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5
TVET CERTIFICATE V
in
INDUSTRIAL ELECTRICITY
CODE
ENGIEL5001
Kigali November, 2014
i|Page
ENGIEL5001-TVET CERTIFICATE V
Industrial Electricity
REQF Level 5 CURRICULUM
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© Workforce Development Authority, 2016
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:
June, 2016
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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
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2016
Published by
Workforce Development Authority (WDA)
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
Copyright iv
Table of Contents v
List of abbreviations ix
Acknowledgments x
1. GENERAL INTRODUCTION 1
2.2 Minimum entry requirements 2
2.3 Information about pathways 3
2.4 Job related information 3
2.5 Employability skills and life skills 3
2.6 Information about competencies 5
2. TRAINING PACKAGE 6
3.1 Course structure 6
3.2Competencies chart 6
3.4 Flowchart 8
3. ASSESSMENT GUIDELINES 9
4.1 Assessment Methodology 9
4.2 Portfolio 9
CCMSH502 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE 12
LU1: Conduct OSH (occupational safety and health) monitoring 14
LU2: Collect and analyze Occupational health, safety incidents report 19
LU 3: Train all staff on occupational health, safety and environment matters 26
CCMSC502 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT 33
LU 1: Communicate with customers and colleagues from diverse backgrounds 35
L U 2: Address cross-cultural misunderstandings 44
CCMBO502 - BUSINESS ORGANISATION 54
LU 1:Identify Activities To Be Accomplished For Real Business 56
LU 2: Create a productive working environment 63
LU 3:Run real business operation 73
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LU 4: Monitor and evaluate the business 79
CCMEN502 - UPPER INTERMEDIATE WORKPLACE ENGLISH 85
LU 1: Communicate orally in social and professional situations with ease 87
LU 2: Read correctly a range of materials 91
LU 3: Listen to audio messages with different English accents to get the intended message 95
LU 4: Produce a variety of medium texts on professional and general topics 99
CCMKN502 - IKINYARWANDA CY’INTYOZA 106
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 108
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 113
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 120
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka
no gukoresha ibinyazina binyuranye 125
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane 132
m’ugutegura no gukina ikinamico 132
CCMPE502 - PROFESSIONAL ETHICS 139
LU 1: Apply human values 141
LU 2:Respect engineering ethics 148
LU 3:Apply safety 152
CCMIW502 - ICT AT WORKPLACE 156
LU 1: Prepare document Layout 158
LU 2: Apply basic computer operations 164
LU 3: Manage Data in MS Excel 170
CCMIA502 - INDUSTRIAL ATTACHMENT PROGRAM (IAP) 177
LU 1: Demonstrate supervisory skills 179
LU 2: Enhance innovation during IAP program 186
LU 3: Implement professional skills transfer 191
GENAM501 - MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY 197
LU 1: Apply fundamentals of integrals 199
LU 2: Identify measures of dispersion and interpret bivariate data 203
LU 3: Apply fundamentals of probabilities 207
PHYDM501 - DYNAMICS AND MECHANICAL WAVES 212
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LU 1: Apply motion in orbits 214
LU 2: Apply oscillations and mechanical waves 219
IELEP501 - ELECTRICAL POWER DISTRIBUTION SYSTEM DESIGN 224
LU 1:Carry out a site survey 226
LU 2:Elaborate technical specifications 232
LU 3:Estimate cost 238
Summative Assessment 243
IELPE501 - ELECTRICAL TRANSMISSION / DISTRIBUTION NETWORK
MAINTENANCE 247
LU 1: Perform preliminary activities 249
LU 2:Perform maintenance of elements of transmission/ distribution network 256
LU 3: Test elements of transmission / distribution network 260
IELFE 501 - FUNDAMENTAL ELECTRONICS 266
LU 1: Identify electronic components/devices 268
LU 2:Implement different types of electronic circuits 274
LU 3: Use electronic components in measuring, detection and automation systems 280
IELIE 501 - INDUSTRIAL ELECTRICAL DRAWING 287
LU 1: Identify fundamentals of industrial Electrical Drawing 289
LU 2:Analyse electrical drawings and diagrams 294
LU 3: Use Electrical CAD software 300
IELPH501 - P IC O - H YD RO P OW E R P LA N T 309
LU 1: IdentifyHPPsite 312
LU 2: Applyhydropowerplant techniques 317
LU 3: Operate hydropowerplant 322
IELPS 501 - PERFORM SUBSTATION INSTAL LATION 334
LU 1: Perform preliminary activities 336
LU 2:Install substation elements or equipment 340
LU 3: Test substation installation 345
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IELRM 501 - ELECTRICAL ROTATING MACHINES WINDING / REWINDING 353
LU 1: Collect data related to the machine to be wound/rewound 356
LU 2:Select tools, equipment and materials 362
LU 3: Wind / Rewind Electrical Rotating Machines 367
LU 4: Test the wound / rewound machine 372
IELSM 501 - ELECTRICAL STATIC MACHINES WINDING / REWINDING 377
LU 1: Collect data related to the machine to be wound /rewound 380
LU 2:Select tools, equipment and materials 385
LU 3: Wind / rewind electrical static machines 390
LU 4: Test the work done 398
IELTD501 - ELECTRICAL TRANSMISSION / DISTRIBUTION LINE 405
LU 1: Identify activities to be done 407
LU 2:Select elements of transmission/ distribution line 412
LU 3: Perform electrical transmission/ distribution line 420
GLOSSARY 430
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List of abbreviations
CM : Complementary Modules
CMM : Crosscutting Modules
ENGEL : Energy sector electricity sub sector
HIV/AIDS: Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome
ICT : Information Communication Technology
PPE : Personal Protective Equipment
RP : Rwanda Polytechnic
REQF : Rwandan Education Qualification Framework

T : Tolerable
TSS : Technical Secondary School
TVET : Technical and Vocational Education and Training
VTC : Vocational Training Center
WDA : Workforce Development Authority
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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 Department - WDA
MUHIRE Jean Marie Vianney, Head Curriculum Development Unit - WDA
Facilitators
RWAMASIRABO Aimable, Curriculum Development Unit – WDA
UWIMANA Anselme, Curriculum Development Unit - WDA
HATEGEKIMANA Gratien, Curriculum Development Unit - WDA
Curriculum Development Team
No Names Function Institution
1. MUKESHIMANA Olivier Electrical Standard officer RSB
2. UWAJAMBO Fiston Electrician REG
3. GASHUGI Félix Trainer ESAPAG
4. MUNYEMANZI Jimmy Christian Trainer Nyamata TSS
5. KANYANDEGE Joseph Desiré Trainer ETSK Musha
6. NIYONZIMA César Electrician KORATECH Ltd
7. NZITONDA Innocent Electrician ULK Kigali
8. UWIMANA Janvière Electrician / SCADA Engineer REG/Kigali
9. TWAJAMAHORO Jean Providence Electrician REG/MHPP Rukara II
10. NTWARI Patrick Trainer ET St Kizito Save
11. SIKUBWABO Aloys Trainer Mpanda VTC
12. NYIRINKINDI Casimir Electrician / Standards REG / Kigali
Engineer
13. HABIMANA Marcel Project Engineer REG / Kigali
14. HAKIZIMANA Aaron Electrician REG / Muhanga
15. TUYISENGE Emmanuel Electrician Briqueterie Ruriba
16. MUSAFIRI Ernest Instructor IPRC NGOMA
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17. MUSONI Jean Claude Trainer Nyabihu TVET School
18. UWERA Marceline Socio-linguistics Officer RALC
19. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
20. MATATA Jean Bosco Teacher College Ami des Enfants
21. GASIMBA François Xavier Lecturer UR/College of Education
22. KAMBARI Vincent Teacher GS St Marcel/Kayonza
23. MUREGO Yves Quality Assurance Officer WDA
24. BUCYENSENGE Vincent Instructor IPRC KARONGI
25. GASANA Vedaste Lecturer INES
26. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
27. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
28. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
29. UWINEZA Patrice Sciences trainer Nyamata TVET School
30. UMUGABEKAZI Yvette Chemist ADM-IBTC
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1. GENERAL INTRODUCTION
Section
1 The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of an Industrial Electrician. 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.
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Section 1. QUALIFICATION DETAILS
2
2.1 Description At the end of this qualification, qualified
learners will be able to:
1. Monitor occupational SHE at
Title: TVET Certificate V inIndustrial workplace
electricity 2. Maintain professional conversation
in upper-intermediate English
Level: REQF Level 5 3. Gukoresha ikinyarwanda cy’intyoza
Credits: 116 4. Work in a socially diverse
environment
Sector: Energy 5. Use ICT at workplace
Sub-sector: Industrial electricity 6. Organize a business
7. Apply professional ethics
Issue date: November, 2014
8. Apply Mathematical Analysis,
Statistics and Probability
9. Apply dynamics and Mechanical
waves
This qualification provides theskills, 10. Pico-hydropower plant
knowledge and attitudes for a learner to be 11. Apply fundamental Electronics
competent in a range of routine tasks and 12. Perform industrial Electrical
activities that require the application of a Drawing
13. Wind / Rewind Electrical Static
limited range of basic practical skills in a Machines
defined context. Work would be 14. Wind / Rewind Electrical Rotating
undertaken in various electricity enterprise Machines
industries where where works relating 15. Perform electrical Transmission /
Distribution Line
rewind electrical static and rotating 16. Install sub-station
machines, electrical transmission / 17. Maintain electrical Transmission /
distribution lines, pico hydro-power plants, Distribution Network
installation of sub-stations, maintenance of 18. Design electrical Power distribution
line design
electrical Transmission / Distribution 19. Integrate workplace
networks and design of electrical power
distribution lines are carried out. Learners 2.2 Minimum entry requirements
may work with minimum supervision.
TVET Certificate IV in industrial electricity or
other relevant qualifications or through
Recognition of Prior Learning.
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2.3 Information about pathways
Pathways into the qualification Pathways from the qualification
Progression route of candidates achieving

Preferred pathways for candidates entering this qualification include:
this qualification include:
 Candidates exiting this qualification
 Candidates enter this qualification after are able to enter TVET Certificate VI in
achieving TVET Certificate IV in Solar Solar energy or a range of other
2.4 Job related information
energy, domestic electricity or other related TVET Certificate V
relevant qualifications or through
This qualification prepares individuals to integrate the Energyqualifications.
sector and operate as an Industrial
Recognition of Prior Learning
Electrician.This qualification constitutes a basis for further learning in Energy, especially in Industrial
Electricity. Individuals with this qualification can enter the TVET Certificate VI in order to be equipped
with the necessary competences to function as a Maintenance electrician / Transmission technician
Possible jobs related to this qualification
 Electrical winder
2.5 Employability skills and life skills
 Distributor technician
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
 Documenting technical work in plain English
 Writing and presenting reports
Safety and security precautions
 Working collaboratively with project team members
Health and environment
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 Health reproduction
 Rwanda environmental protection, practices rules and regulations
Business Plan
 Producing a small IT business plan
Planning and organizing
 Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
 Taking responsibility for own outputs in relation to specified quality standards
 working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology
 Manipulate computer
 Using internet
Languages other than Kinyarwanda
 Using English as the medium of communication in the working environment
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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
Total 21
No Code Core competencies Credit
1. GENAM501 Apply Mathematical Analysis, Statistics and Probability 8

GENERAL
2. GENGC501 Apply dynamics and mechanical waves 4
3. IELPH501 Pico-hydropower plant 12
4. IELFE 501 Apply fundamental Electronics 5

5. IELIE501 Perform industrial Electrical Drawing 4
6. IELSM 501 Wind / Rewind Electrical Static Machines 5
7. IELRM 501 Wind / Rewind Electrical Rotating Machines 5
SPECIFIC
8. IELTD501 Perform electrical Transmission / Distribution Line 5

9. IELPS 501 Install sub-station 7
10. IELPE501 Maintain electrical Transmission / Distribution Network 4
11. IELEP501 Design electrical Power distribution line design 6
12. IELIA501 Integrate workplace 30

Total 95
 Number of competencies: 19
 Core competencies : 12
 Complementary competencies : 7
 The total number of Credits: 116
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Section
2. TRAINING PACKAGE
3 The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
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Industrial Electrician PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
Maintain professional conversation in upper-
Apply Mathematical Analysis, Statistics and

30 1 Monitor occupational SHE at workplace
30 4 Work in a socially diverse environment
40 10 Apply dynamics and mechanical waves

30 3 Gukoresha ikinyarwanda cy’intyoza
Handover/Report the work done
50 13 Apply fundamental Electronics

Estimate the cost of the work
Select tools and materials
30 7 Apply professional ethics
120 12 Pico-hydropower plant

30 5 Use ICT at workplace
30 2 intermediate English
Clean the workplace
30 6 Organize a business
Duration (660 Hrs )
Test the work done

Execute the work
Identify the work
80 9 Probability
SPECIFIC COMPETENCIES
#
Duration (500 Hrs)

Perform Industrial 40
▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ● ●
1 Electrical Drawing
Wind / Rewind 50
Electrical Static ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ● ●
2 Machines
Wind / Rewind 50
Electrical Rotating ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ● ●
3 Machines
Perform electrical 50
Transmission / ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ○ ●
4 Distribution Line
5 Install sub-station 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ○ ●
Maintain electrical 40
Transmission / ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ○ ●
6 Distribution Network
Design electrical 60
Power distribution ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ● ● ● ●
7 line design
10 Integrate workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies|Between general and particular competencies
▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence
7|Page
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.
Monitoring ofoccupational SHE at workplace 3
ICT at workplace 3 Professional ethics 3
Ikinyarwanda cy’intyoza 3 Upper intermediate workplace english 3
Working in a socially diverse environment 3
Mathematical Analysis, Statistics And Dynamics And mechanical Waves 4

8
Probability
Pico hydropower plant 12 Fundamental electronics applications 5
Electrical static machine winding /rewinding 5

Industrial electrical drawing 4
Electrical transmission/ Electrical rotating machine winding
5 5
distribution line /rewinding
Sub-station installation 7 Electrical power distribution line design 6
Electrical transmission/ distribution network maintenance 4
Business organisation 3
Industrial attachment (IAP) 30

Figure 2: Flowchart
8|Page
Section 3. ASSESSMENT GUIDELINES
4 4.1 Assessment Methodology
To assess knowledge, practical, and application skills through any form 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.. 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).
Formative Assessment
Formative Assessment
The formative assessment is an assessment which is given progressively during the
training
This is applied on all types of modules (e.g. Complementary, General and Specific
modules)
Formative assessments are recommended to prepare the trainee for
summative/integrated assessment
9|Page
Summative/Integrated Assessment
This is given at the end of the module delivery. It helps to make sure that the learner has
successfully acquired the competence and he is able to translate the knowledge, skills and
attitude into workplace situation
 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%
(example: Safety)
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Note: The Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. It is the responsibility of the school to consider the status (competent/not yet competent)
of trainees and conduct reassessments when necessary
3. Respect of flowchart and chronogram particularly in considering the delivery of modules
which has prerequisite of a following/subsequent module is highly recomended
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)
 For trainees It is advised to finish and be declared competent on the 30 hours content of
IAP module written in the curriculum before going 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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CCMSH502 - 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.
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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, 1.1 Proper checking of application of OSHE policies,
health and environment) procedures and regulations
monitoring 1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational 2.1 Proper collection of data regarding OSHE incidents
health, safety incidents report 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 3.1 Appropriate provision of information and instructions
health, safety and environment 3.2 Appropriate training to all employees and supervisors
matters on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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Learning unit LU1: Conduct OSH (occupational safety and health)
monitoring
Learning Outcomes:
1 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
Content Learning activities Resources
 SHE policies in accordance o Brainstorming ˗ Flipcharts

with the discipline o Documentary research ˗ Markers
 SHE regulations; o Group discussion ˗ Flipcharts stand
 Safety roles of employees ˗ Internet
 Responsibility of
administration
 Incident reporting
 Ventilation and air quality
 First aid facilities
 Hazard control in workplace
 Equipment and machinery
 Emergency response plans
 SHE standards;
 Responsibility in working
place
 Hazard identification and
risk Control
 Making the working area
safe
 Personnel protective
equipment
 Health of employees
 Facilities
 Reporting of incidents and
accidents
 Emergency preparedness
14 | P a g e
procedures
Formative Assessment 1.1
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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  Multiple choice
 True or false question
 Oral  Matching
 Performance  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
Health of employees
Facilities
Reporting of incidents and accidents
Emergency preparedness procedures
Observation
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Learning Outcome 1.2: Monitor the use of PPEs
 Types of PPEs to be used o Group discussion ˗ Checklist

according to the trade o Practical exercise
 Physical verification of ˗ PPEs
PPEs
 Cleaning and storage of ˗ Brushes
PEEs
˗ Store
˗ Shelter
˗ Shelves
˗ Pen
Proper monitoring of the use of PPEs
 Written  Multiple choice
 True or false question
 Oral
 Matching
 Performance  Sentence completion
 Ticking
 Expose (presentation)
Task: Monitoring the use of PPEs
Checklist Score
Yes No
Indicator1: List of PPEs to be used according to the trade is checked
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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 o Brainstorming

practice o Role play Standard check list according to
o Group discussion the specific trade
 Regulations o Group work
o Filling up the standards
 Standards
checklist to be
 Elements of standards evaluated according to
check list the specific trade
 Performing monitoring of
OSHE best practices
Proper monitoring the compliance of OSHE best practice
17 | P a g e
 Ticking
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
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Learning unit LU2: Collect and analyze Occupational health, safety
incidents report
Learning Outcomes:
2 1. Collect data regarding OSHE incidents
2. Analyze OSHE data collected
3. Elaborate compiled incident reports

10 Hours 4. Recommend safest way to do the job
Learning Outcome 2.1: Collect data regarding OSHE incidents
 Steps of data collection; o Small group discussions - Reference books

 Consulting of incident report o Pair discussion - Internet
documents o Brainstorming - Hand-outs
 Talk to people involved or - Didactic materials
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
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Proper collection of data regarding OSHE incidents
 Oral
 Matching
 Ticking
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
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Learning Outcome 2.2: Analyze OSHE data collected

 Root and causes of incident; o Small group discussions - Reference books
 Poor management o Pair discussion - Internet
laziness o Brainstorming - Hand-outs
stupidity - Didactic materials
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,
21 | P a g e
persistent pain
headaches
 Psychological effects
anxiety,
depression
Proper analysis of OSHE data collected
 Oral
 Matching
 Ticking
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
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Learning Outcome 2. 3: Elaborate compiled incident reports
 Type of incident reports; o Small group discussions - Reference books

 Monthly report o Pair discussion - Internet
 Quarterly report o Brainstorming - Hand-outs
 Annual report - Didactic materials
 Categories of incidents;
 Major incident
fatal
permanent injury
 Minor incident (injuries)
 Near miss
 Template of incidents
Adequate elaboration of a compiled incident reports
 Ticking
Task: Elaborating a compiled incident reports
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
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 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 o Small group discussions - Reference books

 Emergency preparedness o Pair discussion - Internet
procedures o Brainstorming - Hand-outs
 hazard identification and risk - Didactic materials
control
 making the working area safe
 reporting of incidents and
accidents
 Training of employees
Proper recommendation of safest way to do the job
 Ticking
Task: Recommending the safest way to do the job
24 | P a g e
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
Learning Outcomes:
3 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: o Brainstorming - Reference books

 An occupational health and safety o Group work - Internet
(OH&S) program o Discussion - Hand-outs
 A policy statement - Stories and
 The program elements
pictures
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
 Responsibilities of the staff:
 Responsibilities of workers
Using personal protection
and safety equipment as
required by the employer.
Following safe work
procedures
26 | P a g e
Knowing and complying with
all regulations.
Reporting any injury or
illness immediately
Reporting unsafe acts and
unsafe conditions
Participating in joint health
and safety committees or as
the representative
 Responsibilities of supervisor
Instructing workers to
follow safe work practices.
Enforcing health and safety
regulations.
Correcting unsafe acts and
unsafe conditions.
Ensuring that only
authorized, adequately
trained workers operate
equipment.
Reporting and investigating
all accidents/incidents.
Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
Ensuring equipment is
properly maintained
Promoting safety
awareness in workers
 Responsibilities of management
Providing a safe and healthful
workplace.
Establishing and maintaining a
health and safety program.
Ensuring workers are trained
or certified as required.
Reporting accidents/incidents
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
27 | P a g e
Evaluating health and safety
performance of supervisors
Appropriate provision of information and instructions
 Ticking
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
Observation
28 | P a g e
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Resources
Content Learning activities
 Training on SHE regulations o Brainstorming - Reference books
 Safety roles of employees o Group work - Internet
 Responsibility of o Discussion - Hand-outs
administration - Stories and pictures
 Training on SHE standards
 Responsibility in working
place
 Hazard identification and risk
control
 Making the working area safe
 Personnel protective
equipment
 Facilities
 Reporting of incidents and
accidents
 Emergency preparedness
Procedures
Appropriate training to all employees and supervisors on OSHE
standards/regulations
 Oral  True or false question
 Performance  Matching
 Sentence completion
 Ticking
Task: Providing information on OSHE standards/regulations
29 | P a g e
Checklist Score
Yes No
Indicator 1: Training on SHE regulations is provided
 Safety roles of employees
 Responsibility of administration
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
 Facilities
 Reporting of incidents and accidents
 Emergency preparedness Procedures
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Resources
 Development of the evaluation forms o Brainstorming - Reference books
 Learning assessment o Group work - Internet
 Questions and responses, o Discussion - Hand-outs
 topic of discussion o Role play - Stories and
 Training impact assessment pictures
- Evaluation form
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Proper evaluation of trained OSHE programs
 Oral
 Matching
 Ticking
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
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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
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CCMSC502 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSC502 Work in a socially diverse environment

Competence

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.
33 | P a g e
Not applicable

the learning unit.
1. Communicate with customers and 1.1 Adequate valuing of customers and colleagues from
colleagues from diverse different cultural groups and treating them with
backgrounds. 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 2.1 Proper identification of issues that may cause conflict
misunderstandings 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.
34 | P a g e
Learning unit LU 1: Communicate with customers and colleagues from diverse
backgrounds
Learning Outcomes:
1
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.
12 Hours 3. Obtain assistance from colleagues, reference books or outside

organizations.
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Content Resources
Learning activities
 Identification of dimensions o Role play - Reference books
to consider while valuing o Individual work - Role play
customers o Group discussion scenario
o Large group discussion - Online materials
 Marketing and sales o Brainstorming - Specialised
costs materials
 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
35 | P a g e
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
Adequate valuing of customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
 Oral
 Ticking
 Performance  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
36 | P a g e
 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.
Resources
 Discussion of cultural o Brainstorming - Reference books
differences o Role play - Role play scenario
 Definition of a cultural o Individual work - Online materials
difference
 Importance of
understanding cultural
differences
 Types of cultural
differences
 Identification of strategies for
approaching cultural
differences
37 | P a g e
 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.
 Oral  Ticking
 Role play
38 | P a g e
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
Resources
 Identification of actions to o Group discussion - Reference books
take in order to obtain o Individual work - Online materials
assistance from colleagues o Large group discussion - Specialised materials
 Help others often
 Solve the problem on
your own
39 | P a g e
 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
 Offer praise
40 | P a g e
 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.
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
 Find solid resources
41 | P a g e
 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
42 | P a g e
 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
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Learning unit L U 2: Address cross-cultural misunderstandings
Learning Outcomes:
2
1. Identify issues that may cause conflict or misunderstanding in
the workplace.
2. Consider possible cultural differences while resolving difficulties
or misunderstandings.
18 Hours 3. Refer problems and unresolved issues to the appropriate team

leader or supervisor for follow-up.
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
 Explanation of workplace o Individual work - Reference books

conflicts/misunderstandings
o Group discussion - Online materials
 Definition of workplace
o Large group discussion - Specialised materials
conflicts/misunderstandin
gs o Brainstorming
 Identification of types of
conflicts at workplace
 Interdependence/task-
based conflicts
 Leadership conflicts
 Workstyle conflicts
 Personality-based conflicts
 Discrimination
 Creative idea conflict
44 | P a g e
 Political, cultural, and
religious views
 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
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
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
45 | P a g e
 Personality-based conflicts
 Discrimination
 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 o Role play - Reference

conflicts resolution steps books
o Group discussion
 Find out the cause - Role play
o Large group discussion
scenario
 Embrace conflict
o Individual work
- Online
 Talk things out
materials
 Carefully listen
- Specialised
 Guidance and solution materials
 Identification of strategies for

workplace conflict resolution
 Strategies for resolving a conflict you

are involved in
 Calm down
46 | P a g e
 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
 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
47 | P a g e
 Problem-solving
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
 Role play
48 | P a g e
Checklist Score
Yes No
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
49 | P a g e
Learning Outcome 2. 3: Refer problems and unresolved issues to the appropriate team leader or
supervisor for follow-up
 Identification of roles of the o Role play - Reference books

supervisor in resolving
o Individual task - Role play scenario
conflict in the workplace
o Group work - Online materials
 Establish expectations
o Large group discussion - Specialised
 Create a reporting
materials
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
50 | P a g e
 Be prepared
 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
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
 Performance  Observation checklist
51 | P a g e
Checklist Score
Yes No
Indicator: roles of the supervisor in resolving conflicts in the workplace are well
identified
 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
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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.
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CCMBO502 - BUSINESS ORGANISATION
CCMBO502 Organize a business
Competence

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.
54 | P a g e
Business plan development
the learning unit.
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 2.1 Accurate setting of business ethical conduct in
environment 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
Learning Outcomes:
1 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
Content Resources
Learning activities
 Meaning of business o Brainstorming ˗ Flipchart
requirements o Questions and answers ˗ Marker pen
 Explaining steps of o Story telling ˗ Internet
business requirements o Problem solving ˗ Reference books
estimation o Role play ˗ Case studies
o Practical exercise ˗ Scenarios
 Determining business
˗ Post note
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
 Sources finances
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 Allocation of finance
resources
Proper verification of business start-up requirements in line with business entity
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Written evidence  Essay& Cases study
Product evidence  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
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Learning Outcome 1.2:Recruit employees in line with task requirements
Resources
 Meaning of employee o Brainstorming ˗ Flipchart
recruitment o Questions and answers ˗ Marker pens
 Explaining Functions of o Story telling ˗ Pens
employee’s recruitment o Problem solving ˗ Internet
 Job design and ˗ Reference books
development ˗ Case studies
 Identifying and seeking ˗ Scenarios
candidates ˗ Employee
 Receiving and tracking recruitment
applicants template
 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
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 Explaining the process of
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.
Accurate recruiting of employees in line with task requirements
 Oral evidence  Observation checklist
 Number of employees recruited
 Product evidence
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
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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
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Resources
 Defining purchasing o Brainstorming ˗ Flipchart
 Determining of purpose of o Questions and answers ˗ Marker pens
purchasing o Story telling ˗ Pens
 Explaining types of purchasing o Problem solving ˗ Internet
 Centralised purchasing ˗ Reference books
 Decentralised purchasing ˗ Case studies
 Explaining principles of purchasing ˗ Scenarios
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 Right price ˗ Template of
 Right quality documents used in
 Right quantity purchasing process
 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
Effectively performing purchasing of business requirements in line with business
plan
 Written evidence  Multiple choice exercises

 Essay& Cases study
 True or false questioning
Checklist Score
Yes No
Indicator 1: Purchasing is defined
Indicator 2: Purpose of purchasing is determined
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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
 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
Learning Outcomes:
2 1. Set business ethical conduct in accordance with industry
2. Assign responsibilities in accordance with organization structure
3. Match personal characteristics with business requirements

7Hours 4. Maintain good relationship with customers and suppliers in
accordance with business ethical conduct set
Learning Outcome 2.1: Set business ethical conduct in accordance with business industry
Content Resources
Learning activities
 Defining the term o Oral presentation ˗ Flipchart
ethical conduct o Brainstorming ˗ Marker pen
 Explaining the o Questions and answers ˗ Pen
objectives of ethical o Practical exercise ˗ Internet
conduct in a business o Large group discussion ˗ Reference books
 Identifying Rules and ˗ Case studies
regulations of the ˗ Business plan
business templateIncluding
 Positive attitude questions that guiding
required to business trainee to write a
members business plan
 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
 Expectations
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 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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Accurate setting business ethical conduct in accordance with business industry

 Oral evidence  Essay& Cases study
 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
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 Updated code of conduct are kept
 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
Resources
 Defining responsibilities assignment o Oral presentation ˗ Flipchart
in business o Brainstorming ˗ Marker pen
 Explaining attribution of o Questions and answers ˗ Pen
responsibilities o Practical exercise ˗ Internet
 Estimation of volume of task ˗ Reference
 Determination of task’s books
requirements ˗ Case studies
 Allowing time to the volume of ˗ Business plan
task templateInclud
 Explaining responsibility ing questions
assignment matrix that guiding
RAC: trainee to write
Responsible, Accountable, a business plan
Consulted and Informed.
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Effective assigning of responsibilities in accordance with organization structure

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
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Learning Outcome 2.3: Match personal characteristics with business requirements
Resources
 Conducting self- o Oral presentation ˗ Flipchart
assessment on personal o Brainstorming ˗ Marker pen
characteristics with o Questions and answers ˗ Pen
business requirements: o Practical exercise ˗ Internet
 Self-assessment of time ˗ Reference books
management practices ˗ Case studies
Defining tool of ˗ Business plan
assessment templateIncluding
Self-Assessment questions that
Measuring gap between guiding trainee to
personal characteristics write a business plan
and business
requirements
Defining strategies to
eliminate gaps
 Self-assessment in
motivating employees
practices
Defining tool of
assessment
Self-Assessment
Measuring gap between
personal characteristics
and business
requirements
eliminate gaps
 Self-assessment in financial
practices
Defining tool of
assessment
Self-Assessment
and business
requirements
eliminate gaps
 Self -assessment in inventory
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practices
Defining tool of
assessment
Self-Assessment
and business
requirements
eliminate gaps
Permanently matching personal characteristics with business requirements

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

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 Self-assessment on financial practices is conducted

Self –Assessment is done

 Self-assessment in inventory practices is conducted
Gap between personal characteristics and business requirements is

measured
Observation
Learning Outcome 2.4: Maintain good relationship with customers and suppliers in
Resources
 Defining the term relationship o Oral presentation ˗ Flipchart
with customers and suppliers in o Brainstorming ˗ Marker pen
a business o Questions and answers ˗ Pen
 Identifying the purpose of o Practical exercise ˗ Internet
maintaining a good relationship ˗ Reference books
with customers and suppliers. ˗ Case studies
˗ Business plan
 Explaining the methods used to templateIncluding
Maintain good relationship with questions that
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Customers and Suppliers: guiding trainee to
write a business plan
 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
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.
Proper maintaining of good relationship with customers and suppliers in
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 Oral evidence  Multiple choice exercises
 Written evidence  Essay& Cases study
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
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
Learning Outcomes:
3 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
10Hours constraints
3. Employ targeted promotional and marketing campaigns in line

with marketing objectives
Learning Outcome 3.1: Set of short-term business goals in line with business mission and
vision
Resources
 Defining short-term business goals o Oral presentation ˗ Flipchart
 Categorization of business goals o Brainstorming ˗ Marker pen
o Questions and answers ˗ Pen
 Long-term goals o Practical exercise ˗ Internet
 Medium goals ˗ Reference
 Short-term goals books
 Setting business goals: ˗ Case studies
 Long-term goals ˗ Risk analysis
 Medium goals template
 Short-term goals
Proper setting of short-term business goals in line with business mission and
vision
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Checklist Score
Yes No
Indicator 1: Business short- term goals are defined
Indicator 2: Business goals are categorized
 Long-term goals
 Medium goals
Indicator 3: Business goals are set
 Long-term goals
 Medium goals
Observation
Learning Outcome 3.2: Optimize the utilization of available resources in accordance with
objective function, decision variables and business constraints
Resources
 Meaning of business resources o Brainstorming on ˗ Flipchart
 Explaining types of business resources identifying meaning of ˗ Markers
 Financial resources key words ˗ Pen
 Assets o Oral presentation ˗ Internet
 Human resources Demonstration of ˗ Reference
 Technological resources contingency plan books
 Identifying the purpose of optimizing the samples ˗ Case studies
utilisation of available resources o Group discussion ˗ Business plan
 Explaining the methods to optimise o Documentary research ˗ Computer
utilisation of available resources o Internet research
 Explaining the methods used to control o Practical exercise on
utilisation of resources: identifying risk to be
 Procedures of using resources covered by a
 Targeted result contingency plan
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 Anticipated emergencies in planning
 Inventory planed
 Describing the importance of optimizing
available resources for:
 Employees
 Business owners
 Business stakeholders
Accurate optimizing the utilization of available resources accordance with
objective function, decision variables and business constraints
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
 Anticipated emergencies in planning
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 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
Resources
 Explaining product promotional and o Brainstorming on ˗ Flipchart
marketing campaigns identifying meaning of ˗ Markers
 Meaning key words ˗ Pen
 Aspects of product promotion o Oral presentation ˗ Internet
Advertising product or brand Demonstration of ˗ Reference
Generating sales contingency plan samples books
Creating brand loyalty o Group discussion ˗ Case studies
 Identify Elements/tools/piece of o Documentary research ˗ Role play
promotional mi/plan o Internet research scenarios
Public relations/publicity o Practical exercise on ˗ Business plan
Advertising defining contingency plan ˗ Computer
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
 Establishing promotional mix/plan
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 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

77 | P a g e
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
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.
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Use a memorable and repeatable Spokesperson.
Observation
Learning unit LU 4: Monitor and evaluate the business
Learning Outcomes:
4 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

8Hours
evaluation tools
Learning Outcome 4.1: Prepare a daily report of business activities
Resources
 Preparing daily report of o Brainstorming on present ˗ Flipchart
business activities the business plan ˗ Markers
 Meaning of business o Demonstration on present ˗ Pen
daily report the business plan ˗ Internet
 Purpose of business o Practical exercise on ˗ Reference books
daily report present the business plan ˗ Case studies
 format of daily report ˗ play scenarios
of business activities ˗ Computer
 importance of ˗ Format of daily report
business daily report to
the business
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Clear preparation of a daily report of business activities

4  Essay& Cases study
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
Resources
 Meaning of effective o Brainstorming on ˗ Flipchart
employees’ meeting communication of business ˗ Markers
 Explaining the purpose of plan, strategy and ˗ Pen
employee’s meeting outcomes ˗ Internet
 Meaning of customer o Role play on ˗ Reference books
inquiries and needs communication of business ˗ Case studies
 Identifying the ways of plan, strategy and ˗ scenarios
gathering customer’s outcomes ˗ Computer
inquiries and needs ˗ Internet
 Explaining steps of effective
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employee’s meeting
 Setting meeting
objectives
 Preparing meeting
requirements
 Running employee’s
meeting
 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
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
 Written evidence  Multiple choice
 Oral evidence  Exercises
5  Essay& Cases study
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
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 Meeting objectives are met
 Meeting requirements are prepared
 Running employee’s meeting is done
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
Resources
 Defining the purpose of o Brainstorming on ˗ Internet
business plan for the business importance of ˗ Reference books
 Explaining the purpose of presenting business ˗ Case studies
consulting business plan during plan. ˗ scenarios
a business operation: o Role play on importance ˗ Computer
 Create an effective of presenting business ˗ Internet
strategy for growth plan.
 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
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 Competitive analysis
 Management and
organization
 Description of product and
services description
 Operating plan
 Identification of what to be
consulted in your business plan
 Using business plan as tool
Regular consultation of business plan in accordance with monitoring and
evaluation tools
 Oral evidence  Proposed tools:

 Product evidence  Observation checklist
6  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
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Indicator5:Business plan as tool is used
Observation
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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CCMEN502 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN502 Maintain professional communication in upper-intermediate English
Competence

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

the learning unit.
1. Communicate orally in social and 1.1 Effective preparation of speeches on different

professional situations with ease social and professional occasions
1.2 Effective delivery of speeches by audible and clear
articulation of messages addressed to an audience
using pronunciation, segmental and
Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and
follow up ideas according to question forms
2. Read correctly a range of 2.1 Adequate reading of different trade-related texts
materials 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings,
as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related
texts
3. Listen to audio messages with 3.1 Active listening and responding to others
different English accents to get 3.2 Clear identification of differences between
the intended message6 common English accents
3.3 Accurate reporting of information listened to in
different accents
4. Produce a variety of medium 4.1 Clear and detailed writing about a wide range of
texts on professional and trade-related subjects.
general topics 4.2 Correct differentiation of business documents
(inventory, memos, letters, handovers, receipts,
minutes)
4.3 Appropriate writing of business documents
4.4 Appropriate use of writing style applicable to each
type of business document
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Learning unit
LU 1: Communicate orally in social and professional
situations with ease
Learning Outcomes:
1 1. Prepare speeches for different social and professional

occasions
2. Deliver speeches to an audience
3. Ask questions to clarify, extend and follow up ideas according
to question forms
10 Hours
Learning Outcome1.1: Prepare speeches for different social and professional occasions
Content Resources
Learning activities
 Steps for speech  Flip charts
preparation o Brainstorming  White/chalk Board
 Step 1: Research and o Documentary research  Markers
Preparation o Practical exercise  Microphones
 Step 2: Speech o Presentation  Reference books
writing o Role plays  Scenarios
 Step 3: Practicing  Stationeries
 Step 4: Putting Visual  Scenarios
Aids together  Projector
 Step 5: Predicting  Lesson plan
questions and
 Trainee manual
answers
 Reference books
 Identification of categories
of audience
 Familiar audience
 Non-familiar
audience
 Adaptation of the
message to the
audience
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Effective preparation of speeches on different social and professional occasions
 Written evidence  Writing practice
 Performance evidence 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
Observation
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Learning Outcome 1.2:Deliver speeches to an audience
Resources
 Important tips for speech  Flip charts
delivery o Brainstorming  White/chalk Board
 Dos and Don’ts on speech o Documentary research  Markers
delivery o Practical exercise  Microphones
 Requirements to articulate o Presentation  Reference books
message o Role plays  Scenarios
 Pronunciation  Stationeries
 Speed  Scenarios
 Tone  Projector
 Lesson plan
 Trainee manual
 Reference books
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and suprasegmental
phonology
 Oral evidence  Presentation
Task
 Performance evidence
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
Resources
 Question forms o Practical exercise  Scenarios
 Yes/No questions o Presentation  White/blackboard
 Wh-questions o Role plays  Reference books
 Choice questions o Group work  Markers
 Hypothetical questions  Flip charts
 Embedded questions  Paper
 Leading questions  Stationeries
Asking relevant questions to clarify extend and follow up ideas according to
question forms
 Oral evidence  Discussions
 Presentations
Task: Answer at least 3 questions from the audience on your 5-minutes

speech.
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
Learning Outcomes:
2 1. Read different trade-related texts

2. Analyze trade-related texts
3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts
Content Resources
Learning activities
 Types of texts o Brainstorming - Flip charts
 Expository o Documentary research - White/chalk Board
 Narrative o Practical exercise - Markers
 Descriptive o Group work - Reference books
 Directive o Presentation - Stationeries
 Argumentative - Projector
 Application of reading - Lesson plan
techniques on selected texts - Trainee manual
 Reading for details
 Reading for specific
information
 Explanation of key terms/words
in the text
 Provision of answers to reading
comprehension
 Questions of understanding
Adequate reading of different trade-related texts
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 Written evidence  Reading practice
 Oral evidence  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
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
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Learning Outcome 2.2:Analyse trade-related texts
Resources
 Identification and description o Practical exercise  Scenarios
 Text Structure o Presentation  White/blackboard
 Purpose of the text o Role play  Reference books
 Style o Group discussion  Markers
Technicality  Flip charts
Illustration  Paper
Prose or verse  Stationeries
 Writer’s stance  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)
 Presentations
 Performance evidence  Multiple choice
Task:
Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator: The trade related text is accurately 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
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Learning Outcome 2.3:Summarize key ideas in trade-related texts
Resources
 Steps to summarize: o Practical exercise - White/blackboard
 Maintenance of the most o Presentation - Reference books
important ideas o Group work - Markers
 Elimination of the less - Flip charts
important details - Paper
 Paraphrasing in own words - Stationeries
- Trainee manual
- Lesson plan

Effective summary of key ideas in trade-related texts
 Oral evidence  Writing practice
 Performance evidence  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
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Learning unit
LU 3: Listen to audio messages with different English accents
to get the intended message
Learning Outcomes:
3 1. Listen and respond to others

2. Identify differences between common English accents
1. Report information listened to in different accents
4 10 Hours
Learning Outcome 3.1: Listen and respond to others
Resources
 Application of active o Modelling  Flip charts
listening strategies to different o Practical exercise  White/chalk Board
accents o Presentation  Audiovisual
 Listening for General o Role plays materials
information  Scenarios
 Listening for Specific  Stationeries
information  Projector
 Types of listening  Computer
 Informative listening  Lesson plan
 Discriminative listening  Trainee manual
 Relationship listening  Recordings
 Appreciative listening
 Responding to different accents
 Responding through
Interactions
Asking for clarification
Expressing satisfaction
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Active listening and responding to others

 Oral evidence  Listening practice
 Discussions
 Performance evidence  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
Observation
Learning Outcome 3.2: Identify differences between common English accents
Resources
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 Introduction to English accents o Practical exercise - Scenarios
 Defining an English accent o Drilling/ - White/blackboard
 Common English accents o Modeling - Reference books
 Differences between American o Presentation - Markers
and British English o Role play - Flip charts
 Vowel Pronunciation - Stationeries
 Consonant pronunciation - Audiovisual material
 Rhotic accent - Recordings
 Change of stress - Trainee manual
 Changes in articulation - Lesson plan
Clear identification of differences between common English accents
 Oral evidence  Listening practice
 Discussions
 True or false questions
 Note taking
Task:
 Listen to two different recordings played by the trainer and identify
 the differences between the accents of both speakers
Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
 English accent is defined
 Common English accents are mastered
Indicator 2: American and British English accents are differentiated
 Vowel Pronunciation is considered
 Consonant pronunciation is considered
 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
Resources
 Reporting information o Practical exercise - Scenarios
 General information o Presentation - White/blackboard
 Specific information o Drilling/ - Reference books
o Modelling - Markers
- Flip charts
- Audiovisual materials
- Recordings
- Stationeries
Accurate reporting of information listened to in different accents
 Written evidence  Listening practice
 Oral evidence  Discussions
 Performance evidence  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
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Learning unit
LU 4: Produce a variety of medium texts on professional and
general topics
Learning Outcomes:
4 1. Write about a wide range of trade-related subjects

2. Differentiate business documents
3. Write business documents
4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Resources
 Varieties of writing o Brainstorming - Flip charts
 Chronological writing o Documentary research - White/chalk Board
 Analytical writing o Practical exercise - Markers
 Descriptive writing o Group work - Reference books
 Compare and contrast - Stationeries
writing - Projector
 Evaluative writing - Lesson plan
 Summary writing - Trainee manual
 The Writing processes
 Exploring and planning
 Drafting
 Building coherent
paragraphs
 Editing
Clear and detailed writing about a wide range of trade-related subjects
7 Written evidence  Writing practice
8 Performance  Presentations
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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
Observation
Learning Outcome 4.2: Differentiate business documents effectively

Resources
 Identification and o Practical exercise - Scenarios
differentiation of business o Brainstorming - White/blackboard
documents o Presentation - Reference books
 Business plans and Goals o Documentary research - Markers
Business o Group work - Flip charts
proposals o Role play - Stationeries
Concept notes - Lesson plan
 Accounting Documents - Trainee manual
Financial reports
Financial
statements
Goods received
note
Purchase order
Goods delivery
note
Requisition
 Customer service
documents
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 Business reports
Annual reports
Term reports
Quarterly report
Activity/Operati
on reports
 Operational documents
Contracts
Business letters
Memorandum
of
Understanding
Correct differentiation of business documents (inventory, memos, letters,
handovers, receipts, minutes)
 Oral  Discussions
 Performance  Presentations
9  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
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Learning Outcome 4.3: Write business documents
Resources
 Steps to write business o Practical exercise - White/blackboard
documents o Documentary research - Reference books
 Identifying the audience o Presentation - Markers
 Identifying the document’s o Group work - Flip charts
purpose - Paper
 Organizing the writing - Stationeries
 Proofreading the business - Trainee manual
document - Lesson plan
 Editing the business
document
Appropriate writing of business documents
 Performance evidence  Presentation
Task:Write a business of a project you would implements upon
10 graduation
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
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Learning Outcome 4.4: Use writing style applicable to each type of business document
Resources
 Application of principles o Practical writing exercises - White/blackboard
and techniques of o Group work - Reference books
business writing o Documentary research - Markers
o Presentation - Flip charts
 Formatting a business - Stationeries
document - Trainee manual
- Lesson plan
Appropriate use of writing style applicable to each type of business document
 Matching
11 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
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Reference:
1. Barzun, J. M. (1971). On writing, editing, and publishing. University of Chicago Press.
2. Bates, J. D. (1985). Writing with precision. Acropolis Books.
3. Beebe A., S., & Beebe J., S. (2006). Public speaking: An audience-centered approach (6th Ed.). Allyn
and Bacon.
4. 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
5. Buckley, J. (1987). Fit to Print: The Canadian Student’s Guide to Essay Writing. Harcour Brace
Jovanovich. https://books.google.ca/books?id=M45dtQAACAAJ
6. 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
7. 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
8. Fluharty, G. W., & Ross., H. R. (1981). Public Speaking. Barnes & Noble.
9. Fraleigh, D. M., & Tuman, J. S. (2009). Speak up! An illustrated guide to public speaking.
Bedford/St.Martins.
10. 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
11. Gimson A. C., & Ramsaran, S. (1989). An Introduction to the Pronunciation of English (4th Ed.). E.
Arnold.
12. Humphrey, J. (1988). Writing Professional Speeches. Vital Speeches of the Day, 54.
13. 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
14. Neale, T. H., & Ely, D. (2007). Speechwriting in Perspective : A Brief Guide to and Persuasive
Communication. In Congressional Research Service.
15. Nikitina, A. (2011). Arina Nikitina Successful Public Speaking. Academic transfer.
https://www.isbtweb.org/fileadmin/user_upload/successful-public-speaking.pdf
16. Peter, T., & Jean, H. (1985). International English: A guide to varieties of standard English. Hodder
Education.
17. Rackleff, R. A. (1988). The Art of Speechwriting. Vital Speeches of the Day, 54, 311.
104 | P a g e
18. Roman, K., & Raphaelson, J. (1981). Writing That Works. Harper and Row.
19. 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
20. 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
21. Wiethoff, W. E. (1994). Writing the Speech (Alistair Press (IN) (ed.)). Alistair Press.
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CCMKN502 - IKINYARWANDA CY’INTYOZA
CCMKN502 Gukoresha Ikinyarwanda Cy’intyoza

Ubushobozi
Icyiciro : 5 Amasaha
Indengo y’ amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Nzeri, 2021
Intengo Nyamukuru
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.
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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 1.1 Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza

nyandiko ashyikirana ko yumva inkurushusho
n’abandi. 1.2 Gusoma no gusesengura neza inkurushusho yubahiriza
uturango n’isesekaza.
1.3 Guhimba no kwandika neza inkurushusho akurikiranya
ingingo.
2. Gukoresha Ikinyarwanda 2.1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza
k'intyoza uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura
uburyo bunyuranye bwo amakimbirane.
gukoresha ibinyazina 2.2. Gusoma no gusesengura neza umwandiko atanga intego
binyuranye. 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 3.1. Gukoresha neza Ikinyarwanda cy' intyoza, uwiga agaragaza
akamaro k’isuku n’isukura 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 4.1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko
cy'intyoza agaragaza yumva umwandiko ku mitunganyirize y’ubutaka.
uburyo bunyuranye bwo 4.2. Gusoma no gusesengura neza umwandiko yubahiriza
gutunganya ubutaka utwatuzo n’isesekaza
n’ihimbamwandiko 4.3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye.
4.4. Guhimba umwandiko akurikiranya neza ingingo.
5. Gukoresha neza uburyo 5.1. Gukoresha neza Ikinyarwanda cy'intyoza, agaragaza ko

bunyuranye bw’ yumva ikinamico ku nsanganyamatsiko yerekeye
ubwumvane m’ugutegura ubwumvane.
no gukina ikinamico 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.
107 | P a g e
Imbumbe
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
Umusaruro w’inyigisho:
1Amasaha 6
1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko
yumva inkurushusho
2. Gusoma no gusessengura neza inkurushusho yubahiriza
3. Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
Umusaruro w’inyigisho 1.1: Gukoresha neza Ikinyarwanda cy'intyoza uwiga agaragaza ko

yumva inkurushusho.
Imfashanyigisho
Ibyigwa Imbonezamasomo
 Inshoza y’inkurushusho o Kwereka neza abanyeshuri ˗ Ibitabo by’ubuvanganzo
 Ubwumvane mu amashusho ku nkurushusho (inkurushusho) ;
matsinda ˗ Ibinyamakuru bikoresha
 uturango tw’inkurushusho o Gusoma neza inkurushusho inkurushusho ;
mu matsinda bashaka: ˗ Mudasobwa
 Akazu ˗ Furashi disiki
o Gusaba abanyeshuri gushakira
˗ Porojegiteri
 Urukiramende hamwe ibisobanuro
˗ Ikibaho ;
by’amagambo mashya;
 Urivugiro ˗ Marikeri ;
o Gusoma neza inkurushusho ˗ Murandasi ;
 Igipande uwiga aranguruye ; ˗ Inkoranyamagambo.
 Amashusho aherekejwe o Gusoma neza inkurushusho

n’amagambo bakuranwa ;
 Akarangandoto o Gusanisha ingeso zivugwa mu
nkurushusho n’imyitwarire
 Agatoki,
y’abantu;
 Umukinankuru, …
o Gukoresha Ikinyarwanda
cy'intyoza agaragaza
insanganyamatsiko z’ingenzi;
108 | P a g e
o Gusobanura ingingo z’umuco
n’amateka;
o Gusaba abanyeshuri gutahura

neza isomo ry’ingenzi;
Isuzuma Mbonezanyigisho 1.1
Ubushobozi busuzumwa
Uwiga yakoresheje ikinyarwanda cy’ intyoza, atanga inshoza n’ uturango
tw’inkurushusho.
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Inyandiko  Ibibazo ku nshoza n’uturango tw’inkurushusho nkurushusho
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
109 | P a g e
Umusaruro w’inyigisho 1.2: Gusoma no gusesengura neza inkurushusho yubahiriza
Imfashanyigisho
 Inshoza o Gusoma inkurushusho ˗ Ibitabo by’ubuvanganzo
y’inkurushusho ku bucece. (inkurushusho) ;
kamaro k'imyuga o Gusoma neza inkurushusho ˗ Ibinyamakuru bikoresha
n'ubumenyingiro mu mu matsinda inkurushusho ;
muryango o Gusoma inkurushusho uwiga ˗ Mudasobwa
(nyarwanda) aranguruye ; ˗ Furashi disiki
o Gusoma neza inkurushusho ˗ Porojegiteri ;
 Gusoma umwandiko bakuranwa ˗ Ikibaho ;
ku nkuru ishushanyije o Gusesengura neza mu ˗ Marikeri ;
matsinda insanganyamatsiko ˗ Murandasi ;
y’inkurushusho ˗ Inkoranyamagambo.
Yasomye anasesengura neza inkurushusho yubahiriza uturango n’isesekaza.
Gihamya Isuzuma
 Amajwi  Gusesengura inkurushusho asobanura amagambo mashya
n’amashusho
 Umukoro mu matsinda
 Inyandiko

Yego Oya
Ikitabwaho 1: Inkurushusho yasesenguwe neza
Ikitabwaho 2 : Umwandiko w’ inkurushusho wasomwe hubahirizwa utazuzo
Umwandiko w’inkurushusho wasomwe hubahirizwa isesekaza
110 | P a g e
Umwanzuro
Umusaruro w’inyigisho 1.3: Guhimba no kwandika neza inkurushusho akurikiranya ingingo.
Imfashanyigisho
 Akamaro k’imyuga o Gusomesha abanyshuri ˗ Ibitabo by’ubuvanganzo
n’ubumenyingiro mu umandiko (inkurushusho) ;
muryango nyarwanda. o Kubasaba gutanga akamaro ˗ Ibinyamakuru bikoresha
k’imyuga n’ubumenyingiro inkurushusho ;
 Kwihangira umurimo o Gukoresha Ikinyarwanda ˗ Mudasobwa
cy'intyoza agaragaza ˗ Furashi disiki
 Kugabanya
insanganyamatsiko z’ingenzi; ˗ Porojegiteri
ubushomeri
˗ Ikibaho ;
o Gusaba abanyeshuri guhimba ˗ Marikeri ;
 Iterambere
umwandiko mu nyandiko ˗ Murandasi ;
 Guhimba inkurushusho ikwiye ˗ Inkoranyamagambo.
Ibice by’ingenzi bigize o Gusaba abanyeshuri

inkurushusho: kumurika umwandiko
 Umutwe
 Igihimba
 umusozo
Ubushobozi busuzumwa:
Yahimbye anandika neza inkurushusho akurikiranya ingingo.
Gihamya Isuzuma
 Amajwi n’amashusho  Guhimba no kwandika neza akamaro k’inkurushusho ku myuga
 Inyandiko n’ubumenyingiro mu muryango
111 | P a g e
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
112 | P a g e
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
Amasaha 6
3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye
4.Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.
Umusaruro w’inyigisho 2.1: Gukoresha neza Ikinyarwanda k'intyoza, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Imfashanyigisho
 Umwandiko ku o Gukoresaha neza ibikorwa ˗ Ibitabo bikubiyemo
nsanganyamatsiko yo biganisha ku kumva imyandiko yerekeye
gukemura amakimbirane; umwandiko. gukemura amakimbirane;
ibitabo
 Ingero zifatika zigaragaza o Kubwira abanyeshuri kuvuga by’ikibonezamvugo;
uburyo bwo gukemura icyo amakimbirne aricyo. ˗ Mudasobwa
amakimbirane mu ˗ Furashi disiki
o Gusoma mu matsinda
muryango nka: ˗ Porojegiteri ;
bashaka:
 Indangagaciro ˗ Ikibaho ;
y’ubworoherane o Kumurika mu ruhame ˗ Marikeri ;
 Gusasa inzobe ibyavuye mu matsinda. ˗ Murandasi ;
 Kugaragaza ukuri no ˗ Inkoranyamagambo.
kunenga ibitagenda o Gusomesha abanyeshuri neza
baranguruye agaragaza
isesekaza.
o Gukusanyiriza mu matsinda
ibitekerezo no kumurika
uburyo bwo gukemura
amakimbirane.
113 | P a g e
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane.
.
Gihamya Isuzuma
 Amajwi n’amashusho  Gusoma neza umwandiko ku nsanganyamatsiko yo gukemura
 Inyandiko 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
114 | P a g e
Umusaruro w’inyigisho 2.2: Gusoma no gusesengura neza umwandiko atanga intego
n’amategeko y’igenamajwi mu nshinga.
Imfashanyigisho
 Itondaguranshinga: o Gusomesha umwandiko ˗ Ibitabo bikubiyemo
bucece. imyandiko yerekeye
 Indomo gukemura amakimbirane;
 Inshoza y’inshinga o Gusomesha umwandiko mu ibitabo
matsinda by’ikibonezamvugo;
 Uturemajambo tw’ ˗ Mudasobwa
o Kubwira abanyeshuri
inshinga itondaguye ˗ Furashi disiki
kwerekana inshinga
 Indomo (D) ˗ Porojegiteri ;
zakoreshejwe
 Indangasaano (RS) ˗ Ikibaho ;
 Igicumbi (C) o Gusaba abanyeshuri gutanga ˗ Marikeri ;
 Umusozo (SZ) intego z’inshinga ˗ Murandasi ;
 Amategeko y’igenamajwi ˗ Inkoranyamagambo.
o Gushaka uturemajambo
 Agenga inyajwi n’amategeko y’igenamajwi
 Agenga ingombajwi y’inshinga
Yasomye kandi asesengura neza umwandiko atanga intego n’amategeko
y’igenamajwi mu nshinga.
Gihamya Isuzuma
 Inyandiko  Gutanga intego n’amategeko y’igenamaajwi mu nshinga

Yego Oya
Ikitabwaho 1: Intego z’inshinga zagaragajwe neza
 Inshoza y’inshinga yatanzwe neza
 Indomo
 Indangasano
 Igicumbi
 Umusozo
115 | P a g e
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.
Imfashanyigisho
 Ibibazo k’umwandiko ku o Gukora amatsinda asubiza ˗ Ibitabo bikubiyemo
nsanganyamatsiko yo ibibazo byabajijwe k’ imyandiko yerekeye
gukemura amakimbirane; umwandiko ujyanye no gukemura amakimbirane;
gukemura amakimbirane. ibitabo
 Ingingo z’umuco: by’ikibonezamvugo;
o Gusoma bucece ˗ Mudasobwa
 Ubupfura ˗ Furashi disiki
 ubunyangamugayo ˗ porojegiteri;
bashaka:
 Ingingo z’amateka ˗ Ikibaho;
(gusasa inzobe, Gacaca, o -Ibisobanuro ˗ Marikeri;
Imimaro,..); by’amagambo akomeye. ˗ Murandasi;
 Indangagaciro ˗ Inkoranyamagambo.
y’ubworoherane; o Kumurika mu ruhame
ibintu by ‘ingezi byahosha
 Ibintu by’ ingenzi amakimbirane byavuye
biranga ubworoherane: mu matsinda.
Guca bugufi
kubabarira
116 | P a g e
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
Gihamya Isuzuma
 Amajwi n’amashusho  Gusubiza neza ibibazo ku mwandiko ku nsanganyamatsiko yo
 Inyandiko 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
Umusaruro w’inyigisho 2.4: Gukoresha neza ibinyazina byose mu buryo bukwiye.
Imfashanyigisho
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 Inshoza y’ ibinyazina o Gusomesha abanyeshuri no ˗ Ibitabo bikubiyemo
 Intego y’ibinyazina gusesengura neza umwandiko imyandiko yerekeye
 Indangasano(RS) gukemura amakimbirane;
 Igicumbi (c) o Kubasaba gutanga neza ibitabo
 Ikinyazina nyereka inshoza n’intego y’ibinyazina by’ikibonezamvugo;
 Ikinyazina mbanziriza ˗ Mudasobwa
o Kurebera hamwe mu matsinda
 Ikinyazina ndafutura ˗ Furashi disiki
ibinyazina biri mu mwandiko
 Ikinyazina kibaza ˗ Porojegiteri ;
o Kumurika neza ibyavuye mu ˗ Ikibaho ;
 Ikinyazina nyamubaro matsinda ˗ Marikeri ;
˗ Murandasi ;
 Ikinyazina ngenga ˗ Inkoranyamagambo.
 Ikinyazina ngenera-
ngenga
Yagaragaje neza intego n’amategeko y’igenamajwi y’ ibinyazina.
Gihamya Isuzuma
 Amajwi n’amashusho  Kugaragaza inshoza, intego n’amategeko y’igenamajwi
 Inyandiko by’ibinyazina
 Aramurika ibyavuye mu matsinda

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
118 | P a g e
 Ikinyazina nyamubaro cyakoreshejwe neza
Umwanzuro
119 | P a g e
Imbumbe
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no
gukoresha ibinyazina binyuranye.
Learning Outcomes:
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.
Amasaha 6 3. Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko.
Umusaruro w’inyigisho 3.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
umwandiko ku kamaro k’isuku n’isukura.
Imfashanyigisho
 Umwandiko ku o Gutega amatwi neza ˗ Ibitabo bikubiyemo
nsanganyamatsiko ku isuku umwandiko ku isuku imyandiko yerekeye isuku
n’isukura n’isukura. n’isukura;
 Inshoza y’isuku n’isukura ˗ Ibitabo
 Inshoza y’isuku o Kutarogoya ufite ijambo nta by’ikibonezamvugo ;
n’isukura mpamvu. ˗ Ikibaho ;
 Insanganyamatsiko ˗ Marikeri ;
o Kuvumbura neza
y’umwandiko; ˗ Furashi disiki
insanganyamatsiko ivugwa
 Indangagaciro zo kubaha ˗ Murandasi ;
mu mwandiko.
ubuzima; ˗ Inkoranyamagambo ;
 Kutiyandarika o Gukoresha neza Ikinyarwanda ˗ Itangazo Mpuzamahanga
 Kutishora mu kunwa k'intyoza agaragaza ry’uburenganzira bwa
ibiyobyabwenge indangagaciro yo kubaha Muntu,
 Ingero zifatika zihamya ubuzima (Kubaha ˗ Itegeko Nshinga rya
akamaro k’isuku n’isukura; uburenganzira bwa muntu, Repubulika y’u Rwanda;
 Kugira ubuzima buzira kwirinda ihohotera iryo ari ryo ˗ Amafoto ku bikorwa
umuze ryose, kwiyitaho). by’isuku n’isukura.
 Gutura heza
o Gusoma neza mu matsinda
bashaka:
120 | P a g e
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
Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura.
Gihamya Isuzuma
 Amajwi n’amashusho  Gusubiza ibibazo ku mwandiko ku kamaro k’isuku n’isukur
 Inyandiko

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
 Kutiyandarika
 Kutishora mu kunwa ibiyobyabwenge
Ikitabwaho 4: ingero zifatika zihamya akamaro k’isuku n’isukura zatanzwe
 Kugira ubuzima buzira umuze
 Gutura heza
Umwanzuro
121 | P a g e
Umusaruro w’inyigisho 3.2: Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo
n’isesekaza.
Imfashanyigisho
nsanganyamatsiko y' isuku umwandiko ku isuku imyandiko yerekeye
n’isukura; n’isukura. isuku n’isukura;
 Inyunguramagambo, ˗ Mudasobwa
Amagambo mashya o Gusoma bucece. ˗ Furashi disiki
 Utwatuzo twungirije ˗ Porojegiteri ;
 Utwugarizo ˗ Ikibaho ;
n’utwuguruzo o Gusoma aranguruye ˗ Murandasi;
 Akanyerezo agaragaza utwatuzo
 Utubago tubiri isesekaza.
 Uturegeka
 Akabago n’ akitso
 Udukubo
 Udusodeko
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Gihamya Isuzuma
 Amajwi n’amashusho  Ibibazo ku mwandiko ku kamaro k’isuku n’isukura
 Inyandiko

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
122 | P a g e
 Utwuguruzo twakoreshejwe neza
 Akanyerezo twakoreshejwe neza
 Utubago tubiri twakoreshejwe neza
 Uturegeka twakoreshejwe neza
 Akabago n’akitso
 Udukubo
 Udusodeko
Umwanzuro
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko .
Imfashanyigisho
nsanganyamatsiko ku umwandiko ku isuku imyandiko yerekeye isuku
isuku n’isukura; n’isukura. n’isukura;
˗ Ibitabo
 Inshoza y’ isuku o Kutarogoya ufite ijambo by’ikibonezamvugo ;
n’isukura nta mpamvu. ˗ Mudasobwa
 Insanganyamatsiko ˗ Furashi disiki
o Kuvumbura
y’umwandiko; ˗ Porojegiteri ;
insanganyamatsiko
 Ingingo z’umuco ˗ Ikibaho ;
ivugwa mu mwandiko.
n’amateka; ˗ Marikeri ;
 Indangagaciro zo o Gukoresha Ikinyarwanda ˗ Murandasi ;
kubaha ubuzima; k'intyoza agaragaza ˗ Inkoranyamagambo ;
indangagaciro yo kubaha ˗ Itangazo Mpuzamahanga
ubuzima (kwiyitaho). ry’uburenganzira bwa
Muntu,
o Gusoma mu matsinda ˗ Itegeko Nshinga rya
bashaka: Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa
o -Ibisobanuro by’isuku n’isukura.
by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo

kumva umwandiko;
ibyavuye mu matsinda ;
o Gusoma aranguruye
o Gukusanyiriza mu
matsinda, ibitekerezo ku
123 | P a g e
isuku n’isukura.
o Gukora inshamake
y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka

z’umwanda.
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
 Inyandiko n’isukura
 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
 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
124 | P a g e
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
Amasaha 6 3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye.

4. Guhimba umwandiko akurikiranya neza ingingo.
Umusaruro w’inyigisho 4.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga agaragaza

ko yumva umwandiko ku mitunganyirize y’ubutaka.
Imfashanyigisho
 Umwandiko ku o Gusaba abanyeshuri: ˗ Igitabo gikubiyemo
nsanganyamatsiko yerekeye gutega amatwi neza imyandiko ku
imitunganyirize y’ubutaka; umwandiko ku nsanganyamatsiko yo
mitunganyirize y’ubutaka. gutunganya ubutaka;
 Inshoza y’imitunganyirize ˗ Ibitabo
y’ubutaka o Kutarogoya ufite ijambo by’ikibonezamvugo ;
nta mpamvu.
 Ingero zifatika zihamya ˗ Mudasobwa
o Kuvumbura neza ˗ Furashi disiki
imitunganyirize: insanganyamatsiko
 Kurwanya isuri ˗ Porojegiteri ;
ivugwa mu mwandiko. ˗ Ikibaho ;
hacibwa amaterasi
y’indinganire o Gukoresha neza ˗ Marikeri ;
 Gukoresha ifumbire Ikinyarwanda k'intyoza
y’imborera agaragaza indangagaciro ˗ Murandasi ;
n’iyatunganyirijwe mu yo gukorera mu mucyo.
nganda ˗ Inkoranyamagambo ;
 Gutera imirwanyasuri o Gusoma bitonze mu
no gucukura ibyobo matsinda bashaka: ˗ Itangazo Mpuzamahanga
bifata amazi. ry’uburenganzira bwa
125 | P a g e
 Gukumira ba rutwitsi o -Ibisobanuro Muntu ;
by’amagambo akomeye;
 Kumurika ibyavuye mu ˗ Itegeko Nshinga rya
bushakashatsi ku o -Ibisubizo by’ibibazo byo Repubulika y’u Rwanda;
mitunganyirize y’ubutaka kumva umwandiko;
o Gusoma neza aranguruye by’imitunganyirizwe
agaragaza isesekaza. y’ubutaka.
o Gukusanyiriza mu
matsinda, bimwe mu
bitekerezo by’ingenzi ku
mitunganyirize y’ubutaka.
o Gukora ubushakshatsi ku
bivugwa mu mwandiko;

zo kudacunga neza
ubutaka.
ibyavuye mu matsinda.
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
Gihamya Isuzuma
 Amajwi  Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
n’amashusho
 Inyandiko  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;
 Yateze amatwi neza atarogoya;
 Yasomye neza yubahiriza utwatuzo n’isesekaza.
126 | P a g e
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.
Imfashanyigisho
 Umwandiko ku o Gusoma neza bucece. ˗ Igitabo gikubiyemo
nsanganyamatsiko imyandiko ku
yerekeye imitunganyirize o Gusoma naza bitonze mu nsanganyamatsiko yo
y’ubutaka; matsinda. gutunganya ubutaka;
˗ Ibitabo
o Gusoma neza bakuranwa.
 Isesenguramwandiko by’ikibonezamvugo ;
 Inshoberamahanga o Gusoma neza aranguruye
zakoreshejwe ˗ Mudasobwa
 Imigani migufi ˗ Furashi disiki
yakoreshejwe o Gutega amatwi neza ˗ Porojegiteri ;
umwandiko k’ugufata neza ˗ Ikibaho ;
 Kumurika ibyasesenguwe ubutaka.
˗ Marikeri ;
mu matsinda mu buryo
bw’isoma o Kutarogoya ufite ijambo nta
˗ Murandasi ;
mpamvu.
˗ Inkoranyamagambo ;
˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa
Muntu ;
˗ Itegeko Nshinga rya

Repubulika y’u Rwanda;
by’imitunganyirizwe
127 | P a g e
y’ubutaka.
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Gihamya Isuzuma
 Amajwi  Gusoma umwandiko ku gufata neza ubutaka
n’amashusho

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
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo iboneye
Imfashanyigisho
 Umwandiko ku o Gusaba abanyeshuri: ˗ Igitabo gikubiyemo
nsanganyamatsiko gutega amatwi neza imyandiko ku
yerekeye umwandiko ku nsanganyamatsiko yo
imitunganyirize mitunganyirize y’ubutaka. gutunganya ubutaka;
y’ubutaka; ˗ Ibitabo by’ikibonezamvugo
o Kutarogoya ufite ijambo ;
 Kubaza ibibazo
128 | P a g e
k’umwandiko ku nta mpamvu. ˗ Mudasobwa
nsanganyamatsiko ˗ Furashi disiki
yerekeye o Gusoma neza mu ˗ Porojegiteri ;
imitunganyirize matsinda bashaka: ˗ Ikibaho ;
y’ubutaka
o -Gutanga neza ibisubizo ˗ Marikeri ;
by’ibibazo byo kumva
umwandiko; ˗ Murandasi ;
 Gusubiza ibibazo
by’umwandiko ku o Kuvumbura ˗ Inkoranyamagambo ;
nsanganyamatsiko insanganyamatsiko
yerekeye ivugwa mu mwandiko. ˗ Itangazo Mpuzamahanga
imitunganyirize y’ ry’uburenganzira bwa
ubutaka o Gukora ubushakashatsi ku Muntu ;
bindi bivugwa kuri iyi
ngingo; ˗ Itegeko Nshinga rya
o Gusoma neza aranguruye
agaragaza isesekaza. ˗ Amafoto ku bikorwa
o Gukusanyiriza mu y’ubutaka.
matsinda, ibitekerezo ku
mitunganyirize y’ubutaka.

zo kudacunga neza
ubutaka.
o Kumurika neza mu
ruhame ibisubizo byavuye
mu matsinda.
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
Gihamya Isuzuma
 Amajwi  Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
n’amashusho ubutaka
 Inyandiko
 Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
129 | P a g e
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
Umusaruro w’inyigisho 4.4: Guhimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho
o Gusaba abanyeshuri: Gusoma ˗ Igitabo gikubiyemo
 Inshoza no gusesengura umwandiko; imyandiko ku
y’ihimbamwandiko: nsanganyamatsiko yo
o Kujya impaka ku ngaruka zo gutunganya ubutaka;
 Umutwe kudacunga neza ubutaka. ˗ Ibitabo
 Igihimba by’ikibonezamvugo ;
o Gukora inshamake
 Umwanzuro (umusozo)
y’umwandiko. ˗ Mudasobwa
˗ Furashi disiki
o Guhimba umwandiko ku
˗ Porojegiteri ;
mitunganyirize ikwiye
˗ Ikibaho ;
y'ubutaka.
 Kumurika umwandiko ˗ Marikeri ;
wahimbwe o Kumurika neza umwe umwe
umwandiko wahimbwe ˗ Murandasi ;
˗ Inkoranyamagambo ;
˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa
Muntu ;
˗ Itegeko Nshinga rya

130 | P a g e
y’ubutaka.
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Gihamya Isuzuma
 Amajwi  Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
n’amashusho
 Inyandiko  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
131 | P a g e
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.
Amasaha 6
4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Umusaruro w’inyigisho 5.1: Gukoresha neza Ikinyarwanda k'intyoza, agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
Imfashanyigisho
 Inshoza y’ikinamico ku o Gutega amatwi neza ikinamico ku ˗ Ibitabo bikubiyemo
nsanganyamatsiko nsanganyamatsiko yerekeye imyandiko
yerekeye ubwumvane; ubwumvane. yerekeyeubwumvane ;
 Ururimi n’ubwumvane ˗ Ibitabo
matsinda o Kutarogoya ufite ijambo nta by’ikibonezamvugo ;
mpamvu. ˗ Mudasobwa
 Amafatizo ˗ Furashi disiki
o Gusubiza ibibazo byo kumva
y’ubwumvane ˗ Porojegiteri ;
ikinamico n’inyunguramagambo.
 Nyakuvuga ˗ Ikibaho ;
 Nyakubwirwa o Kuvumbura insanganyamatsiko ˗ Marikeri ;
ivugwa mu ikinamico. ˗ Murandasi ;
 Amoko y’ikinamico ˗ Inkoranyamagambo ;
 Ikimamico ya kera o Gusoma bucece ikinamico. ˗ Amabwiriza ya Minisitiri
 Ikinamico N0 001/2014 yo ku wa
nshyashya o Gusoma bakuramwa, baranguruye 08/10/2014 agenga
bigana, abakinankuru. imyandikire
 Guhimba udukino ku o Gukorera mu matsinda, bungurana
y’Ikinyarwanda nk’uko
nsanganyamatsiko ishingiye yasohotse mu Igazeti ya
ibitekerezo ku nsanganyamatsiko
ku bwumvane mu kinamico Leta N0 41 bis yo ku wa
ivugwa mu ikinamico.
13/10/2014.
o Guhimba no gukina udukino ku
nsanganyamatsiko ishingiye ku
132 | P a g e
bwumvane.
o Kujya impaka ku kamaro k' imvugo

ziboneye.
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, ikinamico ku
nsanganyamatsiko yerekeye ubwumvane
Gihamya Isuzuma
Amajwi n’amashusho  Kubaza ibibazo ku nshoza y’ikinamico, gusobanura amagambo
mashya, no ku moko y’ikinamico
Inyandiko
 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
133 | P a g e
Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Imfashanyigisho
Uturango tw’ikinamico ˗ Ibitabo bikubiyemo
ku nsanganyamatsiko imyandiko yerekeye
yerekeye ubwumvane o Gutega amatwi ikinamico ku ubwumvane ;
 Umunyarubuga nsanganyamatsiko yerekeye ˗ Ibitabo
 Udukinokino (scene) ubwumvane. by’ikibonezamvugo ;
 Abakinnyi ˗ Mudasobwa
o Kutarogoya ufite ijambo nta
b’ikinamico ˗ Furashi disiki
mpamvu.
 Abakinirwa ˗ Porojegiteri ;
o Gusoma bucece ikinamico. ˗ Ikibaho ;
 Inyunguramagambo ˗ Marikeri ;
 Amagambo mashya o Gusoma bakuramwa, ˗ Murandasi ;
 Imigani migufi baranguruye bigana, ˗ Inkoranyamagambo ;
 Inshoberanamahang abakinankuru ˗ Amabwiriza ya Minisitiri
a N0 001/2014 yo ku wa
 Gusoma ikinamico 08/10/2014 agenga
hubahirizwa: imyandikire
 utwatuzo y’Ikinyarwanda nk’uko
 isesekaza yasohotse mu Igazeti ya
Leta N0 41 bis yo ku wa
13/10/2014.
Yasomye neza ikinamico yubahiriza uturango twayo
Gihamya Isuzuma
 Amajwi  Gusoma ikinamico yanditse mu gitabo cy’ubuvanganzo gakondo
n’amashusho
134 | P a g e
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
Imfashanyigisho
 Ibibazo ku kinamico ku o Gutega amatwi neza ˗ Ibitabo bikubiyemo
nsanganyamatsiko ikinamico ku imyandiko yerekeye
yerekeye ubwumvane nsanganyamatsiko yerekeye ubwumvane ;
ubwumvane. ˗ Ibitabo
by’ikibonezamvugo ;
 Kugaragaza ko o Kutarogoya ufite ijambo nta ˗ Mudasobwa
umunyarubuga ari mpamvu. ˗ Furashi disiki
umukinnyi mwiza ˗ Porojegiteri ;
 Ibisonuro o Gusubiza ibibazo byo kumva
˗ Ikibaho ;
by’umunyarubuga ikinamico
˗ Marikeri ;
n’inyunguramagambo.
˗ Murandasi ;
 Kumurika udukino ku ˗ Inkoranyamagambo ;
o Kuvumbura
nsanganyamatsiko ˗ Amabwiriza ya Minisitiri
ishingiye ku bwumvane. N0 001/2014 yo ku wa
mu ikinamico.
 Agakino ku kinamico 08/10/2014 agenga
nshyashya o Gusoma bucece ikinamico. imyandikire
y’Ikinyarwanda nk’uko
o Gusoma bakuramwa, yasohotse mu Igazeti ya
baranguruye bigana, Leta N0 41 bis yo ku wa
135 | P a g e
abakinankuru. 13/10/2014.
o Gukorera mu matsinda,
bungurana ibitekerezo ku
nsanganyamatsiko ivugwa mu
ikinamico.
Yashubije neza ibibazo yabajijwe mu mvugo ikwiye ku ikinamico
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
Imfashanyigisho
 Guhimba ikinamico ku o Gutega amatwi ikinamico ku ˗ Ibitabo bikubiyemo
nsanganyamatsiko yerekeye nsanganyamatsiko yerekeye imyandiko
ubwumvane; ubwumvane. yerekeyeubwumvane ;
˗ Ibitabo
136 | P a g e
 Ubwoko bw’ikinamico o Kutarogoya ufite ijambo nta by’ikibonezamvugo ;
 Ikinamico mpamvu. ˗ Mudasobwa
nshyashya ˗ Furashi disiki
 Ikinamico ya kera o Gusubiza ibibazo byo kumva ˗ Porojegiteri ;
ikinamico ˗ Ikibaho ;
 Udukino ku n’inyunguramagambo. ˗ Marikeri ;
nsanganyamatsiko ishingiye ˗ Murandasi ;
o Kuvumbura
ku bwumvane; ˗ Inkoranyamagambo ;
˗ Amabwiriza ya Minisitiri
mu ikinamico.
N0 001/2014 yo ku wa
o Gusoma bucece ikinamico. 08/10/2014 agenga
imyandikire
o Gusoma bakuramwa, y’Ikinyarwanda nk’uko
baranguruye bigana, yasohotse mu Igazeti ya
abakinankuru. Leta No 41 bis yo ku wa
13/10/2014.
o Gukorera mu matsinda,
bungurana ibitekerezo ku
nsanganyamatsiko ivugwa mu
ikinamico.
o Guhimba no gukina udukino

ku nsanganyamatsiko
ishingiye ku bwumvane.
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Gihamya Isuzuma
 Amajwi  Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
n’amashusho y'ubwumvane
 Inyandiko
 Ikinamico yanditswe

Yego Oya
Ikitabwaho 1: Yahimbye neza ikinamico
Ikitabwaho 2: yagaragaje ubwoko bw’ikinamico
 Ikinamico nshyashya
137 | P a g e
 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.
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CCMPE502 - PROFESSIONAL ETHICS
CCMPE502 Apply professional

Competence 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

the learning unit.
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
LU 1: Apply human values
Learning Outcomes:
1 1.
2.
3.
4.
Valuate clearly human rights and human rights issues
Promote adequately integrity
Valuate specifically the time
Analyze carefully variety of moral issues
7 Hours
Learning Outcome1.1:Valuate clearly human rights and human rights issues

Content Resources
Learning activities
 Human Rights o Brainstorming on Human rights - Books
 Privacy issues, intellectual property rights - World Health
 Independence and confidentiality Organization Reports
 Security o Group discussion on human rights - Notebook
 Right to vote issues, intellectual property rights - Pen
 Medication and confidentiality - Workshop
 Education o Demonstration by video/ picture of - Whiteboard/ Black board
 Employment human right issues - Marker pen
 Promotion - Chalks
 Leave( Holidays) - Projector
 Human rights issues - Pictures
 Terrorism - Computer
 Human trafficking
 Land grabbing
 Corruption
 Climate change and
displacement
 Racism and
discrimination
 Forced labor
 Armed conflicts and
violence
 Infanticide
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 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
Adequate valuation of human rights.
 Oral evidence  Essay
  Matching exercises
Checklist Score
Yes No
Human rights
 Privacy is adequately explained
 Independence is adequately explained
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 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
Learning Outcome 1.2:Promote adequately integrity

Resources
 Civic virtues o Brainstorming on civic virtues - Books
 Tax compliance o Group discussion on civic virtues - Environmental reports
 Environmental protection o Role play on civic virtues ( National and
 Self reliance o Sketches on civic virtues International)
 Contribution o Site visit on environmentally - Notebook
 Self sacrifice protected areas - Pen
 Cooperation - Workshop
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 Fairness - Whiteboard/ Black
 Integrity board
 Respect for others - Marker pen
 Self governance - Chalks
 Responsibility - Projector
 Humility - Pictures
- Computers
Adequate promotion of integrity
  Merging exercises
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
 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
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Learning Outcome 1.3: Valuate specifically the time
Resources
 Preparation of Agenda o Brainstorming on preparation - Books
 Definition of agenda of agenda - Agenda of some meetings
 Agenda of Meeting o Group Discussion on - Personal agenda
 Personal Agenda preparation of agenda - Notebook
o Practical exercise on - Pen / Pencil
preparation of agenda - Workshop
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Pictures
- Computer
Convenient valuation of time
Checklist Score
Yes No
 Agenda of meeting is adequately explained
 Personal agenda is adequately explained
Observation
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Learning Outcome 1.4: Analyse sufficiently variety of moral issues
Resources
 Reason of Behaving o Brainstorming on reason of - Books
Unethically behaving unethically - Chocks
o Group discussion on reason of - Blackboard
 Resource crunch behaving unethically
 Opportunity
 Attitude
 Impact of peer influence
 Greed
 Mental illness
 Poor upbringing
Careful analysis of variety of moral issues

  Merging Exercises
Checklist Score
Yes No
 Resource crunch is carefully explained
 Opportunity is carefully explained
 Attitude is carefully explained
 Impact of peer influence is carefully explained
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 Greed is carefully explained
 Mental illness is carefully explained
 Poor upbringing is carefully explained
Observation
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Learning unit
LU 2:Respect engineering ethics
Learning Outcomes:
2 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.
Content Resources
Learning activities
 Different Professional rules o Brainstorming on professional - Books
and regulations rules and regulations and - Notebook
 Basic workplace rules Labour Code - Pen
 Public Building o Group Discussion on - Workshop
regulations Professional rules and - Whiteboard/ Black board
 Human Settlement regulations and Labour Code - Marker pen
Policies o Demonstration by video/ on - Chalks
 Labour Code Professional rules and - Projector
 National regulations and Labour Code - Pictures
 International - Computers
Appropriate application of rules and regulations of the work.
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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.
Resources
 Ethical theories about Right Action o Brainstorming on ethical - Books
 Utilitarian Theory theories about Right Action - Notebook
 Duty Ethics o Group Discussion on ethical - Pen
 The virtue Theory theories about Right Action - Workshop
 Self- realization ethics - Whiteboard/ Black
 Justice (Fairness) theory board
- Marker pen
- Chalks
- Projector
- Computer
Adequate application of credible management of the work
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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

Resources
 Cooperation o Brainstorming on cooperation and - Books
 Definition empathy - Notebook
 Types of cooperation o Group discussion on cooperation - Pen
 Roles of cooperation and empathy - Workshop
 Empathy and its elements o Group discussions on types of - Whiteboard/
 Definition empathy Black board
 Understanding others - Marker pen
 Service orientation - Chalks
 Uplift others - Projector
 Leveraging diversity - Computers
 Political awareness
 Types of empathy
 Cognitive empathy
 Emotional empathy
 Compassionate empathy
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Adequate team spirit at the work.
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
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Learning unit
LU 3:Apply safety
Learning Outcomes:
3 1. Analyze risks
2. Apply personal safety precautions
3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk

Resources
 Analytical Methods for Risk Analysis o Brainstorming on analytical - Books
 Scenario Analysis Methods for Risk Analysis - Notebook
 Failure Mode and Effect Analysis o Group Discussion on - Pen
 Fault-tree Analysis analytical Methods for Risk - Workshop
 Event-tree Analysis Analysis - Whiteboard/ Black
 Human Error board
- Marker pen
- Chalks
- Projector
- Computer
Proper risk analysis
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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

Resources
 Safety and Risk o Brainstorming on application - Books
 Saving endangered lives ( Occupational of personal safety precautions - Notebook
hazards) o Group discussion on - Pen
 Safe Exit application of personal safety - Workshop
 Methods of safe exit precautions - Whiteboard/
o Group discussions on Black board
methods of safe exit - Marker pen
- Chalks
- Projector
- Computer
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Convenient personal safety precautions
 Written  Multiple choice exercises
evidence  Essay
 Oral evidence  Merging exercises
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

Resources
 Maintenance of hygiene o Brainstorming on - Books
 Importance of PPE Maintenance of hygiene and - Notebook
importance of PPE - Pen
o Group discussion on - Workshop
Maintenance of hygiene and - Whiteboard/
importance of PPE Black board
- Marker pen
- Chalks
- Projector
- Computer
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Adequate respect of hygienic rules
 Merging exercises
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
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CCMIW502 - ICT A T W ORKPLACE
CCMIW502 Use ICT at workplace

Competence

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who struggle to make
the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It
focuses on completing workplace tasks, such as researching and creating documents with text, graphics
and numerical information using commonly used tools such as: Microsoft Office – (Word, Excel) and 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.
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Not applicable

the learning unit.
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
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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
10 Hours
Learning Outcome1.1:Set up the document
Content Resources
Learning activities
● Paper size and layout o Group discussion on paper size and - Computer lab
 Paper size layout - Computers with
 Paper orientation o Practical exercises on dividing Microsoft office word
 Margins document into sections installed
 Columns o Practical exercises on advanced - Projector
● Divide document into formatting - Whiteboard
sections - Markers
 Section breaks - Dusters
 Hyphenation ˗ Internet
● Advanced formatting
 Font/color/effects
 Border and shading
 Format painter
 Indenting paragraph
 Spacing paragraph
 Line spacing
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Proper set up of the document
Assessor may collect among the following evidences and make judgements on whether the performance
● Written evidence ▪ Multiple choice/ Ticking

▪ True or false questions
● Performance evidence
▪ Matching
▪ Sentence completion
▪ Open ended questions
▪ Performance checklist
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
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Observation
Learning Outcome 1.2: Work with pictures
Resources
● Insert a picture o Practical exercise on inserting a - Computer lab

 Change size of a picture - Computers with
picture o Practical exercise on use of Microsoft office word
 Compress a picture picture styles installed
 Position of picture o Practical exercise on overlaying - Projector
 Increase the Contrast text on an image for readability - Pictures/ images
 Use a Transparent - Whiteboard
Overlay - Markers
 Drop Shadow - Dusters
● Picture styles - Internet
 Picture border
 Picture effects
 Picture layout
● Overlaying text on an image
for readability
 Wrap text around a
picture
Proper working with pictures/ images within the document

▪ True or false question
▪ Matching
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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
 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
Resources
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● Pagination o Practical exercise on - Computer lab
 Page number pagination - Computers with Microsoft
 Header o Practical exercise on adding office word installed
 Footer footnotes - Projector
● Footnotes o Practical exercise on - Whiteboard
 Insert footnotes creating citations and - Markers
bibliography - Dusters
/endnotes
o Practical exercise on - Internet
 Set format
creation of table of contents
 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
Proper creation of references within the document

▪ Matching
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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
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Learning unit LU 2: Apply basic computer operations
Learning Outcomes:
2 1. Convert Data Files

2. Use storage media
3. Connect computer to the network
10Hours
Learning Outcome 2.1: Convert Data Files
Content Resources
Learning activities
● Different file formats o Group discussion on file ˗ Computer Lab

 Formats formats ˗ Internet connection
 Typical file Extension o Practical exercises on file ˗ Projector
● File Conversion Conversion ˗ White Board
 Export o Practical exercises on ˗ Marker
File to pdf compressing file ˗ Duster
Pdf to word, excel
and ppt (online
conversion)
● Compress file
 Definition
 Importance
 Steps
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Appropriate conversion of data files

▪ Matching
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
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Learning Outcome 2.2:Use of storage media
Resources
● Storage media capacity o Brainstorming on storage ˗ Computer Lab

 Definition media ˗ Projector
 Units of data storage o Group discussion on ˗ White Board
● Different types of storage (off- different types of storage ˗ Markers
line/On-line storage) o Practical exercises on disk ˗ Duster
 External/Removable Hard formatting ˗ Storage devices
Drive
 Solid State Drive (SSD)
 Network Attached Storage
(NAS)
 USB Thumb Drive or Flash
Drive
 Optical Drive (CD/ DVD discs)
 Cloud Storage.
● Disk formatting
 Partitioning
 Disk part
 Erase data
Appropriate use of storage media

▪ Matching
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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
Learning Outcome 2.3: Connect computer to the network
Resources
● Introduction to computer o Group discussion on computer ˗ Computer Lab

network network with Internet
 Definition of o Practical exercises on connect ˗ Projector
computer network computer to the network ˗ White board
 Advantages ˗ Marker
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 Disadvantages ˗ Duster
● 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
Proper connection of computer to the network

▪ Matching
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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
Learning Outcomes:
3 1.
2.
3.
4.
Manage data types
Apply Excel functions
Analyze data
Apply data protection
10Hours
Learning Outcome 3.1: Manage data types
Resources
● Description of data types o Brainstorming on data types ˗ Computer Lab

 Data type (integer, o Practical exercises on ˗ Computers with MS
decimal, string, date) entering data types in a cell Excel installed
 Length o Practical exercises on data ˗ Projector
● Entering data types in cells validation
and their default formats
● Create data validation rules
 Settings
 input message
 error alert
Proper management of data types
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▪ Matching
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
Resources
● Formulas to perform o Practical exercises on use of - Computer Lab

calculations formula to perform - Projector
● Logical functions calculations - Whiteboard
 AND o Practical exercises on use of - Markers
 OR logical functions - duster
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 XOR
 NOT
 IF function
Proper application of Excel functions

▪ Matching
Checklist
Yes No
Indicator: Formulas to perform calculations are identified
Indicator: Logical function are identified
 AND
 OR
 NOT
 XOR
 IF function
Observation
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Learning Outcome 3.3:Analyse data
Resources
● Charts o Perform practical exercises on ˗ Computer lab

 Definition data analysis ˗ Projector
 Importance o Perform practical exercises on ˗ Whiteboard
 Types of charts table style ˗ Markers
Line and column chart o Perform practical exercises on ˗ duster
Pie chart duplication removal
Miniature graphs
bar
 Steps of creating chart
● Table style
 Conditional formatting
 Format as table
 Cell style
● Duplication removal
Adequate performance of data analysis
 Written evidence ▪ Multiple choice/ Ticking

 Performance evidence ▪ Matching
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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
Resources
● Data protection principles o Group discussion on data ˗ Computer lab

 Fair and lawful protection principles ˗ Projector
 Purposes o Practical exercises on
 Adequacy protecting excel data
 Accuracy
 Retention
 Rights
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 Security
● Ways of protecting excel data
 protect a cell
 protect worksheet
 protect workbook
Proper application of data protection

▪ Matching
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
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 Protect workbook
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/
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CCMIA502 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA502 Integrate the workplace

Competence

Credits: 30 300
Sector: ALL
Sub-sector: ALL
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate learners in workplace for
an industrial attachment program to gain work-based experience for future employment. The module will
allow the learner to Analyze own professional gaps in line with industry demands for better Enhancement
innovation during IAP and be able to promote professional skills transfer.
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All specific, general and complementary modules

Performance criteria describe the required performance needed to demonstrate the achievement of the
learning unit.
1. Demonstrate supervisory 1.1. Correct identification of labor contracts based on

skills labor market
1.2. Proper identification of supervisor’s roles and
responsibilities based on organisation structure
1.3. Proper selection of relevant placement based on
learning field
1.4. Appropriate filing of work related document
2. Enhance innovation during 2.1. Proper explanation of innovation based on core
IAP program
values related to IA
2.2. Proper description of innovation strategies
during IAP based on industry assigned duties.
2.3. Effective integration of innovation process
during IAP program based on industry assigned
duties
3. Promote professional skills 3.2. Proper elaboration of the implementation plan of

transfer competences acquired during IAP in accordance
with labor market needs.
3.3. Effective application of skills, knowledge and
attitudes acquired during IAP based on developed
implementation plan
3.4. Effective impact assessment of applied Skills
3.5. Proper perform IAP report Presention
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Learning unit LU 1: Demonstrate supervisory skills
Learning Outcomes:
1
1. Identify labor contracts
2. Identify supervisor’s roles and responsibilities.
3. Selection of relevant placement
4. File work related document
40 Hours
Learning Outcome 1.1: Identify labor contracts
Resources
 Key terms o Discussion on key terms - Reference books
 Labor
 Contract o Discussion on Labor contract - Handout notes
o Practical work on contract
 Labor market - White/chalkBoard
o Brainstorming
 Main components of labor
o Gig saw method - Markers/Chalks
contract
 Client - Computer
 Contractor - Projector
 duration
- Flip Chart
 Types of labor contract
 permanent labor - Index cards
contracts - Stickers
 fixed-term contracts
 casual labor - Paper scotche
contracts - Papers
- Pens / Pencil
- Posters
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Correct identification of labor contracts
criterion has been achieved or not.
 Written evidence  Multiple choice questions

 oral evidence  True-False questions
 Matching
 Essay questions
 Task: Identification of labor contracts
Checklist Score
Yes No
Indicator1: Key terms are well defined
 Labor
 Contract
 Labor market
Indicator2: Main components of labor contract
Client
Contractor
Duration
Indicator3: Types of labor contracts are well described
 Permanent labor contracts
 Fixed-term contracts
 Casual labor contracts
Observation
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Learning Outcome1.2: Identify supervisor’s roles and responsibilities
Resources
 Supervisor’s roles. o Group discussion
- Reference books
 Coaching o group work - Handout notes
 Mentorship
o Individual work - White/chalkBoard
 Advocy
 Supervisor’s responsibilities - Markers/Chalks
o Asking questions
- Computer
 to communicate
organizational needs, - Projector
- Flip Chart
 oversee employees'
performance, - Index cards
 provide guidance, - Stickers

- Paper scotches
 support,
- Papers
 identify development - Pens / Pencil
needs, and manage the
reciprocal relationship
between staff and the
organization so that each
is successful.
 Quality of good supervisor
Interactive Communication
Skills.
Empathy and Compassion.
 Ability to Delegate.
Being Flexible.
Maintaining a Positive.
Attitude.
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Proper Identification of supervisor’s roles and responsibilities.

 True-False questions
 Matching
 Essay questions
 Open ended questions
Task: Identification supervisor’s roles and responsibilities
Checklist Score
Yes No
Indicator1: Supervisor’s roles are well defined.
 Coachor’s roles are listed
 Mentorship is delivered
 Advocy is performed
Indicator2: Supervisor’s responsibilities
 to communicate organizational needs,
 oversee employees' performance,
 provide guidance,
 support,
 identify development needs, and manage the reciprocal relationship
between staff and the organization so that each is successful.
Indicator3: Quality of good supervisor
Interactive Communication Skills.
Empathy and Compassion.
 Ability to Delegate.
Being Flexible.
Maintaining a Positive. Attitude.
Observation
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Learning Outcome 1.3: Selection of relevant placement
Resources
 Identifying IAP o Mandmaping stakeholders - Reference books
stakeholders
o Practical work on selecting - Handout notes
 Relevant IAP placement
- White/chalkBoard
workplaces
o Group discussion on AP - Markers/Chalks
 Responsibilities of the placement
industrial attachment’s - Computer
stakeholders o Site visit - Projector
 Responsibilities of - Flip Chart

trainer - Index cards
 Responsibilities of - Stickers
learner - Paper scotches
 Responsibilities of - Papers
host Industry
- Pens / Pencil
 IAP placement process
 Select Relevant
workplaces
 Making requests
Proper selection of relevant placement based on identified gaps

 Matching
 Essay questions
 Task: Select at least 3 relevant placement of IAP
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Checklist Score
Yes No
Indicator1: IAP stakeholders are well identified
 Relevant workplaces are well identified
Indicator2: Responsibilities of the industrial attachment’s stakeholders are well identified
 Trainer responsibilities are identified
 Learner responsibilities are identified
 Host Industry responsibilities are identified
Indicator3: IAP placement process is well respected
 Relevant workplaces are selected
 Placement requests are made
Observation
Learning Outcome 1.3: File work related documents
Resources
 Key terms o Group work on different - Reference books
ways to file documents
 Filing - Handout notes
o Individual work
 File - White/chalkBoard
o Group discussion - Markers/Chalks
 document
o o Asking questions - Computer
 Different ways to file - Projector
documents in a filing
cabinet - Flip Chart
- Index cards
 Alphabetical
- Stickers
 Category o Date
- Paper scotche
 Numerical - Papers
 Combination - Pens / Pencil
 Considerations in filing
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technics
Proper Filing work related documents

 Matching
 Essay questions
 Task: Arranging documents by using Filing technics
Checklist Score
Yes No
Indicator1: Key terms are well defined
 Filing
 File
 document
Indicator2: Different ways to file documents in a filing cabinet are proper respected
 Alphabetical
 Category o Date
 Numerical
 Combination
Indicator3: Considerations in filing technics are well done
Observation
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Learning unit LU 2: Enhance innovation during IAP program
Learning Outcomes:
2 1. Explanation of innovation
2. Description of innovation strategies during IAP
3. Integration of innovation process during IAP program
10Hours
Learning Outcome 2.1: Explanation of innovation
Resources
 Description of Innovation o Discussion on Innovation - Reference books
 Definition o Brainstorming on types of - Handout notes
innovation
 Types of innovation - White/chalkBoard
o Discussion on IAP Core
 Radical - Markers/Chalks
values
- Computer
 Incremental o Group presentation
- Projector
 Disruptive
- Flip Chart
 Architecture - Index cards
 Core values related to IAP - Stickers
 Competences acquired - Papers

- Pens / Pencil
 Innovation process
 Skills transfer
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Proper explanation of innovation based on core values related to IAP

 Matching
 Essay questions
 Task: proper identification of innovation types
Checklist Score
Yes No
Indicator1: Innovation is well described
 Innovation is defined
Indicator 2: Types of innovation are described
 Radical
 Incremental
 Disruptive
 Architecture
Indicator3: IAP Core values are well explained
 Competences acquired are explained
 Skills transfer is explained
 Process of Innovation is described
Observation
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Learning Outcome 2.2: Description of innovation strategies during IAP
Resources
 Key term o Discussion on Innovation - Reference books
 Innovation strategies strategies
 Types of innovation - Handout
strategies o Research and presentation on
- White/ChalkBoard
 Proactive Examples of Innovation
strategies - Markers/Chalks
 Active
 Reactive - Computer
 Passive
- Projector
 Examples of Innovation
strategies - Flip Chart
- Index cards
- Stickers
Proper description of innovation strategies during IAP based on industry
assigned duties.

 Matching
 Essay questions
 Task: Proper description of innovation strategies during IAP
Checklist Score
Yes No
Indicator1:Key term is well explained
 Innovation strategies
Indicator2: Types of Innovation strategies are described
 Proactive strategy is described
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 Actives trategy is described
 Reactive strategy is described
 Passives trategy is described
Indicator3: Examples of Innovation strategies are given
Observation
Learning Outcome 2.3: Integration of innovation process during IAP program
Resources
 Definition of integration of o Discussion on Integration of - Reference books
innovation innovation process
 Purpose of integration of o Group presentation - Handout
innovation o Group discussion - White/ChalkBoard
 taking a holistic - Markers/Chalks
approach to innovation
- Computer
 establishing strong
channels of - Projector
communication - Flip Chart
 fostering a culture of - Index cards
innovation
- Stickers
 Integration of Innovation
process - Paper scotche
 Idea Generation and - Papers
Mobilization
 Advocacy and - Pens / Pencil
Screening
 Experimentation
 Commercialization
 Diffusion and
Implementation
Effective integration of innovation process during IAP program based on industry
assigned duties
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 Matching
 Essay questions
 Task : proper integrate innovation process at the workplace
Checklist Score
Yes No
Indicator1: Definition of integration of innovation is well defined
Indicator2: Purpose of integration of innovation is well described
 taking a holistic approach to innovation
 establishing strong channels of communication
 fostering a culture of innovation
Indicator3: Innovation process is well respected
 Idea Generation and Mobilization is done
 Advocacy and Screening is done
 Experimentation is done
 Commercialization is done
 Diffusion and Implementation is done
Observation
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Learning unit LU 3: Implement professional skills transfer
1. Elaborate the implementation plan of competences in-school
training
270 Hours 2. Apply skills, knowledge and attitudes acquired in-school training
3. Assess the impact assessment of applied competences
4. Present the IAP report
Learning Outcome 3.1: Elaborate the implementation plan of competences in-school training
Resources
 Definition of o Group discussion on -Handout
implementation plan implementation plan
 Description of components o Practical Exercises on -White/ChalkBoard
of implementation plan preparation of
 Task to be performed implementation plan -Markers/Chalks
 Steps required o Individual research and
 Ressources needed presentation on -Computer
 Risks identification implementation plan
 Schedules samples -Projector
 Task Verification
-Stickers
 Importence of
implementation plan of -Papers
IAP
-Pens / Pencil
Formative Assessment3.1
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Proper elaboration of the implementation plan of competences acquired during
IAP in accordance with labor market needs

 Oral evidence  True-False questions
 Matching
 Essay questions
 Task: Elaborate implementation plan
Checklist Score
Yes No
Indicator1: Implementation plan is well defined
Indicator2: Components of implementation plan are properly described
 Task to be performed is described
 Steps required are described
 Ressources needed are identified
 Risks are identified
 Schedule is designed
 Tasks are verified
Indicator3: Importance of implementation plan of IAP is well defined
Observation
Learning Outcome 3.2: Apply skills, knowledge and attitudes acquired in-school training
Resources
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 Execution of o Tutorials on preparation of -Handout
implementation plan work report
 Performance test of the o Individual exercise on task -White/ChalkBoard
task carried out implementation plan -Markers/Chalks
o Research based Internet -Computer
 Preparation of report on
the work done -Projector
-Papers
-Pens / Pencil
-Video Aid
-Internet
-Books
Effective application of skills, knowledge and attitudes acquired during IAP based
on developed implementation plan

 Performance  True-False questions
evidence  Matching
 Essay questions
 Task: Execute your implementation plan
Checklist Score
Yes No
Indicator 1: Implementation plan is well excuted
 Test of the task carried out is performed
 Report on the work done is prepared
Indicator 2: Performance test of the task carried out is well done
Indicator 3: Preparation of report on the work done is well prepared
Observation
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Learning Outcome 3.3: Assess the impact assessment of applied competences
Resources
 Definition of impact o Personal research -Handout
assessment o Brainstorming
 Description of impact o Internet research
-White/ChalkBoard
assessment components -Markers/Chalks
 Social impacts assesment
-Computer
Environmental -Projector
impact
assessment -Stickers
-Papers
Policy impact
assesment -Pens / Pencil
 Financial impacts
 Management of impact
assessment
Effective impact assessment of applied competences acquired during the
continuous professional development programs

 Oral evidence  True-False questions
 Matching
 Essay questions
 Task: Describe the impact assessment components
Checklist Score
Yes No
Indicator 1: Impact assessment is defined
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Indicator 2: Impact assessment components are described
 Social impacts is assessed
 Environmental impact is assessed
 Policy impact is assessed
 Financial impacts is assessed
Indicator 3: Management of impacts assessment are well managed

Observation
Learning Outcome 3.4: Present the IAP report.
Resources
 Key terms o Group discussion on the  -Handout
 Report part of report
 Presention  White/ChalkBoard
 Jury ( panel members) o Brain storming  Markers/Chalks
 Written report
 Computer
 Part of report o Individual work on
Introduction( host Writting report  Projector
company  Stickers
background)
Body  Papers
Challenges  Pens / Pencil
Recommendation
 VGA cable
Conlusion
 Power point presentation  HDMI cable
 Tools used in power
point presentation
 Dressing code
Proper presentation of report based on the work done
195 | P a g e
 -Written evidence  Multiple choice questions
 Performance  Matching
evidence  Essay questions
 Task: write an IAP report
Checklist Score
Yes No
Indicator1 :Key terms are well defined
 Report is defined
 Presention is defined
 Jury is defined
Indicator2: Written report are well prepared
 Parts of report are described
Indicator3: Power point presentation is well performed
 Tools used in power point presentation are well used
 Dressing code is respected
Observation
Reference books:
1. Dodgson, Mark, Gann, David and Salter, Ammon. 2008. The Management of Technological Innovation:
Strategy and Practice. Completely rev. and updated. Oxford: Oxford University Press
2. AFL-CIO. “Training and Apprenticeships.” http://www.aflcio.org/Learn-About-Unions/Training-and-
Apprenticeships.
3. Central Intelligence Agency. “The World Factbook.” https://www.cia.gov/library/publications/the-
world-factbook/index.html.
4. Clark, John Bates. Essentials of Economic Theory: As Applied to Modern Problems of Industry and
Public Policy. New York: A. M. Kelley, 1907, 501
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GENAM501 - MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY
GENAM502 Apply Mathematical Analysis, Statistics and Probability

Competence

Credits: 10 100
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, financial and
economics in appropriate sector for an effective performance in critical thinking, data analysis with
interpretation, and so on.
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Not applicable

Performance criteria describe the required performance needed to demonstrate the achievement of the
learning unit.
1. Apply fundamentals of 1.1. Proper determination of primitive functions

integrals
based on definition.
1.2. Proper calculation of definite integrals based
on definition.
1.3. Proper application of definite integrals through
sketching and calculations
2. Identify measures of 2.1. Proper determination of measures of

dispersion and interpret dispersion according to definitions and
bivariate data 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 3.1. Appropriate application of counting techniques

probabilities based on a given experiment
3.2. Proper computation of probabilities based on
definition and counting techniques
3.3. Correct calculating conditional probability in
line with given experiment.
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Learning unit LU 1: Apply fundamentals of integrals
Learning Outcomes:
1 1. Calculate the primitive functions

2. Calculate definite integrals
3. Apply definite integrals
40 Hours
Learning Outcome 1.1: Calculate the primitive functions
Resources
 Definition of primitive o Brainstorming - Hand-out notes
function o Group discussion on - Reference books
 Application of properties primitive function - Didactic materials such as
 The derivative of the o Practical exercises manila paper
indefinite integral o Individual exercises - Projector
 The integral of differential o Homework - Chalkboard
of a function o Documentary Research - Marker pen
 Factor out constant - Internet
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
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Proper determination of primitive functions based on definition
 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
Resources
 Definition of definite o Group discussion on - Hand-out notes
integrals definite integral - Reference books
 Methods of integration o Practical exercises - Didactic materials such
 Integration of definite o Individual works as manila paper
integrals by change of o Documentary Research - Projector
variable - Internet
 Integration of definite
integrals by
decomposition
200 | P a g e
 Integration of definite
integrals by parts
Proper calculation of definite integrals based on definition
 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
Resources
 Application of definite o Group discussion on definite - Hand-out notes
integrals integral and its application - Reference books
 Calculation of area o Practical exercises - Didactic materials such as
 Calculation of o Individual exercises manila paper
volume o Homework - Marker pen
 Calculation of the o Documentary Research - Projector
length of curved - Internet
surface
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Proper application of definite integrals through sketching and calculations
 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
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Learning unit LU 2: Identify measures of dispersion and interpret bivariate data
Learning Outcomes:
2 1. Identify the measures of dispersion
2. Describe the measures of the bivariate data
3. Determine the regression line

30Hours
Learning Outcome 2.1: Identifythe measures of dispersion
Resources
 Deffinition of measures o Group discussion on - Hand-out notes
of dispersion measures of dispersion - Reference books
 Variance o Practical exercises standard - Didactic materials such as
 Standard deviation and coefficient of manila paper
deviation variation - Projector
 Coefficient of o Individual exercises - Internet
variation o Documentary Research
 Calculation of measures
of dispersion
 Variance
 Standard
deviation
 Coefficient of
variation
Accurate determination of measures of dispersion according to definitions and
calculations
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 Open questions
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
Resources
 Description of linear o Group discussion on - Hand-out notes
correlation of bivariate correlation - Reference books
data o Practical exercises on - Didactic materials such as
 Correlation covariance and coefficient of manila paper
 Covariance correlation - Internet
 Coefficient of o Individual exercises
correlation o Homework
 Calculation of the o Documentary Research
linear correlation of
the bivariate data
 Correlation
 Covariance
 Coefficient of
correlation
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Appropriate identification of bivariate data measures based on definitions and
calculations
12 Written evidence  Short questions
 Open questions
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
Resources
 Definitions of terminologies o Group discussion on scatter - Hand-out notes
 Scatter diagram diagram - Reference books
 Regression lines o Practical exercises on - Geometric instruments
 Calculations of regression line equation of regression line (Ruler, T-square)
parameters o Individual exercises - Didactic materials such as
 coefficients of o homework manila paper
regression line o Documentary Research - Marker pen
 Regression line - projector
equation of - Internet
y on x
 Regression line
equation of x on y
 Graph plotting
 Scatter diagram
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 Regression lines
Appropriate determination of regression line based on calculations and
plotting
 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
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Learning unit LU 3: Apply fundamentals of probabilities
Learning Outcomes:
3 1. Apply the techniques of counting
2. Compute the probabilities
3. Calculate the conditional probability

30Hours
Learning Outcome 3.1: Apply techniques of counting
Resources
 Application of counting o Group discussion on - Hand-out notes
techniques different types of counting - Reference books
 Venn diagram techniques - Internet
 Tree diagram o Practical exercises on
 Multiplication principle different types of counting
 Permutations techniques
 Combination o Individual work on different
 Application of counting types of counting techniques
techniques Properties o Documentary Research
 Permutations
 Combination
Appropriate application of counting techniques based on a given experiment
207 | P a g e
 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
Resources
 Definition of terminologies o Group discussion on - Hand-out notes
 Random experiment computation of probabilities - Reference books
 Sample space o Practical exercises on - Internet
 Events probabilities computation
Simple event o Individual work on
Certain event probabilities computation
Impossible event o Documentary Research
 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
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Proper determination of probability based on definition and counting techniques
 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
Learning Outcome 3.3: Calculate the conditional probability
Resources
 Definition of terminologies o Group discussion on - Hand-out notes
 Conditional probability conditional probability - Reference books
 Independent events o Practical exercises on - Didactic materials
 Calculations of probabilities conditional probability - Internet
 Conditional probability o Individual exercises on
 Independent events conditional probability
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 Probability by tree o Documentary Research
diagram
Correct calculating conditional probability in line with given experiment
 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
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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
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PHYDM501 - DYNAMICS AND MECHANICAL WAVES
PHYDM501 Apply Dynamics and mechanical waves

Competence

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.
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N/A
the learning unit.
Describe motion in orbits Clear description of universal Gravitation in orbits based on

Kepler’ laws
Proper application of Kepler’s laws in motion of celestial
objects
Clear description of energy considerations in planetary
,rocket and satellite motion
Apply Oscillations and mechanical
Clear description of oscillatory motion using oscillating
waves system
Clear description of effects of oscillations on systems
Proper application of oscillatory motion in mechanical

waves
Describe Climate change and Clear Description of intensity of the sun’s radiation reaching
planets based on climate change
Greenhouse effect
Clear explanation of Greenhouse effect according to climate
change
Proper explanations of climate change and mitigation
measures based on concepts of physics.
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Learning unit LU 1: Apply motion in orbits
Learning Outcomes:
1
Describe universal Gravitation in orbits
Apply Kepler’s laws in motion of celestial objects
Describe energy considerations in planetary, rocket and satellite
motion
15 Hours
Learning Outcome 1.1: Describe universal Gravitation motion in orbits
Content Resources
Learning activities
Universal Gravitation Brainstorming on: orbital Whiteboard and markers
Definition of orbital motion and motion and universal
Chalkboard and chalks
universal gravitation gravitation
State of Newton’s law of universal Group discussion on: Computer
Gravitation. Newton’s law of universal Projector
Measurement of Gravitational Gravitation.
constant Measurement of Scientific calculator
Determination of Gravitational Gravitational constant Textbooks
force of bodies moving in orbits Individually, trainee describe PhET simulations of
Free-fall acceleration and the the variation of g above and universal Gravitation
Gravitational force below the surface.
Variation of g with altitude, h
The density of the earth
Clear description of universal Gravitation based in orbits on Kepler’s laws
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Written evidence Multiple choice questions
True or False questions
Performance evidence
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
Learning Outcome 1.2: Apply Kepler’s laws in motion of celestial objects
Resources
The motion of celestial objects in Use simulators to demonstrate Whiteboard and markers
orbits Kepler’s laws of planetary
Definition of Planetary motion Chalkboard and chalks
motion and present
Movement of the planets, stars working in small groups ,discuss Computer
and other celestial objects Kepler’s laws of planetary Projector
Kepler’s conclusion about Brahe’s
motion and present
data. Scientific calculator
summary
Kepler’s laws Textbooks
Individually, perform some
Kepler’s first law PhET simulations of
Kepler’s second law calculations in planetary
motion applying Kepler’s planetary motion and
Kepler’s third law
Application of Kepler ‘s laws. laws Kepler’s laws
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Proper application of Kepler’s laws in motion of celestial objects
Performance 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
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In small groups, trainees discuss on Whiteboard and markers
Planetary motion the energies involved in
Chalkboard and chalks
Definition of Planetary motion planetary motion.
Gravitational field In small groups, trainees discuss the Computer
Meaning of gravitational field classification of satellites and Projector
Mathematical treatment of spacecrafts
Scientific calculator
gravitational field Discuss in groups cosmic velocities
Textbooks
Gravitational potential energy and present findings.
PhET simulations of
Meaning of gravitational Work in groups to compute
planetary motion
potential energy problems related to planetary
Expression of gravitational motion and cosmic velocities.
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.
Clear description of energy considerations in planetary, rocket and satellite
motion
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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
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Learning unit
LU 2: Apply oscillations and mechanical waves
Learning Outcomes:
2 Describe oscillatory motion
Describe effects of oscillations on systems
Apply oscillatory motion in mechanical waves
15 Hours
Learning Outcome 2.1: Describe oscillatory motion
Content Resources
Learning activities
Simple harmonic motion (S.H.M) Brainstorming on oscillatory Whiteboard and
Definition of oscillatory motion markers
motion
Motion of an object attached to a Chalkboard and chalks
In small groups, perform an Textbooks
spring
Hooke’s law experiment to verify that PhET simulations
of oscillatory motion
Restoring force oscillation of a spring is Simulation software
Definitions of S.H.M
S.H.M Spring
Mathematical representation of S.H.M Spherical balls
Conditions necessary for an oscillating In groups, trainees discuss on Stop watch
system to be S.H.M. condition necessary for Computer
Energies of the simple harmonic an oscillating system to Projector
oscillator be S.H.M
Kinetic energy (k.e) of oscillating Individually, trainee determine
system the period of pendulum
Potential energy (p.e) of an oscillating Group discussion on energy
system variation in oscillating
Total mechanical energy (T.E) of a systems
simple harmonic oscillator Individually, solve problems
Representation of k.e, p.e and T.E on a solving in oscillatory
graph motion.
The pendulum
Simple pendulum
Physical pendulum
Torsional pendulum
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Clear description of oscillatory motion using oscillating system
performance criterion has been achieved
Matching questions
Written evidence
Multiple choice questions
Performance evidence True or False 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
Observation
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Learning Outcome 2.2: : Describe effects of oscillations on systems
Resources
Damped oscillations In small groups, trainees Whiteboard and
Definition of damped oscillators discuss on the meaning markers
Example of a damped oscillator and types of damped Chalkboard and
Retarding force chalks
oscillators.
Damping coefficient Textbooks
Types of damping and their Individually, a trainee
PhET simulations
representation on a graph represent types of
of damped and
Underdamped oscillator damped oscillators on a forced oscillators.
Critically damped oscillator graph and describe the Simulation software
Overdamped oscillator graph. Stop watch
Forced oscillations Group discussion on forced Computer
Definition of forced oscillation
oscillation. Projector
Examples of forced oscillating systems
Definition of Resonance Group discussion on examples
Description of resonance and natural of forced oscillating systems
frequency Group discussion on effects of
Effects of resonance on physical systems resonance on physical
systems
Clear description of effects of oscillations on systems

Matching questions
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
Resources
Wave motion In small groups, perform an Whiteboard and markers
Definition of wave motion Chalkboard and chalks
experiment to
Propagation of a disturbance Textbooks
demonstrate the
Definition of wave PhET simulations
propagation of a
Propagation of wave of wave propagation
disturbance. Simulation software
Types of waves
Group discussion on waves Computer
According to medium (Mechanical
and its types Projector
waves and Electromagnetic
waves) Individually , demonstrate
According to direction of wave propagations in
propagation ( Longitudinal and distinguished media
Transverse waves) Problem solving on wave
Mechanical waves as a source of propagation
oscillation Individually, illustrate
Definition of mechanical wave longitudinal and
Source of mechanical waves transversal waves on
Propagation of mechanical waves graph
Some examples of mechanical
waves In small groups, discuss on
Seismic waves the effects of mechanical
Water waves waves as a source of
Effects of mechanical waves as a oscillation on systems.
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source of oscillation on
systems.
Proper application of oscillatory motion in mechanical waves
Matching questions
Written evidence
Performance evidence True or False questions
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
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IELEP501 - ELECTRICAL POWER DISTRIBUTION SYSTEM DESIGN
IELEP 501 Design Electrical Power Distribution System

Competence

Credits: 6 60
Sector: Construction
Sub-sector:
Issue date: November 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required to design electrical power
distribution system. The electrician will be able to design the wiring diagram according to the site,
elaborate technical specifications of the distribution line elements and estimate cost of the work. It
applies to electricians working as distribution designer.
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Industrial electrical drawing
Mathematics II
the learning unit.

1. Carry out a site survey 1.1. Relevant collection of data from site
1.2. Proper interpretation of data from site.
1.3. Proper layout of the site
1.4. Appropriate selection of wiring system
2. 2.Elaborate technical 2.1. Accurate calculation of electrical design

specifications requirements
2.2. Accurate calculation of mechanical design

requirements
2.3. Proper specification of switching and protection

equipment
2.4. Proper elaboration of technical drawings
3. Estimate cost 3.1. Precise determination of quantity of materials

according to the wiring diagram and technical
specifications.
3.2. Relevant information on materials ‘cost
3.3. Relevant information of labour cost
3.4. Neat elaboration of cost report
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LU 1:Carry out a site survey
Learning Outcomes:
1 1.
2.
3.
4.
Collect data from the site
Interpret data from the site.
Layout the site
Select wiring system
20 Hours
Learning Outcome1.1 :Collect data from the site
Content Resources
Learning activities
 Load assessment o Brainstorming on types of - Books
loads, types of power
 Types of loads supply and on the line - Internet
route selection
 Types of power supply
methodology
 Distribution line route selection
o Group discussion on types
methodology
of loads, types of power
 Public/Social considerations supply and on the line
route selection
 Environmental/Cultural methodology
considerations
o Site visit
 Engineering/Construction
considerations o Documentary research
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Relevant collection of data from site
 Written evidence  Open questions

Checklist Score
Yes No
Identification of Types of loads
Identification of Types of power supply
Considerations of the line route selection
Customer evolution
Power consumption estimation
Distance estimation of the line route
Observation
Learning Outcome 1.2:Interpret data from the site
Resources
 Load assessment o Brainstorming on types of - Books
loads, types of power
 Types of loads supply and on the line - Internet
route selection
 Types of power supply
methodology
 Distribution line route selection
o Group discussion on types
methodology
of loads, types of power
 Public/Social considerations supply and on the line
route selection
 Environmental/Cultural methodology
considerations
o Site visit
 Engineering/Construction
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considerations o Documentary research
Proper interpretation of data from site.


Checklist Score
Yes No
Assessment of the Load
Determination of line route
Observation
Learning Outcome 1.3 : Layout the site
Resources
 Main parts of electrical power o Brainstorming on main - Books
distribution line parts of electrical power
distribution line, on - Internet
 Feeders location of electrical
power distribution line
 Distributors
equipment
 Service mains
o Group discussion on main
 Location of electrical power distribution parts of electrical power
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line equipment distribution line, on
location of electrical
 Location of feeders power distribution line
equipment
 Location of poles
o Site visit
 Locations of service entrance and
distribution equipment, o Documentary research
 Location of unit substations
Proper layout of the site

 Written evidence  Open question

Checklist Score
Yes No
 Identification of Feeder
 Identification of Distributors
 Identification of Service mains
 Location of poles
 Locations of service entrance and distribution equipment
 Location of unit substations
Observation
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Learning Outcome 1.4 :Select wiring system
Resources
 Classification of electrical power o Brainstorming on - Books
distribution systems classification of electrical
power distribution line, - Internet
 According to nature of current (DC types of wiring systems
and AC systems)
o Group discussion on
 According to construction classification of electrical
(underground and over-head power distribution line,
systems) types of wiring systems
 According to the connection scheme o Site visit
(radial, ring main and interconnected
systems) o Documentary research
 Types of AC wiring systems
 Single-phase two-wire.
 Single-phase two-wire with mid-point

earthed.
 Single-phase three-wire.
 Two-phase four-wire.
 Two-phase three wire.
 Two-phase four-wire.
 Two-phase three wire.
Appropriate selection of wiring system
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
Checklist Score
Yes No
 Identification of electrical power distribution systems according to nature of
current
 Identification of electrical power distribution systems according to construction
 Identification of electrical power distribution systems according to connection
scheme
 Identification of Types of AC wiring systems
Observation
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LU 2:Elaborate technical specifications
Learning Outcomes:
2 1.
2.
3.
4.
Calculate electrical design requirements
Calculate mechanical design requirements
Specify switching and protection equipment
Elaborate technical drawings
20 Hours
Learning Outcome 2.1:Calculate electrical design requirements
Content Resources
Learning activities
 Calculation of load power requirements o Group discussion on - Books
Calculation of load power - Internet
 Demand and diversity factors of loads requirements, on design
considerations of feeders,
 Distribution and utilization voltages
distributors, service mains
 Design considerations of feeders, o Practical exercises on how
distributors, service mains to calculate load power
requirements
 Calculation of current carrying o Site visit
capacity of cables o Documentary research
 Voltage drop calculation
 Calculation of insulation resistance of

under-ground cables
Accurate calculation of electrical design requirements
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
Checklist Score
Yes No
Calculation of the Demand and diversity factors of loads
Calculation of Distribution and utilization voltages
Calculation of current carrying capacity of cables
Voltage drop calculation
Line spacing of conductors
Calculation of insulation resistance of under-ground cables
Observation
Learning Outcome 2.2:Calculate mechanical design requirements
Resources
 Main components of over-head lines o Brainstorming on - Books
 Conductors components of overhead - Internet
line, classification of - Conductors
 Line supporters under-ground cables - Line supporters
o Group discussion on - Insulators
 Insulators
components of overhead - Cross arms
 Cross arms line, classification of - Miscellaneous
under-ground cables, items such as
 Miscellaneous items such as phase corona effect, sag in phase plates,
plates, danger plates, lightning overhead lines, insulation danger plates,
arrestors, anti-climbing wires of under-ground cables. lightning
o Documentary research arrestors, anti-
 Corona effect climbing wires
 Sag in over-head lines - Low-tension
 Construction of under-ground cables (L.T.) cables
 Classification of under-ground cables - High-tension (H.T
 Low-tension (L.T.) cables cables
- Super-tension
(S.T.) cables
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 High-tension (H.T cables - Extra high-
tension (E.H.T.)
 Super-tension (S.T.) cables cables
- Extra super
 Extra high-tension (E.H.T.) cables
voltage cables
 Extra super voltage cables - Cables for three-
phase service
 Cables for three-phase service
 Insulation of underground cable
Accurate determination of mechanical design requirements


Checklist Score
Yes No
 Identification of types of over-head conductors
 Identification of types of over-head line supports
 Identification of phase plates
 Identification of danger plates
 Identification of lightning arrestors
 Identification of anti-climbing wires
 Identification of types of overhead line insulators
 Identification of cross arms
 Calculation of sag in over-head lines
 Classification of under-ground cables
 Identification of underground cable insulation types
Observation
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Learning Outcome 2.3:Specify switching and protection equipment
Resources
 Types of switching and protection o Brainstorming on types of - Books
equipment switching and protection - Internet
 Circuit breakers equipment, sizing of switching - Circuit breakers
and protection devices. - Fuses
 Protective relays o Group discussion on types of - Disconnectors
switching and protection
 Fuses
equipment, sizing of switching
 Disconnectors and protection devices
o Practical exercises on how to
 Sizing of switching and protection size types of switching and
equipment protection equipment.
 Circuit breaker o Documentary research
 Fuse
 Protection relays
 Disconnectors
Proper specification of transformer, switching and protection equipment


Checklist Score
Yes No
 Specification of power transformer
 Specification of Circuit breakers
 Specification of Protective relays
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 Specification of Fuses
 Specification Disconnectors
Observation
Learning Outcome 2.4:Elaborate technical drawings
Resources
 Symbols used in electrical power o Brainstorming on symbols used - Books
distribution systems in electrical distribution - Internet
 Electrical power distribution line systems. - Drawing tools
diagrams o Group discussion on symbols
used in electrical distribution
 Single-line diagram systems.
o Practical exercises on how to
 Architectural diagram draw electrical power
 Bloc diagram distribution lines
o Practical exercise on how to
 Wiring diagram apply electrical power
distribution line diagrams.
o Documentary research
Proper elaboration of technical drawings


Checklist Score
236 | P a g e
Yes No
 Identification of Symbols used in electrical power distribution systems
 Identification of types of diagrams
 Respect of scales
 Clarification of legend
 Elaboration of bloc diagram
 Elaboration of wiring diagram
 Elaboration of architectural diagram
 Identification of the Content of bill of quantity
 Format of bill of quantity
Observation
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LU 3:Estimate cost
Learning Outcomes:
3 1.
2.
3.
4.
Determine quantity of materials
Calculate materials cost
Calculate labour cost
Elaborate cost report
20 Hours
Learning Outcome 3.1:Determine quantity of materials
Resources
 Identification of purpose of preparation o Brainstorming on - Books
of bill of quantity preparation of bill of - Internet
 Identification of different methods quantity - Manuals
used for elaboration of bill of quantity o Group discussion on - Hand-outs
 Content of bill of quantity: different methods of
 Material names elaboration of bill of
quantity
 Description of materials to be used in o Practical exercises on
installation preparation of detailed bill
of quantity
 Evaluation of the unit cost of each o Documentary Research
material
 Evaluation of total cost
 Determination the way of laying out

the table of bill of quantity
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Relevant calculation of materials ‘cost


Checklist Score
Yes No
 Referring to the sellers
 Referring to the technicians
 Referring to the internet
 Calculation of materials cost
Observation
Learning Outcome 3.2:Calculate materials cost
Resources
 Different methods of collecting o Brainstorming on different - Books
information on the cost of materials: methods of collecting - Internet
 Referring to the sellers information on the cost of - Manual
 Referring to the technicians materials - Hand-out
 Referring to the internet o Group discussion different - Magazines and
methods of collecting journals
 Compiling collected information on information on the cost of - Cost reports
drafted bill of quantity materials
 Identification of number of manpower o Practical exercises on
needed to accomplish the task finding out the information
 Determination of an appropriate labor on the unit cost of materials
rate per man-hour o Documentary research
 Determination of execution delay o Brainstorming on
information on labour cost
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 Clarification of Job average labour rate o Group discussion on
 Determination of the anticipated labor different man-hour cost
required to complete the task (total o Practical exercises on
adjusted labor man-hours) preparation and calculation
 Clarification of labour Burden of man-hour cost
 Preparation of final document on bill of information on labour cost
quantity include materials cost and o Documentary Research
labour cost
 Format of cost report
Relevant calculation of labour cost


Checklist Score
Yes No
Identification of number of manpower needed to accomplish the task
Determination of an appropriate labour rate per man-hour
Clarification of Job average labour rate
Determination of the anticipated labour required to complete the task (total adjusted
labour man-hours)
Clarification of labour Burden
Observation
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Learning Outcome 3.3:Calculate labour cost
Resources
methods of collecting journals
 Compiling collected information on information on the cost of - Cost reports
drafted bill of quantity materials
 Identification of number of manpower o Practical exercises on
needed to accomplish the task finding out the information
 Determination of an appropriate labor on the unit cost of materials
rate per man-hour o Documentary research
 Determination of execution delay o Brainstorming on
 Clarification of Job average labour rate information on labour cost
 Determination of the anticipated labor o Group discussion on
required to complete the task (total different man-hour cost
adjusted labor man-hours) o Practical exercises on
 Clarification of labour Burden preparation and calculation
 Preparation of final document on bill of of man-hour cost
quantity include materials cost and information on labour cost
labour cost o Documentary Research
Neat elaboration of cost report


241 | P a g e
Checklist Score
Yes No
Preparation of cost report format
Preparation of final document
Observation
Learning Outcome 3.4:Elaborate cost report
Resources
 Compiling collected information on methods of collecting journals
drafted bill of quantity information on the cost of - Cost reports
 Identification of number of manpower materials
needed to accomplish the task o Practical exercises on
 Determination of an appropriate labor finding out the information
rate per man-hour on the unit cost of materials
 Determination of execution delay o Documentary research
 Clarification of Job average labour rate o Brainstorming on
 Determination of the anticipated labor information on labour cost
required to complete the task (total o Group discussion on
adjusted labor man-hours) different man-hour cost
 Clarification of labour Burden o Practical exercises on
 Preparation of final document on bill of preparation and calculation
quantity include materials cost and of man-hour cost
labour cost information on labour cost
o Documentary Research
Elaborate cost report
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 
Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources

Through Electrical Access Roll Out program, Rwanda Energy Group in
collaboration with Kicukiro District, need to implement the project of
distributing electricity in Rushesha Cell located in Masaka sector. You
as one of Rwanda Energy Group distribution planning technician you
are requested to design this distribution and specify the ratings of the
power transformer to use if the nearest substation is Gasogi. The
design must be reported in three days including the cost of this
project.
The geographical map is provided.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Data from site are well collected
Identification of Types of loads
Identification of Types of power supply
Distance of the line route estimation
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Customer evolution
Power consumption estimation
Considerations of the line route selection
Indicator: Data from the site are well interpreted
Assessment of the Load
Determination of line route
Indicator: The site is properly laid out
Location of feeders
Location of poles
Locations of service entrance and distribution equipment
Indicator: SafeWiring system is well selected
According to nature of current
According to construction (underground and over-head systems)
According to the connection scheme
Indicator: Electrical design requirements are well calculated
Calculation of the Demand and diversity factors of loads
Calculation of Distribution and utilization voltages
Calculation of current carrying capacity of cables
Voltage drop calculation
Indicator: Mechanical design requirements are well determined
Selection of types of over-head conductors
Selection of types of over-head line supports
Selection of lightning arrestors
Selection of types of overhead line insulators
Selection of cross arms
Calculation of sag in over-head lines
Indicator: Power transformer, switching and protection equipment are well specified
Specification of power transformer
Specification of circuit breakers
Specification of fuses
Indicator: Technical drawing are well elaborated
Use of symbols
Respect of scales
Clarification of legend
Elaboration of wiring diagram
Elaboration of layout diagram (map)
Elaboration of single line diagram
Indicator: Repaired parts are appropriately tested
Use of measurement and testing instruments
Check the de-energized network
Testing the energized network
Indicator: The quantity of materials is well determined
Conformity of quantity of materials to the work
Calculation of material cost
Format of bill of quantity
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Indicator: Labour cost is well calculated
Determination of number of manpower needed to accomplish the task
Determination of an appropriate labour rate per man-hour
Clarification of Job average labour rate
Determination of the anticipated labour required to complete the task (total adjusted
labour man-hours)
Clarification of labour Burden
The cost report is well elaborated
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The final document is well done
Contents
Neatness of diagrams
Contents arrangement
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The time is respected
Work is done within the given time (3 days)
Observation
Perfection
Checklist Score
Yes No
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Indicator: Innovation
Creativity
Observation
Reference books:
Principles of power system, V.K MEHTA, ROHIT MEHTA, S.CHAND &COMPANY, NEW DELHI 2004
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IELPE501 - ELECTRICAL TRANSMISSION / DISTRIBUTION NETWORK MAINTENANCE
IELET 501 Maintain Electrical Transmission/ Distribution Network

Credits: 4 40
Sub-sector:
Issue date:November 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required to perform electrical
transmission/distribution network maintenance. The electrician will be able to interpret the
transmission/distribution design, implement it and test it. It applies to electricians working as transmission
technician.
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Not applicable

the learning unit.
1. Perform preliminary activities 1.1. Proper identification of types of maintenance
1.2. Proper planning of maintenance activities and

requirements
1.3. Proper identification of types of hazards and warning

signs
1.4. Relevant application of safety precautions according

to the type of equipment
1.5. Proper interpretation of electrical transmission/

distribution network’s drawing
2. Perform maintenance of elements 2.1. Proper use of tools and equipment

of transmission/ distribution
network 2.2. Suitable troubleshooting of different parts of the
transmission/ distribution network
2.3. Convenient application of maintenance types for

different parts of transmission/ distribution network
2.4. Convenient rectification of the fault
3. Test elements of transmission/ 3.1. Appropriate testing of the repaired parts

distribution transmission/
distribution network 3.2. Proper cleaning of the workplace
3.3. Convenient completing of repair report
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LU 1: Perform preliminary activities
Learning Outcomes:
1 1.
2.
3.
4.
5.
Identify types of maintenance
Plan maintenance activities and requirements
Identify types of hazards and warning signs
Apply safety precautions according to the type of equipment
Interpret electrical transmission/ distribution network’s drawing
10 Hours
Learning Outcome1.1 :Identify types of maintenance
Content Resources
Learning activities
 Introduction to maintenance o Brainstorming on types of - Books
maintenance - Internet
 Types of maintenance o Spoken explanation on - Electrical
types of maintenance drawings
 Corrective maintenance o Group discussion on - Manual
 Preventive maintenance maintenance procedures - User’s and
and fault handling service manuals
 Operational maintenance o Documentary Research - Hand-out notes
 Maintenance model s(corrective model,

conditional model, systematic model,
high availability maintenance model)
Proper identification of types of maintenance
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Checklist Score
Yes No
Differentiate maintenance type
Methods of maintenance
Operational maintenance
Maintenance model
Observation
Learning Outcome 1.2:Plan maintenance activities and requirements
Resources
 Planning Process o Brainstorming on types of - Books
maintenance and faults - Internet
 Scheduling guidelines and techniques of types may occur on - Electrical
maintenance power system drawings
o Documentary Research - Manual
 Types of faults in transmission and o Home work/ assignment - User’s and
distribution network service manuals
 Symmetrical and Unsymmetrical - Hand-out notes
faults
 Specification /ratings of equipment
Proper planning of maintenance activities and requirements
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 Written evidence  Matching questions
 Performance evidence  Task:

Checklist Score
Yes No
Scheduling guidelines
Techniques of maintenance
Description of different types of faults in transmission and distribution network
Specification /ratings of equipment
Observation
Learning Outcome 1.3 : Identify types of hazards and warning signs
Resources
 Introduction to electrical hazards and o Brainstorming on - Books
warning signs electrical hazards and - Internet
warning signs and faults - drawings
 Effects of electrical current and types may occur on - Manual
voltage power system - User’s and
(transmission service manuals
 Types of electrical hazards
&distribution) - Hand-out notes
 warning signs o Documentary Research - Projector
o Group discussion
Electrocution risk warning sign o Video show of electrical
hazards
Live bus bras warning sign
High voltage warning sign
Main switch warning sign
 Electrical accident

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Proper identification of types of hazards and warning signs

 Oral evidence

Checklist Score
Yes No
Description of the hazards of electricity and effects
Utilize safe work practices for work on or around metal clad switchgear, substation
equipment and transmission equipment
Install and test permanent and temporary grounding systems for personal protection
Explain the application of rubber gloving, hot-sticking and the bare-hand method
Select appropriate personal protective equipment for a variety of applications
Observation
Learning Outcome 1.4 :Apply safety precautions according to the type of equipment
Resources
 General Introduction to safety precaution o Brainstorming on - Books
electrical hazards - Internet
 Elements and types of equipment in ,warning signs and faults - drawings
transmission and distribution network types may occur on - Manual
power system - User’s and
 Working condition of various equipment (transmission service manuals
 Basic and fundamental of Electrical &distribution) - Hand-out notes
o Documentary Research - Projector
Safety , precautions and regulation Rule
o Group discussion
 Working condition on or Near o Video show of electrical
Energized Conductors, towers or hazards
252 | P a g e
cables
 Ear thing system
 Isolation of transmission and

distribution network
Relevant application of safety precautions according to the type of equipment

 Oral evidence  Isolate Gasogi feeder from the grid.

Checklist Score
Yes No
Appropriate personal protective equipment
Identify the circuit or equipment to be de-energized and all possible sources of electrical
energy supplies to the specific circuit or equipment.
Interrupt the load currents appropriately, and then open the circuit disconnecting
Device (s).
Visually verify, where possible, that the appropriated circuit disconnecting device is
indeed open
Apply lockout-tagout procedures
Energized work permits (if applicable)
Overhead line clearances
Test for absence of voltage with an approved voltmeter
Ground the phase conductors or circuit parts before touching them where the possibility
of induced voltages or stored electrical energy exists.
Apply ground-connecting devices rated for the available fault duty where the conductors
or circuit parts being de-energized could possible contact other exposed energized
conductors or circuit parts.
Observation
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Learning Outcome 1.5 :Interpret electrical transmission/ distribution network’s drawing
Resources
 Types of transmission and distribution o Brainstorming on - Books
diagram electrical power system - Internet
(transmission - drawings
 Single line and double line diagram &distribution) - Manual
o Drawing - User’s and
 Scheme of connection o Documentary Research service manuals
 Element/components of transmissions o Workshop practical - Hand-out notes
and distribution network exercise s - Projector
o Group discussion
 Line support
 Conductors
 Transformers
 Switch gears
 Insulators
 Symbols of transmission and distribution

network elements and equipment
Proper interpretation of electrical transmission/ distribution network’s drawing

 Oral evidence  Open questions
 Ticking
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  Expose
Checklist Score
Yes No
Electrical symbols identification
Types of diagrams identification
Description of electrical drawings
Observation
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LU 2:Perform maintenance of elements of transmission/
Learning Outcomes:
2 1. Use tools and equipment

2. Troubleshoot different parts of the transmission/ distribution
network
3. Apply maintenance types for different parts of the transmission
20Hours and distribution
Learning Outcome 2.1:Use tools and equipment
Content Resources
Learning activities
 Types of tool and equipment o Group discussion - Books
 Working principal o Practical exercises on - Internet
 Calibration of tool/ equipment measuring - To list tools
o Physical demonstration of and equipment
tools an d equipment
o Read labelled information
Proper use of tools and equipment

 Oral evidence  Matching questions
 Performance evidence  Task: Measure grounding resistance of transformer mounted
 tower
256 | P a g e
Checklist Score
Yes No
 Use and connection of voltmeter
 Use and connection of ammeter
 Use and connection of wattmeter
 Use and connection of Ohmmeter
 Use and connection of Insulation meter
 Use and connection of ground resistance meter
 Use and connection of grounding electrode
 Use of tester
Observation
Learning Outcome 2.2 :Troubleshoot different parts of the transmission/ distribution network
Resources
 Introduction to troubleshooting o Brainstorming on the - Books
 Methods of testing / typical of fault finding - Internet
troubleshooting procedures procedures - Service manuals
o Group discussion on the - Of transmission
recognition of faulty parts and distribution
o Practical exercises on fault elements
finding procedures - Multimeter
o Physical demonstration of - Hand-out notes
faulty parts
Suitable troubleshooting of different parts of the transmission/ distribution
network

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 Performance evidence  Matching questions

Checklist Score
Yes No
 Troubleshooting procedure Think safety first.
 Ask the three Ws--What, When, and Where.
 Visually inspect the network.
 Have a thorough understanding of the system (use a schematic).
 Operate the system.
 Recheck all services to the system.
 Isolate subsystems.
 Make a list of probable causes.
 Reach a conclusion about the problem.
 Test the conclusion.
 Report the findings.
Observation
Learning Outcome 2.3:Apply maintenance types for different parts of the transmission and
distribution
Resources
 Reminder on different types of o Spoken explanation - Books
maintenance o Group discussion on - Internet
 Comparison of different maintenance procedures and - Electrical
types of maintenance fault handling drawings
(Advantages and o Brainstorming on types of - Manual
disadvantage of preventive maintenance - User’s and service
maintenance and corrective o Documentary Research manuals
maintenance) o Brainstorming on the typical of - Hand-out notes
 Rectify the fault fault finding procedures
 Troubleshooting /testing o Group discussion on the
 Cause of faults in recognition of faulty parts
transmission and o Practical exercises on
distribution network Troubleshooting /testing
 Specification /ratings of o demonstration of faulty parts
equipment
258 | P a g e
Convenient application of maintenance types for different parts of transmission/

  Ticking
 Expose
Checklist Score
Yes No
A thorough understanding of general transformer maintenance
A thorough understanding of general circuit breaker maintenance
A thorough understanding of general conductor/cable maintenance and joining
A thorough understanding of general insulator maintenance
A thorough understanding of general protection working principle and maintenance
Observation
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LU 3: Test elements of transmission / distribution network
Learning Outcomes:
3 1. Test the repaired parts

2. Clean the workplace and Report the work done
10 Hours
Learning Outcome 3.1:Test the repaired parts
Resources
 Types of test o Brainstorming on testing - Books
 Testing methods /Troubleshooting - Internet
 Type of measuring tools, instruments o Group discussion - Electrical
o Demonstration of drawings
and equipment
measuring tools and - User’s Manual
 Troubleshooting equipment And service
o Practical exercises manuals
o Documentary Research - Hand-out notes
Appropriate testing of the repaired parts
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 Performance evidence  Expose
  Task: Verify the state of a contactor
Checklist Score
Yes No
Use of measurement instruments
Follow up the evolution of the system
Observation
Learning Outcome 3.2:Clean the workplace and Report the work done
Resources
 Collection and arrangement of tools and o Brainstorming on the - Books
equipment collection and arrangement - Internet
 Arrangement of non-used materials of tools and equipment - User’s manual
(consumables) o Group discussion on - Service manual
 Cleaning of working area cleaning techniques - PPE(personal
 Cleaning techniques o Demonstration of cleaning protective
 Tools used in cleaning o Practical exercises on equipment)
 Waste materials management collecting and selecting - Books
 Types of waste materials (recyclable, tools and equipment for - Internet
biodegradable, non- bio-degradable) cleaning - Journal
 Treatment of waste materials o Documentary Research - Government
 Types of report o Group discussion on institution
 Report content Reporting methods ,and - NGO
 Reporting methods contents
 Writing a report o Example of worked report
261 | P a g e
Proper cleaning of the workplace


Checklist Score
Yes No
Right cleaning material
Appearance of the workplace
Observation

Rwanda Energy Group Limited REG, contracted works related to
network surveillance and maintenance in Rwamagana District to Clean
Energy Technology CET Ltd. On 29th November 2014 a failure occurs at
Rwamagana secondary school while MASTER STEEL industry connected
through its own different transformer is still supplied. The two
transformers supplying both Rwamagana secondary school and
MASTER STEEL industry are connected at the same place. Therefore as
network surveillance and maintenance electrician from Clean Energy
Technology CET Ltd, you are requested to restore and ensure that
Rwamagana secondary school is supplied electricity from power grid
within 4 hours.
262 | P a g e
Checklist Score
Yes No
Indicator: Types of maintenance were properly identified
Required maintenance
Indicator: :Maintenance activities and requirements were properly planned
Distribution scheme
Testing devices
Tools
Indicator: Types of hazards and warning signs were properly identified
Possible hazards
Identify the circuit to be de-energized and all possible sources of electrical energy
supplies to the specific circuit or equipment
Status of the circuit breaker
Indicator: Safety precautions were applied according to the type of equipment
Appropriate personal protective equipment
Apply lockout-tagout procedures
Safe work practices
Indicator: Electrical transmission/ distribution network’s drawing was properly interpreted
Electrical symbols identification
Network elements identified
Indicator: Tools and equipment were properly used
Measuring instruments
Testing tools
Indicator: Different parts of the transmission/ distribution network were suitably troubleshoot
Probable causes of failure
Reach a conclusion about the problem
Indicator: Maintenance types for different parts of transmission/ distribution network were
conveniently applied
General maintenance for different parts is done
Use of measurement and testing instruments
Indicator: The workplace is properly cleaned
Right cleaning material
Appearance of different components
263 | P a g e
Appearance of work place
Indicator: Convenient completing of repair report is conveniently completed
Report format
Report content
Observation
Checklist Score
Yes No
Indicator: The fault is conveniently rectified
Adjust, repair or replace as necessary
Rwamagana secondary schools is supplied by the power grid
Tightness
Fitness
Observation
Checklist Score
Yes No
Indicator: Work done within required time
Time respect
Indicator: Materials and equipment are well used
identification of cables types
Observation
Perfection
264 | P a g e
Checklist Score
Yes No
Creativity
Observation
Reference books:
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IELFE 501 - FUNDAMENTAL ELECTRONICS
IELFE 501 Apply Fundamental Electronics

Credits: 6 60
Sub-sector:
Purpose statement
This general module describes the knowledge and attitude required to apply basic electronics. The
industrial electrician will be able to identify electronic components/devices, Implement different types of
electronic circuits and use electronic components in measuring, detection and automation systems. This
will allow the electrician to easily pursue further learning at higher level.
266 | P a g e
Not applicable

the learning unit.
1. Identify electronic 1.1. Proper differentiation of electronic devices

components/devices
1.2. Proper Identification of electronic devices
characteristics
1.3. Proper identification of electronic devices

applications
2. Implement different types of 2.1. Proper identification of electronic circuits

electronic circuits
2.2. Proper identification of integrated circuits
2.3. Proper implementation of electronic circuits
3. Use electronic components in 3.1. Proper identification of sensors

measuring, detection and
automation systems 3.2. Proper description of the operation of sensors
3.3. Proper use of sensors
267 | P a g e
LU 1: Identify electronic components/devices
Learning Outcomes:
1 1. Differentiate electronic devices

2. Identify electronic devices characteristics
3. Identify electronic devices applications
15Hours
Learning Outcome1.1 :Differentiate electronic devices
Content Resources
Learning activities
 Introduction to passive components o Brainstorming on passive - Books
used in electronics components - Internet
o Group discussion on - Resistor
Resistors(resistor colour coding, electronic devices - Inductor
power, ohm’s law, characteristics, o Physical demonstration of - Capacitor
types of resistors) electronic devices - Transistor
o Documentary research - Diode
Inductor
Capacitor
 Introduction to materials used in

Electronics
Conductors
Insulators
268 | P a g e
Semiconductors
 Structure and features of diodes
PN junction diode
Zener
Led
Tunnel
Varicap
Photodiode
Schottky Diode
 Diode characteristics
V-I characteristics
 Structure and features of transistor
PNP and NPN transistor
FET( JFET, MOSFET)
Phototransistor
 Transistor characteristics
Input characteristics
Output characteristics
Proper differentiation of electronic devices
269 | P a g e
  Interview
Checklist Score
Yes No
 Identification of resistor
 Identification of inductor
 Identification of capacitor
 Identification of conductors
 Identification of insulators
 Identification of semiconductors
 Structure and features of diode
 Description of diode characteristics
 Structure and features of transistor
 Description of transistor characteristics
Observation
Learning Outcome 1.2:Identify electronic devices characteristics
Resources
 Introduction to passive components o Brainstorming on - Books
used in electronics electronics devices - Internet
characteristic - Manual
Resistors(resistor colour coding, o Group discussion on - Hand out note
power, ohm’s law, electronic devices
characteristics, types of characteristic
resistors) o Practical exercise on V-I
characteristic
Inductor
270 | P a g e
Capacitor
 Introduction to materials used in

Electronics
Conductors
Insulators
Semiconductors
 Structure and features of diodes
PN junction diode
Zener
Led
Tunnel
Varicap
Photodiode
Schottky Diode
 Diode characteristics
V-I characteristics
 Structure and features of transistor
PNP and NPN transistor
FET( JFET, MOSFET)
Phototransistor
 Transistor characteristics
Input characteristics
Output characteristics
271 | P a g e
Proper identification of electronic devices characteristics

  Interview
Checklist Score
Yes No
 Identification of resistor
 Identification of inductor
 Identification of capacitor
 Identification of conductors
 Identification of insulators
 Identification of semiconductors
 Structure and features of diode
 Description of diode characteristics
 Structure and features of transistor
 Description of transistor characteristics
Observation
Learning Outcome 1.3 :Identify electronic devices applications
Resources
 Use of diodes o Brainstorming on - Books
application of rectifiers - Internet
Rectifier circuits circuit - Manual
o Group discussion on - Handout note
Stabilization and regulation
electronics devices
o Practical exercise on
272 | P a g e
Limiting, protection circuit electronic circuit
 Use of transistor
Switching
Amplification
Proper identification of electronic devices applications

  Interview
Checklist Score
Yes No
Identification of application of diode
Identification of application of transistor
Observation
273 | P a g e
LU 2:Implement different types of electronic circuits
Learning Outcomes:
2 1. Identify electronic circuit

2. Identify integrated circuits
3. Implement electronic circuits
20 Hours
Learning Outcome 2.1:Identify electronic circuit
Content Resources
Learning activities
 Rectifier o Brainstorming on working - Books
Definition principle of rectifiers circuit - Internet
o Group discussion on - Manual
Elements of rectifier regulators - Hand-out note
o Practical exercise on filters
Working principle (DC-AC, AC-DC, AC-
AC)
 Voltage regulator
Definition
Elements of voltage regulator
Working principle
 Filters
Definition
Elements of filter
 Inverter
Definition
Elements of inverter
274 | P a g e
 Integrated circuits
Integration of active components
(SSI, MSI,LSI)
Digital integrated circuits
Binary numbers, coding and

decoding
Equations and logic operations
Boolean algebra (Karnaugh)
Simple logic functions
 Operational Amplifier
Definition and Operation
Linear amplifier
Derivation-integration
Proper identification of electronic circuit

  Interview/ exposing
Checklist Score
Yes No
Identification of elements of rectifier
Working principle of rectifier
Identification of elements of voltage regulator
275 | P a g e
Working principle of voltage regulator
Identification of elements of filter
Working principle of filter
Identification of elements of inverter
Working principle of inverter
Identification of integration of active components
Identification of binary numbers, coding and decoding
Identification of simple logic functions
Identification of operational amplifier
Observation
Learning Outcome 2.2 :Identify integrated circuits
Resources
 Rectifier o Brainstorming on working - Books
Definition principle of rectifiers circuit - Internet
Elements of rectifier regulators - Hand-out note
o Practical exercise on filters
Working principle (DC-AC, AC-DC,
AC-AC)
 Voltage regulator
Definition
Elements of voltage regulator
 Filters
Definition
Elements of filter
 Inverter
Definition
Elements of inverter
 Integrated circuits
Integration of active components
276 | P a g e
(SSI, MSI,LSI)
Digital integrated circuits
Binary numbers, coding and

decoding
Equations and logic operations
Boolean algebra (Karnaugh)
Simple logic functions
 Operational Amplifier
Definition and Operation
Linear amplifier
Derivation-integration
Proper identification of integrated circuits

  Interview/ exposing
Checklist Score
Yes No
 Identification of elements of rectifier
 Working principle of rectifier
 Identification of elements of voltage regulator
 Working principle of voltage regulator
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 Identification of elements of filter
 Working principle of filter
 Identification of elements of inverter
 Working principle of inverter
 Identification of integration of active components
 Identification of binary numbers, coding and decoding
 Identification of simple logic functions
 Identification of operational amplifier
Observation
Learning Outcome 2.3:Implement electronic circuits
Resources
 Implementation of rectifier circuit o Brainstorming on application of - Books
 Implementation of inverter circuit rectifiers circuit - Internet
 Implementation of filters circuit o Group discussion on electronics - Manual
 Implementation of voltage devices - Hand-out note
regulator circuit o Practical exercise on electronic
 Use of Integrated circuits in circuit
implementation o Documentary research
Proper implementation of electronic circuits

 Performance evidence  Multiple choice questions
 Performance evidence  Matching
  Ticking
 Interview/exposing
 Task: Implement the given electronic circuit
278 | P a g e
Checklist Score
Yes No
 Identification of components used in rectifier circuit
 Identification of components used in inverter circuit
 Identification of components used in filter circuit
 Identification of components used in voltage regulator circuit
 Use of tools, equipment and materials
 Connection of rectifier circuit
 Connection of inverter circuit
 Connection of filter circuit
 Connection of voltage regulator circuit
 Use of integrated circuits in implementation
Observation
279 | P a g e
LU 3: Use electronic components in measuring, detection and
automation systems
Learning Outcomes:
3 1. Identify sensors
2. Describe the operation of sensors
3. Use sensors
25Hours
Learning Outcome 3.1:Identify sensors
Resources
 General functional study of sensors o Brainstorming on sensor - Books
Definition o Group discussion on sensor - Internet
o Physical demonstration of - Manual
Measure of presence or proximity sensor - Hand-out note
o Documentary research - Sensor
Capacitive sensor
Inductive sensor
Magnetic sensor
Photoelectric detector
Resistive sensor
 Selection criteria and operation-related

constraints
Linearity
Measurement accuracy
Type of material to detect
Nominal range
280 | P a g e
Sensor signal
Lifetime
Proper identification of sensors

  Interview/exposing
Checklist Score
Yes No
Identification of types of sensors
Identification of type of material to detect
Identification of functional operation of sensor
Selection criteria of sensors
Observation
Learning Outcome 3.2:Describe the operation of sensors
Resources
 Working principle of sensors o Brainstorming on working - Books
 Detection mechanism of sensors principle of sensors - Internet
Linear displacement potentiometer o Group discussion on - Manual
operation conditions of - Hand out note
Rotary potentiometer sensors - Sensor
281 | P a g e
Proper description of the operation of sensors

Checklist Score
Yes No
Description of sensors Working principle
Description of sensors detection mechanism
Observation
Learning Outcome 3.3:Use sensors
Resources
 Application of sensors o Brainstorming on sensors - Books
Industrial robots application - Internet
o Group discussion on sensors - Manual
Servomechanism application - Hand out note
o Practical exercise sensors - Sensor
NC machine tools
application
Security o Documentary research
282 | P a g e
Proper use of sensors

Checklist Score
Yes No
 Identification of application of sensors in industrial robots
 Identification of application of sensors in servomechanism
 Identification of application of sensors in NC machine tools
 Identification of application of sensors in security
Observation
Integrated situation Resource

s
You are on a work mission in BISATE, Musanze district. Your phone battery is down and your
phone charger got damaged while you want to emergently talk to your supervisor about the
mission. Fortunately, you have got in your computer a regulated power supply circuit that
can be implemented to charge your phone and all required devices and components and
power supply are available in the toolbox. You are required to implement that circuit in 1
hour.
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Checklist Score
Yes No
Indicator: Electronic devices and components are properly identified
Resistor is selected
Capacitor is selected
Diode is selected
Integrated circuit is selected
Indicator: Tools, equipment and materials are well selected
Opening tools are selected
Cutting tools are selected
Printed circuit board is selected
Soldering tin is selected
Soldering iron and accessories are selected
Measurement instruments
Indicator: Tools, equipment and materials are well arranged into the working area
Disposition according to the type
Disposition according to the use
Indicator: Personal protective equipment (PPE) are well identified
Overall
Goggles
Gloves
Safety shoes
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Indicator: Electronic circuit is well implemented
Devices are connected
Regulated DC is at the output
Indicator: Electronic circuit is well tested
Continuity test
Output of the transformer is tested
Output of the full wave rectifier is tested
Output of the filter is tested
Output of the regulated power is tested
Observation
Checklist Score
Yes No
Indicator: The circuit is running
The required DC power is available at the output
No ripple
Steady voltage at the output
Indicator: The circuit is well soldered
Aesthetic
Fitness
Observation
Checklist Score
Yes No
Indicator: Time is respected
Work done within required time(2h)
Indicator: Materials and equipment are adequately used
No wasted material
Indicator: Safety precautions are observed
No accident
Observation
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Perfection
Checklist Score
Yes No
Creativity
No wasted material
Observation
Reference books:
1. Le schéma électrique, Hubert Largeaud, troisieme edition revue et corrigée, 1991

2. http://www.cadac.com/nl/brochures/Documents/autocad-electrical-iec-brochure-en.pdf
3. Geometric and engineering drawing by K. Morling, Third edition, 2010
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IELIE 501 - INDUSTRIAL ELECTRICAL DRAWING
IELIE 501 Perform Industrial Electrical Drawing

Credits: 5 50
Sub-sector: Electricity
Purpose statement
This particular module describes the skills, knowledge and attitude required to interpret and perform
industrial electrical drawing. The electrician will be able to analyse industrial electrical drawings, realize
industrial electrical drawings from a scenario and apply drawing software in electricity. It applies to
electricians working in electrical industry context.
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Not applicable

the learning unit.
1. Identify fundamentals of industrial 1.1. Proper identification of tools and equipment of

Electrical Drawing electrical drawing
1.2. Proper application of technical drawing basics
1.3. Proper identification of different types of electrical

diagrams
2. Analyse electrical drawings and 2.1. Proper identification of industrial electrical devices
diagrams and symbols
2.2. Proper application of basic signalling circuits
2.3. Proper application of basic automation circuits
2.4. Convenient development of electrical circuit

diagrams using narrative information
3. Use Electrical CAD software 3.1. Proper identification of CAD user interface
3.2. Methodological application of basic electrical

design workflow
3.3. Proper management of projects in Electrical CAD
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LU 1: Identify fundamentals of industrial Electrical Drawing
Learning Outcomes:
1 1. Identify tools and equipment

2. Apply technical drawing basics
3. Identify different types of electrical diagrams
10Hours
Learning Outcome1.1 :Identify tools and equipment
Content Resources
Learning activities
 Different types of drawing tools and o Brainstorming on how to - Internet
equipment identify drawing - Books
instrument and their - Hand-out s
 Drawing board application notes
- Drawing board
 Ruler o Group discussion on their - Ruler
applications - Set square 60o
 Set square 60o and 45o
and 45o
o Exercises on how to draw
 Protractor - Protractor
with drawing instruments
- Compass
 Compass and their applications.
- French curves
o Physical demonstration of - Pencils
 French curves
drawing tools and - Drawing sheet
 Pencils equipment - set of scale
- templates
 Drawing sheet o Further research on
internet
 Set of scale
 Templates
 Application of drawing tools

and equipment
 Software
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Proper identification of tools and equipment of electrical drawing

  Matching questions
Checklist Score
Yes No
Identification of tools according to their application
Identification of equipment according to their application
Observation
Learning Outcome 1.2:Apply technical drawing basics
Resources
 Presentation of drawing sheets o Group discussion on - Books
presentation of drawing - Internet
 Margin sheets, standard lettering, - Drawing sheets
use of scale. - Electrical drawings
 Title block
o Practical exercises on
 Standard lettering presentation of drawing
 Lettering type A: Vertical and sheets, standard lettering,
Sloped at 75 o use of scale.
 Lettering type B: Vertical and o Physical demonstration

sloped at 75 o to the horizontal and illustration
 Use of scale (plain, diagonal):
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 Full scale drawing
 Reduced scale drawing
 Enlarged scale drawing
 Types of lines
 Continuous narrow line
 Continuous narrow free hand line
 Continuous narrow line with

zigzag
 Continuous wide lines
 Dashed narrow line
 Long-dashed dotted narrow line
 Long-dashed dotted wide line
 Projection
 Types of views
Proper application of technical drawing basics

 Oral evidence  Task: Apply basics of technical drawing

Checklist Score
Yes No
Drawing sheet layout
Drawing lines
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Standard lettering
Scale
Projection view
Observation
Learning Outcome 1.3 :Identify different types of electrical diagrams
Resources
 Types of electrical diagram o Brainstorming on types - Books
electrical diagrams - Internet
 Block diagram - Electrical
o Group discussion on types drawings
 Wiring diagram and use electrical
diagrams
 Circuit diagram
 Schematic diagram
 Use of electrical diagrams
Proper identification of different types of electrical diagrams

Checklist Score
Yes No
Types of electrical diagram
Use of electrical diagrams
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Observation
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LU 2:Analyse electrical drawings and diagrams
20 Hours
1. Identify industrial electrical devices and symbols

2. Apply basic signalling circuits
3. Apply basic electrical automation circuits
4. Develop electrical circuit diagrams using narrative information
Learning Outcome 2.1:Identify industrial electrical devices and symbols
Content Resources
Learning activities
 Electrical industrial symbols o Group discussion on - Books
different types of industrial
 Working principle of Isolating devices electrical symbols - Internet
 Disconnector - Disconnect
different types of isolating
 Disconnector switch devices, protection devices, - Disconnect
command devices, switch
 Disconnect fuse automatic command
devices, mechanic, - Disconnect
 Working principle of Protection devices pneumatic and hydraulic fuse
devices
 Fuse o Group discussion on - Fuse
 Circuit breaker operation of different types
- Circuit breaker
of isolating devices,
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 Discontactor protection devices, - Discontactor
command devices,
 Working principle of Command devices automatic command - Switch
devices, mechanic,
 Switch - Impulse switch
pneumatic and hydraulic
 Cam switch devices - Cam switch
o Further research on internet
 Push button - Push button
 Push turn switch - Push turn

switch
 Impulse switch
- Relays
 Working principle of Automatic command
devices - Contactors
 Relays - Electro-
magnet
 Contactors
- Electro-valve
 Working principle of electromechanical,
electro-pneumatic command devices
 Electro-magnet
 Electro-valve
Proper identification of industrial electrical devices and symbols

 Written evidence  Matching question
  Multiple choice
 Open question
Checklist Score
Yes No
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Electrical industrial symbols
Construction features and general operation of Isolating devices
Construction features and general operation of Protection devices
Construction features and general operation of Command devices
Construction features and general operation of Automatic command devices
Construction features and general operation of Electromechanical devices
Construction features and general operation of electro pneumatic command devices
Observation
Learning Outcome 2.2 :Apply basic signalling circuits
Resources
 Communicational signalization o Group discussion on types - Books
 Positional signalization of signalization circuits
 Security signalization o Practical exercises on - Internet
 Alarm signalization interpretation signalization
- Electrical
 Timing signalization circuits
drawings
installation of signalization - Lamps
circuits.
o Documentary research - Wires
- Electrical bells
- Contactors
- Circuit breakers
- Cam switch
- Fuse
- Push buttons
- Timer switch
Proper application of basic signalling circuits
296 | P a g e

 Performance evidence  Task: Install a basic signalling circuit according to the given
 0 circuit
Checklist Score
Yes No
Circuit elements
Aesthetic
Functionality of the circuit
Observation
Learning Outcome 2.3:Apply basic electrical automation circuits
Resources
 Control/command and power o Group discussion on manual, - Books
circuits semi-automatic and automatic
 Manual, semi-automatic and command of relays, contactors, - Internet
automatic command of relays o Group discussion on electrical
- Electrical
 Manual, semi-automatic and interlocking, on AC and DC
drawings
automatic command of contactors motors’ starting and braking
 Electrical interlocking procedures and on speed control - Lamps
 Asynchronous, synchronous and dc of AC and DC motors.
motor starting and braking o Practical exercises on - Wires
procedures interpretation of relays and
contactors’ command circuits - Contactors
 Speed control of asynchronous,
synchronous and dc motor o Practical exercises on
- Circuit breakers
interpretation of AC and DC
motors starting and braking - Cam switch
circuits
o Practical exercises on installation - Fuse
of relays, contactors’ command
circuits - Push buttons
o Practical exercises on installation
- Timer switch
of motor starting and braking
procedures - Discontactor
- Relays
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Proper application of basic automation circuits

 Performance evidence  Task: Install a basic signalling circuit according to the given
 circuit
Checklist Score
Yes No
Circuit diagram
Aesthetic
Functionality
Observation
Learning Outcome 2.4:Develop electrical circuit diagrams using narrative information
Resources
 Applications of command devices o Group discussion on applications
 Command of electro-valve of command devices and motor
staring and braking procedures
 Command of valve o Practical exercise on
development of electrical
 Applications of motor starting and
drawing from narrated
braking procedures
information
 Command of pumps
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 Command of sliding gates
 Command of drilling machine
 Lathe machine
 Command of mixing tank

system
Convenient development of electrical circuit diagrams using narrative
information

 Performance evidence  Task: develop a power circuit and control circuit for forward-
 revise motor operation
Checklist Score
Yes No
Symbols
Circuit diagram
Correctness
Observation
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LU 3: Use Electrical CAD software
Learning Outcomes:
3 1. Identify CAD user interface

2. Apply CAD in electrical drawing
3. Manage Electrical CAD projects
20 Hours
Learning Outcome 3.1:Identify CAD user interface
Resources
 Introduction to CAD o Group discussion on CAD - Book
interface
 CAD interface o Computer based practices - Internet
 Ribbon Interface - Computer
 Project tab - CAD Software
 Project Tools panel
 Other Tools panel
 Troubleshooting panel
 Schematic tab
 Quick Pick panel
 Insert Components panel
 Edit Components panel
 Insert Wires/Wire Numbers panel
 Edit Wires /Wire Numbers panel
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 Power Check Tools panel
 Panel tab
 Insert Component Footprints panel
 Terminal Footprints panel
 Edit Footprints panel
 Conduit Tools panel
 Reports tab
 Schematic panel
 Miscellaneous panel
 Import/Export Data tab
 Import panel
 Export panel
 Conversion Tools tab
 Tools panel
 Schematic panel
 Attributes panel
 Symbol Builder tab
 Edit panel.
 Help panel
 Toolbars to Ribbons
 Main Electrical toolbar
 Main Electrical toolbar
 Panel Layout toolbar
 Conversion toolbar
 Conduit Marker toolbar
 Power Check toolbar
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 Extra Libraries toolbar
 The Ribbon
Proper identification of CAD user interface

 Oral evidence  Multi choice question
  Oral evidence
Checklist Score
Yes No
Parts that make up the AutoCAD user interface and the function of each part
AutoCAD’s Ribbon and its display options
AutoCAD’s Application Menu
The Quick Access toolbar,
The Info Center,
The Command Line window,
The status bar
Display tab and the Options dialog box
Observation
Learning Outcome 3.2:Apply CAD in electrical drawing
Resources
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 Symbol Preview Guide o Group discussion on CAD - Book
interface
 Standard-based drafting and libraries o Computer based practices - Internet
 IEC symbols - Computer
 JIC symbols - CAD Software
 Creation of electrical circuits drawings
Apply CAD in electrical drawing

 Oral evidence  Multi choice question
 Performance evidence  Task: Reproduce a given circuit diagram using CAD equipped
 computer
Checklist Score
Yes No
Symbol in CAD
Correctness of electrical circuits drawings
Observation
Learning Outcome 3.3:Manage Electrical CAD projects
Resources
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 Overview of projects o Group discussion on CAD - Book
 Use recently opened projects interface
 Create a project o Computer based practices - Internet
 Add a new drawing to the current o Documentary research
- Computer
project
 Add existing drawings to the current - CAD Software
project
 Group drawings within a project
 Change the order of drawings in the
project
 Remove a drawing from the active
project
 Assign a description to each drawing
 Preview a drawing
 Change drawing display options
 Overview of project-related files
 Overview of the project file format
 Archive a project
 Delete a project
Proper management of projects in Electrical CAD

 Written evidence  Matching question
 Oral evidence  Multi choice question

Checklist Score
Yes No
Opened projects
Project creation
Addition a new drawing to the current project
Addition of existing drawings to the current project
Group drawings within a project
Order of drawings in the project
Removal of a drawing from the active project
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Description of drawing
Preview a drawing
Drawing display options
Project-related files
Overview of the project file format
Archive a project
Observation

Bank of Kigali wants to install a communication signalling system that
will allow its caretaker to inform people if he is present, absent or
busy, open his door and be informed if someone needs to talk to him.
The three positions cum switch that controls the three different lights
and push button S1 that control the door are located at the caretaker
place while the bell controlled by the push button S2 is located in
corridor. As electrician from KORATECH you are requested to install
the system according to the wiring diagram developed by KORATECH
engineer within four hours.
W1: Single phase source
F1: Fuse
S3: Three positions cum switch located at care keeper place
S1: Push button located at care keeper place
S2: Push button located in door
H1: Signalling lamp located in corridor: PRESENT
H2: Signalling lamp located in corridor: ABSESENT
H3: Signalling lamp located in corridor: BUSY
H4: Bell at care keeper place
Y1: Electric door release
T1: Transformer 220/6V
305 | P a g e
Checklist Score
Yes No
Indicator: Tools and equipment of electrical drawing are properly identified
Tools
Equipment
Materials
Indicator: Different types of electrical diagrams are properly identified
Block diagram
Wiring diagram
Circuit diagram
Schematic diagram
Indicator: Industrial electrical devices and symbols are properly identified
Electrical industrial symbols
Isolating devices
Protection devices
Command devices
Indicator: Basic signalling circuits are properly applied
306 | P a g e
Identification of circuit elements
Correct positioning and location
Correct connexion
Observation
Checklist Score
Yes No
Indicator: Signalling circuit is installed according to the given circuit diagram
The installation is correctly functioning
Fitness
Tightness
Indicator: Standards are respected
Position and location distance are respected
Observation
Checklist Score
Yes No
Work done within required time
Indicator: Materials and equipment are adequately used
No wasted material
Indicator: Safety precautions are observed
No accident
Observation
Perfection
Checklist Score
Yes No
307 | P a g e
Creativity
Observation
Reference books:
1. Le schéma électrique, Hubert Largeaud, troisieme edition revue et corrigée, 1991

2. http://www.cadac.com/nl/brochures/Documents/autocad-electrical-iec-brochure-en.pdf
3. Geometric and engineering drawing by K. Morling, Third edition, 2010
308 | P a g e
IELPH501 - PICO-HYDROPOWERPLANT
IELPH501 pico-hydropowerplant
Competence

Credits: 12 120
Sector: Energy
Sub-sector: industrial electricity

Issue date: November, 2014
Purpose statement
This particularmodule describestheskills, knowledge and attitude required toinstall a picohydropower

plant. Theelectricianwill beabletoidentifyHPPsite, apply hydropower planttechniquesandoperatea
hydropower plant. It applies to electrician working as a picohydropower plant technician
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Learningassumed tobe in place
Elements ofcompetence and performance criteria

Learningunits describe theessentialoutcomesof acompetence.
Performance criteriadescribetherequiredperformanceneeded todemonstrateachievement of
thelearningunit.
By theendofthemodule,thetraineewillbeable to:
Elements of competence Performancecriteria

1. Identify HPP site 1.1.ProperidentificationofHPPselectioncriteria
1.2.ProperClassificationofHPP
1.3.Properdescriptionofhydropowerplant
2. Apply hydropower plant 2.1.Accurate measurement of head and flow rate

techniques 2.2.Accuratecalculationofhydropowerplants
parameters
2.3.Properestimationof load
2.4.Properidentificationofcivil structureandconduits
2.5.Properselectionofelectromechanicalequipment
3. Operate hydropowerplant 3.1.Properuseof handtools ,power tools and meters

3.2.Proper applicationof safetyandProtective
equipment
3.3.Correctmonitoringof hydropowerplant
parameters.
3.4.Properperformanceof routine maintenance
3.5.Adequate elaborationofoperationreport
Learning unit LU 1: IdentifyHPPsite
Learning Outcomes:
1 1. Identify HPPselectioncriteria
2. ClassifyHPP
3. Describehydropowerplant
30 Hours
Learning Outcome 1.1: IdentifyHPP selectioncriteria
Resources
 Introductionto energy Brainstormingontypesof Books
 Definitionofenergy energysources - Internet
 Formsofenergy o Groupdiscussionon - Handoutnotes
Electricalenergy energyusage
Mechanicalenergy o Groupdiscussionon
Thermal/heat energy energysourcesavailable
Kineticenergy inRwanda
Potentialenergy o Groupdiscussiononsite
Chemicalenergy Nuclear selectioncriteria
energy - oDocumentaryResearch
Electromagneticenergy
 Conversionofenergy
Renewableandnonrenewable
energysources
Applicationofenergy
Comparisonofenergysources
 Hydro-electricPowerStation
 Definition
 Advantages
 Disadvantages
 Choiceof Sitefor Hydro-
electric
 Power Stations
FormativeAssessment1.1
Performancecriterion
ProperidentificationofHPPselectioncriteria
Assessor maycollect amongthe followingevidences and make judgements on whether the
performancecriterionhasbeenachieved.
Typesof evidence Portfolioassessmenttools

 Multiple choice questions
 Openquestion
 Matchingquestions
Checklist Score
Yes No
 Nature of thesource
 Usageof source
 Exhaustibility
 Cleanliness(Environmental effect)
 Comparisonof energysources
 DefinitionHydro-electricPower Station
 AdvantagesHydro-electricPower Station
 Disadvantages
 Hydro-electricPower siteselectioncriteria
Observation
Learning Outcome 1.2: Classify HPP

Content Learningactivities Resources
 Classificationaccordingtothe o Brainstormingdifferent - Books

availabilityofhead typeof hydropowerplant - Internet
 Lowhead powerplants o Examplesof hydropower - Handoutnotes
 Mediumhead plantinRwanda
powerplants oSite visit
 Highhead powerplants. oDocumentaryResearch
 Classificationaccordingtothe
nature ofload
 Baseloadpowerplants.
 Peakloadpowerplants
 Classificationaccordingtothe
quantity of wateravailable
 Run-off riverplantwithout
pondage.
 Run-off riverplantwith pondage.
 Storagetypeplants.
 Pumpstorageplants.
 Mini andmicro-hydel plants.
 Classificationbasedonthe power
development by theplant
 Largehydroplant.
 Mediumhydroplant
 Small hydroplant
 Mini hydroplant
 Microhydroplant
 Picohydroplant.
 ClassificationofHPPregarding
connectiontothe grid
 solatedMHPP
 GridconnectedHPP
FormativeAssessment1.2
Performancecriterion
ProperClassificationofHPP
Assessor maycollect amongthe followingevidences and make judgements on whether the
performancecriterionhasbeenachieved.
Typesof evidence Portfolioassessmenttools

 Multiple choicequestions
 Openquestion
Checklist Score
Yes No
 Classificationaccordingtotheavailabilityof head
 Classificationaccordingtothenatureof load
 Classificationaccordingtothequantity ofwateravailable
 Classificationbasedonthe powerdevelopmentbytheplant
 Classification ofHPPregardingconnectiontothe grid
Observation
Learning Outcome 1.3:Describe hydropowerplant

Content
Learning Outcome 1.3: Describe hydropowerplant
Resources
 Constituentsof Hydro-electric o Brainstormingon Books
Plant differentpartsofhydro - Internet
 Hydraulicstructures. powerplant - Handoutnotes
 Waterturbines o Site visit -
 Electricalequipment o DocumentaryResearch
 Switchinggear
andcontrollingunit
 Schematic
arrangementofmainparts of
powerplant
Properdescriptionof hydropowerplant
 Written evidence  Multiple choicequestions
Score
Checklist Yes No
 Multiple choice questions
 Matching questions
 Matching questions
Observation
Learning unit LU 2: Applyhydropowerplant techniques
Learning Outcomes:
2 1. Measurehead andflowrate
2. Estimatetheload
3. Identifycivil structure andconduits

45Hours 4. Selectelectromechanical equipment
Learning Outcome 2.1: Measure headandflowrate
Resources
 Methodsof waterflowrate Brainstormingdifferent Books
measurement methodsof head - Internet
 Bucket/volumetric tank method, measurement - Handoutnotes
 saltvelocity method o Discussionondifferent - Calculator
 weirnotchedmethod methodsof headandflow
 Floatingmethod ratemeasurement
 Currentmetermethod o Practiceonhead
 measurement
•Methodsof Headmeasurement - Practiceonwater flow rate
 Altimeter measument
 Barometricaltimeter - Site visit
 Topographicmap - Documentary research
 Directheightmeasurement
 Flowdurationcurve
 Catchment area
 Waterreservoir
Accurate measurement of head and flow rate
 Oral evidence  Open-ended questions
 Performance evidence  Matchingquestions
  Task: measuretheflowrate ofdownstreamriverbyusing
bucket/volumetrictankmethodandcurrentmetermethod
Checklist Score
Yes No
 Flow rate measuring by bucketmethod
 Volumetrictankmethod
 Currentmetermethod
 Head measuringmethodsbyaltimeter
 Head measuringmethodsby Barometricaltimeter
 Head measuringmethodsby topographicmap
 Directheight measurement
Observation
Learning Outcome 2.2: Estimatetheload
Resources
Typeof load Brainstormingonload types Books
 Activepower o Groupdiscussionon nature - Internet
 Reactivepower ofload - Handoutnotes
 Apparentpower o Discussionofeffectof - Calculaton
 Power factor loadvariationonpower station
 Loadfrequency Site visit(national
 Supply voltage dispatching)
oDocumentaryResearch
 LoadCurvesandplantfactors o
 Connectedload
Maximumdemand
 Demandfactor.
 Averageload.
 Loadfactor.
 Diversityfactor.
Accuratecalculationofhydropowerplantsparameters
 Oral evidence  Open question
Checklist Score
Yes No
 Calculationofinput power
 Estimationofoutputpower
Observation
Learning Outcome 2.3: Identifycivilstructureandconduits
Resources
 Basic construction o Brainstormingonbasic Books
constructionbasics - Internet
 Individual components - Handoutnotes
o Groupdiscussionongoodand -
Weir andintake
badworkmanship
Sandtrap-settlingbasin o Site visit
o DocumentaryResearch
Headracechannel
Forebay
Trash rack
Spillway
 Penstockand support
 Power
houseandtailrace
Properestimationof load
 Oral evidence  Openquestion
 Task:selectandmakeanarrangement ofwindpowerplant
equipmentandthenmakeaninstallation
Checklist Score
Yes No
 Calculationof active power
 Calculationof reactive power
 Calculationof apparent power
 Estimate Power factor
 Determine load frequency
 DetermineSupplyvoltage
 Estimate Load Curvesandplantfactors
 Estimationof populationdemography
Observation
Learning Outcome 2.4: Selectelectromechanical equipment
Resources
 Typicalelectromechanical elementof o Brainstormingon main Books
picohydropower plant electromechnicalequipm - Internet
 Turbine ent selection - Handoutnotes
 Mechanicaltransmission/gear o Groupdiscussiononturbine -
 Generator applicationchart
 Turbinecontroller o Group discussionongood
 Control andpowercabinet workmanship
o Nomogramfor selectionof a turbinefora o DocumentaryResearch
hydrosite(turbine applicationchart)
o Considerations for good workmanship
Properidentificationofcivil structureandconduits
 Oral evidence  Openquestion
 Product evidence  Task: demonstratedifferentcivilstructurepartsofmicrohydro
powerplant
Checklist Score
Yes No
Weirandintake
Sand trap-settling basin
Headrace channel
Forebay
Trash rack
Spillway
 Penstockandsupport
Observation
Learning unit LU 3: Operate hydropowerplant
Learning Outcomes:
3 1. Usehandtools ,powertools and meters
2. SafetyandProtectiveequipment ata powerplant
3. Monitoring powerplantparameters
45Hours 4. Performroutinemaintenance
5. Elaborateoperationreport
Learning Outcome 3.1: Use handtools,powertoolsandmeters.
Resources
 Typesoftool o Groupdiscussionhand Workshop
andmeters and tools ,powertools and - Books
equipment meters - Internet
 Workingprincipal o Practicalexercisesby - Voltmeters
 Calibrationof tool usingmeasuring - Powermeters
andequipment instruments ( voltmeters - Screwdrives
powermeters) - Frequency meter
o Physicaldemonstrationof - Analogue meters
tools andequipment - Keys
o Readingoncontrol panel -
o
Properuseof handtools ,powertoolsandmeters
 Oral evidence  Matchingquestions
 Performance evidence  Task:- ReadtheKVArandKVA fromthe control board
 Product evidence  Measurethecontinuityoffuseandcircuitbreaker
 Observationchecklist)
Checklist Score
Yes No
 Use andconnectionof voltmeter
 Useandconnectionof ammeter
 Useandconnectionof wattmeter
 Useandconnectionof Powermeter
 UseandconnectionofFrequencymeter
 Useandconnectionof Analoguemeters
 Calibrationof tool and equipment
 Useof tester
 Useof keysandScrewdrives
Observation
Learning Outcome 3.2: SafetyandProtective equipmentatapowerplant
Resources
 General o Groupdiscussionsafety Workshop
introductiontosafety precautionatHPP - books
precautionsataHPP o Physicaldemonstrationof - internet
 Personal Personal protective - Overcoatand overall
protectiveequipmentat equipmentatHPP Gloves
HPP - Safetyshoes
- Helmet
- Earmuff
- Goggles
- Nose
protectionmask
-
Proper application of safety and protective equipment
Checklist Score
Yes No
 Useof Safetytools
 Useof personal Protective equipment
 Identificationof warningsigns
 Safetycoveronrotating parts
Observation
Learning Outcome 3.3: Monitoring powerplant parameters
Resources
 Power plantoperatingparameters Brainstormingon Books
 Frequency,voltage,current, power, differentmethodsof - Internet
temperature,waterlevel ,pressure,oil starting - Manual
level hydraulic/pneumatic -
systems Electromech
 Synchronization o Groupdiscussionon anical tool kit
 Coolingsystem differentmethodsof -
 Adjustmentandcalibrationof starting Overcoa
measuringinstrument hydraulic/pneumatic tand overall
 Automatic ,pneumaticandhydraulic systems - Gloves
control systems o Physicaldemonstration for - Safetyshoes
 Starting methodsofpneumaticand differentmethodsof starting - Helmet
hydraulicsystems hydraulic/pneumatic systems - Earmuff
 Applicationof digitalmeters o oGroupdiscussionon - Goggles
 Ammeter,voltmeter, wattmeter differentvalvesusedin -
 Analoguemeters hydraulic/pneumatic system Noseprote
o o Physical demonstration ction mask
o of differentvalvesusedin - Cleaningcloth/
o hydraulic/pneumatic system - bruch
o o Practical
exercisesfor
differentmethodsof starting
hydraulic/pneumatic
systemspneumaticand
hydraulic
o o Practical exercisesfor
measuring, Adjusting
o /calibration of power
plantparameters
o oSite visit
o oDocumentaryResearch
Proper monitoring Of hydropower plant Equipment
 Oral evidence  Matchingquestions
 Performance evidence  Task:Verifyif thebearingtemperaturefalls withinnormalvalues
 Product evidence  Task:checkinmanufacturer maintenancemanualwhatshould
bethe reasonofloseof unittrip
 (Observationchecklist)
Checklist Score
Yes No
 Identificationofalternatorsoundunderboth normal
andabnormaloperatingcondition
 Identificationofturbinesound underboth normal andabnormaloperatingcondition
 Identificationofsmells forburned materials
 Identificationofvibrationsforequipment
 Identificationoftightness andfixationofvibratingandrunningmachines
 Identificationof oil levelfor alternator
 Identificationof temperature and pressure withinnormaloperatingcondition
 UseofEquipment historyandtrenddata.
 use ofmonitoringschedule
 identificationof Frequencyunder both normal andabnormaloperatingcondition
 identificationof speed forrunningmachines
 Useof voltageregulator
 Readmeter and adjustingexcitationcurrent
 Read powermeter
 Identificationof waterlevel variation
 Useof Automatic, pneumaticandhydrauliccontrol systems
 Use of startingmethodsforpneumaticand hydraulicsystems
 Checkpipesupportandanchor blockfor deformation
 Checkthe tightnessofnutsand bolts
 Checkthe functioningof gates
 Checkall jointsfor leak
 Checkfor erosionand damage onstructure
 cable connection
 Functionalityof all electrical devicesand control instruments
Observation
Learning Outcome 3.4: Performroutine maintenance
Resources
 Routinemaintenanceplanning Brainstormingontypesof Books
 Scheduling/Arrangementtechniques routinemaintenance - Internet
 Taskplanningmethods o Groupdiscussionon - Electrical
 Maintenancesystem maintenanceprocedures drawings
andscheduling techniques - Manual
o Practical exercises - Handoutnotes
o DocumentaryResearch - Checklist
-
Proper performance of hydropower plant routine maintenance
 Oral evidence  Matchingquestions Openquestion
 Performance evidence  Task:lubricatea generatorbearingonceamonth
 Product evidence  (Observationchecklist)
Checklist Score
Yes No
 Maintenance planning
 Taskscheduling
 Intake orifice iscleaned
 Removal of depositsand flush the intake gate
 Flush throughsluice gateto cleanupstreambasin
 Applygrease on wheelsand threadsof gates
 Removal of bankerosion behind wing walls
 Removal of erosion materials
 Removal of erosionanddamage onstructure
 Cut backallshrubsbehind the structure
 Manual removalof any remainingsedimentsafter flushing thesand trap
 Clean concrete surface fromvegetation
 Removal of all debris, grassand rubbish fromtrackrack
 Cleanand repairasneeded
 Cleanof tailrace and freeof debris
 Cleanpanels(free of dustand grease)
 Cleanof power house (floor and walls)
 cleanofCubicle
 lubricantof moving parts
 Cleaningof nipplesand surplusbefore pressinggrease
 Spare partsinwarehouse
Observation
Learning Outcome 3.5: Elaborateoperationreport

Resources
 Typesof report o Groupdiscussionon - Books
 Reportcontent o Reportingmethodsand - Internet
 Reportingmethods contents - Journal
 Writingareport o Draftingareport - Reporttemplate
-
Adequateelaborationofoperationreport
 Written evidence  Openquestions
 Oral evidence  Task:makeareporton weeklymaintenancefora generator
 Performance evidence  (Observationchecklist)

Checklist Score
Yes No
 Reportwriting
 Reportcontent
 Communicationskills
Observation
SummativeAssessment
Integratedsituation Resources
Duringthelastvisitof H.EThePresidentofRepublicof Rwanda in

Rulindo District,Rusiga Sector,wasrequested bythe local population for
electrificationofNKANGA village,locatedinGAKOCell, Rusiga
Sector.TheMayorofRulindodistrictwas appointed byH.Etocarryout the
feasibilitystudyof thatelectrification. Acommitteewassetby Mayorof
RulindoDistrict anddecided thata PicoHydroPowerPlant
shouldbedeveloped atNTAKARA down StreamRiverlocated at2km
fromNKANGAvillage. AsPicohydropowerplantelectricianwhohas
beenhired byRulindoDistrict,youarerequestedtodevelopthatPHPP
withinfourmonths.Therecentstudyfinanced by theMinistryof
Infrastructure andcarriedoutbySHERengineeringconseil estimated the
potentialofthat riverbetween30and50 Kw. All requirementswill
beprovided bytheGovernment..
AssesmentCriterion 1:Quality ofProcess
Checklist Score
Yes No
Indicator: Thesiteiswell assessed
 Site layout
 Accessroad to thesite
 Water resource
 distancefrommain roadandgrid GPScoordinates
 Typesof settlement
 Number ofhouseholds
 Demandforecastingforhousehold, smallindustriesand social infrastructure
facilities
 People tocommunicatewithforreadinessof projectandcontributions
 Availabilityofmaterial (sand, gravel,stones, bricks,etc.)
 Humanresource (masonsand othercraftsmen)
 Catchmentarea
 Landcompensations
Indicator: Pico HPPPlanthead and flowrate are accuratelymeasured
 Choice for waterconvergence
 The nethead measured
 Water flowratemeasured
Indicator:The site potential isproperlyevaluated
 Annual Recorded rainfall
 Flow durationcurve interpretation
 Output powercalculation
 Annual production
Indicator:Requirementand technicalspecificationfor electromechanical equipmentarewell
determined
 Type of turbine
 Ratingsof turbine (Power, speed etc.)
 Type of generator (Single phase, three phase, DC
orAC,synchronousor asynchronousetc.)
 Ratingsof thegenerator(Power, voltage,current, frequency)
 Controlsystems
 Protectionsystem
 Necessityandspecificationof transformer
 Distribution scheme and requirements
 Single line diagramforthe controlcircuit
Indicator: Installation necessityand requirementsfor civil workare well determined
 Requirementsforintake
 Requirementsforheadrace canal
 Requirementsforsand trap
 Requirementsforspillway
 Requirementsfor forebaytank
 Requirementsfor penstockpipes
 Requirementsfor tailrace
 Power house
Indicator: Civil worksare well done
 civil architecture
 Materialsused
 Good workmanshipof intake
 Good workmanshipof headrace canal
 Good workmanshipof sand trap
 Good workmanshipof spillway
 Good workmanshipof forebay tank
 Good workmanshipof penstockpipes
 Good workmanshipof power house
 Good workmanshipof tailrace
Indicator: Electromechanical equipmentareproperly installed
 Alignmentof generator and turbine shafts
 Fixationinfoundation
 Adequate size of accessories
 Connectionof generator and controllersto theearthingsystem
 Arrangementof equipmentin power house  
 Labellingof elements
 Layout of all wiresand devices
 Cable connection
 Coverage of moving parts
Indicator: Pico HPP wasproperly tested
 Identificationof mechanical parametersto be tested
 Identificationof electricalparameter to be tested
 Useof measurementinstrument
 Useof testingequipment
 Testingof structure
 Testingof electromechanical equipment
 TestingofControl system
Indicator: Thework place waswellcleaned
 Verificationof wastedmaterial
 Useof cleaningequipmentandmaterials
 Toolsarrangementandstorage
 Appearance of workingplace
Indicator: Work donewaswell reported
 Reportwriting
 Contentof the report
 Communicationskills
AssesmentCriterion 2:Qualityof product
Checklist Score
Yes No
Indicator:Civil structureandconduitsare wellconstructed
 Constructionsarestable
 Theside wall ofchannel isable to withstand thewater pressure
 Theslop around the channelsiswellstable/noslopsliding
 Concrete with good ratioof mixture isused
 Banks are protected /no steeperoding
 Good slop (water velocityinheadraceisnot toofast,isby recommended valuesper
type of channel materials)
 Appropriatesupport forpenstock isprovided
 Overflowspillwayislocated onappropriate side
 Trash rackwithvertical bar used instead ofhorizontal bars
 Width of trash rack bar correspond to the turbine’smanufacturer requirements
 Theangle of a trash rack bar to the horizontal isset between60and80°
(recommended values)
 Thetrash rack isfixed to theside wallsand to the sill wall andcan be removed for
services
 Thetrash rack barswithstandwaterpressure
 Enough spacing between barsof trash rack(not too narrow)
 Anchor blocareprovidedat each change of the direction
 Anchor blockhavesolid and stable foundation
 Thethrust blockisprovided before thepenstockenter powerhouse
 Penstockinlet isatrecommendedheight above bottominvert and water depth (20
cmrecommended)
 Every pipe section iswellsupported and at regular spacing
 Pipe isfixed to the concrete supports with steelstrap
 Pipe support ismadeinconcreteasper recommendation(not wood)
 Drainage of surface waterisprovided, groundclearanceof 30 cm
 Expansion jointsareinstalled in penstockafter each anchor block
 Service area for trash rackprovided
 Penstockwithinlet gate haverequiredventilationpipe
 Ventilationpipe have appropriate diameter according to the penstockdiameter
 Wallsof powerhouse arepainted
 Woodenparts are also painted (window, door)
 Roofiswell fixed
 Retaining wall protectsthe power house againsterosionandfloods
Indicator:Electromechanical equipmentarewellinstalled
 No vibration
 Noheatingof bearings
 Normalnoise
 Propercable connexioninaccordancewith safetyregulation
 Powercable in duct
 Generator andcontroller areconnected to theearthingsystem
 Transmissionbeltandmovingparts areprotected withcage
 Connexionboxesare covered
 Electric componentsand wiringin well arrangedscheme
 Wiresareinsulated
 Ventilationsystemisprovided
 All partsarecleanandtidy
 Adequateprotectionisprovided (ratingof protective devices andarrangementisOK)
 Clear layoutofwiresanddevices
 Everydeviceislabelled
 Properconnexionandcableextension
 Cables shoesaccordingtothecablediameter
 No tensionin cable
 Connexiontogroundingsystemisdonewith appropriateclamps
 Drivebeltofappropriatediameter
 Drivebeltsarealigned andproperlytightened
 Greaseproperlyapplied
Observation
AssesmentCriterion 3:Relevance
Checklist Score
Yes No
Indicator: Time isrespected
 All constructionworkandinstallationwere completed withinfourmonths
Indicator: Customersaresatisfied
 Connectionof populationto theproposed HPP wassuccessful
Indicator: Materialsandequipmentarewell used
 No wasted material
Observation
Perfection
Checklist Score
Yes No
Indicator:
Observation
Reference books:
1. GOOD&BAD ofMini HydroPower by Klaus Jordewiththe resourcesof EntecACEkarthartmann,
HeinzUnger
2. PrinciplesofPowersystems byV.KMehta
3. A COURSE INPOWERPLANTENGINEERING byDHANPAT RAI &CO.(P)Ltd.,1710,Nai Sarak,
Delhi.
4. Harvey, A., Villageplanningof isolated energyschemes,IMechE,1995.
5. www.worldenergy.org.
6. MICRO HYDROPOWERSCOUTGUIDE,A fieldworker’s manualsknowhowtodo,gtz;May2010
333 | P a g e
IELPS 501 - PERFORM SUBSTATION INSTALLATION
IELPS 501 Perform substation Installation

Credits: 7 70
Sub-sector:
Purpose statement
This particular module describes the skills, knowledge and attitude required to install a substation. The
electrician will be able to interpret the substation design, implement it and test it. It applies to
electricians working as transmission technician.
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Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

1. Perform preliminary activities 1.1. Appropriate interpretation of electrical diagrams
1.2. Proper preparation of tools, materials and

equipment used to perform substation installation
1.3. Proper application of safety precautions in a

substation
2. Install substation elements or 2.1. Proper identification of equipment in a substation

equipment
2.2. Adequate protection of substation installation
equipment
2.3. Proper fixing and connection of substation elements
3. Test substation installation 3.1. Proper selection of substation testing instruments
3.2. Proper testing of substation installation elements
3.3. Proper cleaning of the workplace
335 | P a g e
LU 1: Perform preliminary activities
Learning Outcomes:
1 1. Interpret electrical diagrams.

2. Prepare tools, equipment and materials
3. Apply safety precautions at the workplace
30 Hours
Learning Outcome1.1 :Interpret electrical diagrams
Content Resources
Learning activities
 Symbols for equipment in substations o Group discussion on - Books
 Electrical installations’ diagrams used Symbols for equipment in - Internet
in substation substations - Samples of
 Block diagram substation
 Single line diagram o Exercises on how to diagrams
 Architectural diagram interpret substations -
 Wiring diagram diagrams -
Appropriate interpretation of electrical diagrams

  Multiple choice questions
336 | P a g e
 Matching questions
Checklist Score
Yes No
 Identification of symbols of substation equipment
 Description of Block diagram
 Description of Single line diagram
 Description of Architectural diagram
 Description of Wiring diagram
Observation
Learning Outcome 1.2:Prepare tools, equipment and materials
Resources
 Tools used in installation of substation o Group discussion on - Books
 Screw drivers tools, materials and - Internet
 Pliers equipment used in high - Screw drivers
 Spanners voltage installations - Pliers
 Drilling machine - Spanners
 Pince a certile o Physical demonstration of - Drilling
 Viseuse tools, materials and machine
 Hammer equipment used in high - Pince a certile
 Spirit level voltage installations - Viseuse
 Equipment used in installation of o Group discussion on
- Hammer
substation - Spirit level
preparation of tools,
 Ladder equipment and materials.
- Ladder
 Lifting crane - Lifting crane
 Disposition /arrangement of tools, o Documentary research
materials and equipment on the
workplace
Proper preparation of tools, materials and equipment used to perform
substation installation
337 | P a g e

Checklist Score
Yes No
 Identification of tools used in installation of substation
 Identification of Equipment used in installation of substation
 Arrangement of tools according to the type
 Arrangement of tools according to nature
 Arrangement of materials according to the type
 Arrangement of materials according to nature
 Arrangement of equipment according to the type
 Arrangement of equipment according to nature
Observation
Learning Outcome 1.3 : Apply safety precautions at the workplace
Resources
 Personal protective equipment o Brainstorming on - Books
 Safety shoes personal protective - Internet
 Helmet equipment - Safety shoes
 Overall - Helmet
 Goggles o Group discussion on - Overall
 Nose protection mask electrical high voltage - Goggles
 Security belt installations hazards, - Nose
 Earmuff safety precautions and protection
 Types of high-voltage electrical hazards safety signs mask
 Precautions on high voltage electrical o Physical demonstration of - Security belt
installations (High voltage risks high voltage safety signs - Earmuff
assessment) o Documentary research
 De-energize (disconnection) o
procedures
 Isolation procedures
 Earthing down procedures
338 | P a g e
 High-voltage safety signs
Proper application of safety precautions in a substation

Checklist Score
Yes No
 Use of Personal protective equipment for substation installation
 Identification of high-voltage electrical hazards
 Identification of Precautions on high voltage electrical installations (High voltage
risks assessment)
 Identification of High-voltage safety signs
 Use of Personal protective equipment for substation installation
 Identification of high-voltage electrical hazards
 Identification of Precautions on high voltage electrical installations (High voltage
risks assessment)
 Identification of High-voltage safety signs
Observation
339 | P a g e
LU 2:Install substation elements or equipment
Learning Outcomes:
2 1. Describe a substation
2. Protect substation installation
3. Fix and connect equipment of a substation
20 Hours
Learning Outcome 2.1:Describe a substation
Content Resources
Learning activities
 Definition of substation o - Books
- Internet
 Main functions of substations - Pictures
- Bus-bar
 Voltage transformation
- Single-break
 Circuit switching
isolating
 Voltage regulation
switch
 VAR control
- Double-break
 System protection
isolating
 Layout considerations of a substation switch
 Centre of gravity of loads - On load
 Safety and reliability isolating
 Easily operated and maintained switch
 Capital cost - Isolating
 Classification of substations according to switch with
earth Blade
service requirements
- Current
 Transformer sub-station transformer
 Switching sub-station - Potential
 Power factor correction sub-station transformer
340 | P a g e
 Frequency changer sub-station - Capacitive
 Converting sub-station voltage
 Industrial sub-station transformer
 Classification of substations according to - Oil circuit
construction features breaker
- Air circuit
 Indoor substation breaker with
 Outdoor substation over-current
 Underground substation tripping device
 Pole-mounted substation - Air blast circuit
 Substation equipment and its functions breaker
- Lightning
 Bus-bar
arrester (active
 Single-break isolating switch
gap)
 Double-break isolating switch
- Lightning
 On load isolating switch
arrester (valve
 Isolating switch with earth Blade
type)
 Current transformer
- Arcing horn
 Potential transformer
- Three-phase
 Capacitive voltage transformer
Power
 Oil circuit breaker
transformer
 Air circuit breaker with over-
- Over current
current tripping device
relay
 Air blast circuit breaker
- Earth fault
 Lightning arrester (active gap)
relay
 Lightning arrester (valve type)
 Arcing horn
 Three-phase Power transformer
 Over current relay
 Earth fault relay
Proper description of substation

341 | P a g e
Checklist Score
Yes No
 Classification of substations according to construction features
 Classification of substations according to service requirements
 Identification of Substation equipment and its functions
 Layout considerations of a substation
 Description of Main parts of a substation
Observation
Learning Outcome 2.2:Protect substation installation
Resources
 Causes and means of protection of o Group discussion on faults - Books
common faults in a substation in substation installations, - Internet
 Overvoltage faults) protection of - Transformers
 Overload faults transformers, bus-bar - Erath-fault relays
 Earthing /grounding faults protection and over- - Over-current
 Rules governing selection of voltage protection relays
protection devices - Bus-bars
 Protection of transformers o Site visit where the
 Buchholz devices protection of substation
 Earth-fault relays installations is applied
 Over-current relays o Documentary research
 Differential system
 Bus-bar and line protection
 Differential protection
 Distance protection
 Fault bus protection
Adequate protection of substation installation equipment
342 | P a g e

Checklist Score
Yes No
 Identification of causes of Overvoltage faults
 Means of overvoltage faults protection
 Identification of causes of overload faults
 Means of overload faults protection
 Identification of causes of Earthing /grounding faults
 Means of earthing faults protection
 Rules governing selection of protection devices
 Identification of transformers’ faults
 Protection of transformers’ faults
 Identification of Bus-bar faults
 Bus-bar and line protection
Observation
Learning Outcome 2.3:Fix and connect equipment of a substation
Resources
 Connection scheme (order) of o Group discussion on electrical - Books
equipment of a substation high voltage - Internet
 Fixing methods and rules of elements/equipment fixing - Conductors
substation equipment considerations and standards - Transformers
 Fix and connect equipment of a - Insulators
substation o Physical demonstration on how - Switchgears
 Bus-bar to fix high voltage - Circuit breakers
 Single-break isolating switch elements/equipment - Bus-bars
 Double-break isolating switch - Lightning rods
o Practical exercises on the
 On load isolating switch - Lightning
fixation of SUBSTATION
 Isolating switch with earth arresters
installation elements
Blade - Protection
 Current transformer o Site visit relays
 Potential transformer
343 | P a g e
 Capacitive voltage o Documentary research
transformer
 Oil circuit breaker
 Air circuit breaker with over-
current tripping device
 Air blast circuit breaker
 Lightning arrester (active
gap)
 Lightning arrester (valve
type)
 Arcing horn
 Three-phase Power
transformer
 Over current relay
Proper fixing and connection of substation elements

 Product evidence  Multiple choice questions
 Performance evidence  Task: Fix and connect the following equipment:
 Observation evidence disconnector, transformer and circuit breaker

Checklist Score
Yes No
Respect of connection scheme (order) of equipment of a substation
Application of substation equipment fixing rules
Fixation and connection of substation equipment
Observation
344 | P a g e
LU 3: Test substation installation
Learning Outcomes:
3 1. Select substation testing instruments

2. Test substation installation element
3. Clean the workplace
20 Hours
Learning Outcome 3.1:Select substation testing instruments
Resources
 Instrument used in substation installation o Brainstorming on - Books
testing substation testing - Internet
instruments - High voltage
 High voltage Insulation tester Insulation
 High voltage insulation resistance o Group discussion on tester
tester substation testing - High voltage
 Field strength tester instruments insulation
 Circuit breaker tester resistance
 Protection relay tester o Physical demonstration of
tester
 Megohmmeter on substation testing
- Field strength
 High voltage detector instruments
tester
 High voltage multimeter - Circuit breaker
o Site visit where substation
testing instruments are tester
applied - Protection
relay tester
o Documentary research - Megohmmeter
- High voltage
detector
- High voltage
multimeter
345 | P a g e
Proper selection of substation testing instruments

 Observation evidence  Task: select instruments used

Checklist Score
Yes No
 HV insulation tester
 HV insulation resistance tester
 Field strength tester
 Circuit breaker tester
 Protection relay tester
 Megohmmeter
 HV detector
 HV multimeter
Observation
Learning Outcome 3.2:Test substation installation element
Resources
 Types of tests in substation o Group discussion on types - Books
of high voltage - Internet
 Continuity test installation tests. - Circuit
 Earthing test breakers
 Insulation test o Group discussion on - Protection
 Insulation testing circuit breaker, protection relay
relay, transformer and - Transformer
346 | P a g e
 Erath ground insulation resistance testing switchgears’ tests. - High voltage
Insulation
 Continuity testing o Practical exercises on how tester
to test substation - High voltage
 Circuit breaker testing installation resistance insulation
resistance
 Protection relay testing o Documentary research
tester
 Transformer testing - Field strength
tester
 Elaboration of report - Circuit breaker
tester
- Protection
relay tester
- Megohmmeter
- High voltage
detector
- High voltage
multimeter
Proper testing of substation installation elements

 Oral evidence  Task: perform principal tests of a substation
 observation

Checklist Score
Yes No
 Insulation testing
 Erath resistance testing
 Continuity testing
 Circuit breaker testing
 Protection relay testing
 Transformer testing
Observation
347 | P a g e
Learning Outcome 3.3:Clean the workplace
Resources
 Cleaning tools and equipment o Group discussion on tools - Books
 Cleaning methods and working area cleaning - Internet
 By brush methods - Water
 By air blower - Brush
 By cleaning cloth - Air blower
 Manage waste materials
Proper cleaning of the workplace and report

 Task : clean the workplace after installation of a substation
Checklist Score
Yes No
 Selection of Cleaning tools and equipment
 Application of Cleaning methods
 Management of waste materials
 Contents of report
 Format of the report
Observation
348 | P a g e
Due to the increasing buildings of ULK Kigali Campus located in Gisozi
Sector, Gasabo district ; Rwanda Energy Group (REG) has decided to
separate the campus’ electrical consumption from the surrounding
residential consumption by giving to the campus its own transformer
substation. You as one of REG’s substation technician you are
requested to install this transformer substation within 24 hours. The
civil activities are done and the maximum consumption of the campus
is 170KVA. The campus will be connected to a 15KV line that is located
in 50 meters.
N.B: The design of the substation is provided
Checklist Score
Yes No
Indicator: Electrical diagrams are well interpreted
 Identification of symbols
 Identification of diagrams
 Description of diagrams
Indicator: Tools, and equipment are well selected
 Screw drivers
 Pliers
 Spanners
 Drilling machine
 Pince a certile
 Viseuse
 Hammer
 Spirit level
 Ladder
 Lifting crane
Indicator: Substation materials and equipment to be used are well identified
 Transformer
 Disconnector
 Fuses
 Circuit breaker
349 | P a g e
 Bus-bar
 insulators
 Cables
 Pole
 Power meter
 Electrical cables lags
 Voltage transformer
 Current transformer
 Lightning arrester
Indicator: The substation is well installed
 Connection scheme (order) of substation equipment
 Fixing and connection of transformer
 Fixing and connection of circuit breaker
 Fixing and connection of fuse
 Fixing and connection of disconnector
 Fixing and connection of bus-bar
 Fixing and connection of insulators
 Fixing and connection of current transformer
 Fixing and connection of lightning arresters
 Underground cable laying
 Fixing and connection of earth fault relay
Indicator: The substation is well tested
 Installation continuity testing
 Line insulation testing
 Earth resistance testing
 Transformer testing
 Current transformer testing
 Voltage transformer testing
 Circuit breaker testing
 Protection relay testing
Indicator: The workplace is cleaned and the work is reported
 Use of cleaning tools and equipment
 Application of cleaning methods
 Management of waste materials
 Contents of the report
 Format
 Use of measurement and testing instruments
 Check the de-energized network
 Testing the energized network
Indicator: The quantity of materials is well determined
 Conformity of quantity of materials to the work
 Calculation of material cost
 Format of bill of quantity
350 | P a g e
 Determination of number of manpower needed to accomplish the task
 Determination of an appropriate labour rate per man-hour
 Clarification of Job average labour rate
 Determination of the anticipated labour required to complete the task (total
adjusted labour man-hours)
 Clarification of labour Burden
 The cost report is well elaborated
Observation
Checklist Score
Yes No
Indicator: The substation is running/ working
Output power
Output voltage
Indicator: Different equipment of the substation are well installed
Tightness
Fitness
Steadiness
Aesthetic
Observation
Checklist Score
Yes No
24 hours
Indicator: The design is well followed
Observation
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Safety
Checklist Score
Yes No
Indicator: Safety precautions are well applied
PPE are used
Danger signs are provided
Observation
Perfection
Checklist Score
Yes No
Creativity
Observation
Reference books:
1. Principles of power system, V.K MEHTA , ROHIT MEHTA, S.CHAND &COMPANY, NEW DELHI 2004
2. http://www.ebay.com/bhp/high-voltage-tester
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IELRM 501 - ELECTRICAL ROTATING MACHINES WINDING / REWINDING
IELRM 501 Wind/Rewind Electrical Rotating Machines

Credits: 5 50
Sub-sector:
Purpose statement
This particular module describes the skills, knowledge and attitude required to wind electrical rotating
machines. The electrician will be able to mount/ dismount a rotating machine, prepare the winding
diagram and wind accordingly. It applies to electricians working in maintenance.
353 | P a g e

354 | P a g e
1. Collect data related to the 1.1. Proper interpretation of the machine’s nameplate
machine to be wound /rewound.
1.2. Proper interpretation of electrical drawing of the
machine
1.3. Adequate calculations of machine parameters
1.4. Proper determination of winding configurations
2. Select tools, equipment and 2.1. Appropriate identification of tools, equipment and
materials materials
2.2. Proper arrangement of tools, equipment and

materials at working area
2.3. Proper identification of Personal Protective

Equipment (PPE)
3. Wind / Rewind Electrical Rotating 3.1. Proper dismantling of the machine

Machines
3.2. Proper preparation of winding diagram
3.3. Adequate lining of the slots with required type of

insulating materials
3.4. Accurate winding of the coil
3.5. Correct insertion of the coil in the slots
3.6. Proper insulation for windings
3.7. Proper reassembling of the machine
4. Test the wound / rewound 4.1. Proper testing of the machine faults
machine
4.2. Proper checking of the machine characteristics on
load/no load
4.3. Proper reporting the work done
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LU 1: Collect data related to the machine to be
wound/rewound
Learning Outcomes:
1 1.
2.
3.
4.
Interpret machine’s nameplate
Interpret electrical drawing of the rotating machine
Calculate rotating machine parameters
Determine winding configurations
10 Hours
Learning Outcome1.1 :Interpret machine’s nameplate
Content Resources
Learning activities
 Rotating machine nameplate elements o Brainstorming on the - Books
 Model and serial number rotating machine’s - Internet
 Insulation Class nameplate indications - Equipment
 Duty Cycle o Group discussion on the manuals
 Rotating machine weight interpretation of the - DC Rotating
 Input frequency nameplate machines
 Voltage rating o Physical demonstration of - AC rotating
 KW ratings /HP rating the nameplate’s data machines
 Rated load current o Practical exercises on the - Manuals
 Power factor interpretation of the
 Speed (rpm) nameplate
 Type of connection o Documentary Research
 Efficiency
 Operating voltage
 Number of phases
 IP indication
 Number of cycles
 Operating temperature
 Interpretation of the rotating machine
nameplate/ manual indication
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Proper interpretation of the machine’s nameplate

  Ticking
 Interview
Checklist Score
Yes No
 Type of rotating machine
 Speed
 Frequency
 Power factor
 Power rating
 Efficiency
 Connection type
 IP indication
Observation
Learning Outcome 1.2:Interpret electrical drawing of the rotating machine
Resources
 Construction of the machines o Brainstorming on rotating - Books
 Single phase machine machine diagrams and - Internet
 Three phase machine rotating machine winding - Manual
 Draw and interpret schematic diagram of diagrams - Hand-out
rotating machine depending on o Group discussion on
 Number of slots rotating machine diagrams
 Poles and rotating machine
 Pitches winding diagrams
 Speed o Physical demonstration of
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 Frequency on rotating machine
 Draw and interpret winding diagrams of diagrams and rotating
rotating machine: machine winding diagrams
 Lap winding o Practical exercises on
 Wave winding rotating machine diagrams
and rotating machine
winding diagrams
Proper interpretation of electrical drawing of the machine

  Ticking
 Expose
Checklist Score
Yes No
 Electrical symbols identification
 Types of diagrams identification
 Description of electrical drawings
Observation
Learning Outcome 1.3 : Calculate rotating machine parameters
Resources
 Compute and analyse rotating machine o Brainstorming on rotating - Books
parameters: machine parameters - Internet
 Speed o Group discussion on - Manual
 Emf rotating machine - Hand-out
 Number of conductors parameters
 Size of conductors o Practical exercise on
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 Number of turns Determining rotating
 Number of slots machine parameters
 Number of poles o Documentary Research
 Number of coils
 Number of coils per phase
 Number of slots per pole
 Angle between slots
 Coil span
 Length of coil
 Electrical angle
 Winding pitch
 Frequency
 Voltage rating
 KW ratings
 Rated load current
 Power factor
 Efficiency
 Operating voltage
 Number of cycles
 Winding pitch
 Mechanical and Electrical degree
Adequate calculations of machine parameters
 Interview
Checklist Score
Yes No
 Speed
 Emf
 Number of conductors
 Size of conductors
 Number of turns
359 | P a g e
 Number of slots
 Number of poles
 Number of coils
 Number of coils per phase
 Number of slots per pole
 Angle between slots
 Coil span
 Length of coil
 Electrical angle
 Winding pitch
Observation
Learning Outcome 1.4 : Determine winding configurations
Resources
 Armature winding for AC machines: o Brainstorming on winding - Books
configurations of rotating - Internet
 Single phase winding machines - Manual
 Lap winding o Group discussion on - Hand-out
 Wave winding winding configurations of
 Concentric winding rotating machines
 Three phase winding o Physical demonstration of
 Single layer winding winding configuration
 Double layer winding o Practical exercise on
 Armature winding for DC machines: machine’s winding
configurations
 Double layer simplex Lap winding
 Double layer duplex Lap winding
 Double layer simplex wave winding
Proper determination of winding configurations
360 | P a g e
  Open questions
 Case study
Checklist Score
Yes No
 Identification of armature winding for AC machines
 Identification of armature winding for DC machines
Observation
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LU 2:Select tools, equipment and materials
Learning Outcomes:
2 1. Identify tools, equipment and materials

2. Arrange tools, equipment and materials
3. Identify personal protective equipment (PPE)
5 Hours
Learning Outcome 2.1:Identify tools, equipment and materials
Content Resources
Learning activities
 Types of tools and equipment: o Brainstorming on types of - Books
 Screw drivers tools, equipment and - Internet
 Electrician’s knives materials - Screw drivers
 Hammers o Group discussion on types - Electrician’s
 Coil tamping tools of tools, equipment and knives
 Mallet materials - Hammers
 Wire brushes o Physical demonstration of - Coil tamping tools
 Wire strippers types of tools, equipment - Mallet
 Slotting files and materials - Wire brushes
 Connectors o Practical exercises on - Wire strippers
 Cutting pliers selection of tools - Slotting files
 Neon tester equipment and materials - Connectors
 Crimping tool o Documentary Research - Cutting pliers
 Multimeter - Neon tester
 Wattmeter - Crimping tool
 Energy meter - Multimeter
 Nose Pliers - Wattmeter
 Line tester - Energy meter
 Soldering iron - Nose Pliers
 Standard wire gauge - Vernier calliper
 Motorized coil winding machine - Line tester
 Hand operated coil winding machine - Soldering iron
 Bench work - Standard wire
 Soldering iron gauge
 Vernier calliper - Motorized coil
 Electromechanical tool kit winding machine
362 | P a g e
 Types of materials: - Hand operated
 Conductors coil winding
 Tin machine
 Insulation materials (varnish, - Bench work
insulating papers) - Soldering iron
- Conductors
- Tin
- Insulation
materials
- Electromechanical
tool kit
Appropriate identification of tools, equipment and materials

 Written evidence  Interview/ exposing
 Oral evidence  Multiple choice questions
Checklist Score
Yes No
 Identification of tools
 Identification of equipment
 Identification of materials
Observation
363 | P a g e
Learning Outcome 2.2:Arrange tools, equipment and materials
Resources
 Selection of tools, equipment and o Brainstorming on - Books
materials needed for rotating arrangement of tools, - Internet
machine winding/rewinding equipment and materials - Screw drivers
 Disposition of tools, equipment and into the working area - Electrician’s knives
materials according to their nature o Group discussion on - Hammers
arrangement of tools, - Coil tamping tools
equipment and materials - Mallet
into the working area - Wire brushes
o Physical demonstration on - Wire strippers
disposition of tools, - Slotting files
equipment and materials - Connectors
according to their nature - Cutting pliers
o Practical exercises on - Neon tester
selection of tools, - Crimping tool
equipment and materials - Multimeter
needed for - Wattmeter
winding/rewinding of - Energy meter
rotating machines - Nose Pliers
o Documentary Research - Line tester
- Soldering iron
- Standard wire
gauge
- Motorized coil
winding machine
- Hand operated coil
winding machine
- Bench work
- Soldering iron
- Conductors
- Tin
- Insulation
materials
- Electromechanical
tool kit
Proper arrangement of tools, equipment and materials into the working area
364 | P a g e

 Oral evidence  Task: Select, arrange tools, equipment and materials according to
 their properties or use
Observation checklist
Checklist Score
Yes No
 Identification of tools, equipment and materials used in winding
 Handling precautions of tools, equipment and materials
 Tools, equipment and materials arrangement techniques
Observation
Learning Outcome 2.3:Identify personal protective equipment (PPE)
Resources
 Safety equipment used for rotating o Brainstorming on Safety - Books
machines winding/rewinding equipment - Internet
 Overcoat and overall o Group discussion on Safety - Overcoat
 Gloves equipment - Gloves
 Safety shoes o Physical demonstration of Safety - Safety shoes
 Helmet equipment - Helmet
 Goggles o Practical exercises on the use of - Goggles
 Nose protection mask Safety equipment - Nose protection
o Documentary Research mask
Proper identification of personal protective equipment (PPE)
365 | P a g e
 Performance evidence  Interview/exposing
  Task: Select PPE according the working environment
Checklist Score
Yes No
 Overcoat and overall
 Gloves
 Safety shoes
 Helmet
 Goggles
 Nose protection mask
 Handling of PPE
Observation
366 | P a g e
LU 3: Wind / Rewind Electrical Rotating Machines
Learning Outcomes:
3 1. Dismantle the machine

2. Prepare winding/rewinding diagram
3. Wind/Rewind the rotating machine
30 Hours
Learning Outcome 3.1:Dismantle the machine
Resources
 Major machine’s parts: o Brainstorming on major - Books
 Electrical parts parts of the rotating - Internet
 Mechanical parts machine, assembling and - Screw drivers
 Assembling and disassembling of the disassembling of rotating - Electrician’s
machine electrical machines knives
 Tools o Group discussion on major - Hammers
 Procedures parts of the rotating - Coil tamping tools
machine, assembling and - Mallet
disassembling of rotating - Wire brushes
machines - Wire strippers
o Physical demonstration of - Slotting files
major parts of the rotating - Connectors
machine, assembling and - Cutting pliers
disassembling of rotating - Neon tester
machines - Crimping tool
o Practical exercises on - Multimeter
assembling and - Wattmeter
disassembling of rotating - Energy meter
machines - Nose Pliers
o Video show - Soldering iron
- Standard wire
gauge
- Motorized coil
367 | P a g e
winding machine
- Hand operated
coil winding
machine
- Bench work
- Soldering iron
- Conductors
- Rotor
- Tin
- Lamination paper
- Insulation
materials
- Electromechanical
tool kit
Proper dismantling of the machine

  Task: Disassembling the machine
 Assembling the machine
Checklist Score
Yes No
 Identification of electrical parts of the machine
 Identification of mechanical parts of the machine
 Tools to be used for assembling/disassembling the machine
 Procedures for disassembling and reassembling the machines
Observation
368 | P a g e
Learning Outcome 3.2:Prepare winding/rewinding diagram
Resources
 Procedure for development of winding o Brainstorming on - Books
diagram of rotating machines winding/rewinding diagram - Internet
 Draw the wiring diagram of rotating machines - Manual
 Interpret the winding scheme of the o Group discussion on - Winding diagram
machine to be rewound winding/rewinding diagram
of rotating machines
o Physical demonstration of
winding/rewinding diagram
winding/rewinding diagram
Proper preparation of winding/rewinding diagram

 Product evidence  Task: Draw the winding diagram for a given machine
  Observation checklist
Checklist Score
Yes No
 Identification of Winding scheme used
 Identification of Pole pitch
 Identification of coil pitch
 Indication of the direction of poles
 Interpretation of the winding diagram of the machine to be rewound
 Appearance of drawing
369 | P a g e
Observation
Learning Outcome 3.3:Wind/Rewind the rotating machine
Resources
 Winding methods o Brainstorming on winding - Books
 Hand winding steps and methods of - Internet
 Formed coil winding rotating machines - Manual
 Steps for winding/rewinding of rotating o Group discussion on - Rotating
machines: winding steps and methods machine
 Line the slots with the required type of rotating machines - Windings
of insulating material o Physical demonstration of - Hand-out notes
 Winding the coil according to the winding steps and methods
winding diagram of rotating machines
 Insert the coils to the slots o Practical exercises on
 Insulate the winding winding steps and methods
 Reassemble the machine of rotating machines
o Video show
Proper winding/rewinding the rotating machine

 Product evidence  Task: Wind/rewind the machine
Checklist Score
Yes No
370 | P a g e
 Coil winding
 Coil insertion into the slot
 Insulation of the windings
 Use of Machine assemble/ reassemble techniques
Observation
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LU 4: Test the wound / rewound machine
Learning Outcomes:
4 1. Test the machine
2. Report the work done
5 Hours
Learning Outcome 4.1:Test the machine
Resources
 General faults in rotating machine o Brainstorming on general - Books
 Testing the machine’s electrical parts faults occurring in rotating - Internet
 Winding states (short-circuit, open- machine - Service manuals
circuit) o Group discussion on how to - Hand-out notes
 Brush wearing, springs tension, test machines conditions - Motors
excitation) o Physical demonstration on - Multimeters
 Testing the machine’s mechanical parts testing of the machine - Tachometer
 Bearings wear faults - Electromechanical
 Load coupling on Shaft o Practical exercises on toolbox
Belt and conveyors alignment testing of the machine
 Test machine characteristics on load/no faults
load o Documentary Research
o Video show
Proper testing of the machine
372 | P a g e

  Recording
 Task: Perform the test
Checklist Score
Yes No
 Use of measurement instrument
 Testing the machine on load
 Testing the machine on no load
 Testing of windings continuity
 Testing of the Brush wearing
Observation
Learning Outcome 4.2:Report the work done
Resources
 Elaborate the work report o Brainstorming on how to - Books
 Report format prepare the report - Internet
 Cost estimation o Group discussion on taking - Service manuals
 Keeping records of current machine state records - Hand-out notes
o Practical exercises on billing
the work
Proper reporting of the work
373 | P a g e
Checklist Score
Yes No
Use of the report format
Observation
A Technician of Bralirwa Ltd located in RUBAVU district, NYAMYUMBA
sector, started a 3 phase induction motor. After few minutes, its
windings burnt because of overload. As an electrician in Bralirwa, you
are required to rewind that induction motor within 6 hours.
Information related to the motor are on the nameplate.
Checklist Score
Yes No
Indicator: Motor’s nameplate is correctly interpreted
 Insulating class
 Input frequency
 Voltage rating
 Type of connection
 Power rating
 Speed
 Operating temperature
Indicator: Tools, equipment and materials are well identified
 Opening tools
 Cutting tools
 Measurement instruments
 Disposition according to the type
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 Disposition according to the use
 Overcoat
 Gloves
 Safety shoes
Nose protection mask
Indicator: The motor is correctly dismantled
Procedures for disassembling the motor
Indicator: Winding configurations are well determined
Identification of Type of winding
Indicator: Machine parameters are well determined
 Speed
 Length of coil
 Number of poles
 Number of turns
 Number of slots
 Number of conductors
 Winding pitch
Indicator: Electrical drawing of the motor is correctly prepared
Winding diagram
Indicator: The motor is correctly rewound
 The slots are lined with the required type of insulating material
 The coil is wound
 The coil is inserted in the slots
 Windings are connected
 Windings are insulated
 Motor is reassembled
Indicator: The wound motor is correctly tested
 Testing of windings continuity
 Testing of the Brush wearing
 No load characteristics of the machine are tested
 Load characteristics of the machine are tested
Indicator: The work is correctly reported
Format
Report content
Observation
Checklist Score
Yes No
375 | P a g e
Indicator: The motor is well running
 Rated power
 Rated speed
 No overheating
 No abnormal noise
Indicator: The condition of the motor is preserved
 No scratch
 No damaged parts
Indicator: Motor is well fixed
 Steadiness
 Fitness
 Tightness
Observation
Checklist Score
Yes No
Work done within required time (6h)
No wasted material
Observation
Perfection
Checklist Score
Yes No
Creativity
Observation
Reference books:
1. Electrical machines by S K Bhattacharya
2. Electrical machines and appliances theory by Tamil Nadu Textbook Corporation
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IELSM 501 - ELECTRICAL STATIC MACHINES WINDING / REWINDING
IELSM 501 Wind / Rewind electrical static machines

Credits: 5 50
Sub-sector:
Purpose statement
This particular module describes the skills, knowledge and attitude required to wind electrical static
machines. The electrician will be able to mount/ dismount a static machine, prepare the winding
diagram and wind accordingly. It applies to electricians working in maintenance.
377 | P a g e

378 | P a g e
1. Collect data related to the 1.1. Proper interpretation of the machine’s nameplate
machine to be wound /rewound
1.2. Proper interpretation of electrical drawing of the
machine
1.3. Proper determination of winding configurations
1.4. Adequate calculations of machine parameters
2. Select tools, equipment and 2.1. Appropriate identification of tools, equipment and
materials materials
2.2. Proper arrangement of tools, equipment and

materials at working area
2.3. Proper identification of Personal Protective

Equipment (PPE)
3. Wind / Rewind electrical static 3.1. Proper dismantling of the machine

machines
3.2. Proper preparation of winding diagram
3.3. Proper use of laminated sheets
3.4. Accurate winding of the coil
3.5. Proper insulation of windings
3.6. Proper reassembling of the machine
4. Test the work done 4.1. Proper testing of the machine faults
4.2. Proper checking of the machine characteristics on

load/no load
4.3. Proper reporting the work done
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LU 1: Collect data related to the machine to be wound
/rewound
Learning Outcomes:
1 1.
2.
3.
4.
Interpret static machine’s nameplate.
Interpret electrical drawing of the static machine
Determine the winding configurations
Calculate parameters of static machines
10 Hours
Learning Outcome1.1 :Interpret static machine’s nameplate
Content Resources
Learning activities
 Definition of electrical static machine o Group discussion on - Books
(transformer) contents of transformer - Internet
nameplate, types of - Electrical
 Types of transformers transformers, drawings
construction forms of - Manual
 Single phase transformer
transformers and on - Transformers
 Three phase transformer transformer windings
connections.
 Special transformer o Physical demonstration of
transformer nameplates
 Transformer construction form. o Practical exercises on how
to interpret transformer
 Shell nameplate and the
 Core transformer winding
connections diagrams
 Transformer windings connections, o Documentary Research
symbols and terminations.
 Information on transformer nameplate
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Proper interpretation of the machine’s nameplate

 Presentation
Checklist Score
Yes No
 Identification of number of phases
 Identification of Power rating
 Identification of Frequency rating
 Identification of Voltage ratings
 Identification of Connection diagram
 Identification of Polarity (for 1-phase)
 Identification of Conductor material
 Identification of IP rating
Observation
Learning Outcome 1.2:Interpret electrical drawing of the static machine
Resources
 Single phase transformer transformers and on - Transformers
connections.
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 Special transformer transformer nameplates
o Practical exercises on how
 Transformer construction form. to interpret transformer
nameplate and the
 Shell
transformer winding
 Core connections diagrams
 Transformer windings connections,
Proper interpretation of electrical drawing of the static machine

Checklist Score
Yes No
 Identification of symbols
 Identification of terminations
 Interpretation of windings connection diagrams
Observation
Learning Outcome 1.3 : Determine the winding configurations
Resources
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 Single phase transformer transformers and on - Transformers
connections.
 Special transformer o Physical demonstration of
transformer nameplates
 Transformer construction form. o Practical exercises on how
to interpret transformer
 Shell nameplate and the
 Core transformer winding
connections diagrams
 Transformer windings connections, o Documentary Research
Proper determination of winding configurations
Checklist Score
Yes No
 Determination of type of construction form
 Determination of winding connection type (if three-phase):
 Determination of type of transformer
Observation
Learning Outcome 1.4 : Calculate parameters of static machines
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Resources
 Transformer equivalent circuit o Group discussion on - Books
transformer equivalent - Internet
 No-load and On-load characteristics circuit - Manuals
o Pratical exercise on
 Transformer losses transformer losses,
 Eddy current losses voltage regulation and
efficiency calculations
 Coil losses o Documentary research
 Efficiency of transformer
 Voltage regulation
Adequate calculations of static machine parameters

Checklist Score
Yes No
 Determination of transformer equivalent circuit
 Calculation of iron losses
 Calculation of copper losses
 Calculation of impedances
 Calculation of voltage regulation
Observation
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LU 2:Select tools, equipment and materials
Learning Outcomes:
2 1. Identify tools, equipment and materials

2. Arrange tools, equipment and materials
3. Identify personal protective equipment
5 Hours
Learning Outcome 2.1:Identify tools, equipment and materials
Content Resources
Learning activities
 Tools used to wind and rewind electrical o Brainstorming tools, - Books
static machines equipment and materials - Internet
used to wind and rewind - Electrical
 Electrician knife transformers drawings
o Group discussion tools, - Manual
 Hammer
equipment and materials - Electrician knife
 Cutting plier used to wind and rewind
transformers - Hammer
 Nose plier o Physical demonstration of
- Cutting plier
tools, equipment and
 Crimping tool materials used to wind and - Nose plier
rewind transformers
 Multimeter
o Documentary Research - Crimping tool
 Mega-ohmmeter
- Multimeter
 Soldering iron
- Mega-ohmmeter
 Brushes
- Soldering iron
 Vernier calliper
- Brushes
 Measuring tape
- Vernier calliper
 Equipment used to wind and rewind
- Measuring tape
electrical static machines
- Bench work
385 | P a g e
 Bench work - Coil winding
machine
 Coil winding machine
- Vise
 Vise
- Tin
 Materials used to wind and rewind
electrical static machines - Wires
 Tin - Laminated sheets

(E, I and U forms)
 Wires
- Insulators
 Laminated sheets (E, I and U forms)
 Insulators
Appropriate identification of tools, equipment and materials

  Task: select tools/ equipment/ materials used to wind or rewind
a transformer
Checklist Score
Yes No
 Identification of tools to be used
 Identification of equipment to be used
 Identification of materials to be used
Observation
386 | P a g e
Learning Outcome 2.2:Arrange tools, equipment and materials
Resources
 Tools used to wind and rewind o Brainstorming tools, - Books
electrical static machines equipment and materials - Internet
used to wind and rewind - Electrical drawings
 Electrician knife transformers - Manual
o Group discussion tools, - Electrician knife
 Hammer
equipment and materials
used to wind and rewind - Hammer
 Cutting plier
transformers
- Cutting plier
 Nose plier o Physical demonstration of
tools, equipment and - Nose plier
 Crimping tool materials used to wind and
rewind transformers - Crimping tool
 Multimeter
- Multimeter
 Mega-ohmmeter
- Mega-ohmmeter
 Soldering iron
- Soldering iron
 Brushes
- Brushes
- Vernier calliper
 Measuring tape
- Measuring tape
 Equipment used to wind and rewind
electrical static machines - Bench work
 Bench work - Coil winding
machine
- Vise
 Vise
- Tin
 Materials used to wind and rewind
electrical static machines - Wires
 Tin - Laminated sheets
(E, I and U forms)
 Wires
- Insulators
 Laminated sheets (E, I and U
forms)
 Insulators
387 | P a g e
Proper arrangement of tools, equipment and materials at working area

 Performance evidence  Open question
  Task: Arrange tools/ equipment/ materials used to wind or
rewind a transformer at the working area
Checklist Score
Yes No
 Tools arrangement according to their nature
 Tools arrangement according to their type
 Materials arrangement according to their nature
 Materials arrangement according to their type
 Equipment arrangement according to their nature
 Equipment arrangement according to their type
Observation
Learning Outcome 2.3:Identify personal protective equipment
Resources
 Types of personal protective o Brainstorming on types of - Books
equipment used in winding and personal protective equipment - Internet
rewinding of static machines o Group discussion on how to use - Journals
 Overall PPE. - Overall
o Physical demonstration of PPE. - Overcoat
 Overcoat - Gloves
- Nose mask
 Goggles
- Helmet
 Gloves - Security shoes
 Nose mask
388 | P a g e
 Helmet
 Security shoes
 Use of PPE
Proper identification of Personal Protective Equipment (PPE)

 Performance evidence  Open question
  Presentation
Checklist Score
Yes No
Identification of PPE to be used
Use of PPE
Observation
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LU 3: Wind / rewind electrical static machines
Learning Outcomes:
3 1. Dismantle the machine
2. Prepare winding diagram
3. Use laminated sheets

30 Hours
4. Wind the coil
5. Insulate winding
6. Reassemble the machine
Learning Outcome 3.1:Dismantle the machine
Resources
 Main parts of transformer o Brainstorming on major - Books
parts of the static machine, - Internet
 Coils or windings assembling and - Screw drivers
disassembling of static - Electrician’s
 Core material
electrical machines knives
 Enclosure o Group discussion on major - Hammers
parts of the static machine, - Coil tamping tools
 Accessories assembling and - Mallet
disassembling of static - Wire brushes
 Oil tank machines - Wire strippers
o Physical demonstration of - Slotting files
 Buchholz relay
major parts of the static - Connectors
 Transformer dismantling process machine, assembling and - Cutting pliers
disassembling of static - Neon tester
 Enclosure removing machines - Crimping tool
o Practical exercises on - Multimeter
 Removal of core and windings assembling and - Wattmeter
disassembling of rota static - Energy meter
 Removal of windings ting machines - Nose Pliers
390 | P a g e
 Disassemble of core material o Video show - Soldering iron
- Standard wire
gauge
- Motorized coil
winding machine
- Hand operated
coil winding
machine
- Bench work
- Soldering iron
- Conductors
- Rotor
- Tin
- Lamination paper
- Insulation
materials
- Electromechanical
tool kit
Proper dismantling of the machine

 Performance evidence  Task: Dismantle a transformer
Checklist Score
Yes No
 Identification of main parts of a transformer
 Removal of the enclosure
 Removal of core and windings
 Removal of windings
 Disassembly of core material
 Identification of main parts of a transformer
391 | P a g e
Observation
Learning Outcome 3.2:Prepare winding diagram
Resources
 Transformer windings connection o Brainstorming on o Books
diagrams transformer windings o Internet
connection diagrams
 Delta-delta o Physical demonstration of
transformer windings
 Wye-delta
connection diagrams
 Delta-wye o Practical exercises on the
preparation of winding
 Wye-wye diagrams
 Delta-zigzag
 Auto transformer
 V-V connection
 T-T connection (Scott connection)
 Transformer windings termination/

labelling
Proper preparation of winding diagram


Checklist Score
392 | P a g e
Yes No
 Identification of types of windings connections
 Identification of transformer winding termination/labelling
 Winding
Observation
Learning Outcome 3.3:Use laminated sheets
Resources
 Construction materials of transformer o Brainstorming on o Books
laminated sheets transformer windings o Internet
 Types of transformer laminated sheets connection diagrams
 U-I lamination o Physical demonstration of
transformer windings
 E-E lamination connection diagrams
o Practical exercises on the
 E-I lamination preparation of winding
 L-L lamination diagrams
Proper use of laminated sheets

 Product evidence  Open questions
 Task: Cut different forms of lamination sheets
Checklist Score
393 | P a g e
Yes No
 construction materials of transformer laminated sheets
 Identification of laminated sheets form
 Cutting of lamination sheets forms
Observation
Learning Outcome 3.4:Wind the coil
Resources
 Steps of coils winding o Brainstorming on steps of - Books
coils winding and winding - Internet
 Calculation of turn ratio insulation techniques - Coils
o Demonstration on winding - Insulating papers
 Wind secondary coil
the coil and insulating
winding - Varnishes
 Wind primary coil
 Winding insulation techniques winding the coil and
insulating winding
 By insulating papers o Documentary Research
 By varnish
Accurate winding of the coil

 Performance evidence  Task: Wind the coil of a single-phase transformer

394 | P a g e
Checklist Score
Yes No
Use of Layer winding rolling technique
Use of Bank winding rolling techniques
Observation
Learning Outcome 3.5:Insulate winding
Resources
 Steps of coils winding o Brainstorming on steps of - Books
coils winding and winding - Internet
 Calculation of turn ratio insulation techniques - Coils
o Demonstration on winding - Insulating papers
 Wind secondary coil
the coil and insulating
winding - Varnishes
 Wind primary coil
 Winding insulation techniques winding the coil and
insulating winding
 By insulating papers o Documentary Research
 By varnish
Proper insulation of windings

 Task: Insulating the winding of a single-phase transformer
395 | P a g e

Checklist Score
Yes No
Identification of types of insulating materials
Winding insulation
Observation
Learning Outcome 3.6:Reassemble the machine
Resources
 Steps for transformer assembling o Brainstorming on steps of - Books
transformer assembling - Internet
 Core assembling o Demonstration on - Coils
transformer assembling - Transformer
 Coil winding
 Terminals labelling transformer assembling
 Insert the core into the coil
 Insert the core and the wound coil

into the enclosure
 Windings connection
 Transformer leads fixing
Proper Reassembly of the machine
396 | P a g e
 Performance evidence  Task: reassemble a single phase transformer
Checklist Score
Yes No
 Assembling of core
 Terminals/marking
 Insert the core into the coil
 Insertion the core and the wound coil into the enclosure
 Windings connection
 Fixation of Transformer leads
Observation
397 | P a g e
LU 4: Test the work done
Learning Outcomes:
4 1. Test the machine faults
2. Check machine characteristics
3. Report the work done

5 Hours
Learning Outcome 4.1:Test the machine faults
Resources
 Transformer faults o Brainstorming on - Books
transformer faults - Internet
 Insulation breakdown between o Brainstorming on - Coils
winding and earth transformer tests - Transformers
 Insulation breakdown in between o Demonstration on
different phases transformer testing
 Insulation breakdown in between o Practical exercises on
adjacent turns i.e. Inter - turn transformer testing
fault o Documentary Research
 Continuity faults
 Transformer core faults
 Transformer tests
 Winding continuity test

 Insulation test
Test the transformer faults
398 | P a g e

 Performance evidence  Task: test a single phase transformer
Checklist Score
Yes No
 Identification of transformer faults
 Winding continuity test
 Insulation test
Observation
Learning Outcome 4.2:Check machine characteristics
Resources
 On-load characteristics o Brainstorming on machine - Books
characteristics - Internet
 No-load / Open circuit characteristics o Demonstration on checking - Coils
machine characteristics - Transformer
 Short-circuit characteristics o Practical exercises on
checking machine
characteristic
proper Checking of machine characteristics
399 | P a g e
 Performance evidence  Task: check the open-circuit of a transformer
Checklist Score
Yes No
 Checking of On-load characteristics
 Checking of No-load / Open circuit characteristics
 Checking of Short-circuit characteristics
Observation
Learning Outcome 4.3:Report the work done
Resources
 Elaborate the work report o Brainstorming on how to - Books
 Report format prepare the report - Internet
 Cost estimation o Group discussion on taking - Service manuals
 Keeping records of current machine state records - Hand-out notes
o Practical exercises on billing
the work
Proper reporting the work done

400 | P a g e
Checklist Score
Yes No
 Types of report
 Identification of report contents
 Writing a report
 Reporting methods
 Preparation of service manual and catalogue
Observation
One of the transformers of INYANGE industries located at Masaka
sector, KICUKIRO district was found burnt due to overvoltage faults.
You as electrical static machine winder, you are requested to rewind
this transformer within five hours.
The transformer information is as follow:
Power rating: A 100 kVA,
Voltage ratings: 230V/115 V,
Frequency: 50 Hz
Type: Single-phase- shell-type
N2: 100 turns
Checklist Score
Yes No
Indicator: The machine’s nameplate is well interpreted
 Number of phase
 Power rating
 Frequency rating
 Voltage ratings
 Connection diagram
 Polarity
 Conductor material
 IP rating
Indicator: Tools are well selected
401 | P a g e
 Electrician knife
 Hammer
 Cutting plier
 Nose plier
 Crimping tool
 Multimeter
 Mega-ohmmeter
 Soldering iron
 Brushes
 Measuring tape
Indicator: Equipment are well selected
 Bench work
 Vise
Indicator: Materials are well selected
 Tin
 Wires
 Laminated sheets (E and U forms)
 Insulators
Indicator: Personal Protective Equipment (PPE) are well selected
 Gloves
 Safety shoes
 Over all
 Nose mask
 Goggles
Indicator: Tools, equipment and materials are well arranged at working area
 Arrangement of tools according to nature
 Arrangement of tools according to type
 Arrangement of equipment according to nature
 Arrangement of equipment according to type
 Arrangement of materials according to nature
 Arrangement of materials according to type
Indicator: The transformer is well dismantled
 Removal of enclosure
 Removal of core and windings
 Removal of windings
 Disassembly of core material
Indicator: Parameters of the transformer are well determined/calculated
 Cross-sectional area of primary winding wire
 Cross-sectional area of secondary winding wire
 Number of turns of primary winding
Indicator: The coil is well wound
 One of coil rolling techniques is applied
Indicator: The transformer is well reassembled
402 | P a g e
 The lamination type is respected
 Insertion of the coil in the core
 Insertion of the core-coil in the enclosure
 The enclosure is fixed
 Connection of windings terminals
Indicator: The transformer is tested
 Use of testing instrument
 Windings continuity is tested
 No-load characteristics are tested
 On-load characteristics are tested
 No abnormal noise
 No overheat
 No insulation fault between windings and core material
Indicator: The parts of transformer are well fixed
 Compactness
 Fitness
 Tightness
Observation
Checklist Score
Yes No
Indicator:
Observation
Checklist Score
Yes No
The work is done within the given time (five hours)
Indicator: Rated output voltage
Output voltage of the given transformer
Indicator: Rated power
Power rating of the given transformer
403 | P a g e
Observation
Perfection
Checklist Score
Yes No
Improving efficiency of transformer
Observation
Reference books:
1. http://www.idc-online.com/sites/default/files/TG.pdf
2. http://www.electrical4u.com/external-and-internal-faults-in-transformer/
3. http://www.udeyraj.com/html/hipots.asp
4. http://electrical-engineering-portal.com/transformer-winding-faults
5. http://www.esito.org.nz/docs/default-source/about-industry-training-files/19323.pdf?sfvrsn=0
404 | P a g e
IELTD501 - ELECTRICAL TRANSMISSION / DISTRIBUTION LINE
IELTD 501 Perform Electrical Transmission / Distribution Line

Credits: 5 50
Sub-sector:
Purpose statement
This particular module describes the skills, knowledge and attitude required to perform electrical
transmission/distribution line. The electrician will be able to interpret the transmission/distribution
design, implement it and test it. It applies to electricians working as transmission technician.
405 | P a g e


1. Identify activities to be done 1.1. Proper interpretation of electrical drawing
1.2. Proper selection of tools, equipment and materials
1.3. Proper identification of transmission/ distribution

systems and connection schemes
2. Select elements of transmission/ 2.1. Correct selection of protection devices

distribution line
2.2. Correct selection of line insulators
2.3. Convenient selection of conductors
2.4. Proper selection of power transformers and voltage

regulating devices
3. Perform electrical transmission/ 3.1. Proper handling of elements of transmission and

distribution line distribution lines
3.2. Proper connection of protection devices, line

insulators and stringing conductors
3.3. Convenient mounting a transformer
3.4. Correct connection of voltage regulating devices
3.5. Proper testing of the work done and cleaning of the

workplace
406 | P a g e
LU 1: Identify activities to be done
Learning Outcomes:
1 1. Identify electrical drawing

2. Select tools, equipment and materials
3. Identify transmission /distribution systems and connection
scheme
20 Hours
Learning Outcome1.1 :Identify electrical drawing
Content Resources
Learning activities
 Transmission and distribution line o Brainstorming on - Books
symbols transmission and
distribution symbols, - Internet
 Elements of a transmission/ distribution elements of a transmission
line - Schematic
line, interpretation of
diagrams
schematic diagram of
 Interpretation of schematic diagram of a distribution and
distribution line transmission line
 Interpretation of schematic diagram of a
schematic diagrams of
transmission line
transmission and
distribution line
elements of a transmission
line
interpretation of schematic
diagrams

407 | P a g e
Proper interpretation of electrical drawing

  Task: Describe and interpret the given schematic diagram of
Runda sector distribution line.
Checklist Score
Yes No
 Line symbols identification
 Elements of transmission line’s identification
 Distribution line’s schematic diagram interpretation
 Transmission line’s schematic diagram interpretation
Observation
Learning Outcome 1.2:Select tools, equipment and materials
Resources
 Types of tools: o Brainstorming on types of - Watt meter
 Watt meter tools, equipment and
 Earth resistance meter materials - Earth resistance
 Voltmeter o Group discussion on types meter
 Ammeter of tools, equipment and
- Voltmeter
 Tachometer materials
 Multi-meter o Physical demonstration of - Ammeter
 Thermometer types of tools, equipment
 Manometer and materials - Tachometer
 Frequency meter o Practical exercises on
 Hydrometer selection of tools - Multi-meter
408 | P a g e
 Hoe equipment and materials - Thermometer
 Spade o Documentary Research
 Rope - Manometer
 Measuring tape
- Frequency meter
 Spirit level
 Bush knife /Machete - Hydrometer
 Pulley
 Types of equipment: - Hoe
 Safety shoe
 Helmet - Spade
 Drilling machine
- Rope
 Bolts
 GPS - Measuring tape
 Types of materials:
 Conductors - Spirit level
 Connectors
 Insulators - Bush knife
 Line supports /Machete
 Cross arms - Pulley
 Poles
 Nuts - Safety shoe
 Electromechanical tool kit
 Functionality of tools and materials - Helmet
needed for transmission and
- Drilling machine
distribution line
 Verification of standard of - Bolts
compliance
- GPS
- Conductors
- Connectors
- Insulators
- Line supports
- Cross arms
- Poles
- Nuts
- Electromechanical
toolkit
409 | P a g e
Proper selection of tools, equipment and material

  Ticking
 Matching
 Presentation
Checklist Score
Yes No
 Tools selection
 Equipment selection
 Materials selection
 Tools and equipment functionality
Observation
Learning Outcome 1.3 : Identify transmission /distribution systems and connection scheme
Resources
 DC transmission and distribution system o Group discussion on - Books
identification of
 Two wire system transmission/ distribution - Internet
 Three wire system line system
 Overhead distribution system - Manual
o Brainstorming on AC/DC
 Underground distribution system two wire and three wire - Hand-out
 Ring connection scheme system
 Radial connection scheme o Physical demonstration of
 Inter-connected scheme two wire/ three wire system
 AC transmission and distribution system o Documentary research
 Two wire system
 Three wire system
 Overhead distribution system
410 | P a g e
 Underground distribution system
 Ring connection scheme
 Radial connection scheme
 Inter-connected scheme
Proper identification of transmission/ distribution systems

Checklist Score
Yes No
 DC transmission/ distribution system identification
 AC transmission/ distribution system identification
 Underground transmission/ distribution system identification
 Overhead transmission/ distribution system identification
 Ring connection scheme identification
 Radial connection scheme identification
 Inter-connected scheme identification
 Two wire system identification
 Three wire system identification
Observation
411 | P a g e
LU 2:Select elements of transmission/ distribution line
Learning Outcomes:
2 1.
2.
3.
4.
5.
Dissembling procedures
Select protection devices
Select line insulators
Select conductors
Select power transformers and voltage regulating devices
15 Hours
Learning Outcome 2.1:Dissembling procedures
Content Resources
Learning activities
 Dissembling parts: o Demonstration - Tool box
Bonnet o Brainstorming complete
o Observation - Vehicle
Back trunk o Practical exercises
Chassis
All accessories:
Engine
Transmission line system
Correct selection of protection devices
412 | P a g e

 Performance evidence  Ticking
  Matching
 Presentation
 Task: Select the protection devices to use in the given
transmission line
Checklist Score
Yes No
 Circuit breaker selection
 Relay selection
 Fuse selection
 Selection of transformer protection
 Selection of bus bar protection
 Selection of line protection
 Selection of overvoltage protection
Observation
Learning Outcome 2.2 :Select protection devices
Resources
 Circuit breaker o Group discussion on - Books
different types protection - Internet
Operating principle devices - Manual
o Practical exercises on - Hand-out
Classification of circuit breakers
protection device selection - Circuit breaker
Circuit breaker ratings o Physical demonstration of - Relay
protection devices - Fuse
Problems of circuit interruptions o Practical exercise on - Lightning
installation of protection arresters
 Relays devices - Buchholz devices
Fundamental requirements of
protective relaying
413 | P a g e
Types of relays
Relay timing
Types of protection(Primary
protection and backup
protection)
 Fuses
Desirable characteristics of fuse
Fuse element materials
Types of fuses
 Protection of transformers
Common transformer faults (open

circuits, overheating, winding
short-circuits )
Buchholz devices
Earth fault relay
Overcurrent relay
Differential system
 Protection of bus-bars
Differential protection
Fault bus protection
 Protection of lines
Time graded over current

protection
Differential protection
Distance protection
 Protection against over voltages
Proper insulation of the

equipment
Lightning arresters or surge

diverters
Earthing screen
414 | P a g e
Overhead ground wire
Correct selection of line insulators
  Ticking
 Matching
 Presentation
Checklist Score
Yes No
 Types of insulators
 Properties of insulators
Observation
Learning Outcome 2.3:Select line insulators
Resources
 Desirable properties of insulators o Group discussion on different - Books
Underground system types of insulators - Internet
o Brainstorming on line insulators - Manual
Overhead system o Physical demonstration of line - Hand-out
insulators - insulators
 Types of insulators
 Potential distribution over
suspension insulator string
 String efficiency and its
improvement
415 | P a g e
Convenient selection of conductors

  Matching
 Presentation
 Task: Select the conductors to use in the given transmission line
Checklist Score
Yes No
 Types of conductors
 Conductors materials
 Properties of conductors
Observation
Learning Outcome 2.4:Select conductors
Resources
 Types of conductors o Group discussion on different - Books
Underground system types of conductors - Internet
o Brainstorming on conductors - Manual
Overhead system o Physical demonstration of - Hand-out
conductors - Conductors
 Common used conductor materials
Copper
Aluminium
416 | P a g e
Steel cored aluminium
Galvanised steel
Cadmium copper
 Common conductor material

properties
High electrical conductivity
High tensile strength
Low cost
Low specific gravity
Proper selection of power transformers
  Matching
 Presentation
 Task: Select the power transformer and regulating devices to
use in the given transmission line
Checklist Score
Yes No
 Types of transformers
 Properties of transformers
 Methods of voltage control of a line
 Methods of voltage control of a transformer
Observation
417 | P a g e
Learning Outcome 2.5:Select power transformers and voltage regulating devices
Resources
 Types of transformers o Group discussion on different - Books
 Properties of power transformers types of power transformers - Internet
 Methods of voltage control o Practical exercises on voltage - Manual
By excitation control regulating devices - Hand-out
o Physical demonstration of power - Transformer
By using tap changing transformers and voltage - Synchronous
transformers regulating devices condenser
o Practical exercise on power
Auto transformer tap changing transformers
Booster transformer o Documentary research
Induction regulators
By synchronous condenser
 Voltage regulation of a
transformer
Adequate selection of voltage regulating devices
  Matching
 Presentation
 Task: Select the power transformer and regulating devices to
use in the given transmission line
418 | P a g e
Checklist Score
Yes No
 Properties of transformers
 Methods of voltage control of a line
 Methods of voltage control of a transformer
Observation
419 | P a g e
LU 3: Perform electrical transmission/ distribution line
Learning Outcomes:
3 1.
2.
3.
4.
5.
Handle elements of transmission and distribution line
Connect protection devices, line insulators and string conductors
Mount a transformer
Connect voltage regulating devices
Test the work and clean the workplace
15 Hours
Learning Outcome 3.1:Handle elements of transmission and distribution line
Resources
 Transport o Brainstorming on handling - Books
techniques of transmission/ - Internet
 Mechanical characteristics of elements of distribution elements - Manual
transmission line o Group discussion on - Hand-out
transportation techniques - Poles
Tensile strength of transmission/ distribution - Circuit breaker
Mechanical strength elements - Relay
o Documentary research - Fuse
Weight - Lightning
arresters
- Buchholz
devices
- Transformer
- Conductors
Proper handling of elements of transmission and distribution lines
420 | P a g e
  Matching
 Presentation
 Task: Store transmission line’s elements according to their
mechanical properties
Checklist Score
Yes No
 Mechanical characteristics of transmission line’s elements
 Transportation techniques of transmission line elements
Observation
Learning Outcome 3.2:Connect protection devices, line insulators and string conductors
Resources
 Interpretation of schematic diagram of o Brainstorming on protection - Books
the transmission/ distribution system devices connection - Internet
Line insulators transmission/ distribution - Hand-out
schematic diagram - Poles
String conductors
o Physical demonstration of - Circuit breaker
 Interpretation of the schematic diagram conductors, protection - Relay
of protection devices devices and insulators - Fuse
o Practical exercises on - Lightning
Circuit breaker protection devices arresters
connection, line insulators - Buchholz
Relay connection, and conductor devices
connection - Transformer
Fuse
o Documentary research - Conductors
Lightning arresters - Line insulators
Buchholz devices

421 | P a g e
Proper connection of protection devices

 Product evidence  Ticking
 Task: Connection of protection devices/ insulators/ conductors
to a transmission or distribution line
Checklist Score
Yes No
 Circuit breaker connection
 Relay connection
 Fuse connection
 Insulator connection
 Conductor connection
 Lightning arrestors connection
Observation
422 | P a g e
Learning Outcome 3.3:Mount a transformer
Resources
 Internal Construction of a transformer o Brainstorming on types of - Books
 Types of transformers transformer - Internet
 Phasor diagram and equivalent circuit of o Group discussion on - Manual
a transformer internal construction of a - Hand-out
 Transformer winding connections transformer - Poles
Terminal markings o Physical demonstration of - Transformer
transformer - Conductors
Position of terminals o Practical exercises on
mounting a transformer
Rating plates o Documentary research
 Installation and testing of transformers
Directly clamped to a pole
Mounted on a cross-arm fixed

between two poles
Platform mounting
Floor mounting
Testing the dielectric strength of oil
Testing the insulation resistance of

windings
Proper connection of line insulators

423 | P a g e
Checklist Score
Yes No
 Fuse connection
Observation
Learning Outcome 3.4:Connect voltage regulating devices
Resources
 Voltage control and its importance o Brainstorming on voltage - Books
 Methods of voltage control control and its importance - Internet
Excitation control (generating o Group discussion on - Manual
stations) methods of voltage control - Hand-out
o Physical demonstration of - Booster
Tap changing (transformers) voltage regulating devices transformers
o Practical exercises on - Induction
Booster transformers connection of voltage regulators
Induction regulators regulating devices - Synchronous
o Documentary research condenser
Synchronous condenser
Adequate stringing of conductors
424 | P a g e

Checklist Score
Yes No
 Fuse connection
Observation
Learning Outcome 3.5:Test the work and clean the workplace
Resources
 Preparation of the inspection checklist o Brainstorming on the - Books
General condition of protection inspection checklist - Internet
devices o Group discussion on the - Journals
inspection checklist - PPE
General condition of transformer o Physical demonstration of - Protection
the transformer testing devices
General condition of Conductors
o Practical exercises on - Wires
General condition of Line continuity test, open circuit - Electrician
insulators test, short circuit test, earth toolbox
fault test and loop test - Transformer
General condition of voltage o Documentary Research - Watt meter
regulating devices o Group discussion on - Earth resistance
cleaning techniques meter
 Testing - Voltmeter
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Continuity test - Ammeter
- Tachometer
Protection devices - Multi-meter
- Leads/cords
Transformer
- Electromechanical
Conductors (open circuit, short tool kit
circuit, earth fault, loop test) - Cleaning tools
and materials
 Insulators
Voltage regulating devices
 Collection and arrangement of tools

and equipment
 Arrangement of non-used materials
(consumables)
 Cleaning of working area
Cleaning techniques
Tools used in cleaning
 Waste materials management

Types of waste materials
(recyclable, bio-degradable,
non- bio-degradable)
 Elaborate the report of the work done
Convenient mounting of transformers

  Matching
 Presentation
 Task: Mount a transformer in a transmission/ distribution line
426 | P a g e
Checklist Score
Yes No
 Terminal markings
 Terminals position
 Mounting and fixing a transformer
 Testing a transformer
Observation
Energy Access Rollout Program in REG ltd KIGALI has designed an
overhead distribution system to connect the population in Ruyenzi cell,
RUNDA sector. As an electrician in REG ltd, you are required to build
100 metres of this distribution line including the transformer work.
This task is to be completed in 8 hours.
Checklist Score
Yes No
Indicator: Electrical drawing of the distribution line is properly interpreted
 Electrical symbols identification
 Description of electrical drawings
Indicator: Distribution system and connection scheme are well identified
 Identification of type of distribution system
 Identification of type of connection scheme
Indicator: Tools, equipment and materials are well selected
 Opening tools
 Cutting tools
 Stepladder
 Pulley
 Measurement instruments
 Disposition according to the type
427 | P a g e
 Disposition according to the use
 Overall
 Helmet
 Grimpette
 Gloves
 Safety shoes
 Nose protection mask
Indicator: Protection devices are properly selected
 Line isolator identification
 Identification of earth fault relay for a transformer
 Overcurrent relay identification
 Surge diverters identification
Indicator: Insulators are properly selected
 Identification of Type of insulators
Indicator: Conductors are properly selected
 Identification of type of overhead conductor
Indicator: Power transformer is properly selected
 Identification of type of power transformer
Indicator: Conductors are well connected
 Overhead conductor tightening
 Line insulators are connected
Indicator: Transformer is well connected
 Terminal markings are respected
 Protection devices are connected
 Mounting instructions are respected
Indicator: The work is well tested
 Testing of transformer
 Continuity test
 Testing of protection devices
 Testing of insulators
Indicator: Report is well elaborated
 Format
 Report content
Observation
Checklist Score
Yes No
Indicator: The power is well distributed
428 | P a g e
 No overvoltage
 No under voltage
 The distribution line is well protected
Indicator: Transformer is well fixed
 Steadiness
 Fitness
 Tightness
Observation
Checklist Score
Yes No
 Work done within required time (8h)
 No wasted material
Observation
Perfection
Checklist Score
Yes No
Creativity
Observation
Reference books:
1. Principles of power system by V.K. Mehta and Rohit Mehta
2. A textbook of electrical technology by A.K Theraja and B.L Theraja
429 | 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.
430 | P a g e
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.
431 | P a g e
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.
432 | P a g e
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity
WORKFORCE DEVELOPMENT AUTHORITY – WDA

Rwanda
T +250 255113365
F +250 255113365
E [email protected]
I www.wda.gov.rw
433 | P a g e

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Kigali November, 2014

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Original published version updated:

© Workforce Development Authority (WDA) 2016

REQF : Rwandan Education Qualification Framework

1 The curriculum presents a coherent and significant set of competencies to

Pathways into the qualification Pathways from the qualification

Progression route of candidates achieving

Possible jobs related to this qualification

 Documenting technical work in plain English

 Writing and presenting reports

Safety and security precautions

 Working collaboratively with project team members

Health and environment

 Rwanda environmental protection, practices rules and regulations

 Producing a small IT business plan

Planning and organizing

 Taking responsibility for own outputs in relation to specified quality standards

Languages other than Kinyarwanda

 Using English as the medium of communication in the working environment

No Code Complementary competencies Credit

1 CCMMS502 Monitor occupational SHE at workplace 3

No Code Core competencies Credit

1. GENAM501 Apply Mathematical Analysis, Statistics and Probability 8

2. GENGC501 Apply dynamics and mechanical waves 4

3. IELPH501 Pico-hydropower plant 12

4. IELFE 501 Apply fundamental Electronics 5

8. IELTD501 Perform electrical Transmission / Distribution Line 5

12. IELIA501 Integrate workplace 30

3.1 Course structure

Maintain professional conversation in upper-

Apply Mathematical Analysis, Statistics and

30 4 Work in a socially diverse environment

40 10 Apply dynamics and mechanical waves

50 13 Apply fundamental Electronics

30 7 Apply professional ethics

120 12 Pico-hydropower plant

Test the work done

Duration (500 Hrs)

▲:Functional link application ●: Functional link application

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

Monitoring ofoccupational SHE at workplace 3

ICT at workplace 3 Professional ethics 3

Ikinyarwanda cy’intyoza 3 Upper intermediate workplace english 3

Working in a socially diverse environment 3

Mathematical Analysis, Statistics And Dynamics And mechanical Waves 4

Pico hydropower plant 12 Fundamental electronics applications 5

Electrical static machine winding /rewinding 5

Sub-station installation 7 Electrical power distribution line design 6

Electrical transmission/ distribution network maintenance 4

Industrial attachment (IAP) 30

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

Quality of Process 90%

Quality of Product 100%

Rest of Criteria/ any other criteria 100%

CCMSH502 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Elements of competence and performance criteria