score

Yes No

Indicator: Settlement and purification starch is described

Purpose of starch settlement and purification is well described

Starch purification methods and techniques is well identified

Starch settlement and purification conditions is well describe

Observation


Appropriate Settling and purifying starch according to standards

547 | P a g e

Learning Outcome 4.4: Dry and bolt starch

o Purpose of drying and bolting starch

o Drying conditions o Drying and bolting

methods techniques

o Oral presentation on drying/bolting roots and tubers starch

o Viewing DVD on root and tuber starch drying techniques

o Demonstration of starch drying/bolting techniques

o Practical exercises on roots and tuber starch drying process

o Group discussion on roots and tuber’s starch drying conditions and techniques


o

o Roots and tubers’ starch

o Dryers or oven o Mixer





Written

Performance


Task: dry and bolt starch according to standard

Checklist Score

Yes No


Proper drying and bolting starch according to standard


548 | P a g e

Indicator: Dry and bolt starch is described

Purpose of drying and bolting starch is well described


Drying and bolting methods techniques is well described

Observation

Learning Outcome 4.5: Check starch quality

Purpose of checking starch

Starch quality parameters (Moisture Content, particle size of the starch, color)

Techniques of checking quality parameters

o Oral presentation on starch quality parameters

o Demonstration on techniques of checking quality parameters of the starch

o Practical exercises on checking quality parameters of the starch

o Group discussion on quality parameters of the starch


Roots and tubers starch

Oven





Written

Performance



Accurate checking the starch quality according to protocols


549 | P a g e


Task: check the starch quality according to protocols

Checklist Score

Yes No

Indicator: starch quality parameters is respected


Particle size of starch is well respected

Color of starch is well respected

Observation

550 | P a g e

Learning unit LU 5 : Package and store starch

5

Learning Outcomes:

1. Package the products

2. Label

3. Store the product

5Hours

Learning Outcome 5.1: Package the products

Types of packages


Selection of the package based on products and requirement

Purpose of filling and sealing the products in the package

Filling and sealing techniques

Fill and sealing conditions

Monitoring filling and sealing process


selection of packages


o Practical exercises on selection of packages based on the products and requirement



o

- Packages: o Water proof

Sacs o Paper-

packages o PE bags o PE aluminum

laminated bags

- Filling machines - Packaging machine

(filling and sealing) - Sealer - Packages - Starch

551 | P a g e





Written

Performance


Task: packages starch product according to standard

Checklist Score

Yes No






Indicator: Packaging of starch products is described

Purpose of filling and sealing the starch products in the package is identified




Observation


Proper packages according to standard

552 | P a g e

Learning Outcome 5.2: Label

o Purpose of labeling o Label contents o Methods and techniques

of labeling






o Field visits to roots and factories tubers processing factories






Proper labelling according to requirement


553 | P a g e


Written

Performance


Task: Label starch products

Checklist Score

Yes No









List of ingredients is well identified


Observation

Learning Outcome 5.3: Store the starch

o Purpose of storing o Methods and techniques

of storing o Storing conditions o Checking shelf-life

stability

o Oral presentation on storing the starch

o Viewing picture and DVDs on different types of storage houses



o Group discussion storing

o Storing chamber o Hydrometer o Pallets


554 | P a g e

conditions and checking shelf-life stability


o





Written

Performance


Task: store starch products

Checklist Score

Yes No

Indicator: Storing the product( starch) is respected







Observation


Proper storing starch according to standard

555 | P a g e



For the preparation of its various dishes, Cactus restaurant located in Kigali city centre needs starch from three different roots and tubers (cassava, irish potato and sweet potato). The manager of the restaurant has ordered from Kinazi Mills Ltd 500 g of starch from each. In order to supply Cactus Restaurant, the production manager at Kinazi Mills Ltd has asked you to process the products within two days.

- The starch should have a moisture content not exceeding 13%

The starch should be packaged and delivered in 100 g sized bag

Task1: To process starch flour from cassava

Task 2: To process starch flour from Irish potato

Task 3: To process starch flour from sweet potato

Products: cassava roots, Irish patato, sweet patato, water, Detergents; soaps, Disinfectants,

Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Soaking tanks, Washing tanks, Knives, Dryers, Choppers, Cutters, Milling machine, Drying beds, Crushers, Settling tanks, Sieves and filters, Filling machines, Packaging machine (filling and sealing), Sealer, Vats, Grinders, Sieves, Mills, Thermometer, Dryers, Flour mixer, Vats, Centrifuge, Peeling machine, Knives, Belt conveyor, Water sprayer, Tables, Water draining system, Sorting table, Different types of screens, Washing vats, centrifuge

556 | P a g e


Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Tools are well selected

Equipment are well selected

Materials are selected

Indicator : work area , tools, equipment and materials are prepared

Personal hygiene is well performed

Work area is well cleaned

Tools is well prepared

Utensils is well prepared

Equipment is well prepare





Indicator 1: Varieties of roots and tubers are described

cassava is well described

Irish patato is well described




















Indicator: Grating roots or tubers is described

Purpose of grating root and tuber soaking is well described

557 | P a g e

Grating conditions is well described

Grating methods and techniques is well described

Indicator: Screen grated roots and tubers is described

Purpose Screen grated roots and tubers is well described

Screen grated roots and tubers conditions is well described

Screen grated roots and tubers method and techniques is well described

Indicator: Settlement and purification starch is described

Purpose of starch settlement and purification is well described

Starch purification methods and techniques is well identified

Starch settlement and purification conditions is well describe

Indicator: Dry and bolt starch is described

Purpose of drying and bolting starch is well described


Drying and bolting methods techniques is well described

Indicator: starch quality parameters is respected


Particle size of starch is well respected

Color of starch is well respected






Indicator: Packaging of starch products is described





Indicator: Labelling package starch products is described










Indicator: Storing the starch is respected

558 | P a g e








Checklist Score

Yes No

Indicator: The products specifications are respected

Odor is respected

The taste is suitable

The texture is achieved

The color is appropriate


Particle size of the starch is well respected


Observation


Checklist Score

Yes No

The products specifications are respected (composition, shelf life)


Shelf life is respected

Product quantities are respected

Right cassava varieties are used

559 | P a g e



4. storage temperature is well mentioned

Relative humidity is well mentioned

Free from any contaminant


Checklist Score

Yes No

Indicator: Food product safety is applied

Absence of contaminants

Hygiene condition are respected

Employees are healthy

Observation

Reference

1. Morgan Andama, Julius Lejju. (2012). Traditional Processing Techniques in Detoxifying

Cassava Root Tubers: Principles and Concepts. LAP LAMBERT Academic Publishing.

2. African Regional Centre for Technology, Food and Agriculture Organization of the United

Nations. (1982). Roots and Tubers Production, Storage, Processing and Marketing in Africa.

3. D. Dufour, G. M. O'Brien, Rupert Best. (1996). Cassava flour and starch: progress in research

and development. CIAT, 1996 - Cassava -

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Morgan%20Andama&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Julius%20Lejju&search-alias=books&sort=relevancerank

http://www.google.rw/search?tbo=p&tbm=bks&q=inauthor:%22African+Regional+Centre+for+Technology%22&source=gbs_metadata_r&cad=2



http://www.google.rw/search?tbo=p&tbm=bks&q=subject:%22Cassava%22&source=gbs_ge_summary_r&cad=0

560 | P a g e

F O P S T 5 0 1 - PROCESS SOYBEANS INTO SOYMILK AND TOFU

FOPST501 Process soybeans into soymilk and tofu


Credits: 5 50




Purpose statement

Soymilk and tofu and soy oil are important products for their high nutritional value. Processing

soybean into these products is still at low level in Rwanda. This module intends to equip the

learners with practical skills necessary to prepare the work area, prepare equipment and

process soybean into soymilk, tofu and soy oil. The module is for learners who have

successfully completed the food processing certificate IV. The learner will be qualified to make

soymilk, tofu and soy oil, and will be able to create his own processing unit or work effectively

in the soybean processing industry with the ability to manage limited resources

561 | P a g e


Modules: Demonstrate basic knowledge of inorganic and organic chemistry







1. Prepare work area 1.1. Appropriate identification of the work area based on standards

1.2. Appropriate selection of cleaning products according to the requirement and specifications

1.3 Proper cleaning of the work area according to the techniques and guidelines

1.4. Proper checking cleanliness of work area

according to parameters



2.1. Proper selection of tools, utensils, instruments and equipment according to the specifications and standards


2.3. Appropriate Use tools, utensils, instruments and equipment according to catalogue

2.4. Accurate checking the tools, utensils, instruments and equipment according to standard

3. Prepare soya beans 3.1. Proper selection of the soya beans based on quality criteria

3.2. Appropriate sorting of soya beans based on quality parameters

562 | P a g e

3.3. Proper wash of the soya beans based requirement

4. Prepare soya milk 4.1. Proper soaking soya beans according to standard

4.2. Proper de-hulling of soya beans according to the guidelines

4.3. Proper crushing and pressing of the soya bean based on requirement

4.4. Proper filtration of soya milk according to the requirement

4.5. Proper cooking crude soy milk according to standard

4.6. Proper heating of the soya milk based on parameters (time, temperatures, pressure)

4.7. Proper checking the quality based on quality parameters

4.8. Proper packaging according to the requirement and guidelines

4.9. Proper storage and label according to the requirement, guidelines

5. Prepare tofu 5.1. Proper preparation of soya milk curd according to the guidelines

5.2. Proper pressing and molding according the requirement

5.3. Proper checking of the quality based on parameters

5.4. Proper package, label and storage according to the requirement, guidelines

6. Extract soya oil 6.1. Proper preparation of the soya beans according to standards

6.2. Proper roasting of the beans based on parameters

6.3. Proper reduce size based on the requirement

6.4. Proper extraction of the oil according to the requirement, guidelines and extraction efficiency

6.5. Proper purification of oil according to standards

6.6. Proper checking the quality according

563 | P a g e

to quality parameters 6.7. Proper selection of the packages,

labelling and storage of soya oil according to the requirements

564 | P a g e

Learning unit LU 1: Prepare the work area for processing soybean

1 5 Hours

Learning Outcomes:

1. Identification of the work area based on standards 2. Select cleaning products according to the

requirement and specifications 3. Clean the work area according to the techniques and

guidelines 4. Check cleanliness of work area according to

parameters

Learning Outcome 1.1: Identification of the work area based on standards



Oral presentation on description of work area

DVD on work area layout for soybean

Materials: Brush, sprayers, Bucket, torchon, basin, P.P.E,Water, catalogue, manuels, notice specified standard Products: Detergents; soaps, Disinfectants;




Content Learning

activities

Resources


Proper identification of work area and equipment according to the requirement

specifications

565 | P a g e


Written

Performance


Task: Identify of work area and equipment in soy milk and tofu

processing technology

Checklist Score

Yes No




Observation


o Types of cleaning products (food grades)

o Dosage of cleaning products o Safety and health precautions o Efficiency of the cleaning

product


o DVD on work area layout for soybean




Materials: Brush,

sprayers, Bucket,

torchon, basin,

P.P.E,Water, catalogue,

manuels, notice

specified standard

Products:

Detergents; soaps,

Disinfectants;


566 | P a g e





Written

Performance


Task: Select of cleaning product according to the specifications of

equipment

Checklist Score

Yes No


Alkaline cleaning products are well done selected





Indicator: Hygienic precautions

After used cover Machine

Cleaning before and after used

Observation

1. Learning Outcome 1.3: Clean work Area according to the techniques and guidelines


Proper Selection of cleaning product according to the specifications of

equipment

567 | P a g e

o Different cleaning techniques o Standard operating

procedures (SOPs) for cleaning

o Hygienic precautions (to avoid the contamination and recontamination)

o Equipment and materials arrangement


o

o Oral presentation on cleaning the work area

o DVD on cleaning the work area

o Demonstration on cleaning techniques, SOPs for cleaning, hygienic precautions and materials arrangement

o Practical exercises on cleaning techniques, SOPs for cleaning, hygienic precautions and equipment and materials arrangement


Materials: Brush,

sprayers, Bucket,

torchon, basin, P.P.E

Products:

Detergents; soaps,

Disinfectants;

surfactants(basic alkilis,

acids, chelating agents)





Written

Performance




Proper clean work area according to guidelines and equipment specification

568 | P a g e

Essay Task: clean work area according to guidelines and equipment

specification

Checklist Score

Yes No

Indicator: Indicator: Different cleaning techniques are identified



Indicator: Safety precautions of the equipment is monitored

Monitoring of plant line equipment sequence

Instruction of protocol is well used

Observation

Learning Outcome 1.4: Check cleanliness of work area according to parameters


o

o Oral presentation on parameters for visual inspection

Demonstration/ Practical

exercises on checking

cleanliness of the work area







Proper checking cleanliness of work area according to parameters

569 | P a g e


Written

Performance


Task: check the work area according to requirement

Checklist Score

Yes No Indicator 1: Method used for checked cleanliness work area are identified



Observation

570 | P a g e

LU 2: Prepare tools, utensils, instruments, equipment and consumables

2

Learning Outcomes:

1.Select tools, utensils, instruments, equipment and consumables according to requirement

2. Clean tools, utensils, instruments and equipment based on cleanliness standard 3. Use tools, utensils, instruments and equipment according to catalogue 4. Check the tools, utensils, instruments and equipment according to standard

5Hours


o Types of tools, utensils, instruments, equipment for soy bean processing

o Technical specifications for equipment and instruments

o Oral presentation on selection of tools, utensils, instruments, equipment and consumables used in making for processing soybean.

o Viewing of pictures and DVD

on tools, utensils, instruments, equipment and consumables


o Group discussion on selection of tools, utensils, instruments, equipment and consumables

- Blender - Soya bean dehuller - Weighing scale - Refrigerator - Sauce pan - Mechanical filter

press - Flax linen cloth - Decanter - Clean water - Soya bean grinder

or cooker - Homogenizer - Precipitation tanks - Wooden filter box - Centrifuge - Knives - Sorting table - Screens - Vats - Soy beans - Molds - Incubator


571 | P a g e

- Cheese cloth - Pressers for curd - PE - Boiler - Stirring/agitating

rods - Glass/plastic Bottles - Tetrapaks - Washing brush

syphon - Hydrometer - Washing vats - Sorting tables - Sievers - Soaking tanks - Thermometer - Cooler - Sterelizer - Pasteurizer (Vat) - Filling machine - pH-meter - PE aluminium

laminated bags - Cans - Lactometer - Waste bins





Written

Performance



Proper selection of tools, utensils, instruments, equipment and

consumables

according to standards

572 | P a g e

Essay

Task: Select of tools, utensils, instruments, equipment and

consumables according to standards

Checklist Score

Yes No

Indicator: Tools, utensils, instruments, equipment are selected





Observation




o Checking of the cleanliness of tools, utensils, instruments, equipment


o DVD on the cleaning tools, utensils, instruments, equipment



Materials:

Brush, sprayers, Bucket, cleaning cloth, P.P.E, , SOPs manuals

- Labels Consumables:

- Sodium bicarbonate - Calcium sulfate - Magnesium chloride - Detergents - Soaps - Disinfectants - Surfactants(basic

alkilis,acids,


573 | P a g e


clealating agents) - Lubricants





Written

Performance


Task: Clean tools, utensils, instruments and equipment according to guideline

Checklist Score

Yes No

Indicator: Cleaning products used for tools, utensils, instruments and equipment are well identified



Observation


Proper clean tools, utensils, instruments and equipment according to

guideline

574 | P a g e


Installation techniques of the equipment

SOPs(standard operating procedures) for each equipment

Maintenance and adjustment

Effectiveness of the equipment

o Safety precautions of the equipment (effect on the user and product)

o Effective use of the equipment and materials

o Oral presentation on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipment (effect on the user and product)

o DVD on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipments (effect on the user and product)

o Demonstration of installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the equipments (effect on the user and product)

o Practical exercises on installation techniques of the equipment, SOPs for each equipment, maintenance and adjustment, effectiveness of the equipment and safety precautions of the

- Audio-visual aids (DVDs)


575 | P a g e

equipment (effect on the user and product)

o Group discussion on safety precautions tools, utensils, instruments and equipment

o Field visits to soybean processing factories





Written

Performance


Task: use tools, utensils, instruments and equipment

Checklist Score

Yes No

Indicator: Standard operating procedures (SOPs) for equipment and tools is well established

Follow instruction of manual of tools, utensils, instruments and equipment are well done

Proper use tools, utensils, instruments and equipment are well done

Develop SOP’s for each machine are respected

Indicator3: Safety precautions of the equipment, tools and instrument are respected

Monitoring of plant line equipment sequence is well done

Follow protocol is well done

Observation


Proper use tools, utensils, instruments and equipment

576 | P a g e

Learning Outcome 2.3. Check the tools, utensils, instruments and equipment



inspection

o Oral presentation on functionality, calibration for small scale instruments, parameters of visual inspection




functionality, calibration of small scale tools, utensils, instruments and equipment

o Group discussion on on functionality, calibration of small scale tools, utensils, instruments and equipment

o Field visits to soybean processing factories

o




Proper Check the tools, utensils, instruments and equipment based on

Functionality and protocols

577 | P a g e




Written

Performance


Task: Check the tools, utensils, instruments and equipment based

on Functionality and protocols

Checklist Score

Yes No

Indicator: Calibration for small scale instruments and equipment are performed

Calibration for small scale instruments are performed

Calibration for small scale instruments and equipment are performed

Indicator: Effectiveness check the equipment is performed

Check Equipment functionality is well done

Equipment ‘assembling is well done

Observation

578 | P a g e

Learning Outcome 3.1: Select soya beans

Soybean varieties

Soybeans quality criteria

Soybean defects (physical, microbiological and chemical defects)

o Oral presentation on selection of soybeans

o Viewing of pictures on of soybeans varieties and defects

o Demonstration on identification of defected soybean (physical, microbiological and chemical defects)

o Practical exercises on identification of defected soybean (physical, microbiological and chemical defects)

o Group discussion on soya bean varieties

- Soybean varieties

- Visual aids (DVDs, pictures)

- Defected soybeans

LU 3: Prepare soybeans

3

Learning Outcomes:

1. Select soya beans based on quality criteria

2. Sort soybeans based on quality parameters

3. Wash soybeans based requirement

5Hours


579 | P a g e

o Field visit to soybean factory





Written

Performance


Task: Select soya beans according to standard

Checklist Score

Yes No

Indicator 1: soybean varieties are identified

Bossier and Peka 6 are well identified

Peka 449/16 and Sc Squire are well identified

Sc Sequel, and Sc Saga are well identified

SB 24 is well identified

Indicator: The parameters based for select soybeans are described

Appearance is described

Maturity is described

Specific Gravity/ density is described

Indicator 2: Soybean quality parameters defects are identified





Proper selection soya beans according to standard

580 | P a g e

Observation

Learning Outcome 3.2: Sort soybeans

o Purpose of soybeans sorting

o Sorting parameters o Criteria used for sorting

soybeans

o Oral presentation on sorting soybean

o DVD on soybean sorting techniques

o Demonstration /practical exercises on soy bean sorting techniques

o Group discussion on soybean sorting parameters

o Field visit to soybean factory o

- Soybean varieties - Visual aids (DVDs,

pictures) - Defected soybeans





Written

Performance




Proper sorting soybeans according to requirement

581 | P a g e

Task: Sort soybeans according to requirement

Checklist Score

Yes No

Indicator: Sorting criteria of roots and tubers are identified








Observation

Learning Outcome 3.3: Wash soybeans

o Purpose of washing o Washing techniques

o Oral presentation on washing soybeans

o DVD on washing techniques of soybean

o Demonstration and practical exercises on washing techniques

o Group discussion on washing techniques

o Field visit to soybean factory o

o Clean water o Washing vats o Disinfectants o Soybeans


582 | P a g e





Written

Performance


Task: wash soybeans according to requirement

Checklist Score

Yes No

Indicator: Washing methods / techniques are identified

Use heavy spray applications/ higher water pressure is well identified

Immersion /hand washing is well identified

Observation


Proper washing soybeans according to requirement

583 | P a g e

Learning Outcome 4.1: Soak soybeans

o Purpose of soaking o Water cleanliness for soybean

washing o Soaking techniques o Soaking monitoring (water

absorption, softness of soybeans )

o Oral presentation on soaking soybeans

o Viewing DVD on soaking techniques of soybeans

o Demonstration and practical exercises on techniques of soybeans soaking

o Group discussion on soaking techniques

o Field visit to soymilk factory

- Soybean varieties

- Visual aids (DVDs, pictures)

- Defected soybeans




LU4 : Prepare soya milk

4 Learning Outcomes:

1. Soak soybeans

2. Dehull soybeans

3. Crush and press soybeans

4. Cook crude soymilk

5. Filtrate soymilk

6. Pasteurize/sterilize soymilk

7. Check soymilk quality 8. Package soy milk

9. Label and storage soybean milk

15 Hours

Content Learning

activities

Resources


Proper soaking soya beans according to standard

584 | P a g e


Written

Performance


Task: soak soya beans according to standard

Checklist Score

Yes No

Indicator: Soaking soybeans is described

Purpose soaking soybeans is well described

Soaking soybeans conditions is well perfomed

Soaking soybeans is well monitored

Observation

Learning Outcome 4.2: Dehull soybeans

Purpose of soybeans dehulling

Dehulling conditions

Dehulling techniques

Draining of water

o Oral presentation on dehulling soybeans

o Viewing DVD on soybean dehulling

o Demonstration and practical exercises on dehulling techniques

o Group discussion on dehulling conditionsdehulling techniques and draining water


- Soybeans dehuller - Soybeans - Tanks/containers - Waste bins - Water


585 | P a g e





Written

Performance


Task: Dehull soybean according to requirement

Checklist Score

Yes No

Indicator: Dehulling/ hulling soybeans are described

Purpose of soybeans dehulling are described

Dehulling/hulling conditions are described

Dehulling/hulling techniques are described

Observation

Learning Outcome 4.3: Crush and press/ grind soybeans

o Purpose crushing and pressing soybeans

o Oral presentation on crushing and pressing soy beans

- Soybeans grinder - Mechanical press


Proper soaking dehulling soybean according to requirement


586 | P a g e

o Crushing techniques o Pressing techniques o Crushing conditions o Pressing conditions

o Viewing DVD on crushing and pressing soybeans

o Demonstration and practical exercises on techniques of crushing and pressing soybeans

o Group discussion on crushing and pressing conditions


- Soybeans Tanks /containers





Written

Performance


Task: crush and press soybeans according to requirement

Checklist Score

Yes No

Indicator: Crushing and press / grind soybean is described

Purpose of crushing and pressing / grinding soy bean are well described

Crushing and pressing / grinding soybean condition are well described

Crushing and pressing / grinding techniques are well described

Observation


Proper crushing and pressing soybeans according to requirement

587 | P a g e

Learning Outcome 4.4: Cook crude soymilk

o Purpose cooking crude soymilk

o Cooking techniques o Cooking conditions o Monitoring cooking

process

o Oral presentation on cooking crude soymilk

o Viewing DVD on cooking soymilk

o Demonstration and practical exercises on crude soymilk cooking process

o Group discussion on cooking conditions and cooking purpose


- Crude Soymilk - Soybeans cooker - Thermometer - Chronometer - Cooking vat

Stirrers and agitators





Written

Performance


Task: Proper cooking crude soy milk according to standard



Proper cooking crude soy milk according to standard

588 | P a g e

Checklist Score

Yes No

Indicator: Cooking crude soymilk is described

Purpose of cooking crude soymilk are well described

Cooking techniques are well described

Cooking conditions are well described

Monitoring cooking process are well described

Observation

Learning Outcome 4.5: Filtrate soymilk

o Purpose of filtration of soya milk

o Filtration techniques o Filtration conditions

o Oral presentation on filtration of soymilk

o Demonstration/practical exercise on filtration techniques

o Group discussion on filtration techniques and conditions


- Mechanical filter press

- Wooden filter box - Flax linen cloth - Holding tanks






Proper filtration crude soy milk according to requirement

589 | P a g e


Written

Performance


Task: Filtrate crude soy milk

Checklist Score

Yes No

Indicator: Filtration of soymilk are described

Purpose of filtration of soya milk are well described

Filtration techniques are well described

Filtration conditions are well described

Observation

Learning Outcome 4.6: Heat treatment/ pasteurize/sterilize soy milk

o Purpose of pasteurization/sterilization of soymilk

o Pasteurization/sterilization techniques

o Pasteurization/sterilization conditions

o Monitoring pasteurization/sterilization parameters

o Oral presentation on pasteurization/sterilization of soymilk

o Viewing DVD on pasteurization/sterilization techniques

o Demonstration and practical exercise on pasteurization/sterilization techniques

o Group discussion on pasteurization/sterilization techniques and conditions

o Field visit to soymilk factory o

Pasteurizer

Sterilizer

Soymilk

Packaged soymilk

Thermometer

Chronometer

Stirrers/ agitators


590 | P a g e





Written

Performance


Task: Pasteurize/sterilize soymilk

Checklist Score

Yes No

Indicator: Pasteurize/sterilize soymilk are described

Purpose of pasteurization/sterilization of soymilk are well described

Pasteurization/sterilization techniques are well described

Pasteurization/sterilization conditions are well described

Monitoring pasteurization/sterilization parameters are well described

Observation


Proper pasteurize/sterilize soymilk according to standard

591 | P a g e

Learning Outcome 4.7: Check soymilk quality

o Purpose of quality evaluation

o Organoleptic properties, dry matter)

o Physico-chemical of soy milk analysis (acidity, fat content, protein content, sugar content, density, homogeneity)

o o Techniques of

measuring soymilk quality parameters

o Improve soy milk quality

o Health benefit of tofu

o Oral presentation on checking the soymilk quality

o Demonstration and practical exercises on measurement of soymilk quality parameters

o Group discussion on soy milk quality parameters


pH meter

Lactometer

Viscometer

Soymilk

Oven

Testing room






Proper check soymilk quality according to standard

592 | P a g e


Written

Performance


Task: Accurate check soymilk quality

Checklist Score

Yes

No

Indicator: Accurate visual inspection are respected

Color of soy milk is well done

Homogeneity of soy milk is well done

Taste ( aroma, sweetness and flavor) is well done

Smoothness in the mouth is well done

Appearance is well done

Thickness in the mouth is well done

Indicator: Techniques of checking soy milk quality parameters are identified

Determination of acidity: by Titration

Determination of total soluble solids (TSS): by Refractometry method

Determination of specific gravity: Specific gravity of soymilk was calculated by using Lactometer.

Determination of minerals: by wet mineralization

Determination of fat: Fat percentage was determined by Gerber method.

Determination of protein: The protein content was determined by Kjeldahl method.

Observation

593 | P a g e

Learning Outcome 4.8: Package soy milk

o Types of packages o Specifications of

packages for soymilk o Packages requirement

o Oral presentation on selecting packages


o Demonstration and practical exercises on selection of types of packages according to the products/requirement

o Group discussion on types of packages and selection of the package based on products/requirement

- Packages materials:

-Glasses bottles

-Plastic bottle

Laminated Cartons





Written

Performance


Task: package soy milk according to standard



Proper packaging soy milk according to standard

594 | P a g e

Checklist Score

Yes No

Indicator: types of packages used in soy oil are identified

Low Density Polyethylene (LDPE) is well identified

Glass packages is well identified

Laminated Cartons is well identified

Observation

Learning Outcome 4.9: Label and storage soymilk

o Purpose of labeling o Label contents o Techniques of labeling o Purpose of storing o Techniques of storing o Storing conditions o

o Oral presentation on labelling and storage milk

o Viewing of pictures of labels and labelling soymilk

o Demonstration on techniques of labelling and storage soymilk


o Group discussion on labelling and storage

Labels

- Products (soybean milk) Sealing materials






Proper labelling and storage the soymilk according to requirement

595 | P a g e


Written

Performance


Task: label and store soymilk products according to requirement

Checklist Score

Yes No

Indicator: Labelling package soy milk described




Indicator: Label contents is respected






Indicator: Storage condition of soy milk is respected

Store free from sun light is well respected

Store at room temperature is well respected

Store in Dry place is well respected

Use Appropriate packaging material is respected

Observation

596 | P a g e

Learning Outcome 5.1: Prepare soya milk curd

o Purpose of making soymilk curd

o Types coagulants o Coagulation of proteins

o Oral presentation on preparation of soymilk curd

o Viewing DVD on preparation of soymilk curd

o Demonstration/ practical exercises on coagulation of soymilk proteins

o Group discussion on coagulation conditions

o Field visit to tofu factory

- Coagulation tanks - Coagulants

(calcium sulfate, magnesium chloride, citric acid, acetic acid)

- Soymilk - Balance - Spoons/spatula

Cutters


LU 5: Prepare tofu

5

Learning Outcomes:

1. Prepare soya milk curd 2. Press/mold soya milk curd 3. Check tofu quality 4. Package, label and store tofu

15 Hours


597 | P a g e




Written

Performance


Task: Prepare soya milk curd according to standard

Checklist Score

Yes No

Indicator: Types of coagulants are identified

Salts coagulants are well identified

Acids coagulants are well identified

Enzymes coagulants are well identified

Indicator: coagulation process is performed

Soy milk is well prepared

Optimum working temperature of coagulant are respected

Stirring the soy milk for few second after coagulant are respected

Observation


Proper prepare soya milk curd according to standard

598 | P a g e

Learning Outcome 5.2: Press/mold soya milk curd

o Purpose of pressing/molding soya milk curd

o Methods of pressing/molding soya milk curd

o Pressing/molding soya milk curd conditions

o Tofu hardening techniques (in water or oil)

o Tofu hardening conditions

o Oral presentation on pressing/molding soymilk curd

o Viewing DVD on techniques of pressing/molding soymilk curd and tofu hardening

o Demonstration/practical exercises on pressing/molding soymilk curd, tofu hardening

o Group discussion on pressing/molding soymilk curd and tofu hardening


- Cheese cloth - Presses for curd - Fine linen cloth - Molds - Wooden filter box - Soymilk curd - Knives - Balance - Tofu washing vats - Cold water - Containers





Written

Performance


Task: Press/mold soya milk curd



Proper press/mold soya milk curd according to requirement

599 | P a g e

Checklist Score

Yes No

o Indicator: pressing/molding soya milk curd is performed

Release the excess liquid is well performed

Texture of tofu is respected

o Indicator: Methods of pressing/molding soya milk curd are identified

Traditionally method is well identified

Modern method is well identified

Observation

Learning Outcome 5.3: Check tofu quality

o Purpose of evaluating tofu quality

o Tofu quality parameters (texture, organoleptic properties)

o Techniques of checking tofu quality parameters

o Health benefit of tofu

o Oral presentation on tofu quality o Demonstration and practical

exercises on checking of tofu quality parameters

o Group discussion on tofu quality parameters


o Tofu o Penetrometer o Testing room




Proper checking quality of tofu according to requirement

600 | P a g e




Written

Performance


Task: Accurate checking quality of tofu

Checklist Score

Yes No

Indicator: Accurate visual inspection are respected

Inspection of color tofu is well done

Inspection of tofu texture is well done

Inspection of tofu Taste ( aroma, sweetness and flavor) is well done

Inspection of Smoothness in the mouth is well done

Inspection of shape and size is well done

Indicator: Techniques of checking tofu quality parameters are identified

Determination Minerals content: by wet mineralization is well identified

Determination Moisture content: by using Moismeter is well identified

Determination Fat content: Fat percentage was determined by soxhlet method is well identified

Determination Protein content: The protein content was determined by Kjeldahl method. is well identified

Determination The texture by using penetrometer is well identified

Determination Viscosity by using viscometer is well identified

Observation

601 | P a g e

Learning Outcome 5.4: Package, label and store tofu

o Purpose of packaging, labeling and storing tofu

o Techniques of packaging, labeling and storing tofu

o Packaging, labeling and storage conditions

o Oral presentation on packaging, labeling and storing tofu

o Demonstration and practical exercises on techniques of packaging, labeling and storing tofu

o Group discussion on packaging, labeling and storing conditions tofu

o Field visit to soymilk factory o

o Tofu o Polyethylene

bags o Labels o Plastic wrapper o Hygrometer o Storage

chamber o Refrigerator o





Written

Performance


Task: Package, label and store tofu according to standard



Proper package, label and store tofu according to standard

602 | P a g e

Checklist Score

Yes No

Indicator: packaging materials are well identified

Polypropylene (PP – OPP) Film

Polyethylene (PE) Film

Polyester (PET) Film

Foil Laminations:

Paper/polyethylene Laminations







Indicator: Storage condition are respected

Room temperature is well respected

Dry place is well respected

Appropriate packaging material is well respected

Observation

603 | P a g e

Learning Outcome 6.1: Prepare soybeans

Destoner

Suction fan

Cleaning sieve

Suction fan

Classifying screen

Separator

aspiration,

Cleaning soy bean technics o Aspiration o Classification by size o Destoning o Magnetic separation

o Oral presentation on cleaning of soybeans

o Demonstration and Practical exercises on techniques of cleaning soybeans

o Group discussion on cleaning soybeans conditions

o Field visit to soy oil factory

Soybeans

Containers

LU 6: Extract soy oil

6

Learning Outcomes:

1. Prepare soybeans

2. Roast (heat) dehulled soybeans

3. Reduce size soybeans

4. Extract soybean oil 5. Purify soybean oil 6. Check soybean oil quality 7. Packaging label and storage soybean oil

15 Hours


https://www.crowniron.com/technologies/oilseed-preparation/aspirator


604 | P a g e





Written

Performance


Task: prepare soybeans according to standard

Checklist Score

Yes No

Indicator: Techniques of cleaning of soy bean are identified

Aspiration is identified

Classification by size

Destoning is identified

Magnetic separation is identified

Observation

Learning Outcome 6.2: Roast (heat) dehulled soybeans

o Purpose of roasting (heating) dehulled soybeans

o Oral presentation on heating dehulled soybeans

o Viewing DVD on heating of dehulled soybeans

- Dehulled soybeans - Oven


Proper prepare soybeans according to standard



605 | P a g e

o Techniques of roast heating dehulled soybeans

o Heating conditions o Monitoring heating

process

o Demonstration and practical exercises on techniques of heating, conditions of heating and monitoring heating process

o Group discussion on heating conditions


- Pan - Stirrer - Containers - Thermometer - -





Written

Performance


Task: perform soybean roasting

Checklist Score

Yes No

Indicator: roasting soybean is performed

Temperature of roasting is controlled

Time of roasting is respected

Soy bean loading in container is controlled

Observation


Proper roasting soybean according to requirement

606 | P a g e

Learning Outcome 6.3: reduce size of heated soybeans

o Purpose of reduce size heated soybeans

o Techniques of size reduction heated soybeans

o Cracking o Grinding o Flaking o Size reduction of heated

soybean conditions

o Oral presentation on size reduction heated soybeans

o Viewing DVD on size reduction heated soybeans

o Demonstration and practical exercises on techniques of grinding heated soybeans

o Group discussion on grinding conditions


o Heated soybeans o Grinder o Containers





Written

Performance


Task: reduce size of soybeans according to requirement



Proper reduce size soybeans according to requirement

607 | P a g e

Checklist Score

Yes No

o Indicator: Techniques of reduce size of heated soybeans is identified

Cracking heated soybean is identified

Grinding heated soybean is identified

Flaking heated soybean is identified

Observation

Learning Outcome 6.4: Extract soybean oil

o Techniques of extracting of soybean oil (Mechanical and chemical)

o Soybean oil extraction conditions

o Oral presentation on extraction of soya beans oil

o DVD on extraction of soya beans oil

o Demonstration and practical exercises on techniques of extraction of soya beans oil

o Group discussion on soya oil extraction conditions

o Field visit to soy oil factory o

o Soybean oil extractor

o Solvents (Hexane, Isopropane )

Ground soybeans






Proper extract soybean oil according to standard

608 | P a g e


Written

Performance


Task: Extract soybean oil according to standard

Checklist Score

Yes No

Indicator: Techniques of extracting of soybean oil are performed

Mechanical pressing is well performed

Solvent extraction is well performed

Indicator: Soybean oil extraction conditions are respected Temperature use is respected

Time used is respected

Relative humidity is respected

Observation

Learning Outcome 6.5: Purify/ Refine soybean oil

o Purpose of purification/ refining of crude soybean oil

o Techniques of purification/ refining crude soybean oil (degumming, alkali refining, bleaching, hydrogenation)

o Oral presentation on purification of crude soy beans oil

o Viewing DVD on purification of crude soy beans oil

o Demonstration and practical exercises on techniques of purification of crude soybeans oil

o Group discussion on soy oil purification conditions

o Field visit to soybean oil factory o

o Filters o Degummers o Alkali o Soybean crude oil o Oil bleachers


609 | P a g e





Written

Performance


Task: Purify/Refine soybean oil according to requirement

Checklist Score

Yes No

Indicator: Techniques of purification/ refining crude soybean oil are identified

Degumming soybean oil are identified

Alkali refining, soybean oil are identified

Bleaching soybean oil are identified

Hydrogenation soybean oil are identified

Deodorization soybean oil are identified

Indicator: Methods of purification/ refining crude soybean oil are identified

chemical refining is well identified

Physical refining is well identified

Miscella refining is well identified

Zenith process is well identified

Observation


Proper purify/Refine soybean oil according to requirement

610 | P a g e

Learning Outcome 6.6: Check soybean oil quality

o Purpose of evaluating soybean oil quality

o Soybean oil quality parameters (acidity, free fatty acids, viscosity, oxidation)

o Techniques of checking soybean oil quality parameters

o Oral presentation on checking soybean oil quality

o Demonstration and practical exercise on checking soybean oil quality parameters

o Group discussion on soybean oil quality parameters


o Soybean oil





Written

Performance


Task: check soy bean oil according to standard



Proper checking soy bean oil according to standard

611 | P a g e

Checklist Score

Yes No

Indicator: Techniques of checking soybean oil quality parameters are identified

Determination saponification value is well identified

Determination Acid value is well identified

Determination Peroxide value is well identified

Determination Density / Viscosity is well identified

Determination of Boiling point is well identified

Determination of color is well identified

Observation

Learning Outcome 6.7: Package, Label and storage soyoil

o Types of packages o Specifications of

packages for soybean oil o Packages requirement o Purpose of labeling o Label contents o Techniques of labeling o Purpose of storing o Techniques of storing o Storing conditions o

o Oral presentation on selecting packages


o Demonstration and practical exercises on selection of types of packages according to the products/requirement

o Group discussion on types of packages and selection of the package based on products/requirement

o Oral presentation on labelling and storage soybean oil

o Viewing of pictures of labels and labelling soybean oil

o Demonstration on techniques of

- Packages materials:

-Glasses bottles

-Plastic bottle

Labels

- Products (soybean oil) Sealing materials


612 | P a g e

labelling and storage soybean oil o Practical exercises on

techniques of labelling the products

o Group discussion on labelling and storage






Written

Performance


Task: package, label and store soybean oil products according to

requirement

Checklist Score

Yes No

Indicator: types of packages used in soy oil are identified

Low Density Polyethylene (LDPE) is well identified

Polyethylene Terephthalate PET) is well identified

Glass packages is well identified

Indicator: Labelling package soy bean oil is described


Proper Packaging, labelling and storage the products according to requirement

613 | P a g e











Store free from sun light is well respected

Store at room temperature is well respected

Store in Dry place is well respected

Use Appropriate packaging material is respected

Observation

614 | P a g e

F 0 C M 5 0 1 - CULTURE MEDIA FOR FOOD MICRO ORGANISM ANALYSIS

FOPCM501 Prepare culture media for food microorganism analysis


Credits: 6 60




Purpose statement

The competence is one of the general competences that learner joining certificate v in Food processing

are supposed to cover. It is designed to equip the learner with prerequisite knowledge on food

microorganism control. At the end of the competence, the learner will be able to: At The competence

covers practical knowledge on:

- Classify different types of microorganisms

- Perform microbial culture

-Measure of microorganisms in food

615 | P a g e


Not Application




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


1. Classify different types of microorganisms

1.1. Proper identification of microorganisms according to

their structure

1.2. Appropriate description of microorganisms

reproduction according to their life style

1.3. Proper classification of microorganisms according to

their role and significance in natural environment

2. Perform microbial culture 2.1. Proper selection of culture media according to

the nature of microorganisms

2.2. Proper preparation of culture media according to

the treatment techniques

2.3. Proper performance of inoculation and

incubation according to the inoculation techniques

3. Prepare culture media 3.1. Proper identification of colonies according to the

nature of microorganisms

3.2. Proper performing colony counting according to

the methods

3.3. Proper enumeration of microorganisms according

to the morphology, strain and motility of

microorganisms

4. Measure of microorganisms in food

4.1. Proper application of heat treatments

4.2. Proper application of refrigeration and freezing

4.3. Proper application of physical treatments

616 | P a g e

Learning Outcome 1.1: Identify types of microorganisms

Key concept: Microbial organisms Gram stain Peptidoglycan Prokaryotic Flagella

Microorganisms are divided into several types: Bacteria

Bacteria shapes Gram staining Aerobic Anaerobic Facultative anaerobes Heterotrophy or

autotrophy Saprophytes

Achaea Lack peptidoglycans Methanogens Halophiles Thermopiles Psychrophiles

Protozoa Algae Fungi

o Oral presentation o Posters presentation, DVD

of bacteria, viruses and fungi

o Group discussion on microorganisms cells structure

o Observation of microorganisms cells in microscope

o Practical exercises on microorganisms cells structure

o Observation of different forms of microorganisms

o Audio-visual presentation

- PPE - Posters - Prepared slides - Pictures - Microscope - Immersion oil - Microorganisms - PPE - Light

Microscopes - Immersion oil - Colony reader - Colony counter - Internet

connection - Books - Posters - Documentary

films

LU 1: Classify different types of microorganisms

1

Learning Outcomes:

1. Identify different types of microorganisms 2. Classify different types of Spoilage and pathogenic microorganisms in

foods 3. Classify different types of useful microorganisms in foods

20Hours


617 | P a g e

Mushroom Molds Yeasts Most are multicellular Their cell wall is

composed of chitin Viruses Multicellular animal

parasites ( helminthes )

Each type has a characteristic cellular composition, morphology, mean of locomotion, and reproduction

Microorganisms or microbes are microscopic organisms that exist as unicellular, multicellular, or cell clusters

Microorganisms are beneficial in: Producing oxygen Decomposing organic

material Providing nutrients for

plants And maintaining human

health But some can be

pathogenic and cause diseases in plants and humans





Proper identification of microorganisms according to their structure

618 | P a g e


Written evidence Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay

Checklist Score

Yes No

Indicator: Types of microorganisms are well identified

Bacteria are identified

Fungi are identified

Achaea are identified

Protozoa are identified

Algae are identified

Viruses are identified

Indicator: Where microorganisms are beneficial is well identified

Producing oxygen is identified

Decomposing organic material is identified

Providing nutrients for plants is identified

Maintaining human health is identified

Can be pathogenic and cause diseases in plants and humans is identified

Indicator: The way microorganisms obtain energy is well identified

Using the energy of sunlight or chemical reactions is identified

Consuming other organisms is identified

Use different energy sources like hydrogen gas, carbon dioxide, and sulphur

Observation

Learning Outcome1.2: Describe microbiological reproduction

Cell division Vegetative division Reproductively cell division

Binary fission types of binary fission

irregular

o Pair share and pair work

o Small or large group discussion

o Individual work

- PPE - Light

Microscopes - Immersion oil - Colony reader - Colony counter


Resources

619 | P a g e

longitudinal transverse oblique

Fission of prokaryotes Fission of organelles

Asexual reproduction Bacterial conjugation Bacterial transformation Bacterial transduction

Sexual reproduction Gametes Chromosomes Meiosis Fertilization DNA replication Zygote formation Genetic recombination


o Presentation

o Case studies/ scenarios

o Brainstorming

o Educational and Off-Site Visit (laboratory)

o Watch a video

- Internet connection

- Books - Posters - Documentary

films





Written


Checklist Score

Yes No

Indicator: Cell division is described

Vegetative division is described

Reproductively cell division is described

Indicator: Binary fission is described

Fission of prokaryotes is described

Fission of organelles is described

Types of binary fission are identified (irregular, longitudinal, transverse, and


Appropriate description of microorganism reproduction according to their life

style

620 | P a g e

oblique)

Fission of prokaryotes is described

Fission of organelles is described

Indicator: Asexual reproduction is described

Bacterial conjugation is described

Bacterial transformation is described

Bacterial transduction is described

Indicator: Sexual reproduction is described

Gametes are defined

Chromosomes are defined

Meiosis is defined

Fertilization is defined

DNA replication is defined

Zygote formation is defined

Genetic recombination is defined

Observation

Learning Outcome 1.3: Classify importance of microorganism

Industrial bacteria Food industrial bacteria Cosmetic industrial bacteria Pharmaceutical industrial

bacteria Construction materials

industrial bacteria

Agricultural bacteria Decomposition bacteria

Break down of organic matters

Humus Formation of soil structure Plant nutrient fixation Pest control and disease

prevention

Environmental bacteria Metabolic processes

Nitrogen fixation Methane metabolism Sulfur metabolism

o Oral presentation o Posters presentation, DVD of

bacteria, viruses and fungi o Observation of different forms

of microorganisms o Audio-visual presentation

- PPE - Light Microscopes - Immersion oil - Colony reader - Colony counter - Internet connection - Books - Posters - Documentary films


621 | P a g e

Regulating biogeochemical system






Checklist Score

Yes No

Indicator: Industrial bacteria are well identified

Food industrial bacteria are identified

Cosmetic industrial bacteria are identified

Pharmaceutical bacteria are identified

Construction material bacteria are identified

Indicator: Agricultural bacteria are well identified

Decomposition of living things( break down of organic matters, humus)

Formation of soil structure is described

Plant nutrient fixation is described

Pest control and disease prevention is described

Decomposition of living things( break down of organic matters, humus)

Indicator: Environmental bacteria are well identified

Metabolic processes is described( nitrogen fixation, methane metabolism and sulfur metabolism)

Regulating biogeochemical system

Observation


Proper classification of microorganisms according to their role and significance in

natural environment

622 | P a g e

LU 2: Perform microbial culture

2

Learning Outcomes:

1. Select culture media 2. Prepare culture media 3. Perform inoculation and incubation

20 Hours

Learning Outcome 2.1: Select culture media

Classes of culture media Solid medium Semisolid medium Liquid medium

Culture media composition Synthetic medium Non synthetic medium

Application of culture media General purpose media/ basic

media Enriched medium (added growth

factors) Selective and enriched media Differential/ indicator medium

o Laboratory Visits o Field visits for sampling o Observation o Demonstration o Audio-visual presentation o Group discussion on

materials used in sampling

o Laboratory Visits o Observation o Demonstration o Group discussion on

materials used in sterilization

- PPE - Cotton/Cotton

swabs - Tissue forceps - Permanent markers - Applicator sticks - Para film paper - Disinfectants - Glass slides - Refrigerator - Bottles - Cool box - Koch’s steamer – for

sterilizing culture media

- Cotton wool - Bunsen burners - Aluminium foil - Stop clocks - Hot plates


Resources

623 | P a g e






Checklist Score

Yes No

Indicator: Classes of culture media are well identified

Solid medium is described

Semisolid medium is described

Liquid (broth) medium is described

Indicator: Classes of culture media based on composition

Synthetic medium is described

Non synthetic medium is described

Indicator: Classes of culture media based on purpose/ functional use/ application

General purpose media/ basic media is described

Enriched medium is described( added growth factors)

Selective and enrichment media is described

Differential/indicator medium is described

Observation


Proper selection of culture media according to the nature of microorganism

624 | P a g e

Learning Outcome 2.2: Prepare culture media

Culture media requirements

Ingredients requirement

Physical requirements

pH

Osmotic strength

Temperature

Presence or absence of oxygen

Prepare culture media

Materials for culture media

Culture media ingredients

Ingredients ratios

Mixing techniques

Culture media sterilization

Autoclave

Sterilization principles

Sterilization conditions

Sterilization precautions

o Observation o Demonstration o Group discussion on culture

media types

o Observation o Demonstration o Group discussion on culture

media for different microorganisms


- Culture media, - Cupboards, - Manuals - Petri dishes, - Test tubes,

glassware, - Cotton wool, - Balance, - Bunsen burner, - Inoculation loops, - Stirrers, - Hot plate, - Water bath, - Magnetic stirrer, - “baguette

magnetique”, - Racks - Disinfectants, - Culture media

ingredients





Written evidence


Product evidence

Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Prepare culture media



Proper preparation of culture media according to the treatment techniques

625 | P a g e

Checklist Score

Yes No

Indicator: Media requirements are well identified

Ingredients requirement are identified

Physical requirement are identified( pH, osmotic strength, temperature and presence or absence of oxygen)

Preparation procedures are identified

Indicator: culture media is well prepared

Materials for culture media are prepared

Culture ingredients are considered

Ingredient ratios are considered

Mixing techniques are adopted

Indicator: Media sterilization is well described

Autoclave is described

Sterilization principle is described

Sterilization conditions are described

Sterilization precautions are described

Autoclave is described

Observation

626 | P a g e

Learning Outcome 2. 3: Perform innoculation and incubation processes

Inoculate plates Types of culture media

Standard plates count agar Potato dextrose agar Violet red bile agar

Inoculation techniques Inoculation conditions

Incubate inoculated plates Incubation conditions

Temperature Aerobic or anaerobic time

o Oral presentation on inoculation techniques and conditions

o Viewing of pictures, DVDs of inoculation techniques

o Demonstration of inoculation techniques

o Practical exercises on inoculation techniques

o Group discussion on inoculation conditions

o Field visit to laboratories

- PPE - Samples - Culture media - Petri dishes with

sterile culture media

- Glassware - Bunsen burner - Racks - markers - Applicator sticks - Parafilm paper - Disinfectants - Inoculation loop





Written evidence


Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Perform innoculation and incubation processes



Proper performance of inoculation and incubation according to the inoculation

techniques

627 | P a g e

Checklist Score

Yes No

Indicator: Plates are well inoculated




Indicator: Plates are well incubated

Incubation conditions are maintained(temperature, aerobic/anaerobic, time)

Observation

628 | P a g e

LU 3: Measure of microorganism in food

3

Learning Outcomes:

1. Identify colonies 2. Perform colony counting 3. Enumerate microorganisms

20 Hours

Learning Outcome 3.1: Identify colonies

Colony characteristics Size Shapes

Circular Irregular Filamentous Rhizoid

Elevations Raised Convex Flat Umbonate Crateriform Purvinate

Margins Intire Undulate Filiform Curled Lobate

Color Pink Black

Consistency Mucoid Friable Firm Butyrous









629 | P a g e

Surface (glistening or dull)

Density Opaque Translucent Transparent






Checklist Score

Yes No

Indicator: Colony characteristics are identified

Shape (circular, irregular, filamentous and rhizoid)

Elevations (raised, convex, flat, umbonate, crateriform and pulvinate

Margins (entire, undulate, filiform, curled and lobate

Color (pink, black..)

Consistency(mucoid, friable, firm, butyrous)

Surface(glistening or dull)

Density(opaque, translucent or transparent)

Observation

Learning Outcome 3.2: Perform colony counting


Proper identification of colonies according to the nature of microorganisms

630 | P a g e

Tools for counting colonies are identified Pen and click-counter Software for counting cfus Automated system (MATLAB) Alternative units (Most probable

number)

Manual counting Manual colony counter Colony counting procedures Colony counting conditions

Automated counting Describe automated colony counter Colony counting procedures Colony counting conditions








- Colony counter - Marker





Written evidence


Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Count colonies



Proper performing colonies counting according to the methods

631 | P a g e

Checklist Score

Yes No

Indicator: Tools for counting colonies are identified

Pen and click-counter

Software for counting cfus( digital camera or webcam)

Automated system (MATLAB)

Alternative units (Most probable number MPN)

Indicator: manual colony counting is well performed




Indicator: automated colony counting is well performed

Automated colony counter is described



Observation

Learning Outcome 3.3: Enumarate microorganisms

Microorganism morphology Size Shape Arrangement

Smear preparation Materials are identified


Stain techniques Materials Steps

Use microscope Describe microscope Sampling method Examine the sample

o Oral presentation on microorganism morphology

o Demonstration on microorganism morphological identification

o Practical exercises on microorganism morphological identification

o Group discussion on microorganism morphology



- Glassware - Bunsen burner - Inoculation loop - Crystal violet - Iodine - Alcohol - Safranin - Distilled Water - Slides - Immersion oil - Light microscope


632 | P a g e





Written evidence


Multiple choices questions Matching/ Sentence completion / Fill in blank Presentation Open questions or Short answer question Essay Task: Enumerate microorganism

Checklist Score

Yes No

Indicator: Microorganism morphology is well identified

Size

Shape

Arrangement

Indicator: Smear preparation is well performed



Indicator: stain technique is well described


Steps are provided

Indicator: Use of microscope is well conducted

Microscope is described

Sampling methods are identified

Sample is examined

Observation


Proper enumeration of microorganism according to the morphology, staining

and motility of microorganism

633 | P a g e



Situation problem

There have been huge customers in Mucyo restaurant located in

MUHANGA District, so that control of hygiene and sanitation has

been ignored. Among the 100 customers 20 of them got stomach

problem after meal. In order to facilitate the laboratory technician,

to analyse the cause, as an assistant technician in charge of food

hygiene and sanitation you are requested to:

- Prepare 30 Petri dishes of solid culture medium for yeasts

and moulds analysis

- Prepare 50 Petri dishes of solid culture medium for total

bacteria count

- Prepare 80 test tubes of dilution solutions

You are requested to finish the above tasks within 5 hours


Yes No



Eye protection

Hearing protection




634 | P a g e




Samples tools

Colony counter

Samoles container

Petri ditches

glassware

incubator


Biological hazards

Physical hazards

Chemical hazards

Electrical hazards

Observation


Yes No

Indicator: Equipments, materials and reagents are well selected

Tools and equipments are identified


Reagents are identified

Reagents are prepared







Indicator: Media are well inoculated and incubated




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Indicator: Colonies are enumerated and identified




Observation


Yes No

Indicator: Plates are not contaminated

Types of plates

Sterilization of plates

Indicator: Colonies are well grown

is described


Colony grow conditions

Indicator: Microorganisms under microscope are clear

Staining techniques

Type of micoscope

Observation


Yes No

Indicator: Results are well calculated and interpreted

Gram positive

Gram negative

Indicator:

Indicator:

636 | P a g e

Observation

Assessment Criterion 6: Perfection Checklist Score

Yes No

Indicator:

Observation

Assessment Criterion 7: Perfection marks Checklist Score

Yes No

Indicator:

Observation

Reference books:

1. Seppo S., Atte V. W & Arthur O., Lactic acid bacteria, 2004. Marcel Dekker, Inc. ISBN: 0-8247-

5332-1

2. Lansing M. P, 2002. Microbiology, 5th Ed., ISBN: 0-07-282905-2

3. Barabara M., Tony C. B. & Grahame W. G., 2000. The Microbiological Safety and Quality of

Food, Aspen Publishers. ISBN 0-8342-1323-0

4. Robert W. H., 2006. Microbiology and Technology of Fermented Foods. Blackwell Publishing.

ISBN-13: 978-0-8138-0018-9

637 | P a g e

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity