Republic of Rwanda
Ministry of Education
WORKFORCE DEVELOPMENT AUTHORITY – WDA
Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707
Tel: (+250) 255113365
E-mail: info@wda.gov.rw
Web site: www.wda.gov.rw
AGRAH3001-TVET CERTIFICATE I in AGRICULTURE AND FOOD PROCESSING: ANIMAL HEALTH
CURRICULUM
1
Kigali, January 2014
2012
LIST OF PARTICIPANTS
Coordination
BWENGE Richard, Private veterinarian
NTIRENGANYA Jacques, ES Kinazi
HABIMANA Théodore, TVET TrainingWDA
DUKUZUMUREMYI Claude, AGRIVET
NYIRIMANZI O. Philémon, EAV Kabutare
GAKWISI Frédéric, EAV Rushashi
RUGAMBWA Adolphe, EAV Ntendezi
Participation (continued)
RWASIBO Merchiad, INTRAVET Shop
KANKESHA Donatille, NOPHAVET
SEBUHINJA Felicien, AVEP
HABARUGIRA Gervais, Umutara
Polytechnic University
TWAGIRAYEZU J. Baptiste, VSV
MPAMO Aimé, CDU-WDA
MUHIRE JMV, CDU-WDA
Facilitation
GAHUNGU Faradji, CDU-WDA
NTAHONTUYE Felix, CDU-WDA
Technical Assistance
DODO Kimba, APEFE-PAFP
FILIOT Aline, APEFE-PAFP
NGOMA Marie-Pierre, VVOB-PAFP
Dr. Ciza Antoine, APEFE-PAFP
HANYURWIMFURA Emmanuel, EAV
Ntendezi
MAYIGANE Landry, RARDA/RAB
MIGAMBI Claude, WDA
MUHIRE Jean Marie Vianney, CDU-WDA
MUKURALINDA Célestin, La MAISONVET
Participation
NGIZWENAYO Jean Claude, VSFBelgium
AKARIKUMUTIMA Clementine, Private
veterinarian
NGUTEGURE Elizabeth, INTRAGRI
AMAHIRWE Théogène, EAV Rushashi
NISINGIZWE Protogene, Kamembevet
Centre
BALTHAZART Alain, APEFE/PAFP
BANGUMUKUNZI Faustin, EAV Gitwe
NIWEMWERA Geovanie, EAV
Nyabikenke
NIYONZIMA Aphrodice, Remera District
2
USENGUMUREMYI Jean Chrisostome,
RARDA/RAB
VITA Ignace, VETOPROX
ACRONYMS
AGRAH
Animal Health
OHS
Occupational Health and Safety
AGRCP
Agriculture Crop Production
PAFP
“Programme d’Appui à la Formation Professionnelle”
(Belgian TVET support programme to vocational
training)
Per os
By way of the mouth Oral
PPE
Personal Protective Equipment
RAB
Rwanda Agriculture Board
RARDA
Rwanda Animal Resources Development Authority
RBS
Rwanda Bureau of Standards
AGRFO
Agriculture Forestry
CMT
“Association pour la Promotion de l’Education
Et de la Formation à l’Etranger”
California Mastitis Test
CDU
Curriculum Development Unit
EAV
“Ecole Agri-Vétérinaire” (Agriculture and veterinary
school)
APEFE
ICT
Information Communication Technology
RTQF
Rwanda Technical Qualification Framework
ILO
International Labour Organisation
SC
Subcutaneous injection
IM
Intramuscular
TBD
Tick Borne Disease
ISAE
“Institut Supérieur d’Agriculture et d’Elevage” (Higher
Agriculture and Animal Husbandry Institute)
TVET
Technical and Vocational Education and Training
VSF
“Vétérinaires Sans Frontières”
ISCO
International Standard Classification of Occupations
VSV
“Vétérinaires Sans Vacances”
ISO
International Standards Organization
WDA
Workforce Development Authority
IV
Intravenous
NTQF
National Technical Qualification Framework
3
TABLE OF CONTENTS
SECTION 1 ............................................................................................................................................................................................................ 8
GENERAL INTRODUCTION .................................................................................................................................................................................... 8
CONCEPTS AND DEFINITIONS .......................................................................................................................................................................................9
SECTION 2: QUALIFICATION..............................................................................................................................................................................11
RATIONALE OF THE QUALIFICATION .................................................................................................................................................................12
ENTRY REQUIREMENTS TO THE QUALIFICATION .............................................................................................................................................12
EMPLOYABILITY AND LIFE SKILLS ............................................................................................................................................................................... 12
MODULES AND QUALIFICATION RULES ....................................................................................................................................................................... 14
SECTION 3: TRAINING PACKAGE .......................................................................................................................................................................16
CM301: OCCUPATION AND TRAINING PROCESS ...............................................................................................................................................21
Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop ......................................................................................... 22
Learning unit 2: Learn about the occupation and the training process ............................................................................................................................ 23
Learning unit 3: Reflect upon the teaching and learning methods .................................................................................................................................. 23
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 24
CM302 COMMUNICATION ON THE WORKPLACE................................................................................................................................................26
Learning unit 1: Speak effectively ................................................................................................................................................................................ 27
Learning unit 2: Work as a team member ..................................................................................................................................................................... 28
Learning unit 3: Read technical documents ................................................................................................................................................................... 28
Learning unit 4: Write technical records ....................................................................................................................................................................... 29
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 29
CM303 COMPUTER SKILLS .................................................................................................................................................................................31
Learning unit 1: Apply computer fundamentals ............................................................................................................................................................. 33
Learning unit 2: Use a word processing package ........................................................................................................................................................... 36
Learning unit 3: Use spreadsheet package .................................................................................................................................................................... 38
4
Learning unit 4: Use presentation application ................................................................................................................................................................ 41
Learning unit 5: Use Internet/Intranet (Outlook) ........................................................................................................................................................... 43
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 45
CM304 HEALTH, SAFETY AND ENVIRONMENT IN THE WORKPLACE .................................................................................................................47
Learning Unit 1: Maintain personal hygiene .................................................................................................................................................................. 50
Learning unit 2: Prevent HIV/AIDS and sexual violence. ................................................................................................................................................ 50
Learning unit 3: Address unsafe situations on the job. ................................................................................................................................................... 51
Learning unit 4: Respond appropriately to emergencies at work. .................................................................................................................................... 51
Learning unit 5: Sustain environment ........................................................................................................................................................................... 53
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 54
AGRAH301: FODDER CROPS GROWING AND RANGELANDS MAINTAINANCE...................................................................................................57
Learning unit 1: Cultivate fodder crops ......................................................................................................................................................................... 59
Learning unit 2: Conserve fodder crops ........................................................................................................................................................................ 61
Learning unit 3: Improve nutritive value of crops residues and straws ............................................................................................................................ 61
Learning unit 4: Perform pastures lay out and improvement .......................................................................................................................................... 62
Learning unit 5: maintain pastures ............................................................................................................................................................................... 63
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 66
REFERENCES .............................................................................................................................................................................................................. 68
AGRAH302: CONCENTRATES FEEDS PREPARATION AND DISTRIBUTION ........................................................................................................69
Learning unit 1: Select animal’s feed ingredients ........................................................................................................................................................... 71
Learning unit 2: Prepare animal’s feeds rations ............................................................................................................................................................. 73
Learning unit .3: Perform feeds concentrates preparation and conservation .................................................................................................................... 75
Learning unit 4 Distribute animal feeds and water ......................................................................................................................................................... 75
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 81
REFERENCES .............................................................................................................................................................................................................. 85
AGRAH303: RUMINANTS FARMING ...................................................................................................................................................................86
5
Learning unit 1: Identify ruminants breeds ................................................................................................................................................................... 88
Learning unit 2: Perform site selection for ruminants shelters ........................................................................................................................................ 89
Learning unit 3: Design ruminants shelters ................................................................................................................................................................... 90
Learning unit 4: Manage ruminants reproduction .......................................................................................................................................................... 91
Learning unit 5: Feed ruminants .................................................................................................................................................................................. 96
ASSESSMENT GUIDELINES .......................................................................................................................................................................................... 98
CM305: BASIC ENGLISH COMMUNICATION ....................................................................................................................................................100
Learning unit 1 : Demonstrate abilities in oral communication ...................................................................................................................................... 101
Learning unit 2 : Demonstrate abilities in written communication ................................................................................................................................ 102
Learning unit 3: Select and utilize a range of vocabulary related to professional context ................................................................................................ 103
AGRAH304: PREPARATION OF WORKPLACE FOR VETERINARY INTERVENTION ............................................................................................104
Learning unit 1: Store veterinary drugs according to their therapeutic function ............................................................................................................. 106
Learning unit 2: Store veterinary instruments and equipment ...................................................................................................................................... 108
Learning unit 3: Clean and sanitise workplace, instruments and equipment .................................................................................................................. 110
ASSESSMENT GUIDELINES ........................................................................................................................................................................................ 112
AGRAH305: PREVENTION OF ANIMAL DISEASES ............................................................................................................................................115
Learning unit 1: Monitor physical conditions of animal’s housing .................................................................................................................................. 117
Learning unit 2: Restrain animals for veterinary intervention ........................................................................................................................................ 118
Learning unit 3: Perform animals general examination ................................................................................................................................................ 119
Learning unit 4: Use antiparasitic drugs for prevention ................................................................................................................................................ 121
Learning unit 5: Vaccinate animals and apply sanitary prophylaxis ............................................................................................................................... 125
ASSESSMENT GUIDELINES ........................................................................................................................................................................................ 127
REFERENCES ............................................................................................................................................................................................................ 130
AGRAH306 DOMESTIC ANIMAL BODY DESCRIPTION ......................................................................................................................................132
Learning Unit 1: Describe the animal morphology ....................................................................................................................................................... 135
Learning Unit 2: Describe the body apparatus ............................................................................................................................................................. 137
6
Learning Unit 3: Assess anatomo-physiological parameters of the main functions ......................................................................................................... 141
Assessment Guidelines: ............................................................................................................................................................................................. 142
REFERENCES ............................................................................................................................................................................................................ 146
AGRAH307: MINOR SURGERY ..........................................................................................................................................................................147
Learning unit 1: Perform wound healing and abscess treatment ................................................................................................................................... 149
Learning unit 2: Execute male castration .................................................................................................................................................................... 150
Learning unit 3: Perform dehorning ............................................................................................................................................................................ 151
Learning unit 4: Apply hoof trimming techniques ........................................................................................................................................................ 152
Learning unit 5: Perform small ruminants’ caudectomy ................................................................................................................................................ 153
Learning unit 6: Perform trocarisation of the rumen .................................................................................................................................................... 154
ASSESSMENT GUIDELINES ........................................................................................................................................................................................ 154
REFERENCES ............................................................................................................................................................................................................ 157
CM306: ENTREPRENEURSHIP ..........................................................................................................................................................................158
Learning unit 1: Manage money ................................................................................................................................................................................. 160
Learning unit 2: Keep record and budget .................................................................................................................................................................... 161
Learning unit 3: Manage a small business .................................................................................................................................................................. 161
Learning unit 4: Prepare a business plan for a micro business ...................................................................................................................................... 163
ASSESSMENT GUIDELINES ........................................................................................................................................................................................ 163
AGRAH308: INTERNSHIP .................................................................................................................................................................................166
Learning unit 12.1: Apply for internship/employment .................................................................................................................................................. 168
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes ............................................................................................................... 169
Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities ................................................................................ 170
Learning unit 4: Organise and evaluate one’s internship .............................................................................................................................................. 171
Learning unit 5: Develop one’s competences on the workplace .................................................................................................................................... 171
Assessment guidelines ............................................................................................................................................................................................... 171
7
SECTION 1
GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competences to acquire to perform the occupation of a Veterinary assistant. 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 competences 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 competences 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 competence is performed, the prerequisite competences, 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.
8
CONCEPTS AND DEFINITIONS
Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a standard of performance.
Competence: the ability to perform tasks and duties to the standard expected in employment.
Competences chart: a chart that shows the interrelationships between each of the competences deployed in the execution of duties and tasks.
This chart allows a relevant, coherent, applicable and feasible description of the modules.
Complementary competences: (also known as employability skills or key skills) skills which are not specific to work in a specific occupation or
industry, but are important for work, education and life generally, such as communication skills, mathematical skills, organisational skills,
computer literacy, interpersonal competence and analytical skills.
Core modules: describe the competencies within a competency standard that an industry sector has agreed are essential to be achieved if a
person is 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 specialisation modules. Core competencies are normally those central to work in a particular industry.
Credit: the acknowledgement that a person has satisfied the requirements of a module.
General competences: competences 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.
Elective modules: are modules that can be used to complete a qualification and broaden the competencies of the learners. The electives are
not part of the qualification and the learner does not have to succeed in the assessment of elective modules in order to progress to the next
level.
General competences : competences 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:describe the complementary competences.
Internship: an opportunity for a learner to integrate career related experience by participating in planned, supervised work.
9
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 assumed to be in place: a requirement for the attainment of a specific module or modules prior to commencement of another
module.
Learning hours: amount of hours required to acquire the competence, including the time allocated to evaluation, which is estimated between 5
and 10% of the total learning time of the competence.
Learning outcomes: are statements that indicate what learners will know or be able to do as a result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or attitudes.
Learning unit: is any of the basic building block of a module which describes the key activities or elements of the work covered by the module.
Levels: are progressive stages of competence or achievement. The level is defined in the Qualification Framework.
Module: a unit of education or training which corresponds to one competence and can be completed on its own or as part of a qualification.
Occupation: the principal business of one’s life.
Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.
Qualification: the formal recognition of the attainment of requirements at a specific level.
Qualifications framework: a social construct whereby learner’s acquired knowledge, skills and achievements, either through formal, nonformal, informal or experiential means, can then be registered and recognized.
Specific competences: competences that are directly related to the tasks of the occupation in the workplace context. They refer to concrete,
practical and focused aspects.
10
SECTION 2: QUALIFICATION
TITLE OF THE QUALIFICATION:
VETERINARY ASSISTANT CERTIFICATE
LEVEL:
3
CREDITS:
105
SECTOR:
AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR:
ANIMAL HEALTH
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This qualification provides the skills, knowledge and attitudes to new entrants to animal care and management industry. In Rwanda, animal care
or management may be performed in a variety of private/public workplaces, including farms, veterinary clinics, animal research facilities, animal
feed stores, veterinary drugs stores, natural parks or public services. Veterinary assistants, also known as Veterinary auxiliary nurses, carry out
diagnostic, preventive and curative veterinary tasks, more limited in scope and complexity than those carried out by the upper levels of
veterinary workers (Veterinary nurses, Veterinary technicians, Animal health engineers and Veterinarians). They may perform individually
(alone) or in team but usually under close supervision.
Upon completion of this qualification, the learner will be able to:
1. Understand the occupation and the learning process
2. Maintain health and safety, and sustain the environment in the workplace
3. Communicate effectively in the workplace
4. Apply computer skills
5. Manage Fodder crops and rangelands
6. Prepare and distribute Concentrates feeds
7. Perform Ruminants farming
8. Communicate in basic English
9. Prepare workplace for veterinary intervention
10. Prevent animal diseases
11. Describe the body of domestic animal
12. Perform minor surgery
11
13. Create and manage a small business
14. Integrate the workplace
RATIONALE OF THE QUALIFICATION
Vision 2020 has identified agriculture as one of the six pillars of Rwanda economic and social development. It recommends that the agriculture
sector, now turned towards the subsistence be transformed into a value-added agriculture, market-oriented, particularly through the production
of high value crops and modern livestock management.
Also, the Vision 2020 and the "Economic Development & Poverty Reduction Strategy (EDPRS)" 2008-2012, envisions the implementation of an
ambitious agriculture intensification programme in which the major diseases of livestock will be eradicated or controlled. In order to achieve
these goals, a capacity building strategy is necessary. It’s in this regard that, the strategic priorities identified in the "Education Sector Strategic
Plan” (ESSP) 2010-2015, relates to an improvement of the Technical and Vocational Education and Training (TVET) system to satisfy the
market demand of qualified workers.
Veterinary assistant occupation was identified as a priority during May 2011 workshop (organised by WDA and PAFP) on agriculture
occupations identification and prioritisation. The areas of intervention of this occupation are focused typically on livestock diseases prevention
and control. Livestock diseases contribute to an important set of losses and issues including animal welfare, productivity losses, uncertain food
security, loss of income and zoonosis. Livestock disease management, including good animal husbandry practices, can improve human health
and the animal productions, therefore the national economy. As such, the Veterinary assistant is seen as an important stakeholder in the
process of animal production intensification and the country's economy development.
ENTRY REQUIREMENTS TO THE QUALIFICATION
Veterinary assistant candidates should have already completed 9 years basic education (9YBE)
EMPLOYABILITY AND LIFE SKILLS
Through the generic modules, individuals with this qualification have acquired the life skills and employability skillsthat are described in the table
below.
12
Personal
development
- Understand own personal values, strengths and areas of challenge or weakness and are able to
effectively use or address them;
- develop, implement and evaluate progress toward personal goals;
- know own preferred way of learning, take initiative for learning new skills, and know how to monitor own
learning progress.
Interpersonal
communication
-
communicate and get along well with others, in a variety of settings and for a range of purposes;
speak and listen actively and appropriately, one-on- one and in groups;
cooperate and work effectively within a group;
provide good customer service.
Health, hygiene and
safety
-
know the standard health and safety practices and regulations in the workplace;
maintain hygiene and personal grooming;
identifyunsafe situations;
respond to emergencies and accidents at work;
prevent HIV/AIDS and sexual violence.
Environment
sustainability
-
know the environmental regulations in Rwanda;
dispose of waste ;
recycle waste ;
report environmental hazards to appropriate person.
Integration of the
workplace
- know how to apply for and present themselves for employment;
- demonstrate good time management and show up for work on time;
- demonstrate behaviour and attitudes that are appropriate for the workplace and understand that
workplaces have policies and procedures that need to be followed;
- take initiative and responsibility for own work and know how to work under and respect supervision;
- know the rights and responsibilities of workers and employers and explore ways to exercise rights in the
workplace.
- understand principles and tools behind personal and family money-management;
- understand the importance of saving and reducing expenses;
- organize and manage personal and household finances;
- create a personal budget and think strategically about their finances;
Financial fitness
13
- evaluate their options for earning money and are familiar with ways to establish and maintain personal
credit;
- beaware of the risks associated with credit.
Management of a
small business
-
Computer skills
-
simulate income-generating activities with the basic cycles of business;
plan for income-generating activity expenses and loan repayments;
keep basic business financial records;
evaluate the risks and opportunities of using credit in income generating contexts;
distinguish between money to be used for investment into own income-generating activities, for family
expenses, and for savings;
- knowthe different market actors.
operate a computer
use word processing applications in the production of workplace or personal documents
create and use spreadsheets and charts through the use of spreadsheet software
design electronic presentations
send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms,
intranets and instant messaging.
MODULES AND QUALIFICATION RULES
To achieve the Certificate I in Agriculture: Forestry, 11 modules must be completed (940 learning hours):
- 5 generic modules
- 7 mandatory modules
In order to meet multi-skilled job outcome, the learners in this qualification may choose elective modules of the same level from the Crop
production or Veterinary.
14
Module No
Module title
Credit Value
Generic modules
CM301
Occupation and learning process
2
CM302
Health, safety and environment in the workplace
3
CM303
Computer literacy
3
CM304
Communication in the workplace
3
CM305
Entrepreneurship
3
Core modules
AGRAH301
Fodder crops and rangelands management
4
AGRAH302
Concentrates feeds preparation and distribution
6
AGRAH303
Ruminants farming
12
AGRAH304
Preparation of workplace for veterinary intervention
12
AGRAH305
Prevention of animal diseases
12
AGRAH306
Minor surgery
12
AGRAH307
Internship
30
Elective modules*
AGRCROP305
Nursery management
12
AGRCROP301
Cropping techniques
12
AGRCROP302
Agricultural input
12
15
AGRCROP303
Post harvest
8
AGRFOR302
Sustainable environment practices
8
AGRFOR304
Forest plantation establishment
12
AGRFOR305
Forest management
12
* The elective modules are to be found in the curriculum of the qualification in Forestry and Crop production
SECTION 3: TRAINING PACKAGE
The training package includes the competences chart, the sequencing of module learning, the description of each module, and the course
structure.
COMPETENCES CHART
The competences chart is a table that presents an overview of the specific competences, the general competences, the work process and the
time allocated to each competence. This table provides an overall view of the competences of the training programme and allows identifying the
logical sequence of the learning of these competences.
The competences chart shows the relationship between general competences and specific competences 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 horizontally axis and those vertical axis. The
symbol O marks a relationship between a general competence and specific competence. The symbol Δ indicates a relationship between a
specific competence 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 competence.
The competences chart allows the trainer to consider the complexity of the competences in the organisation of the learning progress.
Therefore, the vertical axis shows the specific competences in the order they should be acquired. This is the starting point of the presentation of
the competences in the flowchart presented in the following pages.
16
7
9
10
12
Perform ruminants farming
Prevent animal diseases
Perform minor surgery
Integrate work place
∆
40
∆
▲
60
120
120
120
300
▲
▲
▲
▲
∆
∆
∆
▲
▲
▲
2
30
3
30
8
120
11
30 30
ᴼ
ᴼ
ᴼ
ᴼ
∆
▲
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
●
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
●
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
∆
▲
▲
∆
▲
▲
▲
▲
▲
▲
▲
▲
ᴼ
▲
▲
TRAINING DURATION
Communicate in basic English
Create small business
Preparation of workplace for veterinary
intervention
Apply basic computer skills
Communicate on the workplace
Apply occupation health and safety
4
30
▲
∆
∆
1
20
∆
∆
∆
Describe occupation and training process
Make a report
Provide appropriate treatment
Make examination and diagnosis
General competencies
Restrain animal
prepare the workplace
SPECIFIC COMPETENCIES
NUMBER
No DURATION
Grow fodder crops and maintain
5 rangelands
Prepare and distribute concentrates
6 feeds
Perform animal check-in
Process
DURATION
VETERINARY ASSISTANT
290
1050
760
Veterinary assistant competencies chart
17
FLOWCHART
The flowchart of sequencing of learning is a schematic representation of the order of acquisition of the competences. 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 training programme flowchart of the sequence of modules learning is presented on the following page (Figure 2).
18
1.occupation and training
process 20h
5. Fodder crops and
rangelands management
40h
7. Ruminants farming
120h
10. Prevention of
animal diseases 120h
2. Communication on the
workplace 30h
4. Health, safety and
environment in the
workplace 30h
8. Basic English
communication 30h
11. Minor surgery 120h
12. Internship 300h
19
3. Computer skills 30h
6. Concentrates food
preparation and distribution
60h
9. Preparation of
workplace for veterinary
intervention 120h
12. Entrepreneurship 30h
REFERENCES
1. Animal photos, Pictures of Cows.
http://animalphotos.info/a/topics/animals/mammals/cows/
2. International Standard Classification of Occupations (ISCO), Draft ISCO-08 Group Definitions: Occupations in Health, Updated 27 April
2009.
http://www.ilo.org/public/english/bureau/stat/isco/docs/d7b.pdf, 12/03/2012
3. Ministry of Education; Republic of Rwanda (April 2008). Technical and Vocational Education and Training (TVET) policy in Rwanda.
http://www.wda.gov.rw/publications/tvet.pdf.
4. Ministry of Education; Republic of Rwanda (July 2010). Education Sector Strategic Plan 2010 – 2015, ESSP.
http://mineduc.gov.rw/IMG/pdf/ESSP.pdf.
5. Ministry of Finance and Economic Planning, Republic of Rwanda (2008). Economic Development and Poverty Reduction Strategy 2008 2012. EDPRS.
http://www.minecofin.gov.rw/webfm_send/1704
6. Republic of Rwanda, Ministry of Finance and Economic Planning (July 2000). Rwanda Vision 2020.
http://www.gesci.org/assets/files/Rwanda_Vision_2020.pdf
7. Veterinary Assistant Career Options, Opportunities in Veterinary Assisting.
http://www.pcdi.ca/courses/2e/career.html
7 Veterinary Assistant Job Description
http://www.allalliedhealthschools.com/health-careers/vet-tech/veterinary-assistant-job-description
8 Veterinary nurse job description.
http://targetjobs.co.uk/careers-advice/a-to-z-of-careers/veterinary-nurse
9 Wikipedia, the free encyclopedia. Paraveterinary workers
http://en.wikipedia.org/wiki/Paraveterinary_workers
20
CM301: OCCUPATION AND TRAINING PROCESS
Competence : Understand the occupation and training process
RTQF LEVEL:
CREDITS: 2
LEARNING HOURS : 20
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: JANUARY 2013
REVIEW DATE:
PURPOSE STATEMENT
This module is covered first. It allows the trainee to get to know the other participants to the training programme and to understand
himself/herself as part of a team. Also, the trainee will develop a comprehensive and clear vision of the occupation and the training programme.
The module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her choice from the start. The training and
learning methods are presented to the trainee. This approach encourages greater motivation and, subsequently, a better integration of various
learning.
LEARNING ASSUMED TO BE IN PLACE
Not applicable
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Learning unit
Performance criteria
By the end of the module, the trainee will be able to :
1. Understand oneself as part of a team and respect
the rules of the workshop
1.1
1.2
1.3
Know each other
Be part of a team and behave accordingly
Rules and requirements are agreed upon and known
2. Learn about the occupation and the training
process
2.1
2.2
2.3
The occupation is understood
The training required is known
The training organisation is known
3. Reflect upon the teaching and learning methods
3.1
3.2
The active and participatory learning methods are applied
The assessment method is understood
21
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.
Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop
Leaning hours: 6
Learning outcomes
1.1 Introduce oneself and get to
know one another
Contents
 Introductions
 Expectations about the training
Resources
1.2 Work as a team
 Working as a team
 Building trust
Learning activities
 Introduction
 Game
 Presentation of trainees’
expectations
 Games
 Group discussions
1.3 Set rules and
responsibilities
 Rules of the classroom
 Group responsibilities
 Brainstorming
 Discussions
22
Learning unit 2: Learn about the occupation and the training process
Leaning hours: 12
Learning outcomes
2.1 Understand the occupation
Contents
 Characteristics of the
occupation
 Working conditions
Learning activities
 Personal research
 Visit of a business in the
neighbourhood
2.2 Obtain an understanding of
the goals of the training
programme
 Content of the training
programme (modules)
 Importance of the initial and
continuous training
 Presentation of the timetable
 Presentation of the classrooms
and workshops
 Presentation by the trainer
 Research
Resources
 Pictures of people in working
situation
 Documents describing the
occupation
 Overview of the training
programme
 Testimonies of people
performing the occupation
 School year calendar
 Timetable
2.3 Have a common
understanding of the training
organisation
Learning unit 3: Reflect upon the teaching and learning methods
Learning outcomes
Contents
3.1 Understand the teaching
 Overview of the active and
and learning methods
participatory teaching and
learning methods
3.2 Understand the assessment  Assessment methodology and
methodology
its purpose
 Visits of the premises of the
school
Learning activities
 Experience sharing
 Presentation by the trainer
Learning hours: 2
Resources
 Explanation by the trainer
REFERENCES
1. Akazi Kanoze (2009). Work Readiness Training Programme, Trainer’s Manual, Youth Livelihoods Project.
2. Akazi Kanoze (2009). Work Readiness Training Programme, Participant’s Manual, Youth Livelihoods Project.
23
ASSESSMENT GUIDELINES
1.
To pass this module, the student has to complete:
Self-assessment form
2.
Tree drawing
3.
List of 5 goals
4.
Skills and qualities assessment
5.
Steps to reach goals
6.
Learning goals and steps
7.
Business visit’s form
Elements 1 to 6 are available in the Work Readiness Training Programme – Participant’s Manual
Suggestion for the business visit’s form:
1.
What interested you during the visit?
2.
What surprised you?
3.
What did you like?
4.
What are your expectations?
5.
What is your opinion on:
1.
The working conditions
2.
The training duration
24
3.
The economic opportunities motivation
25
CM302 COMMUNICATION ON THE WORKPLACE
Competence : Communicate on the workplace
RTQF LEVEL:
CREDITS: 30
LEARNING HOURS : 30
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: MAY 2012
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to communicate and get along well with others, in a variety of settings and for a range
of purposes. The module will allow the participant to speak and listen actively and appropriately, one-on-one and in groups, to cooperate and
work effectively within a group.
LEARNING ASSUMED TO BE IN PLACE
Not applicable.
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Speak effectively
1.1 Strategies for effective listening are applied
1.2 Instructions are adequately followed and interpreted
1.3 Clear and accurate information and instructions are provided to colleagues
2 Work as a team member
2.1 Team objectives are reached through effective cooperation
2.2 Diversity of team members is respected
2.3 Chain of command is strictly followed
3 Read technical documents
3.1 Written instructions are understood
3.2 Correct reading and understanding of manufacturer’s specifications
3.3 Clear reading and interpretation of basic technical data
4 Write technical records
4.1 Records on production are applied
4.2 Records on field crop products quality observation are performed
26
4.3 Records on tools and equipments conditions are applied
COURSE STRUCTURE
Learning unit 1: Speak effectively
Learning hours: 6
Learning outcomes
1.1 Apply effective listen skills
and strategies
Contents
 Effective listening skills &
strategies
 Assess one’s listening skills
 Model good listening skills
1.2 Give and receive
instructions
 Importance of giving clear,
concise instructions
 Formulation of instructions
 Strategies to ask questions for
clarification
 Importance of non-verbal
communication
 Impacts of non-verbal
communication on how we give
information and how we listen
 Effective speaking skills and
strategies
1.3 Identify non-verbal
communication signs and the
impact on people’s perceptions
1.4 Demonstrate effective
speaking skills
Learning activities
 Role play
 Observing role play
 Feedback from observers
 Discussion
Resources
 Role play scenarios
 List of effective listening skills &
strategies
 Effective listening
 Observation form
 Individual work
 Group discussion
 Pair work
 Large group discussion
 Small group work
 Practice presentations
 Large group discussion
27
 List of effective speaking skills &
strategies
 Speaking scenarios for group work
 Effective speaking
 Observation form
Learning unit 2: Work as a team member
Learning outcomes
2.1 Identify the different
personalities
2.2 Handle different
personalities in a group
2.3 Cooperate with others to
reach the same objective
Learning hours: 4
Contents
 Different personalities and
approaches that individuals
bring to a group
 Strategies for handling different
personalities in a group
 Characteristics of an effective
and cooperative team member
 Communication with other
colleagues
 Chain of command
Learning activities
 Self-assessment
 Large group activity
(inner/outer circles)
 Discussion
 Large group activity
 Large group discussion
 Individual reflection/journal
writing
 Pair work
Learning unit 3: Read technical documents
Learning outcomes
3.1 Read written instructions
3.2 Read specifications
3.3 Interpret basic technical
data
Resources
 Working in groups self
assessment
 Cooperating with others roles
 Elements of an effective &
cooperative team member
Learning hours: 6
Contents
 Quality standards
 Tools and equipments
standards catalogues
 Company instructions
 Standards
 Manufacturer’s specifications
Learning activities
 Experience sharing
 Brainstorming
 Presentation by trainer
Resources
 Protocols
 Specimen of an agricultural
firm or school instructions
 Individual reflection
 Large group discussion

 Production data
 Quality control data
 Large group discussion
28
Manufacturer’s specifications
manuals
 Standards manuals
 Specimen of data sheet
(fertilizer, pesticide or herbicide
applications)
 Specimen of product quality
control data sheet
Learning unit 4: Write technical records
Learning outcomes
4.1 Record production data
4.2 Record quality control data
4.3 Record tools and
equipments conditions
Learning hours: 4
Contents
 Importance of recording
 Content of production technical
card
 Importance of routine quality
control record
 Content of quality control
technical card
 Importance of recording on
tools and equipment conditions
 Methods of recording (oral
or/and written)
Learning activities
 Experience sharing
 Brainstorming
 Presentation by trainer
 Individual reflection
 Large group discussion
Resources
 Specimen of technical card on
field crop products storage
 Large group discussion
 Specimen of technical card on
tools and equipment conditions
 Specimen of technical card on
field crop products quality
observation
REFERENCES
1. Akazi Kanoze (2009). Work Readiness Training Programme, Trainer’s Manual, Youth Livelihoods Project.
2. Akazi Kanoze (2009). Work Readiness Training Programme, Participant’s Manual, Youth Livelihoods Project.
ASSESSMENT GUIDELINES
To pass this module, the student has to:
1. COMPLETE The porftoliO, WHICH INCLUDES:






Self-assessment form
Effective Listening Observation Form
Effective Speaking Observation Form
Session 1 Writing Space: listening and speaking strengths, weaknesses, ways to improve
Working in Groups Self Assessment
Session 2 Writing Space : ways to improve cooperating and working in a group
29
1. DEMONSTRATE COMMUNICATION SKILLS IN A SITUATIONrelated to his/her future occupation or trade, AND OBTAIN a
score equal or superior to the passing mark defined (recommended passing mark for this module: 70% or 15/20)
SUGGESTED SituatioN (HOSPITALITY)
You are a chef de cuisine at Beausejour hotel, and you received an order of spaghetti a la Napolitaine for 4 people from customers who are in a
hurry. You oversees three people: the person in charge of the mise en place, the the cook and the dish washer.
As the chef, you give instructions to your team to prepare the food and supervise the work. The order should be ready within 30min.
Criteria
Indicators
Relevance
Time is respected
The required covers are communicated
The required order is communicated (type of meals/order are specified)
Quality of process
The information is received and well understood by the candidate
Responsibilities are assigned
The clarifications are given according to staff’ learning style (reading, speaking, listening, doing)
The follow up is well done (e.g. identification of the problem, activity tracking)
The problem is solved
Quality of information
The information is given precisely
The information is short and clear
The technical terms are used accordingly
The information is given directly
The information is given timely/immediately
30
CM303 COMPUTER SKILLS
Competence : Use computer
RTQF LEVEL:
CREDITS: 3
LEARNING HOURS : 30
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: JANUARY 2013
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to use a computer in the workplace. After completion of this module, the trainee will be
able to:





Apply computer fundamentals;
Use a current word processing package;
Use current spreadsheet package;
Use current Power Point presentations;
Use Internet/Intranet (Outlook).
LEARNING ASSUMED TO BE IN PLACE
Not applicable.
31
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
1
Apply computer fundamentals
Performance criteria
1.1 Identification of various connectors and ports
1.2 Use of different I/O devices
1.3 Use of desktop’s elements
1.4 Scanning of viruses in the computer and different storages devices
2 Use a current word processing package
2.1 Text formatting
2.2 Table creation and editing
2.3 Text editing
2.4 Saving
2.5 Printing
2.6 Inserting of header, footer and footnotes
3 Use current spreadsheet package
3.1 Use of basic excel tasks
3.2 Managing of sheets in excel workbook
3.3 Formatting of cells and their contents
3.4 Using of functions and perform mathematical operations
3.5 Excel worksheet printing
4 Use current Power Point presentations
4.1 Creating a new presentation
4.2 Creating, inserting a slide
4.3 Inserting of graphics
4.4 Converting word documents to Power Point presentation
4.5 Animation
4.6 Using different presentation view
4.7 Printing a presentation
5.Use Internet/Intranet (Outlook)
5.1 Defining and explaining a website
5.2 Interacting through instant messaging (chatting)
5.3 Using search engines like Google
5.4 Creating, managing favourites using internet explorer
5.5 Browsing the internet using the hyperlinks
5.6 Downloading and uploading files using internet
32
COURSE STRUCTURE
Learning unit 1: Apply computer fundamentals
Learning hours: 8
Learning outcomes
Contents
Learning activities
Resources
1.1 Apply computer basics
 Computer Definition
 Open a computer case and
observe different types of
memory
 Group discussion on each
type of memory





 Types of computers
- Laptops
- Desktops
- Palm tops
- PDA (Personnal Digital
assistance)
 Computer Hardware Memory
 Definition
 Role of Memory
 Features
- Capacity
- Speed
- Non Volativity
 Types of Memory
- ROM (Read only memory)
33
Computer lab
Computer tool kit
CD, DVDs, diskettes
White board
Markers
- RAM (Random access memory)
- External/Internal memories
(hard disk, floppy disk,CD,flash
disk)
1.2 Identify various connectors
and ports
 Connectors and ports
- Definition
 I/O (Input and Output) ports and
connectors
 Observe different
connectors as well as input
and output ports
 Exercises on ports
identifications




 Practical exercises on
connecting the mouse,
keyboard
 Monitor to the CPU (Central
processing unit)






- Serial ports
Computer lab
Computer tool kit
CD, DVDs, diskettes
Different types of cables,
different types of connectors
 White Board
 Markers
- Parallel ports
- USB
- Keyboard, Mouse connectors
- VGA Connectors
1.3 Use different I/O devices
 Peripherals
- Definition
- Categories I/O devices

Input devices (mouse,
Keyboard, scanner,
CD/DVD-ROM and
diskettes drivers, etc)

Output devices (monitor,
diskette, CD/DVD-ROM
34
Computer lab
Computer tool kit
CD, DVDs, diskettes
Printer
Scanner
White board
writer, printer, etc)

Types of keyboards
o AZERTY
o QWERTY
1.4 Use desktop’s elements
 Windows and its components:
- Desktop
- Task bar
 Brainstorming on desktop’s
elements
 Use the desktop, the tasks
bar and the start menu
 Computer lab
 Projector
 Brainstorming the use of
antivirus
 Practical exercises on
scanning viruses
 Compile activities reports







- Start menu
- Minimize, maximize, close
buttons
- My computer
1.5 Scan viruses in the
computer and different
storages devices (flash disk,
external hard disk)




Antivirus definition
Importance of antivirus
Functionality
Different Types of antivirus
- Norton
- Kaspersky
- Symantec
 Storages to be scanned
- Flash disk
- External hard disk
- Memory card
- Computer hard disk
35
Computer lab
Flash disks
External hard disk
CDs, DVDs
Antivirus
White board
Markers
Learning unit 2: Use a word processing package
Learning hours: 12
Learning outcomes
Contents
Learning activities
Resources
2.1 Format a text
 Style,font,size,colour
 Reproduce document
already formatted
 Various exercises to
familiarize with formatting a
text
 Computer lab with current word
processing package installed in
each computer
 Projector
 White board
 Markers
 Practical exercises on
creating, editing and
handling a table
 Computer lab with current word
processing package installed in
each computer
 Projector
 White board
 Markers
 Paragraph
 Column
 Tabulation
 Paragraph spacing
 Inserting symbols:special
characters,bullet and numbering
 Borders and shading,header and
footer
2.2 Create and edit a table
 Inserting a table
 Inserting a column
 Inserting a row
 Deleting table
 Deleting row
 Deleting column
 Merging cells
 Splitting cells
36
 Drawing a table
 Table auto format
 Formula
2.3 Edit document (Text)





Search/find, replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
 Brainstorming editing text
 Perform practical exercises
on the various tips (options)
 Compile activities reports
 Computer lab with current word
processing package installed in
each computer
 Projector, white board
 Markers
2.4 Print document








Page setup
Print preview
Print dialog box
Selecting printer name
Printer options
Printing one or more copies
Printing in black/white or colour
Print page ranges
 Exercises on printing one
or more copies of a
coloured document, in
black and white
 Printing in landscape,
portrait
 Computer lab with current word
processing package installed in
each computer
 Printer
 Projector
2.5 Save documents
 File management
o Creation of files
o Creation of folders
o File naming
o File formats
 Practical exercises on
creation of files, folders and
file saving
 Compile activities reports
 Computer lab with current word
processing package installed in
each computer
 Projector
2.6 Insert header, footer and
footnotes
 Footnotes
 Header and footer
- Automatic page numbering
- Total number of pages
- Automatic date
- Automatic automatic author’s
name
 Exercises on footnotes
 Create a document
containing several pages
with elements such as the
page number, date
automation
 Practical exercises.
 Computer lab with current word
processing package installed in
each computer
 Projector
37
Learning unit 3: Use spreadsheet package
Learning hours: 10
Learning outcomes
Contents
Learning activities
Resources
3.1 Use some basic Excel tasks
 Basic Excel tasks
 Practical exercises on the use
of basic Excel tasks
 Compile activities reports
 Computer lab with current
spreadsheet package installed
in each computer
 Projector
 Practical exercises
 On managing sheets in Excel
workbook
 Computer lab with current
spreadsheet package installed
in each computer
- Open
- Close
- New document
- Undo
- Save,save as
- Sheet
- Selecting a cell
- Validating a cell
- Deleting cell contents
- Modifying cell contents
- Selecting group of cells
- Increase and reduce the cell
size
- Delete row and column
- Duplicate cell
3.2 Manage sheets in Excel
workbook
 Selecting a sheet
38
 Renaming a sheet
 Projector
 Insert new sheets
 Moving a sheet in a workbook
 Deleting a sheet
3.3 Format cells and their
contents
 Formatting text and cells
- Choosing font, size, colour
- Adjusting row height
 Practical exercises in groups
and individual homework on
formatting cells
 Compile activities reports
 Computer lab with current
spreadsheet package installed
in each computer
 Projector
 Practical exercises in groups
and individual homework on
formatting cells
 Compile activities reports
 Computer lab with current
spreadsheet package installed
in each computer
 Projector
- Alignment of cell
- Number format
- Inserting rows
- Merging cells
- Creating borders
- Patterns
3.4 Use some functions and
perform mathematical
operations
 Numbers and mathematical
calculations
- Addition
- Multiplication
- Division
- Subtraction
- AutoSum
- Absolute and relative
reference
- Function
39
 Average
 Minimum
 Maximum
3.5 Print an Excel worksheet








 Print one or more copies of a
worksheet
 Print colour or white and black
worksheet
 Practical exercises (individual
and in group)
 Print horizontally/vertically
Page setup
Print preview
Print dialogue box
Print options
Print one or more copies
Print in black/white or colour
Print page ranges
Printing a selection
40
 Computer lab with current
spreadsheet package installed
in each computer
 Projector
 Printer
Learning unit 4: Use presentation application
Learning hours: 3
Learning outcomes
Learning outcomes
Learning outcomes
Learning outcomes
4.1 Launch Ms Power Point
 Power Point definition
 Using a Power Point
presentation with slide show,
get feedback from learners on
the area of application of Ms
Power point
 Launch Power Point and
observe the screen individual
exercises.
 Computer lab with current
presentation software installed
in each computer
 Projector
 Create presentation using the
various methods
 Practical exercises (individual
and in groups)
 Computer lab with current
presentation software installed
in each computer
 Projector
 Role
 Power Point environment
- Title bar
- Menu bar
- Toolbars
- Formatting tool bar
- Title
- Sub title
4.2 Create a new presentation
 Creating new presentation
 Blank presentation
 Design template
 Auto content wizards
41
4.3 Create, insert a slide
 Creating a slide
 Inserting a slide
 Exercises on creating, inserting
and modifying a slide
 Computer lab with current
presentation software installed
in each computer
 Projector
 Modifying a slide
4.4 Insert graphics
 Graphics: Clip Art,Word Art,
library images,inserting image
from file
 Exercises on inserting images
in the slides
 Computer lab with current
presentation software installed
in each computer
 Projector
4.5 Convert Word documents to
Power Point presentation
 Copy, cut, move
 Process of conversion
 Practical exercises on file
transformation
 Computer lab with current
presentation software installed
in each computer
 Projector
4.6 Animate a presentation
 Animation
 Custom animation
 Slide transition
 Familiarize with animation of a
presentation
 Computer lab with current
presentation software installed
in each computer
 Projector
4.7 Use different presentation
view
 Normal view
 Slide sorter view
 Slide show
 Switch between the views to
improve the presentation
 Group discussion and
brainstorming
 Computer lab with current
presentation software installed
in each computer
 Projector
4.8 Print a presentation
 Printing a presentation
 Print preview
 Printing a copy or multiple
copies
 Printing one slide on a page
 Printing more slides on a page
 Exercises on printing in black
and white or in colour, printing
one or more copies of a
presentation
 Computer lab with current
presentation software installed
in each computer
 Printer
42
Learning unit 5: Use Internet/Intranet (Outlook)
Learning outcomes
5.1 Define and explain a
website
Learning hours: 3
Contents
Learning activities
 Introduction
 Visit web sites and browse
different pages
 Group discussion based on
observation
- World wide web
- Web page
Resources
 Internet connection
 Computer lab
 Projector
- Web site
5.2 Interact through instant
messaging (chatting)
 Definition
 Group discussion on interacting  Internet connection
through instant messaging
 Computer lab
 Exercises on chatting in
 Projector
groups
 Compile activities reports
 Steps to create a chat account
 Chatting options
- Instant messaging with or
no webcam
- Calling
- Sending files
5.3 Use search engines
(example Google)
 Search engines
 Perform practical exercises on
the use of search engines
- Definition
43
 Internet connection
 Computer lab
 Projector
- Role
- Some types of search
engine:

www.Google.com

www.Yahoo.com
5.4 Create, manage favourites
using internet explorer
 Favourites
- Create favourites
- Rename, move favourites
 Practical exercises on creating,
moving and renaming
favourites
 Internet connection
 Computer lab
 Projector
5.5 Browse the internet using
the hyperlinks
 Web browser
- Browser buttons
- Address bar
- Status bar
- Scroll bar
- Home page
- Front/back arrows
- Refresh button
- Start page
 Open a web using the address
bar
 Browse different web pages
 Practical exercises on browsing
internet using hyperlink
 Internet connection
 Computer lab
 Projector
5.6 Download and upload files
using internet
 Downloading
 File attachment
 Practical exercises on
downloading and uploading
files using internet
 Internet connection
 Computer lab
 Projector
44
ASSESSMENT GUIDELINES
To pass this module, the student has to:
1. COMPLETE The logbook, with a minimum score of 15/20
Logbook
The student knows how to connect and disconnect
I/O
The student knows how to use input and output
devices (keyboard, mouse, projector, printer,
scanner)
The student knows how to use word processor (text
formatting, editing, saving, table creation)
The student knows how to use spreadsheet
(managing sheets, formatting cells, using functions
for mathematical operations)
The student knows how to use power point
presentation (creating slides, converting word
document to power point presentation, inserting
graphics, animation, and presentation)
The student knows how to use the Internet
Knows how to browse using hyperlinks
Has an email address
Knows how to download and upload documents
Has an instant messaging account (skype, gchat,
yahoo messenger, msn messenger, facebook chat
etc.)
Can search for WDA’s website on a search engine
Passing
mark
2/2
Date
¾
2/4
2/3
1/2
5/5
45
Signature of the
trainer
2.PERFORM A SITUATIONAL TASK, AND OBTAIN A minimum score of 8/10
Suggested situation:
You have learned from a friend that the Workforce Development Authority (WDA) has advertised a job position of an IT Manager on its website,
and that all applications and cover letter will be sent through email. Make a search to find out about the mission of WDA and CV templates
which could help you to develop your own. Finally, write your CV and email it to your trainer’s email.
Instructions:
The student will need a computer with internet connection. The teacher will provide his/her own email address to be able to assess the work of
the student.
Criteria
Student knows
computer basics
Student knows how
to use Internet
Indicator
Can write a CV in word processor (≥1/2)
Can format the text (≥1/2)
Can save a CV (1)
Can use a search engine to look for information (on WDA and
CV templates in the case above) (2)
Can open his email account in browser or in outlook (1)
Can upload a CV and send it to the specified email address (2)
46
Mark
3/5
5/5
CM304 HEALTH, SAFETY AND ENVIRONMENT IN THE WORKPLACE
Competence : Maintain health and safety, and sustain environment in the workplace
RTQF LEVEL: 3
CREDITS: 3
LEARNING HOURS : 30
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: January 2013
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills, knowledge and attitudes required to respect and apply personal and workplace hygiene. It also covers the
personal protective attitudes required in the sector.
Moreover, the module describes the skills, knowledge and attitudes required to follow safety and security procedures, identify hazards,
assess the associated safety risks and take measures to eliminate or control and minimise the risk.
Finally, the learner learns how to participate in environmentally sustainable work practices.
LEARNING ASSUMED TO BE IN PLACE
Not applicable
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of
the learning unit.
47
Learning unit
By the end of the module, the learner will be able to :
Performance criteria
1. Maintain personal health and hygiene
1.1 Hygiene of the entire body and dressing code according to the standards are
respected.
1.3 Clean materials and clothes are used and hygienic practices are respected to
ensure that no cross-contamination of other items occurs.
1.4 The proper work clothing or Personal Protective Equipment is worn to perform
work.
2. Prevent HIV/AIDS and sexual violence
2.1 Reproductive health is understood.
2.2 Transmission, prevention and treatment of HIV/AIDS and other STI’s are
understood.
2.3 Sexual violence is understood and can be avoided.
3. Address unsafe situations on the job
3.1 Appropriate methods are used to identify actual or foreseeable hazards that
have the potential to harm the health, safety and security of workers or anyone
else in the workplace.
3.2 The work area is free from hazards.
3.3 Control measures are implemented according to individual level of
responsibility or appropriate personnel is referred to for permission or further
action.
48
4. Respond appropriately to emergencies at work
4.1 Emergency and potential emergency situations are recognised promptly and
required actions are determined or taken within the scope of individual
responsibility.
4.2 Appropriately response to emergencies is provided.
4.3 Assistance from colleagues or other authorities is sought promptly and when
appropriate.
5. Sustain environment
5.1 National and enterprise environmental regulations are understood.
5.2 Procedures to ensure compliance are followed.
5.3 Identify and report workplace environmental hazards to appropriate personnel.
49
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.
Learning Unit 1: Maintain personal hygiene
Leaning Outcome
1.1 Maintain good health
1.2 Maintain hygiene
1.3 Wear work clothing or
Personal Protective
Equipment
Learning hours :10
Content
Learning Activities
 Importance of maintaining good o Brainstorming
o Group discussion
health
 How to maintain good health:
- Balance diet
- Enough sleep
- Periodical medical
checkup
- Sports
o Brainstorming
 Importance of Body
o Documentary research and group
Cleanliness
discussion
 Body Cleaning Products and
o Individual practice
equipment
 Body cleanliness practices
 Composition of work clothing or
Personal Protective Equipment
 Proper Maintainance of work
clothing
o Individual practice
Learning unit 2: Prevent HIV/AIDS and sexual violence.
Resources
- Flipcharts
- Markers
- Flipcharts stand
- Training room
-
Water
Soaps
hand wash Basin
Hand towels
Equipped wash room
- work clothing or Personal
Protective Equipment
Learning hours: 5
50
Learning outcomes
2.1 Understand reproductive
health
2.2 Be sensitized to HIV
/AIDS
2.3 Be sensitized to sexual
violence
Contents
 Puberty and body change
 Female reproduction
 Male reproduction
 Consequences of early
pregnancy
 Definition
 Transmission
 Prevention (ABC)
 Treatment
 Other STI’s
 Stigma and VCT
 Definition of sexual violence
 Definition of rape
 Consequences of sexual
violence
Learning activities
o Small group discussions
o Pair discussion
Resources
o
o
o
o
o
o
- Scenarios for HIV game
- True and false statements
HIV game
Questions and answers
True or false
Group work
Demonstration (condom use)
Role play (condom negotiation)
o Story telling
o Group discussion
o Large group discussion
Learning unit 3: Address unsafe situations on the job.
Learning outcomes
3.1 Identify the primary
hazards found in workplaces
3.2 Understand why the
situation or substance is
hazardous
3.3 Identify the best ways to
address specific problem
situations
Learning hours: 5
Contents
 Types of hazards in the workplace
(safety, chemical, biological, other
health hazards)
 Hazardous situations
 Dangerous substances
Learning activities
o Brainstorming
o Group work
o Discussion
Resources
Pictures
 Control methods (remove hazard, work
policies and procedures, protective
equipment)
o Brainstorming
o Discussion
Stories and pictures
Learning unit 4: Respond appropriately to emergencies at work.
Learning outcomes
Contents
Learning hours: 5
Learning activities
51
Resources
4.1 Identify emergencies
 Definition of emergency
 Types of emergencies in a
workplace
o Presentation by the trainer
o Experience sharing
4.2 Handle emergencies
 Possible responses to
emergencies in the workplace
o Disaster Blaster Game
o Role play
4.3 Manage safety equipment
 Safety equipment identification
- Fire extinguisher
- Fire Horse
- Fire Blanket
- First aid kit
- Fire triangle
- Water fire extinguisher
 Safety equipment usage
o
o
o
o
- Disaster Blaster Game
board, paper, marker, dice,
game cards
Brainstorming on safety equipment - Fire extinguisher
Demonstration on safety equipment - Fire Horse
usage
- Fire Blanket
Organize safety drills
- First aid kit
Compile activities reports
- Fire triangle
- Water fire extinguisher
52
Learning unit 5: Sustain environment
Learning outcomes
5.1 Understand the
importance of environment
sustainability
5.2 Identify environmental
regulations in Rwanda
5.3 Identify types of waste
5.4 Follow procedures to
sustain environment
Contents
 Natural process that takes
place in the environment
 Awareness of the
interdependence of all species
 Attitude towards enjoying the
benefits of nature without
encroaching upon the rights of
others.
 Law determining the modalities
of protection, conservation and
promotion of Environment in
Rwanda.
 Law relating to the prohibition of
manufacturing, importation, use
and sale of polythene bags in
Rwanda
 Non-hazardous waste
 Hazardous waste




Learning hours: 5
Learning activities
o Brainstorming
o Group work
o Role play
Resources
- Reference books
- Role play scenario
o Group work
o Plenary discussion
- Environmental regulations
o Group work
o Research
o Visit of an enterprise
- Reference books
- Pictures
- Videos
o Brainstorming
Waste reduction
o Group discussion
Reuse of waste
o role play
waste recycling
reporting hazards to appropriate
person
- sustain environment manual
and procedures
Reference books :
1. Work Readiness Training Programme – Trainer’s Manual, AkaziKanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, AkaziKanoze – Youth Livelihoods Project.
3. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.
53
ASSESSMENT GUIDELINES
To pass this module, the student has to complete:
1. The following elements of the portfolio:
1. Self assessment
2. Writing Space: Putting Safety Tips into Practice
3. Session 2 Writing Space: Dealing with Emergencies
4. Show What You Know Observation Form (filled out by trainer for each team)
5. Habits for Good Health
Those documents are found in the Module 5, Safety and Health at work, of the Work Readiness Training Programme – Participant’s
Manual, AkaziKanoze – Youth Livelihoods Project
2. An integration-situation related to his/her future occupation or trade, with a score equal or superior to the passing mark defined
(recommended passing mark for this module: 70% or 15/20)
SUGGESTIONS OF SITUATIONS:
ICT
1. A director of an Enterprise of computer lab would like to protect lab users and is coming to you with pictures of his computer lab, which
show various safety and health related problems. Identify the relevant problems that are portrayed by the shown pictures.
2. Write a 1 page set of general instructions related to health (at least 10 instructions), safety (at least 3) and security (at least 2) in a
computer lab.
Resources:



Criteria
Drawing, pictures or video of a computer lab showing at least 4 safety and health related problems.
Paper
Pen
Indicators
54
Identification of the safety hazards
from the picture (≥3)
Health precautions (≥3)
Safety precautions (≥7)
Security precaution (≥1)
Problem 1 identified
Problem 2 identified
Problem 3 identified
Problem 4 identified, etc.
Example of health related instructions (other possible answers should be considered by
the examiner)
 Don’t smoke in the lab
 Maintain cleanliness in the room
 Provide comfortable furniture for the users: height of the chair should be
adjustable so the user can sit with eye level on top of the screen
 Users should take regular breaks
 Maintain a conducive environment (temperature between 18 and 24 degrees
Celsius, with humidity between 40 per cent and 60 per cent, oxygen, light, calm)
in the room
 Protect users from eye damage (don’t stare directly at the beam of a projector)
Example of safety related instructions (other possible answers should be considered by
the examiner)
 Keep emergency exit clear.
 Keep carbon dioxide fire extinguishers near any ICT equipment.
 Maintain adequate ventilation as fluids used for cleaning and in some
reprographic processes are flammable
 Eat and drink carefully, be aware of accidental damage caused by spilt liquid
 Cover and secure power cables
 Replace damaged plugs
 Check regularly plugs, leads and other electrical equipment.
 Avoid cluttered cables
 Avoid water flooding
 Protect the equipment from dust
 Insure the equipments
 Use mouse pads
 Protect computers by UPS
Example of security related instructions (other possible answers should be considered
by the examiner)
 Use of antivirus
 Protection of sensitive contents
55
Construction
TUBEHONEZA Construction Company has contracted to build a 14m x 15m home house in Gasabo district within five months. The study
showed that the house will be near the road and 50 workers, female and male, will be involved. Workers will take lunch on construction site.
As one of employees, on 1 page maximum, you are asked to advise the site manager as well as your colleagues on health, safety and security
practices so that the work can be accomplished as agreed. You have 40 minutes maximum. For each piece of advice, give precise examples.
RESOURCES


Papers
Pen
Criteria
Security precautions
Safety precautions
Health precautions
Precision
Indicators
Establish and communicate rules on the workplace
Provide protective equipment
Store equipment, tools and material
Fence the site
Use protective equipment
Identify hazards
Address unsafe situations
Provide clean water
Have good diet
Use clean water
Provide waste disposal
Use toilet
Sensitize to HIV/AIDS prevention
Relevant examples of security precautions
Relevant examples of safety precautions
Relevant examples of health precautions
56
Scoring
=5/5
≥2/2
≥4/6
=3/3
AGRAH301: FODDER CROPS GROWING AND RANGELANDS MAINTAINANCE
Competence : Grow fodder crops and maintain rangelands
RTQF LEVEL: 3
CREDITS: 6
LEARNING HOURS : 60
SECTOR: AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2013
REVIEW DATE:
PURPOSE STATEMENT
Animal feeding is one of the most important production processes in raising livestock. Feeds of plant and animal origin are used to obtain
livestock products based on scientific principles and methods. The proper feeding of farm animals ensures their normal growth, development,
and high productivity. In Rwanda, the low livestock productivity is mainly due to imbalanced feeding. Or, the animal feeding can be improved by
agricultural methods using forage plants cultivation and conservation, treatment of crops residues and straws, as well as good rangelands
management. As such, this competence is very relevant for a Veterinary assistant who may apply it in some usual private/public workplaces like
farms and animal research facilities as well as in the framework of agricultural extension activities.
This module covers the knowledge, skills and attitudes required to provide a balanced feeding to domestic animals by growing fodder crops and
maintain rangelands in an optimum manner. Upon completion of this module, the trainee will be able to:
 choose fodder crops to grow that are adapted to the ecological conditions of a particular geographical area;
 conduct fodder crops cultivation;
 perform fodder crops harvesting and conservation;
 improve nutritive value of crops residues and straws;
 perform pastures lay out and improvement;
 manage grazing.
LEARNING ASSUMED TO BE IN PLACE
This module must be assessed after the following prerequisite module:
 Module 1: Occupation and training process
57
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Cultivate fodder crops
1.1 Appropriate identification of forage legumes
1.2 Appropriate identification of forage grasses
1.3 Proper selection of fodder crops cultivation site
1.4 Proper preparation of the soil
1.5 Proper establishment of nursery and plantation
1.6 proper maintenance techniques
2 Conserve fodder crops
2.1 Respect of fodder crops harvesting period and frequency
2.2 Respect of application of fodder crops cutting techniques
2.3 Absolute determination of productivity of fodder crops
2.4 Absolute Biomass estimation of fodder crops
2.5 Proper hay making
2.6 Proper silage making
3 Improve nutritive value of crops residues and
straws
3.1 Proper Identification of common crop residues
3.2 Proper application of Urea treatment techniques
3.3 Proper application of Molasse treatment techniques
4 Perform pastures lay out and improvement
4.1 Proper identification of common pasture fodder trees and shrubs
4.2 Proper identification of common pasture grasses and legumes
4.3 Appropriate maintenance of pasture
4.4 Proper fencing and paddocking the pasture
4.6 Absolute determination of watering points sites
5 Manage pasture grazing
5.1 Absolute of determination herd structure
5.2 Adequate estimation of pasture productivity
5.3 Adequate calculation of pasture carrying capacity
5.4 Proper application of pasture rotation and ranching method
COURSE STRUCTURE
58
Learning unit 1: Cultivate fodder crops
Learning outcomes
Contents
1.1 Differentiate animal
 Animal foods classification (according to similar
foods
nutritive values)
- Dry forages and roughages
 Legume and non-legume hays
 Straws
 Forage crops
- Pasture, range plants and forages (fresh
and non cut)
 Pasture
 Forage crops
 Fodder trees
- Silages
 Maize (corn)
 Grass and legume
- Energy foods/concentrates
 Cereal grains
 Cereal by-products
 Fats and oils
 Sugar-rich foods
- Protein supplements/concentrates
 Animal protein meals
 Plant protein meals
- Mineral supplements
- Vitamin supplements
- Additives
1.2 Identify fodder crops

Types and characteristics of common fodder
crops
- Legumes/Leguminous plants
59
Leaning hours: 14
Learning activities
 Group discussion
Resources
- Dry forages and
roughages
 Legume and nonlegume hays
 Straws
 Forage crops
- Pasture, range plants and
forages (fresh and non
cut)
 Pasture
 Forage crops
 Fodder trees
- Silages
 Maize (corn)
 Grass and legume
- Energy
foods/concentrates
 Cereal grains
 Cereal byproducts
 Fats and oils
 Sugar-rich foods
Protein
supplements/concentrates
 Animal protein
meals
 Plant protein
meals




Visits (farms ,
botanical and
agrostological
Plants
Pictures
Audiovisual material
Learning unit 1: Cultivate fodder crops
Learning outcomes
Contents
 Cajanus cajan
 Calliandra sp.
 Desmodium sp
 Leucaena leucocephala
 Medicago sativa (Lucerne)
 Mucuna sp
 Trifolium repens
- Grasses/graminaceae plants
 Pennisetum purpureum (elephant grass)
 Setaria sphacelata
 Tripsacum laxum
1.2 Apply fodder crops
 Cultivation site selection
cultivation techniques
 Soil preparation
 Nursery and plantation
1.3 Maintain fodder crops
 Fertilisation
 Maintenance
- Weeding
- Phytosanitary treatment
60
Leaning hours: 14
Learning activities
gardens, research
centres)
 Group discussion
 Practical works
(herbarium)
 Presentation of
specimen


Visits ( farms,
nursery)
Practical works
Resources
 Herbarium






PPE
Land
Seeds
Fertilizers
Pesticides, sprayers
Hoes, machetes, scythes,
picks, axes, watering
cans, nursery material
Learning unit 2: Conserve fodder crops
Learning outcomes
Contents
2.1 Harvest fodder crops
 Harvesting period and frequency
 Cutting techniques
2.2 Estimate biomass
2.3 Conserve fodder crops




Productivity
Biomass estimation
Fodder conservation purpose
Fodder conservation techniques
- Hay making
- Silage making
Leaning hours: 18
Learning activities
Resources


Visits ( farms, nursery)
Practical works
 Fodder plantation
 Machetes, scythes, cutters,
sickles, yield squares, scales


Visits (farms)
Practical works
- Silo making
- Silage demonstration




Learning unit 3: Improve nutritive value of crops residues and straws
Learning outcomes
Contents
3.1 Use crops residues
 Identification and importance of crop
residues
- Maize stovers
- Rice straws
- Sorghum stovers
 Utilisation of crops residues
3.2 Apply urea treatment
 Urea treatment purpose
techniques
- Digestibility
- Nitrogen level of crop residue
 Urea treatment techniques
 Feeding urea-treated straw
 Risks of poisoning
3.3 Apply molasse treatment  Molasse treatment purpose
techniques
 Molasse treatment techniques
61
Fodders
Sheeting plastic, hoes,
machetes, scythes, picks, axes,
shovels, woods , urea,
molasses, salt,
Polyethylene bags, barrel,
water, warehouse, chaff cutter
Crop residues
Learning hours: 10
Learning activities
Resources





Demonstration
Tutorials
Practical works


Fodders
Sheeting plastic, hoes,
machetes, scythes, picks, axes,
shovels, woods , urea,
molasses, salt,
Polyethylene bags, barrel,
water, warehouse, chaff cutter
Crop residues
Leaning hours: 10
Learning unit 4: Perform pastures lay out and improvement
Learning outcomes
Contents
4.1 Identify pasture
 Types of pasture
fodder trees,
- Natural
grasses and
- Artificial
legumes
 Fodder trees and shrubs
 Acacia sp
 Ficus toniingy
 Sesbania sesban
 Grasses
 Andropogon gayanus
 Brachiaria ruziensis
 Chloris sp
 Cynodon dactylon
 Digitaria sp
 Eragrostis sp,
 Hyparrenia sp
 Pennisetum clandestinum
 Sporobolus sp
 Themeda sp
 Legumes
 Centrosema pubescens
 Glycine javanica
 Trifolium repens
4.2 Maintain pastures
 Bush control
 Weed control
Learning activities







62
Resource1s
Visits (pastures,
farms , botanical
and agrostological
gardens, research
centres)
Group discussion
Practical works
(herbarium)
Presentation of
specimen




Plants
Pictures
Audiovisual material
Herbarium
Group discussion
Practical works
- Bush control
- Weed control
Visits (farms,
pastures, research
centres)

Audiovisual material
4.3 Lay out pastures
4.4 Improve pastures








Fencing
Paddocking
Watering points/troughs
Fertilisation
Introduction of fodder crops and trees
(improvement of the floristic composition)
Grasses and legumes mixtures
Soil preparation and conservation
Plantations


Learning unit 5: maintain pastures
Learning outcomes
Contents
5.1 Determine herd
 Herd/flock composition/structure
structure
- Cow
 Males: bulls, young steers, immature
steers, mature steers, calves weaned and
suckers or at foot
 Females: calves, cows in milk, dry cows,
heifers not yet calved, bred heifers, virgin
heifers, yearlings.
- Sheep
 Males: rams, intact males, wethers
(castrates), lambs, hoggets
 Females: ewes, lambs, hoggets
- Goat
 Males: bucks, buck kids, intact males,
castrates
 Females: does, lactating does
- Pig
 Males: barrows, boars, piglets, feeder
63
Group discussion
Visits (farms,
pastures, research
centres)



Seeds, pastures
Barbed wire, metal and wood
polls, hoes, machetes, scythes,
picks, axes, shovels, cement,
sand, cans, barrels
Fertilizers
Learning hours: 8
Learning activities

Practical works
- Bush control
- Weed control
 Visits
- Farms
- Pastures
- Research centres
Resources
 Pastures
 Yield squares,
decametres, spring
balances, scales, land
markers, GPS, levelling
staff, telescope, theodolite,
Polyethylene bags
 Farms records

5.2 Calculate carrying
capacity
5.3 Manage grazing







pigs, hogs
 Females: gilts, sows, weaners (weaned
pigs)
Herd dynamics
- Herd size
- Culling rate
- Replacement rate
- Rate of increase
Pasture productivity estimation
Carrying capacity/stocking rate/stocking density
Carrying capacity calculation
Animals grazing habits
Grazing management advantages
- Prevention of pasture overgrazing and loss of
soil through erosion
- High level of pasture productivity
- Control of internal and external parasites
Grazing pressure
- High grazing pressure
- Overgrazing
- Low grazing pressure (selective grazing)
- Undergrazing
- Optimum grazing pressure
Systems of grazing management/
pastures management practices (advantages and
disadvantages)
- Zero-grazing
- Continuous grazing (set stocking)
- Rotational grazing
- Paddocking
 Paddocks size and number
 Length of grazing period
 Rest period
- “Creep” grazing
- Mixed grazing
64


Demonstrations
Practical works
 Visits
- Farms
- Research centres
 Group discussions
 Visualisation of
documentary movies
Audiovisual materials

- Ranching
Pasture management programme
65
ASSESSMENT GUIDELINES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained for.
COMPETENCE: GROW FODDER CROPS AND MAINTAIN RANGELANDS
SITUATION
A cattle farmer of Shyogwe sector has got a field where he wants to cultivate fodder crops to solve its problem of lack of forage for his cattle.
His plan is to cultivate grass and legumes. Firstly , he wants to cultivate the penisetum, setaria and desmodium on 2/3 of his total area. He
invites you as veterinary assistant to help him doing this task. The farm has 3ha as total farm area. As tools and material he has: hoes,
machetes, basket, wheelbarrow, ropes, post, metre ruban, penissetum, setaria and desmodium.
You are requested to prepare the demonstration plantation of penissetum, setaria and desmodium within 8hours.
ASSESMENT CHART
TASK
TASK1
TASK 2
TASK3
Penissetum cultivation
Setaria cultivation
Desmosium cultivation
RESSOURCES hoes, machetes, basket, wheelbarrow, ropes, post, decameter, penissetum, setaria and desmodium seeds, PPE
66
CRITERIA
INDICATORS
QUALITY OF PROCESS
1.the herbs and shrubs are removed
2.the field is cultivated
3.the manure is well applied
QUALITY OF PRODUCT
RELEVANCE
TYPES SCORING PASSING
LINE
C
1
6/7
C
1
C
1
4.pennisetum cuttings are well cutted C
1
5.setaria stump are well prepared
C
1
6.spacing is well respected
T
0/1
7.seed are well sown
1.the field is well prepared
C
C
1
1
2.the seed are well prepared
3.the seeds are correctly planted
C
C
1
1
1.the materials are well selected
T
0/1
2.instruction are well respected
C
1
3.materials are well used
T
0/1
4.timing is well respected
T
0/1
PASSING LINE
10/14
3/3
(71%)
DICOTOMOUS
Criteria
Quality of the
process
Relevance
Quality of
product
Decision
0-1
0-1
0-1
Failure/success
Tasks
Task 1
67
1/4
Task 2
0-1
0-1
0-1
Failure/success
Task 3
0-1
0-1
0-1
Failure/success
Result
Success
Comments
2/3
Failure/success
2/3
Failure/success
2/3
Failure/suc
cess
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Description:
Passing line: 71 % and above but all none tolerated indicators are compulsory learners have
to succeed them in order to succeed the criteria.
Success of the criteria: 2/3 rule, the Criteria must be assessed through 3 tasks in order to
succeed the learner should succeed at least in 2 tasks.
Success of the module/competence: All the 3 criteria should be succeeded.
REFERENCES
1. Gordon McL. Dryden (2008). Animal nutrition science. CABI, 302 pp.
2. Katunguka-Rwakishaya E., J.Ndikuwera & Azuba Musoke R. (2008). A handbook on livestock nutrition, Guide 5, Fountain Publishers, 85
pp.
3. M. F. TOMME (2010). Feeding of Farm Animals. The Great Soviet Encyclopedia, 3rd Edition (1970-1979).
http://encyclopedia2.thefreedictionary.com/Feeding+of+Farm+Animals
68
AGRAH302: CONCENTRATES FEEDS PREPARATION AND DISTRIBUTION
Competence : Prepare and distribute concentrates feeds
RTQF LEVEL:3
CREDITS: 10
LEARNING HOURS : 100
SECTOR: AGRICULTURE
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2014
REVIEW DATE:
PURPOSE STATEMENT
Animal feeds may be broadly classified as concentrates and roughages depending on their composition. Concentrates are feeds that are
usually low in crude fibre content (less than 18% DM) while they contain a high density of nutrients, especially total digestible nutrients. They
are essentially used in the major production systems in Rwanda, namely cattle milk production, meat production (cattle, pig, fish and poultry)
and poultry egg production. Concentrate feeds must provide the required nutrients for animal production, including energy, proteins and amino
acids, minerals, vitamins and other micro-nutrients. Nevertheless, it’s possible to find on the market, many concentrates which are not satisfy
the livestock and poultry farmers because of improper preparations or falsifications. Excluded intentional frauds or falsifications, the principal
problems may be the analysis of animals’ food requirements, the establishment of the nutritive value of feeds and the preparation of feed
rations. Therefore, it’s very important that the Veterinary nurse be trained for the proper preparation techniques of these concentrates in order to
satisfy the farmers (customers) and more broadly to contribute to the intensification of the livestock production systems in Rwanda.
This module covers the knowledge, skills and attitudes required to properly prepare and distribute feed’s concentrates to domestic animals.
Upon completion of this module, the trainee will be able to:
 Identify animal’s feed ingredients;
 Prepare animal’s feeds rations;
 Perform feeds concentrates preparation and conservation;
 Distribute feeds and water to animals;
 Maintain animal shelters hygiene and feeding/watering equipment.
LEARNING ASSUMED TO BE IN PLACE
This module must be assessed after the following prerequisite modules:
 Module 1: Occupation and training process
 Module 2: Fodder crops and rangelands management
69
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1.Select animal’s feed ingredients
1.1Proper identification of proteins and amino acids
1,2 Proper identification of ingredients energy providers
1.3 Proper identification of minerals and vitamins
1.4 proper conservation of feed ingredients
2 Prepare animal’s feeds rations
2.1 correct use of Bromatological and nutrients requirements/needs tables
2.2 Correct incorporation rates of ingredients
2.3 Correct formulation of feeding rations
3 Perform feeds concentrates preparation and
conservation
3.1 Proper preparation of ingredients
3.2 Proper Mixing of ingredients
3.3 Appropriate Packaging and labelling of Prepared concentrates
3.4 Proper Making of mineral block
3.5 Appropriate conservation conditions of concentrates and mineral blocks
4 Distribute animal feeds and water
4.1 Correct distribution of different types of feeds and water
4.2 Correct calculation of forage, concentrates, minerals, vitamins and water
quantities to distribute
4.4 Proper chopping of the forage
4.5 correct dilution of molasses
4 6 Proper wetting of forage and concentrates (with water or molasse)
4.7 Proper checking of quality of feed and water before distribution
4.8 Correct distribution of feeds and water
5 Maintain shelters hygiene and feeding/watering
equipment
5.1 Adequate cleaning of animals shelters
5.2 Adequate cleaning of Feeding and watering equipment
5.3 Correct disposal of refused feeds
5.4 Proper application of composting technique
COURSE STRUCTURE
70
Learning unit 1: Select animal’s feed ingredients
Learning outcomes
Contents
1.1 Differentiate nutrient
 Nutrient groups, their functions and usual forms in foods
groups
- Amino acids (proteins)
- Fatty acids (fats, lipids)
- Carbohydrates
- Minerals
- Vitamins
- Water
 Macro-nutrients and micro-nutrients
1.2 Identify proteins and
 Proteins and amino acids sources (raw materials)
amino acids sources
- Oil cakes and legumes grains
 Cotton
 Palmist
 Sunflower
 Soya
- Animal meal
 Fish
 Blood
- Synthetic methionine and lysine
 Identification of feedstuffs sources of proteins and amino
acids
1.3 Identify carbohydrates  Carbohydrates and fatty acids (energy) sources
and fatty acids sources
- Cereals and by-products
 Maize
 Sorghum
 Rice
 Wheat
- Tubes and by-products (cassava)
- Molasses
- Oils
 Identification of feedstuffs sources of energy
71
Leaning hours: 10
Learning activities


Brainstorming
Group discussion


Brainstorming
Visits
- Farms
- Animal feed
production unit
- Research centres
Group discussion
Presentation of
specimen
Practical works
- Identification of
ingredients



Resources

Feed ingredients
1.4 Identify minerals and
vitamins sources



1.5 Conserve feed
ingredients



Minerals sources
- Bone meal
- Lime
- Shells (eggs and snails)
- Phosphate
- Salt
Minerals and vitamins sources
- Minerals and vitamins mixtures
Identification of feedstuffs sources of minerals and
vitamins
Conservation of feed ingredients parameters
- Temperature
- Humidity
- Ventilation
- Duration/time
- Integrated pest management
Control of rodents and insects
Prevention of secondary contamination (foreign bodies)
72





Brainstorming
Visits
- Farms
- Animal feed
production unit
- Research centres
Group discussion
Presentation of
specimen
Practical works
- Identification of
ingredients

Feed ingredients
Leaning hours: 30
Learning unit 2: Prepare animal’s feeds rations
Learning outcomes
Contents
2.1 Determine
ingredients
incorporation rates



Learning
activities
Types of rations (diets)
- Basic ration
- Complementary ration
- Supplementary ration
Ingredients bromatological values and quality (nutrients and
constituents contents)
- Dry matter (DM)
- Organic matter (OM)
- Ash
- Proteins (CP/Crude proteins)
- Energy (TDN/Total Digestible Nutrients)
- Fat
- Minerals (major)
 Calcium
 Phosphorus
 Magnesium
 Sodium
- Micro minerals (trace elements)
 Iodine
 Selenium
 Zinc
 Iron
 Cobalt
 Manganese
- Vitamins (IU/International units, mg or µg/kg DM)
Ingredients incorporation rates
- Incorporation rates standards
73



Tutorials
Group
discussion
Practical
works
Individual/gr
oup
searching or
project
Resources





Ingredients
Composition tables
Animals nutrients
requirements and needs
tables
Computer, software
Manufacture’s labels
Limiting factors
 Ingredients price and availability
 Intoxication
o Gossypol (cottonseed)
o Cyanogens (cassava)
o Tannins (lucerne, Desmodium sp., Acacia aneura,
Gliricidia spp.)
 Inhibition
o Protease inhibitors (beans and peas)
o Antivitamins (soybean)
 Digestibility
o Impeding digestion: lectins (beans)
o Minerals binding: phytins (triticale)
 Organoleptic quality of the product and palatability
Major livestock production systems using concentrate feeds
- Cattle milk production
- Cattle meat production
- Pig meat production
- Poultry meat production
- Poultry egg production
Nutrients requirements and needs
Requirements and needs variation factors
- Animal species and breeds
- Age and physiological status
- Production and work (traction)
- Body weight
Animal’s feeding rations formulation
Rations formulation methods
- Pearson’s square method
- Algebraic method
- Double Pearson’s square method
- Calculation method
- Mathematical programming (software)
Feed formula (proportions of ingredients)
-
2.2 Determine animal’s
nutrients requirements
and needs



2.3 Formulate a feeding
ration



74




Tutorials
Group
discussion
Practical
works
Individual/gr
oup
searching or
project





Ingredients
Composition tables
Tables of nutrients
requirements and needs
Computer, software
Manufacture’s labels
Learning unit .3: Perform feeds concentrates preparation and conservation
Learning outcomes
Contents
Learning activities
3.1 Prepare ingredients
 Roughages, concentrates and
supplements
 Ingredients preparation
- Cleaning
 Winnowing
 Sieving
 Washing
- Drying
 Tutorials
- Roasting and burning
 Group discussion
- Grinding
 Practical works
- Weighing
 Demonstration
3.2 Mix ingredients
 Ingredients mixing
- Manual
- Mechanical
3.3 Pack concentrates
 Concentrates packaging
 Concentrates labelling
3.4 Prepare mineral lick
 Mineral lick block purpose
blocks
 Mineral lick blocks making
 Distribution methods of mineral blocks
3.5 Conserve/preserve
 Storage conditions
 Group discussion
concentrates and mineral
- Temperature
 Practical works
lick blocks
- Humidity
- Ventilation
- Preservation duration
- Control of rodents and insects
 Storage methods
Learning hours: 15
Resources















Scales
Ingredients
Grinders
Dryers
Mixer
Warehouse
Pans
Plastic bags (sacs)
Sheetings
Shovel
Mould
Cement, urea
Sieves
Oven, wood
PPE







Thermometer
Hygrometer
Pallets
Hand truck
Pesticides
Insecticides
Traps
Leaning hours: 30
Learning unit 4 Distribute animal feeds and water
Learning outcomes
Contents
Learning activities
75
Resources
Learning unit 4 Distribute animal feeds and water
Learning outcomes
Contents
4.1 Determine animal feeds
 Calculation of forage, concentrates,
and water quantities to
minerals, vitamins and water quantities
distribute
4.2 Pre-treat animal feeds



4.3 Perform animal feeding





Forage chopping
Molasse dilution
Forage and concentrates wetting
- With water
- With molasse
Animal’s feeding behaviours
- Caecotrophy
- Grit intake/poultry
- Rumination
- Physiological differences between
ruminants and non ruminants
Types of feeding systems and feeds
used
- Forage systems
- Grain systems
- Mineral systems
- Total mixed rations
Checking the quality of forage,
concentrates, minerals and vitamins
before distribution
Types of distribution
- Ad libitum
- Ration
Feeds distribution techniques
76
Leaning hours: 30
Learning activities
 Group discussion
 Practical works
 Visits
 Tutorials
 Group discussion
 Practical works
 Visits
Resources
 Computer
 Calculator
 Rations tables (poultry, cows)




Chaff cutters
Water
Molasse
Watering cans, buckets


Animals
Forage, concentrates,
minerals and vitamins
Feeders
Digestive organs








Farms visits
Demonstrations
Tutorials
Group discussion
Practical works
Individual/group
searching
4.4 Perform animal watering
-
Water quality
Water distribution methods
4.5 Maintain shelters
hygiene and
feeding/watering equipment


Animals shelters hygiene
Feeding/watering equipment hygiene
and maintenance
Disposal of refused feeds
Manure pit
Enrichment of manure with phosphate
or lime
Compost pit and compost making




77






Farms visits
Demonstrations
Tutorials
Group discussion
Practical works
Individual/group
searching



Animals
Water
Water cans and drinkers




Animals shelters
Manure/composting pit
Feeding/watering equipment
Cleaning materials and
equipment
Learning unit 5: Manage nutritional deficiencies and excesses
Learning outcomes
5.1 Manage mineral
deficiencies and disorders
Leaning hours:15
Contents
 Mineral deficiency clinical signs and
diseases
 Calcium
- Agalactia
- Fractures
- Hypocalcemia
- Milk fever (parturient paresis)
- Osteomalacia (calcium and phosphorus
deficiency)
- Paralysis
- Rickets
- Soft shells (poultry)
 Iron
- Anaemia (piglet anaemia)
- Poor growth
 Manganese
- Ataxia
- Infertility
- Poor growth
 Magnesium
- Hypomagnesemic tetany (grass tetany)
- Infertility
- Lameness
- Poor growth
 Phosphorus
- Poor growth
- Rickets
- Soft bones
 Potassium
- Anorexia
- Incoordination
78
Learning activities
Farms visits
Group discussion
Individual/group
searching
Visual presentation
Resources
 Animals
 Feeds additives and
drugs
 Audiovisual materials
5.2 Manage vitamins
deficiencies
 - Poor growth
Sodium (salt)
- Low water intake
- Poor growth
 Zinc
- Dermatitis/parakeratosis
- Poor appetite
 Treatment and prevention of mineral
deficiencies and
 Vitamins deficiency clinical signs
and diseases
- Anoestrus
- Dermatitis
- Infertility
- Lameness
- Paralysis
- Poor appetite
- Poor growth
- Poor hoof quality
 Vitamin A
- Infertility
- Incoordination
- Poor sight
- Congenital defects
 Vitamin D3
- Lameness
- Fractures
- Rickets
- Osteomalacia (rubbery bones)
 Vitamin E
- Agalactia
- Oedema
 Vitamin K
- Haemorrhage by poor blood clotting
 Treatment and prevention of vitamins
79
Farms visits
• Group
discussion
• Individual/group
searching
• Visual
 presentation
Animals
• Feeds additives and
drugs
 • Audiovisual materials
deficiencies
5.3 Manage proteins and
amino acids deficiencies
and disorders
5.4 Manage energy
deficiency
5.5 Manage proteins and
energy excesses

Proteins and amino acids deficiency
signs and diseases
- Alopecia
- Feather pecking and cannibalism (poultry)
- Hypoproteinemic oedema
- Growth retardation
- Low production (meat, milk, eggs, wool)
- Low quality of products
 Treatment and prevention of
proteins and amino
 acids deficiencies and disorders
 Loss of body weight (emaciation)
 Low production or production loss
 Inanition, starvation
 Infertility
 Treatment and prevention of energy
deficiency
 Proteins excess clinical signs and
diseases
- Gout (dog)
 Proteins and energy excess clinical
signs and
diseases
- Over weight
- Lameness
- Ketosis
 Acetonemia (cattle)
 Pregnancy toxaemia (sheep)
 Treatment and prevention of
proteins and energy
 Excesses
80
Farms visits
Group discussion
Individual/group searching
Visual
 presentation
 Animals
 Feeds additives and
drugs
 Audiovisual materials
ASSESSMENT GUIDELINES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained for.
Competence: prepare and distribute the feeds concentrates.
Situation
Kamari is a farmer in Rutsiro District, he has got the ruminants that are facing the problem of malnutrition, he called upon you to prepare the
feeds concentrates of Cattle, sheeps and goats within 3 hours
Tasks
Resources
Prepare the feeds
Prepare the feeds concentrates
Prepare the feeds
concentrates for Cattle
for Sheeps
concentrates for Goats
 Proteins and amino acids sources: oil cakes and legumes grains (cotton, palmist,
sunflower, soya), animal meal (fish, blood), synthetic methionine and lysine
 Energy sources:
cereals and by-products
(maize, sorghum, rice, wheat), tubes and by-products (cassava), molasses, oils
 Minerals and vitamins sources: bone powder, lime, shells (eggs and snails),
phosphate, salt, minerals and vitamins complexes
 Bromatological tables
 Tables of animals nutrients requirements
 Ingredients incorporation rates standards
 Calculator
 Scales
 Ingredients
 Warehouse
 Pans
81






Plastic bags (sacs)
Sheetings
Shovel
Mould
Cement, urea
PPE
Scoring/ weighting
Criteria
Indicators
Quality of process Feed ingredients
are identified
Bromatological
tables are
correctly used
Types of indicators
Score
C
1
C
1
Tables of nutrients T
requirements are
accurately used
Quality of product
Passing Line
Per Criteria
3/4
0/1
Required
ingredients are
weighed
accurately
C
1
Ingredients are
manually and
homogenously
mixed
C
1
Moulding and
C
1
3/3
82
Relevance
release are done
carefully
Ingredients
incorporation
rates are
respected
Feed ingredients
are classified
according to their
nutrients
categories
Algebraic method
is applied
correctly
Pearson square
method is
performed
correctly
C
1
T
0/1
C
1
C
1
2/3
The passing line is 8/10 equivalent to 80/100
83
DICOTOMOUS
Quality of
the process
Relevance
Quality of
product
Decision
Task 1
0-1
0-1
0-1
Task 2
0-1
0-1
0-1
Failure/succes
s
Failure/succes
s
Task 3
0-1
0-1
0-1
2/3
Failure/succe
ss
2/3
Failure/succe
ss
2/3
Failure/success
Criteria
Tasks
Result
Success
Comments
Failure/succes
s
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Description:
Passing line: 80 % and above but all none tolerated indicators are compulsory learners have
to succeed them in order to succeed the criteria.
Success of the criteria: 2/3 rule, the Criteria must be assessed through 3 tasks in order to
succeed the learner should succeed at least in 2 tasks.
Success of the module/competence: All the 3 criteria should be successful.
84
REFERENCES
1. Clive J. C. Philips (2010). Principles of cattle production, 2nd edition. Modular Texts, CABI, 233 pp.
2. FAO, The use of concentrate feeds in livestock production systems.
http://www.fao.org/ag/againfo/programmes/en/lead/toolbox/Refer/fcrpsec1.pdf
3. James G. Linn & al. (2012). Feeding the dairy herd. North Central Regional Extension Publication 346. University of Minnesota Extension.
http://www.extension.umn.edu/distribution/livestocksystems/di0469.html
4. Gordon McL. Dryden (2008). Animal nutrition science. CABI, 302 pp.
5. Katunguka-Rwakishaya E., J.Ndikuwera & Azuba Musoke R. (2008). A handbook on livestock nutrition, Guide 5, Fountain Publishers, 85
pp.
6. Peter Golob, FAO (2007). Maintaining quality of food and feed grain through trade and processing. Good practices for animal feed and
livestock. Training manual, 45 pp.
7. The Merck Veterinary Manual, 10th Edition. Merck & Co., Inc.
http://www.merckvetmanual.com/mvm/index.jsp
8. The Pig Site, Nutritional Deficiencies and Excesses
http://www.thepigsite.com/pighealth/article/21/nutritional-deficiencies-and-excesses
85
AGRAH303: RUMINANTS FARMING
Competence : Perform ruminants farming
RTQF LEVEL: 3
CREDITS: 12
LEARNING HOURS : 120
SECTOR: AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2014
REVIEW DATE:
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Identify ruminants breeds
1.1 Proper identification of cattle breeds
1.2 Proper identification of Goat breeds
1.3 Proper identification of Sheep breeds
2 Perform site selection for ruminants shelters
2.1
22
23
2.4
3 Design ruminants shelters
3.1 Proper classification of production systems
3 2 Correct design of cowshed
3 3 Correct design of Small ruminant shelters
4 Manage ruminants reproduction
4.1 Proper application of Animal breeding
4.2 proper application of mating techniques
4.3 Proper Parturition assistance
7.4.4 Adequate management of Minor parturition complications
Proper Site selection criteria for ruminants shelters
Proper use of construction materials for ruminants shelters
Proper identification of ruminants shelters
Proper identification of ruminants shelters equipment
86
5 Feed ruminants
5.1 Appropriate feeding of Cattle feeding
5.2 Appropriate feeding of small ruminants
87
Learning unit 1: Identify ruminants breeds
Learning outcomes
Contents
1.1 Identify cattle breeds
Main characteristics of Boss taurus
(taurins): Origin, Phenotypic characteristics,
Genotypic characteristics
 Friesian/Holstein
 Jersey
 Brown Swiss
Main characteristics of Boss indicus
(zebus): Origin, Phenotypic characteristics,
Genotypic characteristics
 Ankole zebu
 Sahiwal zebu
 Brahman
1.2 Identify goat breeds
Main characteristics of goat breed: Origin,
Phenotypic characteristics, Genotypic
characteristics
 Local breed
 Exotic breeds: Galla goat, Boer,
Alpine
1.3 Identify sheep breeds
Main characteristics of sheep breeds:
Origin, Phenotypic characteristics,
Genotypic characteristics
 Local breed
 Exotic breeds: Mountain white,
Merino
88
Learning hours: 11
Learning activities
Farm visits
Audio-visual presentation
Individual search
Group discussion
Resources
Farms
Cattle breeds
Audio-visual equipment
Internet
Pictures, Posters
Farms
Goat breeds
Audio-visual equipment
Internet
Pictures, Posters
Farms
Sheep breeds
Audio-visual equipments
Internet
Pictures, Posters
Learning unit 2: Perform site selection for ruminants shelters
Learning outcomes
Contents
2.1 Determine Site selection Accessibility (market, accessibility to the
criteria for ruminants
main road), Feed and Water supply
shelters
Edaphic and climatic requirements
 Nature of the soil
 Temperature
 Wind direction and air supply
 Humidity
 Light
Environmental and animal welfare
considerations
 Code and regulation
 Air quality
 Noise and vibration
 Distance to human habitation
 Distance to water source, swamps,
marshland
 Distance to salubrity places
2.2 Use construction
 Selection criteria
materials for ruminants
 Cost
shelters
 Strength and durability
 Availability
 Hygienic
 Safety
 Vermin protection
 Degradation of materials in
cowshed (animal damage,
vermin, contaminants,
condensation, corrosion and
decay)
 Types of construction materials
 Wooden materials
89
Learning hours:
Learning activities












Site visits
Farm visits
Audio-visual
presentation
Individual search
Group discussion
Interviews
Farms visit
Hardware visits
Observation
Audio-visual
presentation
Individual and group
search
Group discussion
22
Resources
 Farms
 Vane
 GPS
 Thermometer
 Hygrometer
 Written documents






Farms
Cowsheds
Audio-visual equipment
Internet
Written documents
Hardware
2.3 Identify ruminants
shelters
2.4 Identify ruminants
shelters equipment
 Metallic materials
 Muddy bricks
 Fired bricks
 Cement and cement bricks
 Concrete and stones
 Plastic materials
 Iron sheets
 Floors, Roof and Wall Tiles
Cleaning of cowshed
 Free/Cubicles stalls shelters: Concepts,
purpose, advantages and
disadvantages
 Tie stalls shelters: Concepts, purpose,
advantages and disadvantages
 Long stall and short stalls
 Beef cattle and fattening shelter
 Dairy cattle shelter
 Permanente free stall shelters for small
ruminants: Concepts, purpose,
advantages and disadvantages
 Small ruminants’ Fattening shelter
 Dairy goats shelters
 Types of equipment
 Mangers and drinkers,
wheelbarrow, water tank, milking
machine, fridge, milk pots, trolley
 Use of cowshed equipment
 Maintenance of cowshed equipment










Farms visit
Observation
Audio-visual
presentation
Individual and group
search
Group discussion





Farms
Cowsheds
Audio-visual equipment
Internet
Written documents
Farms visit
Observation
Audio-visual
presentation
Individual and group
search
Group discussion


Farms
Mangers and drinkers,
wheelbarrow, water tank,
milking machine, fridge, milk
pots, trolley
Learning hours:
Learning unit 3: Design ruminants shelters
Learning outcomes
Contents
3.1 Classify production
 Extensive rearing system
systems
Learning activities
 Farms visit
90
Resources
 Farms
14
3.2 Design cowshed
3.2 Design small ruminants
shelters
 Semi extensive system
 Intensive system
 Backyard system
 Feral system
 Characteristics of a good cowshed:
standards, versatile
 Main parts of cowshed: floor, walls, roof
 Dimensions and spaces requirements
for cows, heifers, beef cattle and calves
 Components of cowshed: milking yard,
calving box, calving accommodation,
lying and strawed yard, exercises area,
feed store, drug store, equipment store,
compost, slurry pits, crush, isolation and
quarantine area, fence, passage and
gates
 Drawing techniques
 Characteristics of a good shelter:
standards, versatile
 Main parts of small ruminant shelters:
floor, walls, roof
 Dimensions and spaces requirements
 Components of small ruminants
shelters: milking yard, box for youngs,
maternity, lying and strawed yard,
exercises area, feed store, drug store,
equipment store, compost, slurry pits,
crush, isolation and quarantine area,
fence, passages and gates











Observation
Audio-visual
presentation
Individual and group
search
Tutorials
Group discussion





Cowsheds
Audio-visual equipment
Internet
Written documents
Plans patterns and models
Farms visit
Observation
Audio-visual
presentation
Individual and group
search
Tutorials
Group discussion






Farms
Cowsheds
Audio-visual equipment
Internet
Written documents
Plans patterns and models
Learning hours:
Learning unit 4: Manage ruminants reproduction
Learning outcomes
Contents
4.1 Perform ruminants
Control zootechnic parameters
breeding
 Growth
Learning activities
 Brainstorming
91
Resources
 Farms
56
 Reproductive performances: Age at
puberty, Age at first parturition, After
birth period, Fecundity, Fertility,
Gestation period, Abortions, Heat return
(length of oestrous cycle), Length of
oestrus/heat, Interval between
parturitions, Lactation period, Maturity
and precocity, Prolificacy , Sex ratio,
Weaning and drying, Reproductive life,
Total services to conception and
services per conception, Heats spotted
or heats missed
Perform selection
 Basic genetics of ruminant breeding
 Heredity and Mendelian principles of
inheritance
 Selection purpose
 Selection criteria
 Production improvement
 Rusticity
 Disease resistance
 Hardiness
 Docility
 Selection methods
 Mass selection
 Individual selection
 Selection on descent with pedigree
 Selection on offspring
 Selection on collaterals
 Male (sire, genitor) and female
selection
Perform cross breeding
 Pure breed and cross-breed animals
 Heterosis effect
 Cross breeding purpose
92






Farms visit
Observation
Audio-visual
presentation
Individual and group
search
Tutorials
Group discussion




Audio-visual equipment
Internet
Written documents
Production cards
4.2 Apply mating techniques
 Upgrading
 Back crossing
 Types of cross-breeding
 Absorption cross-breeding
 Stratified cross-breeding
 Rotational/alternating cross-breeding
 Consanguinity/inbreeding
Mating planning
 Reproductive categories of females
- Immature
- Pubescent
- Mature pregnant
- Mature lactating
- Mature non-pregnant
- Resting female
 Mating planning and purpose
Mating preparation
 Heat induction
- Flushing
- Male presence
 Oestrus synchronisation
 Heat detection
- Signs of heat include
 Standing to be mounted
(standing heat)
 Mounting other animals
 Restlessness and nervousness
 Clear mucous vaginal discharge
 Reduction of feed intake
 Licking and smelling other
animals
 Frequent urination
Heat observation timing
Mating
 Suitable moment for mating
93






Brainstorming
Farms visit
Observation
Audio-visual
presentation
Individual and group
search
Group discussion








Farms
Audio-visual equipment
Internet
Written documents
Semen
AI Kit
Drugs
Farm records

4.3 Assist in parturition
Mating methods
- Natural
- Artificial
Post mating follow-up
 Post mating process
 Fecundation
 Infertility, sterility
 Gestation
- Development of fetal membranes
(chorioamniotic membranes)
 Amnion (inner layer)
 Chorion (outer layer)
 Allantois
- Umbilical cord
- Placenta and types of placentation
- Development of udder
- Abortion
 Observation of heat return signs
Anatomical and physiological characteristics
of the reproductive organs of a pregnant
female
Parturition preparation
 Signs of parturition
 Prepare parturition place
 Prepare dams
 Prepare materials
Normal parturition
 Parturition process
 Different presentations and positions
 Eutocia and dystocia
 Normal parturition assistance
techniques
 Rotation
 Propulsion
94






Brainstorming
Farms visit
Observation
Audio-visual
presentation
Individual and group
search
Group discussion







Farms
Audio-visual equipment
Internet
Written documents
Drugs
Calving chains
Farm records
 Aversion
 Traction
Post parturition cares for new born
 Post parturition cares for new born
 Umbilical cord cutting and
disinfection
 Breathing stimulation
 Proper shelter and bedding
 Colostrum feeding
Post parturition care for dam
 Check delivering
 Check haemorrhage and tear
 Check for twins
 Dam cleaning
 Check for mastitis and
differentiate with mammary
oedema/congestion
 Administration of stimulants
95
4.4 Manage minor
parturition complications
Treat uterus inertia
 Uterus inertia
Episiotomy
 Episiotomy purpose
 Restraining technique for episiotomy
 Episiotomy techniques
Haemorrhage and tear management
 Haemorrhage
 Tears
Placenta delivering
 Placenta retention
Uterine prolapse reduction
 Uterine prolapse
 Restraining technique for uterine
prolapse reduction
 Uterine prolapse reduction techniques
 Uterine prolapse complications
post partum metritis treatment
 Metritis







Brainstorming
Farms visit
Observation
Audio-visual
presentation
Demonstration
Individual and group
search
Group discussion








Farms
Audio-visual equipment
Internet
Written documents
Drugs
Surgical material
Calving chains
Farm records
Learning hours:
Learning unit 5: Feed ruminants
Learning outcomes
Contents
5.1 Cattle feeding
Dairy cattle feeding:
 Calves
 Colostrum feeding
Learning activities


96
Brainstorming
Farms visit
Resources


Farms
Animals
17
5.2 Small ruminants feeding
 Artificial milk replacers
 Feeding milk replacers
 Digestion in the young calf
 Bucket milk feeding
 Free suckling
 Introducing solid feed
 Forage feeding
 Weaning calves
 Heifers
 Pregnant cow
 Milking cow
 Dry cow
 Bulls
Beef cattle feeding:
 Calves
 Growing
 Finishing
Steers feeding
Goat and Sheep feeding
 Nannies , bucks, ewe and rams (1
month before mating)
 Flushing
 Steaming up
 Nannies (3 weeks after mating)
 Nannies for the final month before
kidding
 First two months of lactation
 Growing kids feeding
97





Observation
Audio-visual
presentation
Demonstration
Individual and group
search
Group discussion











Milk
Audio visual equipment
Buckets
Feeds
Farm records
Scale
Wheelbarrow
Shovel
Mat
Machete
PPE
ASSESSMENT GUIDELINES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained for.
Competence: Perform ruminants farming
Situation
KAMAZI is a farmer in RUHANGO district he has ordered exotic breeds of cattle, Goats and sheeps. He called upon you to establish the
reproduction system within 6 hours.

Resources: Milk, Buckets, Feeds, Farm records, Scale, Wheelbarrow, Shovel, Mat, Machete, PPE, Farms, Drugs, Surgical material, Calving
chains, Farm records.
SCORING/WEIGHTING
Criteria
Indicators
Score Per Indicator
1. Breeds are identified accordingly
2. Emplacement of ruminant is performed
1
1
3. Materials are selected (T)
4. The steps of feeding are respected (T)
0/1
0/1
5. The production system is identified
1
Quality of
product
(E)
6. Shelters is designed accordingly
1
7. Reproductio plan is established
1
Relevance (E)
8. Zootechnic parameters are controlled
1
9. The breeds are fed according to the expected
production (T)
10. The post parturition complications are well managed
0/1
Quality of
process
(E)
98
1
Passing Line Per Criteria
2/4
3/3
2/3
The global passing line is 7/10 equivalent to 70%
DICOTOMOUS
Quality of the
process
Relevance
Quality of
product
Decision
Task 1
0-1
0-1
0-1
Task 2
0-1
0-1
0-1
Failure/succ
ess
Failure/succ
ess
Task 3
0-1
0-1
0-1
Result
Success
Comments
2/3
Failure/success
2/3
Failure/suc
cess
2/3
Failure/succe
ss
Criteria
Tasks
Failure/succ
ess
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Description:
Passing line: 70 % and above but all none tolerated indicators are compulsory learners have
to succeed them in order to succeed the criteria.
Success of the criteria: 2/3 rule, the Criteria must be assessed through 3 tasks in order to
succeed the learner should succeed at least in 2 tasks.
Success of the module/competence: All the 3 criteria should be successful.
99
CM305: BASIC ENGLISH COMMUNICATION
Competence : Communicate in basic English
RTQF LEVEL: 3
CREDITS: 3
LEARNING HOURS : 30
SECTOR: All
SUB-SECTOR: All
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to use English language in predictable routine communication in tourism and
hospitality workplaces. It covers the speaking and listening, reading and writing skills required to conduct some routine and non-routinetasks
and provide accurate information and instructions; in order to fulfil common customer requests relevant to workplace in appropriate manner.
LEARNING ASSUMED TO BE IN PLACE
Not applicable
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Element of competence
Performance criteria
By the end of the module, the trainee will
be able to :
1. 1.Demonstrate
abilities
in 1.1.
oral
1.1
Clear pronunciation of words while communicating with customers and
colleagues and authorities
communication
1.2
Provision of relevant responses/feedback to the requests
1.3
Fluent expressions while speaking to customers or colleagues and
100
1.2.
1.3.
1.4.
2. 2. Demonstrate abilities in written
2.1.
communication
2.2.
2.3.
1.4
1.5
1.6
2.1
2.2
2.3
3. 3. Select and utilize a range3.1.of
vocabulary
related to professional
context
3.2.
3.3.
3.1
3.2
3.3
authorities
Proper formulation of coherent ideas while talking
Appropriate utilization of relevant words and expressions while making
argumentation
Use of appropriate words/expressions while giving and/or receiving
instructions
Appropriate utilization of relevant words while elaborating and filling in of
some administrative documents while using appropriately punctuation
marks and spelling.(memos, handover reports, requisition forms, inventory
forms, receipts and minutes)
Appropriate utilization of relevant words while elaborating specifications of
some technical documents
Appropriate utilization of relevant words while preparing some business
documents such as proposals, technical reports and submissions
Adequate identification of need and assistance from others with
appropriate language skills in order to better communicate.
Relevant provision of information regarding products and services of
his/her organization to customers
Seek of relevant clarification from customers and colleagues when
required, using simple terms.
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.
Learning unit 1 : Demonstrate abilities in oral communication
Learning hours : 10
Learning outcomes
Content
Learning activities
101
Resources
1.1 Speak correctly while
conveying ideas

1.2 Provide responses to
client requests or inquiries

1.3 Speak fluently
Phonetics and phonology
Use of question =words and expressing
different circumstances (cause, result,
opposition, manner and goal) related
to the occupation

Tips for good presentation

Debate techniques


1.4 Make a successful
argumentation
Techniques of oral communication
Linking or transition words
o
o
o
o
o
Story telling
Dialogues
Role Play
Demonstrations
Writing Practice
-
o
o
o
o
o
o
o
Role Play
Dialogues
Demonstration
Practice Exercises
Dialogues
Role Play
Demonstrations
o Reference Books
o Videos
o Role play scenarios
o
o
o
o
Short stories
Videos
Recordings
Role Play Scenarios
Reference Books
Videos
Recordings
Role Play Scenarios
Reference Books
o
o
o
o
Brainstorming
Discussion
Demonstrations
Practice Exercises on
argumentation
o Role play
-
Learning activities
Resources
Videos
Recordings
Role Play Scenarios
Reference Books
Learning unit 2 : Demonstrate abilities in written communication
Learning hours : 10
Learning outcomes
Content
2.1 Use writing
techniques


o
Writing compositions while
respecting punctuation and
spelling
Types of texts
 Narrative
 Explicative
 Argumentative
 Descriptive
Punctuations and Spelling (dictation )
o
102
-
Reference books
Recordings
2.2 Use appropriate
words in writing
administrative and
business documents

o
Drafting business and
administration documents
o Filling in various forms related
to the occupation
English words used in business and
administration documents
 Memos
 Handover report
 Letters
 Inventory and
 Minutes
Learning unit 3: Select and utilize a range of vocabulary related to professional context
Learning hours:10
Learning outcomes
Content
Learning activities
3.1 Use appropriate
words while seeking for
assistance



3.2 Provide information 
regarding the services or
products

o
Polite requests’ expressions using modal
auxiliaries
Other appropriate expressions while seeking o
o
for assistance
Do’s and Don’ts expressions/words
o
o
o
Specific terms regarding products and
services provided by the enterprise
Tips on providing information
103
-
Recordings
Different forms related to
the occupation
Reference Books
Resources
Practical exercises on debating
and group discussion
Role play
Dialogue
-
Reference books
Recordings
Role play scenarios
Dialogues
Demonstration
Practical exercises
Role play
-
Recordings
Videos
Reference Books
AGRAH304: PREPARATION OF WORKPLACE FOR VETERINARY INTERVENTION
Competence : Prepare workplace for veterinary intervention
RTQF LEVEL: 3
CREDITS: 12
LEARNING HOURS : 120
SECTOR: AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2013
REVIEW DATE:
PURPOSE STATEMENT
This module covers the knowledge, skills and attitudes required to prepare workplace for veterinary intervention. Indeed, any veterinary activity
involves a proper preparation of workplace. So this competence is very important for the Veterinary assistant training and it is a prerequisite for
all the specific modules of the qualification involving the manipulation and treatment of the different animal species. Upon completion of this
module, the trainee will be able to:
 Identify and store veterinary drugs according to their therapeutic function;
 Identify and store veterinary instruments and equipment according to their intended use;
 Clean and sanitise workplace, instruments and equipment;
 Perform proper waste disposal.
LEARNING ASSUMED TO BE IN PLACE
This module must be assessed after the following prerequisite modules:
 Module 1: Occupation and training procxess;
 Module 4: Occupational Health and Safety.
104
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Store veterinary drugs according to their
therapeutic function
1.1 Appropriate selection of drugs according to their therapeutic function
1.2 Appropriate selection of drugs according to different systems
1.3 3 Proper conservation of veterinary drugs
2 Store veterinary instruments and equipment
2.1 Identification of common veterinary instruments and equipment
2.2 Proper regrouping and storing the instruments and equipment
3 Clean and sanitise workplace, instruments
and equipment
3.1
32
3.3
3.4
3.5
Identification of cleaning materials, tools and equipment
Cleaning and sanitizing the workplace, materials, tools and equipment
Cleaning the floors benches and other flat areas are cleaned properly
Cleaning the animal housing areas
Waste disposal
105
COURSE STRUCTURE
Learning unit 1: Store veterinary drugs according to their therapeutic function
Learning hours :60
Learning outcomes
1.1 Select drugs
according to their
therapeutic function
Contents
 Identification of drugs
Concepts and definitions
Drug names
- Chemical name (scientific)
- Generic/non-proprietary name (active
ingredient)
- Trade name (proprietary name)
Composition of a drug
- Active principle
- Excipient
- Adjuvant
- Additive
 Drugs forms (physical appearance/presentation
or type)
- Solid forms: powders, bolus, tablets/caplets,
crystals, capsules/gel caps
- Liquid and injectable forms:
solutions/suspensions, liniments
- Semi solid and semi liquid forms: ointments,
pastes, gels, candles, pencils, creams
- Other forms: gaseous, spray, pessary
 Drugs classification:
 Antiseptics and disinfectants
- Alcohols
- Chlorine compounds
- Iodine compounds and iodophors
- Chlorhexidine
- Quaternary ammonium compounds
106
Learning activities




Group
discussions
Demonstrations
Practical works
Visits
- Clinics
- Drugstores
Resources







Antibiotics
Antifungals
Antiseptics and
disinfectants
Antiparasitic drugs
Anti-inflammatory
drugs
Hormones
Minerals and vitamins




1.2.Select drugs
according to different
systems



Peroxides and oxidants
Antibiotics
- Penicillins
- Cephalosporins
- Aminoglycosides
- Tetracyclines
- Quinolones
- Macrolides
- Chloramphenicol
Sulphonamides
Antifungals
- Amphotericin B
- Griseofulvin
- Azoles (Imidazole derivatives)
Antiparasitic drugs
- Anthelmintics
- Antiprotozoals
- Acaricides
- Insecticides
Anti-inflammatory drugs
- Steroid anti-inflammatory
 Corticosteroids
 Glucocorticoids
- Non-steroidal anti-inflammatory drugs
- Antihistamines
Hormones (prostaglandins, ocytocine )
Minerals and vitamins
Gastrointestinal tract
- Emetics
- Antiemetic drugs
- Antidiarrheals
- Laxatives and purgatives
- Ruminatoric and antibloat medications
107




Group
discussions
Demonstrations
Practical works
Visits
- Clinics

Drugs for different body
systems



1.3 Conserve veterinary
drugs




-
Cardiovascular and respiratory systems
- Cardio-respiratory analeptics
- Vasodilators
- Diuretics
- Antitussives and expectorants
Nervous system
- Analgesics/antalgics
- Tranquilizers (anxiolytics)
- Sedatives (neuroleptics)
- Anaesthetics
- Anticonvulsants
Endocrine system
- Drugs affecting reproductive system
(hormones)
Conservation material: fridge, shelves, cool box
Drugs packaging
Drugs arrangement in shelves
Reading, understanding and interpretation of
manufacture’s specifications (label, notice,
catalogue): storing conditions, dose, dosage
interval, administration route, drugs side effects,





Drugstores
Group
discussions
Demonstrations
Practical works
Visits
- Clinics
Drugstores






Different veterinary drugs
, notices and catalogue
Animals
Measuring tape
Scales and spring
balances
Fridge, shelves, cool box
Learning hours : 30
Learning unit 2: Store veterinary instruments and equipment
Learning outcomes
Contents
2.1 Select restraining and  Restraining equipment
animals identification
- Ropes
equipment
- Squeeze chute
- Nose lead
- Restraint gloves
- Muzzles
- Collars
Learning activities




108
Group discussions
Demonstrations
Practical works
Visits
- Clinics
- Drugstores
Resources
 Restraint equipment
 Instruments for
identification of animals
 Audiovisual materials

2.2 Select diagnostic and
administration of
medicine instruments


2.3. Select surgical
instruments

-
-
Instruments for identification of animals
- Ear notchers
- Ear tags
- Ear tags applicators
- Hot iron branding irons
Diagnostic instruments
- Stethoscopes
- Thermometers
- Taylor percussion hammer
- Vaginal speculums
- Wood’s light
Administration of medicine instruments
- Syringes
- Needles
(different tubes)
- Drenchers
- Balling guns
- Pet pillers
- Speculums
- Intravenous catheters
- Intravenous infusion sets
Dehorning instruments
- Dehorners
- Dehorning saw
- Wire saw with handles
Hoof care instruments
- Nail trimmers and scissors
- Hoof picks
- Hoof trimmers and knives
Castration instruments
- Burdizzo emasculatome









109
- Farms
Audiovisual
presentation
Group discussions
Demonstrations
Practical works
Visits
- Clinics
- Drugstores
- Farms
Audiovisual
7presentation






Diagnostic instruments
Administration of
medicine instruments
Audiovisual materials
Dehorning instruments
Hoof care instruments
Castration
instrumentsAudiovisual
materials
Hemostats and forceps
Instruments in surgical
packs
Needle holders and
scissors
-
-
2.4 Select obstetrical
instruments
- Elastrators and elastrator bands
- Emasculators
Hemostats and forceps
Instruments in surgical packs
 Scalpel handles
 Scalpel blades
 Groove directors
 Suture needles
 towels
Needle holders and scissors
Miscellaneous surgical instruments and
equipment
 Michel wound clips and applying
forceps
 Young tongue-seizing forceps
 Steriliser trays
 Needle sterilising racks
Retractors and rib spreaders
Trocar and cannula
- Obstetrical chains and handles
- Fetal extractors
- Calf snares
- Artificial vagina
- Insemination pipettes
- Obstetrical gloves


Miscellaneous surgical
instruments and
equipment
Retractors and rib
spreaders
Trocar and cannula


Obstetrical instruments
Audiovisual materials

Learning unit 3: Clean and sanitise workplace, instruments and equipment
Learning hours : 30
Learning outcomes
Contents
Learning activities
110
Resources
3.1 Prepare supplies,
materials and utilities
for cleaning and
sanitation
3.2 Clean and sanitise
workplace
3.3 Clean and sanitise
instruments and
equipment
3.4 Perform waste
disposal
 Purpose and basic principles of
cleaning and sanitation
 Cleaning/sanitizing tools and
equipment
 Characteristics and functions of
cleaning and sanitizing chemicals,
including proper handling, use and
storage
 Cleaning/sanitation requirements and
methods
 Regulatory/legislative requirements
 Workplace cleaning and sanitisation
methods and techniques
 Sanitisation, disinfection and
sterilisation
 Cleaning methods
 Sanitisation and disinfection
methods
- Using heat
- Using chemical
 Sanitisation and disinfection
techniques
 Sterilisation
 Setting up the workplace


Classification of waste
- Biodegradable
- Non biodegradable
Hazards from waste
- Zoonosis (zoonotic diseases)
- Toxics


Brainstorming
Group discussions











Visits/study tours
- Slaughterhouses
- Farms
- Laboratories
Brainstorming
Group discussions
Demonstration
Practical works
Group discussions
Demonstrations
Practical works
Excursions/visits
- Hospitals
111








PPE: Aprons, overall, gumboots,
gloves, lab coats, hats, protective
spectacles (goggles), masks
Cleaning/sanitation supplies and
materials: cleaners and vacuum
cleaners, brooms, mops, sanitizers
(bleach, potassium permanganate,
cresyl), cleaning and scouring pads,
washcloths, brushes, hoses, towel
dispensers, soaps, water, buckets,
sweeps, lime, soda, formaldehyde,
Germicide Lamp
Labels, paper, glue, stamp dater
Shelves, lockers
Texts on regulatory/ legislative
requirements
Bins
PPE
Wheelbarrow, pick, shovel, lorry, bag,
barrel, hoe, broom, mould, rake
Incinerator, wood






3.5 Store
cleaning/sanitizing
equipment, tools and
chemicals


- Traumatic
Waste management purpose
Waste management equipment and
tools
Waste management specifications
EMS (Environmental Management
System)
Disposal techniques and methods
- Burning
- Burying
- Waste recycling
Disposal of used bottles, expired
and damaged drugs
Storage of cleaning equipment and
chemicals: arrangement, conditions


- Laboratories
Watch a documentary
movie on waste
management


Disposal pit
Multimedia equipment
Visit of the school
storage room for
cleaning and sanitation
supplies and materials

Cleaning/sanitation supplies and
materials
Storage room
Shelves, lockers


ASSESSMENT GUIDELINES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained for.
Competence: Prepare the workplace for veterinary intervention
Situation
KABUTARE T.S.S would like to arrange the products and instruments that have been used veterinary clinic, pharmacy room and laboratory
room therefore they called upon you as Veterinary assistant to assist them in arrangement within 5 hours.
112
Resources: Antibiotics, antifungals, antiseptics and disinfectants, antiparasitic drugs, Anti-inflammatory drugs, hormones, minerals and
vitamins, Measuring tape, Scales, spring balances, Fridge, shelves, cool box, Dehorning instruments, Hoof care instruments, Castration
instruments, Hemostats and forceps, Instruments in surgical packs, Needle holders, scissors, Miscellaneous surgical instruments and
equipment, Retractors and rib spreaders, Trocar and cannula, Cleaning/sanitation supplies and materials: cleaners and vacuum cleaners,
brooms, mops, sanitizers (bleach, potassium permanganate, cresyl), cleaning and scouring pads, washcloths, brushes, hoses, towel
dispensers, soaps, water, buckets, sweeps, lime, soda, formaldehyde, Germicide Lamp, Labels, paper, glue, stamp dater, Shelves, lockers
SCORING/WEIGHTING
Criteria
Indicators
Quality
(E)
of process
Quality of product
(E)
Relevance (E)
Score
Indicator
1. Drugs are well identified
2. Instruments are well identified
1
1
3. Waste disposal are well performed (T)
0/1
4. Drugs are arranged accordingly
1
5. Products are well conserved accordingly
1
6. Materials are well cleaned
1
7. Instruments and equipments are kept in their
respective places (T)
8. Instruments are well cleaned
1
9. Floors, benches and other flat areas are
cleaned properly
1
The global passing line is 7/9 equivalent to 78%
DICOTOMOUS
113
0/1
Per Passing
Line
Per Criteria
2/3
3/3
2/3
Criteria
Quality of
process
the Relevance
Quality
product
of Decision
Tasks
Task 1
0-1
0-1
0-1
Fail/success
Task 2
0-1
0-1
0-1
Fail/success
Task 3
0-1
0-1
0-1
Fail/success
Result
Success
Comments
2/3
Fail/success
2/3
Fail/succes
s
2/3
Fail/success
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Description:
Passing line: 78 % and above but all none tolerated indicators are compulsory learners have
to succeed them in order to succeed the criteria.
Success of the criteria: 2/3 rule, the Criteria must be assessed through 3 tasks in order to
succeed the learner should succeed at least in 2 tasks.
Success of the module/competence: All the 3 criteria should be successful.
REFERENCES
1. Elizabeth A. Hanie (2005). Large Animal Clinical Procedures for Veterinary Technicians, Mosby, 561 pp.
2. Petra Wesche, Peter F. Naylor and Clifford Wray (2005). Sanitisation, disinfection and sterilisation in veterinary practice.
http://www.greendale.co.uk/pdf/disinfection.pdf
3. Robert L. Bill (2006). Clinical pharmacology and therapeutics for the veterinary technician, Mosby, 430 pp.
114
4. Teresa F. Sonsthagen BS LVT (2005). Veterinary Instruments and Equipment: A Pocket Guide, Mosby, 756 pp.
AGRAH305: PREVENTION OF ANIMAL DISEASES
Competence : Prevent animal diseases
RTQF LEVEL: 3
CREDITS: 12
LEARNING HOURS : 120
SECTOR: AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2014
REVIEW DATE:
PURPOSE STATEMENT
This module covers the knowledge, skills and attitudes required to prevent diseases for the following species: cow, sheep, goat, pig, poultry,
rabbit, dog and cat. The workplace in which this competence may be applied range from veterinary clinics, animal housings/shelters, farms,
customs services to slaughterhouses. This competence includes especially the application of appropriate handling and restraining techniques of
animals, their general examination, the administration of antiparasitics drugs and other chemoprevention drugs as well as animals’ vaccinations.
It’s a prerequisite for all the specific modules of the qualification involving the manipulation and treatment of the different species mentioned
above. Upon completion of this module, the trainee will be able to:
 Monitor physical conditions of animal housing;
 Restrain animals for veterinary intervention;
 Perform animals general examination;
 Use antiparasitic drugs for prevention;
 Vaccinate animals and apply sanitary prophylaxis.
The completion of this module may allow the trainee to work as Veterinary vaccinator, Animal attendant or Veterinary aide.
LEARNING ASSUMED TO BE IN PLACE
This module must be assessed after the following prerequisite modules:
 Module 4: Occupational Health and Safety;
 Module 5: Prepare workplace for veterinary intervention
115
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Monitor physical conditions of animal housing
1.1 Monitoring of biophysical parameters of animal’s housing
1.2 Corrective measures to biophysical parameters
1.3 The importance of the stocking density
2 Restrain animals for veterinary intervention
2.1
2.2
and
2.3
3 Perform animals general examination
9.3.1 Animal history
9.3.2 Animal general examination
9.3.3 Suitable decisions making
4 Use antiparasitics drugs for prevention
4.1 Identification of insects and acarians
4.2 Suitable usage of insecticides and acaricides
4.3 Administering of chemoprevention drugs
5 Vaccinate animals and apply sanitary
prophylaxis
5.1
5.2
5.3
5.4
Assessment of behaviour signals
assessment of potential risk factors for animal and human safety when approaching
handling animals
Suitable animal restraining techniques
Common notifiable diseases
Types of vaccines and storage/transport conditions
Administering the vaccines
Sanitary prophylactic measures
116
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.
Learning unit 1: Monitor physical conditions of animal’s housing
Learning outcomes
Contents
1.1 Monitor bio Farm building bio-physical parameters and
physical parameters
standards
- Temperature
- Humidity
- Ventilation
- Ammonia level
- Carbon dioxide level
 Monitoring techniques of bio-physical
parameters
 Standards of stocking density
1.2 Apply corrective
 Corrective measures techniques and
measures to biomethods
physical conditions
- Temperature (heating, cooling)
- Humidity(heating, drying, vaporisation )
- Ventilation (opening, closing, ventilation )
- Ammonia and carbon dioxide level
(ventilation, opening, cleaning, removing
and changing of bedding,)
- Stoking density(respect of standards)
117
Learning hours: 5
Learning activities









Group discussions
Demonstration
Practical works
Individual searching


Resources
Hygrometer, thermometer, scale,
Ammonia detector, gas detector
Anemometer
Decametre, measuring tape
Livestock data register
Fan, aerator, heater, cooler,
vaporiser, wheelbarrow, pitchfork,
spade, hoe
Hygrometer, thermometer, scale,
decametre, ,livestock data register,
ammonia detector, gas detector,
anemometer, measuring tape
Learning unit 2: Restrain animals for veterinary intervention
Learning outcomes
Contents
2.1 Assess animals behaviour  Animals behaviour according to
species (cow, sheep, goat, pig,
poultry, rabbit, dog and cat)
 Behavioural signs
- Indicators of stress
- Confidence and willingness to
be approached gestures
- Defensive gestures
- Submissive gestures
2.2 Use a crush
 Crush purpose
 Construction of a basic crush
 Technique for using a crush
2.3 Apply restraining
 Animal catching technique and
techniques and methods
basic handling
- Verbal communication (soft
voice, orders)
- Non verbal
 Restraint methods
- Physical
- Chemical (with tranquilizers or
anaesthetics)
 Casting cattle
118
Learning activities
Learning hours: 20
Resources





Group discussions
Demonstrations
Practical works


Crush
Muzzle, lasso, ropes,
hobbles, nets, nose lead,
towels, sticks,
Poles
Tranquilizers, anaesthetics,
syringes, needles, cotton
wool, antiseptics, drenching
guns
Learning unit 3: Perform animals general examination
Learning outcomes
Contents
3.1 Perform animal history
 Identification of animal owner
(anamnesis)
 Animal signalment
- Age
- Breed
- Sex and physiological status
- Coat
 Animal and herds history
- Previous prophylactic treatments
- Arrival time
- Ownership period
- Previous diseases and treatments
 Information about animal environment
3.2 Examine animal
 Characteristics of healthy animals
- Posture
- Respiration
- Coat
- Pulses
- Heartbeat
- Mucous appearance
 Overall observation or basic physical
examination
3.3 Make decision
 Possible decisions
- Preventive treatment
- Delay of the preventive treatment
- Clinical examination
- Curative treatment
3.4 Register the case
 Registration components
- Date
- Identification of owner
- Identification of animal
119
Learning activities
 Simulation of interviews
 Roles play
 Practical works
Learning hours: 15
Resources
 Identification
forms/cards/registers
 Vaccination certificates
 Origin certificates
 Farms records





Visits (farms, clinics)
Observations
Group discussions
Demonstrations
Practical works

Animals


Group discussions
Practical works

Animals with different status


Group discussions
Visits
- Clinics
- Farms

Registers

- Diagnosis
- Treatment
Remarks
120
Learning unit 4: Use antiparasitic drugs for prevention
Learning outcomes
Contents
4.1 Differentiate acarians
 Principal acarians (acarids) vectors of
of veterinary interest
common diseases
 Ticks
 Mange agents
 Ticks
- Main ticks families
 Ixodidae (Hard ticks or Ixodid ticks):
Boophilus sp., Amblyomma sp.,
Hyalomma sp., Rhipicephalus sp.,
Ixodes sp.
 Argasideae (Soft ticks or Argasid
ticks): Argas sp.
- Importance of ticks and tick-borne
diseases (TBD)
- Pathogenic actions of ticks
 Trauma, irritation
 Spoliation
 Toxicosis
- Tick-borne disease transmission (role of
vector)
 Mange agents
- Sarcoptes spp., Psoroptes sp.,
Octodectes spp., Chorioptes sp.,
Cnemidocoptes sp.
- Demodex sp.
4.2. Differentiate insects of  Flies
veterinary interest
- Tsetse flies: Glossina fuscipes, G.
morsitans, G. pallidipes, G. brevipalpis
- Musca spp., causative agent of myiasis
- Flies vectors of Oestrus ovis
121
Learning hours: 50
Learning activities




Group discussions
Demonstrations
Practical works
Excursion




Group discussions
Demonstrations
Practical works
Resources
 Specimen of acarians
 Models of leaflet
 Magnifying glasses
 Microscopes




Specimen of insects of
veterinary interest
Models of leaflet
Magnifying glasses
Microscopes



4.3 Differentiate worms
and protozoans



-
-
Fleas
- Ctenocephalides sp., on dogs
Bugs
Lice (louses)
- Biting lice
 Bovicola sp., on cattle
 Trichodectes sp., on dogs
- Sucking lice
 Haemtopinus sp. and Linognathus sp.,
on horses
Importance of endoparasites (internal
parasites)
Helminthosis and protozoal infections
Description of principal endoparasites
Helminths (worms)
 Nematodes (roundworms)
 Ascaria sp., Haemonchus sp.
 Cooperia sp.
 Toxocara sp.
 Oesophagostomum sp.
 Cestodes (tapeworms)
 Taenia sp.
 Echinococcus sp.
 Trematodes (flukes)
 Fasciola sp.
 Dicrocoelium sp.
Protozoa
 Theileria sp.
 Anaplasma sp.
 Babesia sp.
 Trypanosoma sp.
 Coccidia sp
 Giardia sp
 Toxoplasma sp
122




Group
discussions
Demonstrations
Practical works

Dewormers, antibiotics
and sulfonamides,
antiprotozoals, vitamins
and minerals
Specimen of some cards
for prophylactic plan
4.4 Use insecticides and
acaricides





External antiparatics
Acaricides and insecticides
- Organophosphates and carbamates
- Pyrethrins and pyrethroids
- Amidines (Amitraz, Bimarit)
- Formamidines (Triatix)
- Fipronil
Techniques of applying insecticides and
acaricides
- Spraying
- Bathing
- Pouring
- Dusting
- Fumigation
- Injection
- Traps impregnated with insecticides
Rationale of ectoparasites control
Ectoparasites control methods
123




Group
discussions
Demonstrations
Practical works
Excursion





Animals
Sprayers, spray races,
dipping tank
Syringes and needles
Insecticides, acaricides
PPE, buckets, jerry cans,
water
4.5 Perform
chemoprevention against
worms and protozoans







Internal antiparasitic drugs
Anthelmintics (vermicides and vermifuges)
- Antinematodals (Nematocides)
 Avermectins and milbemycins
 Benzimidazoles (Thiabendazole,
Fenbendazole, Oxibendazole,
Albendazole, Oxfenbendazole)
 Pyrantel
 Piperazines
- Anticestodals (Cestocides)
 Praziquantel
 Epsiprantel
- Antitrematodals (Trematocides)
 Nitroxynil
 Rafoxanide
 Closantel
 Triclabendazole
Deworming medications planning
Antiprotozoals (Protozoacides)
- Amprolium
- Sulfadimethoxine
- Metronidazole
- Furazolidone
- Buparvaquone
- Imidocarb
Control of protozoal infections
Prophylactic plan
Administration routes for chemoprevention
drugs
- Per os, drenching
- Injection
124



Group
discussions
Demonstrations
Practical works





Dewormers
Antibiotics and
sulfonamides
Antiprotozoals
Vitamins and minerals
Prophylactic plan cards
Learning unit 5: Vaccinate animals and apply sanitary prophylaxis
Learning outcomes
Contents
5.1 Differentiate
 General medicine concepts and definitions
animals common
- Causes, vectors, etiology
infectious diseases
- Symptoms, signs, lesions
- Acute, hyper acute, chronical
- Affection, infection, infestation
- Intoxication, toxico-infection
- Contagious
- Epizootic, enzootic, panzootic, sporadic
- Zoonotic diseases/zoonoses
- Cosmopolite
- Diagnosis, treatment, prognostic, prophylaxis
 Microbes, bacteria and viruses
 Brief description of common notifiable diseases
(listing)
- Anthrax
- Black quarter
- Lumpy skin disease
- Foot and mouth disease
- Pleuropneumonia
- Brucellosis
- Rabies
- Canine distemper
 Brief description of avian common infectious
diseases (listing)
- New castle disease
- Gumboro disease
- Infectious bronchitis
- Chicken pox
- Marek disease
125
Learning activities
 Brainstorming
 Group discussions
Learning hours: 30h
Resources
 Audiovisual materials
5.2 Vaccinate
animals





5.3 Perform sanitary
prophylaxis






Types of vaccines and use
- Live attenuated vaccines
- Killed vaccines
Vaccines preparation and preservation period after
preparation
Vaccines administration and possible adverse
effects
Vaccines storage and transport taking account
temperature, humidity, light
Vaccination methods
- Injection
- Per os
- Scarification
- Spraying
- Pouring
Vaccination planning
Vaccination certificate
Concepts related to sanitary prophylaxis
Prophylactic measures
- Quarantine and isolation
- Selection, quarantine and acclimatization
procedures of new stocks
- Animal culling and isolation of sick and unfit
stocks
- Rest period and all in/all out principle
- Slaughtering of animals
- Disposal of dead animals (burning, deep burying
with quick lime or disposal pit)
- Foot baths/vats
- Fencing
- Cleaning and disinfection of animal shelters
- Implementation of vaccination and health
programs
Records and feedback report keeping
Reporting suspicion of notifiable diseases
126






Brainstorming
Group discussions
Demonstrations
Practical works
Excursion
Visits (veterinary
drugs shops, school
drugstore)











Group discussions
Demonstrations
Practical works
Excursion








Animals (different species)
Avian vaccines: New castle,
gumboro, bronchitis, pox,
Marek disease
Cattle vaccines: Anthrax and
black quarter, lumpy skin
disease, foot and mouth
disease, pleuropneumonia,
brucellosis
Dogs and cats vaccines:
Rabies, canine distemper
Posters, leaflets
Syringes, needles, muzzles,
cotton wool, gauze, coolbox,
fridge, antiseptics
Legal vaccination certificates
PPE
Wheelbarrow, pitchfork,
spade, hoe, quick lime,
Legal text
Antiseptics
Fence
Cleaning product
Cleaning equipment
Legal texts
ASSESSMENT GUIDELINES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained up about.
COMPETENCE: PREVENT ANIMAL DISEASES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained for.
Competence: Prevent animal diseases
Problem situation
In case to improve the animal genetic, the District of Muhanga has imported exotic animal breeds of 20 Cows from UK,15 Goats from South
Africa and 30 Sheep from Israel. In this District there is high frequency of tick borne diseases.
As Veterinary assistant you are called to:
 Receive those animals

Spray acaricide to them in order to prevent tick borne diseases.
Use local available acaricides and materials.
The duration of activity is 4 hours
Task 1
Perform anti tick treatment for
Task 2
Perform anti tick treatment for
Task 3
Perform anti tick treatment for
127
cows
goats
sheep
Resources
 Animals
 Crush
 Sprayers,
 Syringes and needles
 Insecticides and/or acaricides
PPE, buckets, jerry cans, water
Criteria
Indicators
Types
Score Per
Indicators
Passing Line
Per Criteria
Quality of
process (E)
1.Animal are kept in shade
after being sprayed
2.Animals are received
accordingly
T
0/1
3/6
C
1
Spraying of acaricide is well
done
3.Animal restraining is well
applied
C
1
C
1
4.Materials are well
selected
T
0/1
5.PPE is respected
C
0/1
1.Calendar of animal
spraying is established
T
0/1
2.Animal identification form
is completely filled
C
1
Quality of
Product (E)
¾
128
Relevance (E)
3.The animal body is
correctly sprayed
C
1
1.Dose of acaricide is
respected
C
1
2. Available local Product is
used
C
1
3.Acaricide is well selected
accordingly
C
1
4.Dilution of acaricide is well
done
C
1
3/3
The global passing line is 9/12 equivalent to 75%
DICOTOMOUS
Quality of the
process
Relevance
Quality of
product
Decision
Task 1
0-1
0-1
0-1
Task 2
0-1
0-1
0-1
Failure/succe
ss
Failure/succe
ss
Task 3
0-1
0-1
0-1
Criteria
Tasks
Failure/succe
ss
129
Result
Success
Comments
2/3
Failure/success
2/3
Failure/succe
ss
2/3
Failure/succes
s
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Description:
Passing line: 75 % and above but all none tolerated indicators are compulsory learners have
to succeed them in order to succeed the criteria.
Success of the criteria: 2/3 rule, the Criteria must be assessed through 3 tasks in order to
succeed the learner should succeed at least in 2 tasks.
Success of the module/competence: All the 3 criteria should be successful.
REFERENCES
1. Charles M. Hendrix, Ed Robinson (2006). Diagnostic parasitology for veterinary technicians, 3rd edition, Mosby.
2. Douglas C. Blood, Virginia P. Studdert, Clive C. Gay (2007). Saunders comprehensive veterinary dictionary; 3rd edition, Saunders.
3. Dwight C. Hirsh, N. James, Mac Lachlan, Richard L. Walker (2004). Veterinary Microbiology, 2nd edition. Wiley-Blackwell, 536 pp.
4. Elizabeth A. Hanie (2005). Large Animal Clinical Procedures for Veterinary Technicians, Mosby, 561 pp.
5. FAO (1994). A manual for the primary animal health care worker, FAO, Rome. www.fao.org/docrep/t0690e/t0690e00.htm
6. Katunguka-Rwakishaya E. (2008). A guide to livestock health and management in Uganda, Guide 4, Fountain Publishers, 238 pp.
7. Katunguka-Rwakishaya E., Ndikuwera J. (2008). A manual of farm structures and housing technologies, Guide 2.
Fountain Publishers, 115 pp.
8. Katunguka-Rwakishaya E., Rubaire-Akiiki M. (2008). Important parasitic diseases of livestock in Uganda, Guide 3.
Fountain Publishers, 143 pp.
9. TESDA Competency-based curriculum. Qualification: Animal health care and management NC III.
Technical Education and Skills Development Authority (TESDA), Philippines. www.tesda.gov.ph
130
10. Thomas P. Colville and Joanna M. Bassert (2007). Clinical Anatomy and Physiology for Veterinary Technicians, 2nd Edition, Mosby.
11. William J. Foreyt (2001). Veterinary Parasitology Reference Manual, 5th Edition, Wiley-Blackwell, 235 pp.
131
AGRAH306 DOMESTIC ANIMAL BODY DESCRIPTION
Competence : Describe the body of domestic animal
RTQF LEVEL: 4
CREDITS: 12
LEARNING HOURS : 120
SECTOR: AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2014
REVIEW DATE:
PURPOSE STATEMENT
This general module describes the skills, knowledge and attitude to be acquired by the learner to perform the domestic animal body description.
Any veterinary has to manipulate the body of the animal during his professional work. So, this competence is very important for the Veterinary
assistant training and it is a prerequisite for all the specific modules of the qualification involving the manipulation and treatment of the different
animal species.
Upon completion of this module, the trainee will be able to:
-
Describe the animal morphology
-
Describe the body apparatus;
-
Assess anatomo- physiological parameters of the main functions
This module must be assessed in parallel with :
132
AGRAH401 Computer Aided Design
LEARNING ASSUMED TO BE IN PLACE
CM401 Occupation and learning process
CM402 Health, safety and environment
CM403 Communication skills
CM404 Computer literacy
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Learning units
Performance criteria
By the end of the module, the trainee will be able to :
1. Describe the animal morphology
1.1.
1.2.
Proper identification of external parties and main regions
Proper identification of domestic animal coats
133
2. Describe the body apparatus
2.1.
2.2.
Proper description of musculo skeletal system
Proper description of integumentary system
Proper description of circulatory apparatus
2.3.
Proper description of respiratory apparatus
2.4.
2.5.
Proper description of urogenital apparatus
Proper description of digestive system
Proper description of nervous system
2.6.
Proper description of sensory organs
2.7.
2.8.
3. Assess anatomo- physiological parameters
of the main functions
3.1.
3.2.
Identification of physiological parameters of the main functions
Accurate measure of physiological parameters of the main functions
Accurate visual evaluation of anatomic and morphological characteristics
134
3.3.
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.
Learning Unit 1: Describe the animal morphology
Learning hours: 20
Learning outcomes
Contents
Learning activities
Resources
1.1.
 Animal body external regions:
o
Tutorial on identification of
animal external parts and
regions
-
PPE
-
Posters
Identify external
different parts for
ruminant, pig,
poultry and rabbit
 Heads
 Neck
o
Visits of: farms, abattoirs
-
Animals
 Trunk
o
Audiovisual presentation
-
Audiovisual equipment
-
Abattoirs
-
PPE
 Limbs
 Different parts of the Heads
 Different parts of the trunk
 Different parts of the limbs
1.2.
Describe animal
coats
 Coats: simple, mixed, composite
o
135
Tutorial on animals coats
description
 Coats particularities: fixed and non-fixed
o
o
1.3.
Delimit body region
correspondence
and anatomic bases
 Skeleton reference point: hump,
sternum point, shoulder point, last ribs,
external ileon angle, sacrum, ischion
point, trochanter, patella, elbow,
calcaneum,cannon
 Movable joints reference point: upper
and lower joints,scapula-humeral joint,
radio-humeral joint, carpe joint,
metacarpophalangial joints, hip joint,
tibiofemoral joint, Tarsal joints
 Body cavities reference point: Dorsal
cavity (cranial, spinal), ventral cavity
(thoracic, abdominal,pelvic)
 Limbs reference point:
 Fore limb
 Rear(hind) limb
136
Visits of: farms, abattoirs,
livestock markets to see
different animals coats
-
Posters
-
Animals
Audiovisual presentation
-
Audiovisual equipment
-
Livestock markets
-
Abattoirs
-
Farms
o
Visits of abattoirs, farms
-
PPE
o
Practical work on dissection
-
Audiovisual equipment
o
Audio visual presentation
-
Posters
o
Tutorial on body region
description
-
Anatomical charts
-
Animals
-
Farms
-
Abattoirs
-
Animal fantoms
-
Skeleton of animals
-
Dissection material
-
Formaline
Learning Unit 2: Describe the body apparatus
Learning hours: 90
Learning outcomes
Contents
2.1.
 Special features of the integument:
epidermis, dermis, hypodermis
o
 Related structure of the integument: hair,
glands of the skin, claws and dewclaws,
hooves and horns
o
Characterise the
integumentary
system for
ruminants, pig,
poultry and rabbit
Learning activities
-
PPE
-
Internet
-
Fresh/Preserved skin
specimen
-
Audiovisual equipment
-
Posters
Tutorial on integumental
structures
-
Dissection material
-
Animals
o
Group search on skeleton
structure
-
Formalin
o
Visits of abattoirs and
anatomical laboratories on
skeleton structure
-
Polyethylene tanks
-
Skeleton and skeleton
fantoms
-
Cooking facilities
-
Animals for dissection
-
Anatomical charts
o
o
o
2.2.
Characterise the
animal skeleton
 Skeleton features:
 Axial: heads, hyoide bone, neck, ribs
and sternum
 Appendicular system: thoracic limb,
pelvic limb
 Visceral: os canis, os penis, os rostris
 Bone characteristics
o
o
 Types and structure of Joints :
o
137
Group search on skin
structure
Resources
Visits of abattoirs, farms
Practical work on skin
dissection
Audio visual presentation
on skin structure
Practical work on
dissection
Audio visual presentation
on skeleton structure
Tutorial on skeleton
 Immovable fibrous joints,
structure
 Slitly movable cartilaginous joints ,
 Freely movable synovial joints
 Poultry skeleton
2.3.
Characterise the
main muscles of
veterinary
importance
 Types of muscles
o
Group search on muscles
structure
o
Visits of abattoirs on
muscles structure
o
Practical work on muscles
dissection
o
Audio visual presentation
on muscles structure
o
Tutorial on muscles
structure
o
Visits of abattoirs for
observation of different
parts of digestive
apparatus
o
Practical work on
dissection of digestive
system
 Main muscles of the head
 Main muscles of the neck
 Main muscles of the fore and hind limbs
 Main muscles of the thorax and abdomen
2.4.
Describe the
digestive
apparatus
 Structure and main components of the
digestive system: monogastric, polygastric
and poultry
 Organs and main glands related to
digestive system: liver, pancreas, salivary
glands
138
-
Dissection tools
2.5.
Describe the
circulatory
apparatus
 Structure of the heart
o
Audio visual presentation
on digestive apparatus
structure
o
Tutorial on parts of
digestive apparatus
o
Visits of abattoirs for
observation of different
parts of circulatory
apparatus
o
Practical work on
dissection of circulatory
system
o
Audio visual presentation
on circulatory apparatus
structure
o
Tutorial on parts of
circulatory apparatus
o
Visits of abattoirs for
observation of different
parts of respiratory
apparatus
o
Practical work on
dissection of respiratory
system
o
Audio visual presentation
 Main bloods vessels: artery, veines,
lymphatic
 Blood composition
 Lymphatic system: synovial fluid and
cerebrospinal fluid, lymph nodes, lymph
 Spleen
 Main endocrine glands
2.6.
Describe the
respiratory system
 Structure of :
 upper and lower respiratory tract
 Lungs
 Thorax
139
on respiratory apparatus
structure
2.7.
2.8.
Describe the
nervous system
and sense organs
Describe the
urogenital
apparatus for
mammals and
birds
o
Tutorial on parts of
respiratory apparatus
o
 Peripheral nervous sytem : cranial, spinal
nerves, ortho and parasympatic system
Practical work on
dissection of nervous
system
o
 Sense organs: touch organs, vision
organs, hearing organs, smell organs,
taste organs
Audio visual presentation
on nervous apparatus
structure
o
Tutorial on parts of
nervous apparatus
o
Visits of abattoirs for
observation of different
parts of urogenital
apparatus
o
Practical work on
dissection of r urogenital
system
o
Audio visual presentation
on urogenital apparatus
structure
o
Tutorial on parts of
urogenital apparatus
 Central Nervous system: brain, spinal
cord, meninges
 Structure of urinary system: male and
female: kidney, ureter, urinary bladder,
urethra
 Structure of male and female genital
system :
 Genital glands,
 Genital tract
 Organs
 Structure of the mammary glands
140
Learning Unit 3: Assess anatomo-physiological parameters of the main functions
Learning hours: 10
Learning outcomes
1.1.
Evaluate the
functional types
traits
Contents
Learning activities
Resources
 Uniform functional types traits appraisal:
o
Individual/Group research
-
PPE
 Stature,
o
Brainstorming
-
Animals
 Chest and body,
o
Tutorials
-
 Dairy character
o
Audiovisual presentations
Measuring tools and
equipments
 Foot shape
o
Farm visits
-
Internet
 Rear legs
o
Practical works
-
Posters and charts
-
Recording material
-
PPE
 Pelvic angle
 Rump width
 Fore udder attachment
 Rear udder width
 Rear udder height
 Teat placement (rear view)
 Suspensory ligament
 Udder depth
1.2.
Assess main
anatomo-
 Physiological parameters:
o
141
Individual/Group research
physiological
functions
 Temperature
o
Brainstorming
-
Animals
 Pulse
o
Tutorials
-
Thermometer
 Heart beats rate
o
Audiovisual presentations
-
Stethoscope
 Respiratory rate
o
Farm visits
-
Hammer
 Respiratory movement
o
Practical works
-
Internet
 Rumen sounds
o
Demonstration
-
Posters and charts
 Assessing methods
o
Simulation
-
Recording material
Assessment Guidelines:
Situation
You are a veterinary assistant in charge of a dissection labo. One day, five (5) students from EAV Gitwe realized a visit study at your lab for the
domestic animals body description.
You are requested to:
- Take the anatomo-physiological parameters for cattle, hens and pigs for one (1) hour,
- Describe the external parties and coats from head to tail in the animal waiting hall during one (1) hour and
- Describe the body apparatus and the skeleton using the slaughtered animals for two (2) hours.
All needed materials, tools and equipment are available.
Task
Cattle body description
Hens body description
142
Pigs body description

Tools , materials and
Equipment

Quality of process
-
Dissection kit

Materials:

Tools:
Tools:
-
Dissection kit

Materials:
Dissection kit
Materials:
-
Thermometer
-
Thermometer
-
Thermometer
-
Stethoscope
-
Stethoscope
-
Stethoscope
-
Hammer
-
Recording material
-
Recording material
-
Recording material
-
Animals
-
Animals
-
Animals
-
Hygienic material and products
-
-
Hygienic material and products
-
Formalin and Chloroform
Hygienic material and
products
Formalin and Chloroform
-
Formalin and Chloroform

Criteria

Tools:

Equipment:

Equipment:
-
PPE
-
Measuring equipment
-
PPE
-
Measuring equipment
Indicators
Type (C or T)
Equipment:
-
PPE
-
Measuring equipment
Marks
1. Appropriate materials are well selected
C
1
2. Work place is correctly prepared
T
1
143
Passing Line Per
Criteria
4CI/5
(E)
Quality of product
(E)
Relevance (E)
3. Animal anatomo- physiological parameters assessment
are accurately taken
C
1
4. Animal external parties and coats are correctly
described
C
1
5. Animal body apparatus and skeleton are correctly
described
C
1
1. External parts, regions and coats and are properly
named
C
1
2. Physiological parameters are
C
1
3. Animal apparatus parties are correctly named
C
1
4. Animal skeleton parties are correctly named
C
1
1.
C
1
C
1
3. Dissections are properly done
C
1
4. Appropriate identification of external parts, apparatus and
skeleton is well done
C
1
1. PPE are well used
T
1
2. Sharp objects and reagents are used with precautions
T
1
3. Hazards stuffs are properly disposed
T
1
2.
Safety ( NE )
accurately measured
Measurements are accurately taken
Appropriate tools and equipment are well used
TOTAL
4CI/4
4CI/4
0CI/3
12/16 (75%)
144
Criteria
Tasks
Quality of the
process
Quality of product
Relevance
1. Cattle body description
0-1
0-1
0-1
2. Hens body description
0-1
0-1
0-1
3. Pigs body description
0-1
0-1
0-1
Result
0-3
0-3
0-3
Success
2-3
2-3
2-3
Decision
Success/Failure
Success/Failure
Success/Failure
Decision
Success/Failure
Comments:
Success of the criteria: all the compulsory indicators (CI) have to be passed in order to succeed the criterion.
Passing line per task: 12 compulsory indicators out of 16 indicators have to be succeeded by the learner in order to succeed the assessment
of the task. (The learner has to succeed all the essential criteria to pass the assessment of the task).
Success of the module/competence: 2/3. The criteria must be assessed through 3 tasks; in order to succeed the learner has to succeed all
the essential criteria in at least 2 tasks.
145
REFERENCES
DEHARENG D., Zootechnie générale (1ere et 2eme partie), Université du Burundi, faculté des sciences agronomiques, département des
sciences animales, 174 p
Colville T and Bassert J.M., 2008, Clinical anatomy and physiology for veterinary technicians, second edition, Mosby Elsevier, Pennsylvania,
543 p.
LARRAT R. et al., 1984, Manuel vétérinaire des agents techniques de l’élevage tropical, Ministère des relations extérieures, coopération et
développement, Institut d’élevage et de médecine vétérinaire des pays tropicaux, 519 p
146
AGRAH307: MINOR SURGERY
Competence : Perform minor surgery
RTQF LEVEL: 3
CREDITS: 12
LEARNING HOURS: 120
SECTOR: AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR: ANIMAL HEALTH
ISSUE DATE: January 2014
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to perform minor surgery on animals without supervision. Upon completion of the
module, the learner will be able to:
 Perform wound healing and abscess treatment;
 Execute male castration;
 Perform dehorning;
 Apply hoof trimming techniques;
 Perform small ruminants caudectomy;
 Perform trocarisation.
LEARNING ASSUMED TO BE IN PLACE
This module must be assessed after the following prerequisite modules:
Module 4: Occupational Health and Safety;
Module 5: Prepare workplace for veterinary intervention
Module 6: Prevention of animal diseases.
147
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Perform wound healing and abscess treatment
1.1 Wound cleansing
1.2 Wound dressing technique
1.3 Fracture immobilisation technique
2 Execute male castration
2.1 Restraining technique for castration
2.2 Bleeding castration technique
2.3 Non bleeding castration technique
3 Perform dehorning
3.1 Restraining technique for dehorning
3.2 Disbudding dehorning technique
3.3 Saw dehorning method
4 Apply hoof trimming techniques
4.1 Checking of hoof conditions
4.2 Application of restraining technique for hoof trimming
4.3 Performing hoof trimming technique
5 Perform small ruminant caudectomy
5.1 Restraining technique for caudectomy is correctly applied
5.2 Bleeding caudectomy technique is well performed
5.3 Non bleeding caudectomy technique is well performed
6 Perform trocarisation
6.1 Restraining for trocarisation
6.2 Applying of Trocarisation technique
148
COURSE STRUCTURE
Learning unit 1: Perform wound healing and abscess treatment
Learning outcomes
Contents
1.1 Incise an abscess
 Types of abscess
 Abscess maturation
 Abscess puncture and incision
 Drainage of abscess
1.2 Control a haemorrhage
 Haemostasis techniques
- Physical
- Chemical
1.3 Dress a wound
 Types of wound
 Wound suturing and suture
patterns (simple suture
patterns)
 Wound cleansing technique
- Cleaning
- Shaving
- Trimming
 Wound dressing: antisepsis,
dressing techniques,
antibiotherapy
 Postoperative care

Learning activities
Learning hours: 25
Resources








149
Observation
Demonstrations
Practical works
Visits (clinics and farms)





Animals
Restraining material
PPE
Cotton, gauze, clips, scissors,
needles, syringes, surgical
blades, scalpel handle , suture
materials , adhesives tape ,
pans , boxes
Sticks/ splints
Wash bottles
Antibiotics, antiseptics, antiinflammatory, ointments/Zinc
oxide
Tranquilisers
Audiovisual material
Learning unit 2: Execute male castration
Learning outcomes
Contents
2.1 Apply castration techniques  Castration purpose
 Gross anatomy of testicle
 Restraining technique for
castration according to animal
species
 Castration techniques and
methods
- Bleeding method (open
castration or surgical
“knife” castration)
- Bloodless method (closed
castration)
2.2 Prevent castration sequelae


Learning activities




Castration complications
- Haemorrhage
- Infection (acute
phlegmonous type,
chronic abscess formation,
tetanus)
- Myiasis
- Herniation (common in
pigs)
Postoperative care
150
Observation
Demonstrations
Practical works
Visits (clinics and farms)
Learning hours: 30
Resources
 Animals (male)
 Restraining material
 PPE
 Burdizzo castrators (Emasculators/
emasculatomes), elastrators and
elastrator bands
 Cotton, gauze, clips, scissors,
needles, syringes, surgical blades,
scalpel handle, suture materials
 Local anaesthetics (Lidocaïne)
 Wash bottles
 Antibiotics, antiseptics (iodine,
alcohol, soap)
Learning unit 3: Perform dehorning
Learning outcomes
Contents
3.1 Apply dehorning techniques  Dehorning purpose
 Anatomy of the horn
 Restraining technique for
dehorning according to animal
species
 Dehorning techniques and
methods
- Disbudding
- Saw method
- Saw method and
disbudding
3.2 Prevent dehorning

complications
 Complications of dehorning
- Haemorrhage
- Sinusitis
- Brain abscessation
 Prevention of dehorning
complications
 Post operative protocol
Learning activities


Demonstrations
Practical works
Learning hours: 20
Resources





151
Group discussions




Animals with horns
PPE
Dehorners (saw and wire saw,
hot iron)
Cotton, gauze, clips, scissors,
needles, syringes, surgical
blades, scalpel handle, suture
materials
Tranquilisers
Local anaesthetics
(Lidocaïne)
Wash bottles
Antibiotics, antiseptics (iodine,
alcohol, soap)
Learning unit 4: Apply hoof trimming techniques
Learning outcomes
Contents
4.1 Assess hoof conditions
 Hoof anatomy
 Hoof conditions
- Overgrowth
- Foreign body
- Hoof infectious diseases
 Interdigital whitlow
 Interdigital pododermatitis
(infectious foot rot)
 Digital dermatitis
 Hoof examination technique
4.2 Apply hoof trimming
 Hoof trimming purpose
technique
 Restraining technique for hoof
trimming according to animal species
 Hoof trimming techniques
 Postoperative care
4.2 Prevent hoof trimming
 Hoof trimming complications
complications
- Hoof infections
- Haemorrhage
- Infection (tetanus)
 Preventions of hoof trimming
complications
 Postoperative care
152
Learning activities
 Demonstrations
 Practical works
 Farm visits
 Group discussions
Learning hours: 15
Resources
 Animals
 Restraining material and
equipment (halters, ropes,
nose lead, crush )
 Hoof trimmers and hoof
knives, scissors/pruners,
scalpels, hoof picks, hoof
brushes
 Hoof nippers
 Tranquilisers
 Wash bottles
 Antibiotics, antiseptics (iodine,
alcohol, soap), antiinflammatory drug
Learning unit 5: Perform small ruminants’ caudectomy
Learning outcomes
Contents
5.1 Apply caudectomy
 Anatomy of the tail
techniques
 Caudectomy purpose (tail
docking/tail amputation)
 Restraining technique for
caudectomy
 Caudectomy techniques and
methods
- Bleeding
- Bloodless
5.2 Prevent caudectomy
complications



Caudectomy complications
- Haemorrhage
- Infection (tetanus)
- Rectal prolapse
Prevention of dehorning
complications
Postoperative care
Learning activities



Demonstrations
Practical works
Farm visits
 Group discussions
153
Learning hours: 10
Resources
 Animals (small ruminants)
 Ropes
 PPE
 Elastrators bands,
thermocauters
 Surgical blades, scalpels,
knives
 Emasculators/
emasculatomes
 Tranquilisers
 Wash bottles
 Antibiotics, antiseptics (iodine,
alcohol, soap)

Learning unit 6: Perform trocarisation of the rumen
Learning outcomes
Contents
6.1Apply trocarisation
 Topographic anatomy of stomach
technique
 Trocarisation purpose
 Trocarisation indications
 Restraining technique for trocarisation
according to animal species
 Trocarisation technique
6.2. Prevent trocarisation
complications



Trocarisation complications
Prevention of trocarisation complications
trocarisation post operative care
Learning activities



Demonstrations
Practical works
Audio-visual presentation
Learning hours: 10
Resources
 Animals
 PPE
 Restraining material and
equipment
 Trocar and cannula, knives,
scalpels
 Cotton, gauze, clips,
scissors, needles, syringes,
surgical blades, scalpel
handle, suture materials
 Wash bottles
 Antibiotics, antiseptics
(iodine, alcohol, soap)
 Audiovisual materials
 Group discussions
ASSESSMENT GUIDELINES
This part describes how the competence should be assessed. The element to be assessed is essentially the competence. For voluminous
modules, several elements can be assessed. Evaluation criteria and indicators should be closely related to performance criteria and learning
activities, to make sure that the evaluation covers only what the trainee has been trained for.
154
COMPETENCE: PERFORM MINOR SURGICAL OPERATIONS
Situation
The Manager of Kabgayi farm Has 50 male Piglets (Pork And Bacon). And also have 50 Bucks and 50 Rams reared for meat production he
wants to increase the quality of meat production. Then he calls you to help him as Veterinary Assistant, He ask you to castrate 1 Male from
each Species by using bleeding castration within 1 days.
Task 1
CASTRATION OF BUCKS
 SURGICAL
INSTRUMENT
Task 2
CASTRATION OF PIGLETS
Resources
 SURGICAL
INSTRUMENT
Task 3
CASTRATION OF RAMS
 SURGICAL
INSTRUMENT
 ANTISEPTIC
 ANTISEPTIC
 ANTISEPTIC
 MAN POWER
 MAN POWER
 MAN POWER
 20 BUCKS
 20 MALE PIGLETS
 20 RAMS
.
SCORING/WEIGHTING
Criteria
Indicators
Types
Quality of
process (E)
Adequate materials are C
properly chosen
Restraining techniques T
are well applied
Score Per
Indicators
Passing Line Per
Criteria
1
5/6
0/1
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Quality of
Product (E)
Relevance (E)
Incision site is
thoroughly prepared
C
1
Incision is correctly
done
C
1
Testes are well
removed
C
1
Hemorrhage is well
controlled
C
1
Health status is well
maintained
T
0/1
Healing process is
going well
C
1
Castrated animals
C
1
Time operation is well
respected
T
0/1
Adequate materials
are well used
C
1
Instructed technique is
well applied
C
1
3/3
2/3
The global passing line is 9/12 equivalent to 75%
DICOTOMOUS
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Quality of the
process
Relevance
Quality of
product
Decision
Task 1
0-1
0-1
0-1
Failure/success
Task 2
0-1
0-1
0-1
Failure/success
Task 3
0-1
0-1
0-1
Failure/success
Result
Success
Comments
2/3
Failure/success
2/3
Failure/suc
cess
2/3
Failure/succe
ss
Criteria
Tasks
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Description:
Passing line: 75 % and above but all none tolerated indicators are compulsory learners have
to succeed them in order to succeed the criteria.
Success of the criteria: 2/3 rule, the Criteria must be assessed through 3 tasks in order to
succeed the learner should succeed at least in 2 tasks.
Success of the module/competence: All the 3 criteria should be successful.
REFERENCES
1. Diane McKelvey, K. Wayne Hollingshead (2003). Veterinary Anaesthesia and Analgesia, 3rd edition, Mosby.
2. Elizabeth A. Hanie (2005). Large Animal Clinical Procedures for Veterinary Technicians, Mosby, 561 pp.
3. Jason Ndikuwera (2008). A guide to common surgical techniques for practicing veterinarians, Guide 7, Fountain Publishers, 122 pp.
4. Steven L. Stockham, Michael A. Scott (2008). Fundamentals of Veterinary Clinical Pathology, 2nd edition, Wiley-Blackwell, 908 pp.
157
CM306: ENTREPRENEURSHIP
Competence : Create a small business
RTQF LEVEL: 3
CREDITS: 3
LEARNING HOURS: 30
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: January 2013
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business. At the
end of this module, the participants understand the principles and tools behind personal and family money-management. They are able to
understand the importance of saving and reducing expenses. They are able to organise and manage personal and household finances. They
can create a personal budget and think strategically about their finances. They can evaluate their options for earning money and are familiar
with ways to establish and maintain personal credit. They are aware of the risks associated with credit. The participants simulate incomegenerating activities after which they are familiar with the basic cycles of business. They can plan for income-generating activity expenses and
loan repayments. They can keep basic business financial records. They are able to evaluate the risks and opportunities of using credit in
income generating contexts. They are able to distinguish between money to be used for investment into their income-generating activities, for
their family expenses, and for savings. They learn about different market actors.
LEARNING ASSUMED TO BE IN PLACE
Not applicable.
158
LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Manage money
1.1
1.2
1.3
1.4
1.5
2 Keep record and budget
2.1 Basic record-keeping is performed adequately
2.2 A financial plan over a defined period of time is developed
3 Manage a small business
3.1 The basic business cycle is understood
3.2 Credit risks and unexpected costs are dealt with appropriately
3.3 Record-keeping is done on time and adequately
4 Prepare a business plan for a micro enterprise
4.1 The objectives of the small business are realistic, clearly stated and
measurable
4.2 The business plan template is filled in appropriately
4.3 The simulated small business has brought benefits
Personal financial needs in different life situations are identified
The required amount of money for different needs is acquired
Money is managed effectively and waste of money is avoided
Money is saved in the appropriate manner and within appropriate institution
Debts are managed effectively
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COURSE STRUCTURE
Learning unit 1: Manage money
Learning outcomes
Contents
1.1. Analyse financial needs  Identify things they need money
for
 Identify how the things they need
money for change as their life
situations change
1.2 Access money
 Plan how to get money
 Ways to access money
(borrowing, saving and working to
earn money)
1.3 Manage money
effectively
1.4 Save money
1.5 Manage debts
Learning activities
 Small group discussion
 Brainstorming
 Large group discussion
 Good ways to manage money
 Ways that they waste money
 Ways to cut down the costs
through reducing, recycling,
repairing, and reusing
 Definition of the concept of saving
 Recognise that not only rich
people can save
 Reasons for saving (unexpected
events and specific needs)
 Savings goals
 Saving possibilities and institutions
 Definition of the concept of debt
 Risks of getting into debt
 Strategies to avoid debt
 Strategies to get out of debt








Small group discussion
Brainstorming
Prioritising
Role-play
Large group discussion
Exercise
Role-play
Large group discussion





Brainstorming
Large group discussion
Role-play
Individual goal setting
Guest speakers
 Large group discussion
 Group work
 Prioritizing
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Learning hours: 10
Resources
 Role play scenarios
 Role play scenarios
 Role play scenarios
Learning hours: 5
Learning unit 2: Keep record and budget
Learning outcomes
Contents
2.1 Keep basic personal
 Income
financial records
 Expenses
 Balance sheets calculations
2.2 Perform basic budgeting
 Definition of budget
 Definition of the concept of
budgeting
 Principle of budgeting
2.3 Develop a financial strategic  Structure of a financial plan
plan
Learning activities
 Group work
 Case study
Resources
 Group work
 Case study
 Individual work
 Brainstorming
 Large group discussion
 Individual work
 Financial fitness plan
Learning unit 3: Manage a small business
Learning hours: 5
Learning outcomes
3.1 Understand the business
cycle
Resources
 Entrepreneurs’ profiles
 Entrepreneur’s Cycle Chart
3.2 Deal with unexpected costs
3.3 Identify the risks of credits
Contents
Learning activities
 Basic cycle of business:
 Simulation game
buying, adding value, selling for  Large group discussion
profit
 Allocation of income between
the business, personal
expenses and savings
 Importance of maintaining
positive cash flow
 List of possible unforeseen
 Simulation game
expenses or financial events
 Large group discussion
 Plan for, and deal with,
unexpected financial events
 Risks and potential benefits of
 Simulation game
selling to customers on credit
 Large group discussion
 Financial risks involved with
161
 Life cards for simulation game
 Life cards for simulation game
3.4 Fill in a record-keeping
sheet
extending credit to friends and
family members
 Value of keeping records
 Sections of a record-keeping
sheet
 Simulation game
 Large group discussion
162
 Record-keeping template
Learning unit 4: Prepare a business plan for a micro business
Learning outcomes
4.1 Understand the value of a
business plan
4.2 Identify the profit to achieve
Contents
 Value of a business plan
 Flexibility of a business plan
 Importance of realistic goals
 Sections of a business plan
Learning hours: 10
Learning activities
 Simulation game
 Large group discussion
Resources
 Entrepreneur’s Cycle Chart
 Record-keeping template
 Business plan template
4.3 Prepare a business plan
4.4 Operate a business
according to the plan
REFERENCES
1. Akazi Kanoze (2009). Work Readiness Training Programme, Trainer’s Manual, Youth Livelihoods Project.
2. Akazi Kanoze (2009). Work Readiness Training Programme, Participant’s Manual, Youth Livelihoods Project.
ASSESSMENT GUIDELINES
To pass this module, the student has to:
1. COMPLETE The portfolio, WHICH includes:
1. Self assessment
2. What I Need Money For
3. Different Stages of Life
4. Ways to Get Money
5. Ways We Waste Money
6. My Plan to Cut Cost
7. Saving
8. My Savings Goals
9. Where I Can Save
163
10. Things I Could Owe Money For
11. Avoiding Debt
12. Getting Out of Debt Strategies
13. Basic Record Keeping
14. Basic Budgeting
15. My Personal Budget
16. Differences between Types of Institutions
17. My Personal Financial Fitness Plan
18. Cycle of Business (sales, shopping, bank loan, opportunities if business ran out of money)
19. Planning for unexpected Events
20. Selling on credit
21. Financial Record Keeping
22. Business planning
23 Connecting simulation to other learning
Those documents are found in the modules 7 and 8 of the Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth
Livelihoods Project
2. PERFORM An entrepreneurship project or a simulation of entrepreneurship project, with a passing mark of 90%
project or project simulation SUggested for Carpentry:
Jabo is a graduate of Carpentry and a resident of Kinyamakara Sector, he incidentally gets a job in Nyamagabe Centre. He takes two hours
journey walk from his residence to the work place, when he hires a motor cycle it costs him at least 1000 Frw and his daily income is 3000 frw.
Because of his desire to save, he decides to walk daily and save 2000 frw where he does it for 12 months. This seems so ridiculous among his
colleagues but he sticks to his goal and he therefore develops a business idea of creating and managing his own employment at his area which
will both develop him and the local community.
As a entrepreneurship expert, help Jabo t
o generate his business idea, make his business plan, create and manage his business initiative.
Duration: 1 month
RESOURCES




Papers
Pen
Calculator
Business plan form
164
Criteria
Business idea
Business Plan
Financial Management
Business
management/execution/impl
ementation
Indicators
Inspiration to make his own business
Setting personal goals to save 2000frw per day
Market analysis-his home place
Determining a time frame
Written document (the business plan form is filled adequately)
The business is profitable
Record keeping: the files and all necessary documents (store sheets, reception notices,
invoices) are available
Expected income and expenditure plans are available
The source of income is identified
Unexpected costs are considered
Scoring
4/4
Quality products
Good dealing with customers
Good marketing strategies
Insurance Cover
¾
Total
Passing line Percentage
2/2
4/4
13/14
93%
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AGRAH308: INTERNSHIP
Competence : Integrate the workplace
RTQF LEVEL:
CREDITS: 30
LEARNING HOURS: 300
SECTOR: AGRICULTURE
SUB-SECTOR: ANIMAL HUSBANDRY
ISSUE DATE: January 2013
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills, knowledge and knowledge required to integrate the workplace for an internship or employment. At the end of
this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show
up for work on time. They demonstrate behaviour and attitudes that are appropriate for the workplace and understand that workplaces have
policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and
respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise
rights in the workplace.
LEARNING ASSUMED TO BE IN PLACE
1. Health and safety, and environment in the workplace
2. Communication on the workplace
3. Computer skills
4. Fodder crops and rangelands management
5. Prepare and distribute Concentrates feeds preparation and distribution
6. Ruminants farming
7. Preparation of workplace for veterinary intervention
8. Prevention of animal diseases
9. Minor surgery
10. Entrepreneurship
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LEARNING UNITS AND PERFORMANCE CRITERIA
Learning unit
By the end of the module, the trainee will be able to :
Performance criteria
1 Apply for internship/employment
1.1 Appropriate resources in the community or nationwide are used to find
employment information
1.2 A basic CV that is accurate and neat is written
1.3 Application letters that target specific jobs or types of jobs are written
1.4 Effective interviewing skills are demonstrated
2 Demonstrate appropriate workplace behaviour and
attitudes
2.1 Appropriate workplace habits and attitudes are observed
2.2 Strategies to manage time effectively are implemented
2.3 Personal and work lives are managed efficiently
3 Have a good understanding of worker’s and
employer’s rights and responsibilities
3.1 Worker’s and employer’s obligations according to the Rwandan Labour code
are understood
3.2 The worker’s responsibilities are performed on the workplace
3.3 Exercise rights on the workplace
4 Organise one’s internship
4.1 The internship agreement is concluded with the enterprise
4.2 The internship report contains all the required elements as well as one’s own
findings and experience
4.3 Active participation in the assessment of one’s internship
5 Develop one’s competences on the workplace
5.1 The tasks assigned according to the agreement with the enterprise are
performed adequately
5.2 Positive response and active participation in meetings with the field internship
supervisor
5.3 Adequate work behaviour and attitudes are demonstrated
167
COURSE STRUCTURE
Learning unit 12.1: Apply for internship/employment
Learning hours: 8
Learning outcomes
1.1 Use resources to find a job
Contents
 Resources to find employment
in the community and at
national level
 Identify contact persons
Learning activities
 Small group work
 Panel discussion
 Large group discussion
 Speakers
1.2 Write a Curriculum Vitae
(CV) and an application letter
 Differences between a CV, an
application letter and a
motivation statement
 Types of application letters
 Elements of a well written CV
 Elements of an application
letter
 Main parts of an interview
 Interviewing tips : what to do
before, during and after the
interview
 Typical questions asked during
an interview
 Large group discussion
 Individual work
 Pair work
1.3 Take part in an interview




168
Small group work
Interview role plays
Large group discussion
Video watching
Resources
 Job announcements and
information: newspaper
advertisements; information
from recruitment agencies,
youth organizations such as
YES Rwanda and government
agencies such as the RDB,
WDA; sample advertisements
posted on business walls or
bulletin boards, internet
websites, through cooperatives
 Sample of CVs, application
letters and motivation
statements
 Format of an application letter
 Interview observation tool
 Audiovisual equipments
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes
Learning hours: 6
Learning outcomes
2.1 Identify appropriate
workplace behaviours and
attitudes
Resources
 Workplace behaviour scenarios
 Work habits inventory
2.2 Manage time
2.3 Balance work and private
life
Contents
 Appropriate workplace
behaviours and attitudes (dress
code, time management,
respect, honesty, integrity,
work as a team member)
 Work habits (cooperation,
initiative, courtesy, constructive
criticism, supervision,
accuracy, pace of work, time
usage, adaptability, personal
appearance, attendance,
punctuality, diligence,
creativity, self-motivation)
 Importance of task planning
and managing time
 Strategies to better manage
time
 Common situations that make it
challenging to balance work
and private life
 Tips to manage personal and
work lives
Learning activities
 Small group work
 Large group discussion
 Brainstorming
 Large group discussion
 Small group activity (tower
building)
 Reflection
 Pair sharing
 Individual work
 Self assessment
169
 Scenarios: “Did s/he Do the
right thing?”
Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities
Learning outcomes
3.1 Be familiar with the
universal human rights
3.2 Explore one’s personal
rights and responsibilities
3.3 Identify one’s rights and
responsibilities at work
3.4 Become familiar with some
of the provisions of the
Rwandan Labour Law
3.5 React appropriately when
the Labour Code is broken
Contents
 Definition of “right” and “human
right”
 Universal Declaration of
Human Rights
 Definition of “responsibility”
 Relationship between rights
and responsibilities
 ‘Rights’ (what you can expect
your employer to provide)
 ‘Responsibilities’ (what your
employer can expect that you
will do)
 Legal obligations of employers
 Legal obligations of workers
Learning activities
 Small group work
 Large group discussion
 Possible solutions or
responses in case the Labour
Code is broken
 Scenario analysis
 Large group discussion






Individual work
Pair share
Large group brainstorming
Large group discussion
Small group work
Skits




Large group activity
Discussion
Small group work
Observation
170
Learning hours: 8
Resources
 Universal Declaration of
Human Rights – plain language
version
 Worksheet on Rights and
Responsibilities at Work.
 Statements and Answers for
Agree/Disagree Game on
Rwandan Labour Law
 Articles 47 and 48 of the
Labour Code
 Labour Code Scenarios
 Labour Code Excerpts
Learning unit 4: Organise and evaluate one’s internship
Learning outcomes
4.1 Conclude an internship
agreement
4.2 Outline one’s findings and
experience
4.3 Write an internship report
4.4 Participate actively to the
assessment of one’s internship
Contents
 Definition of the concept
“internship”
 Objectives of the internship
 Presentation of internship
agreement
 Presentation of the logbook

Tips to fill in the
logbook
 Guidelines for internship report
writing
 Presentation techniques
 Internship assessment and
self-assessment guidelines
Learning hours: 8
Learning activities
 Brainstorming
 Group discussion
 Presentation by the trainer
Resources
 Sample internship agreement
 Presentation by the trainer
 Logbook
 Group discussion
 Role play
 Sample internship report
 Group discussion
 Presentation by the trainer
Learning unit 5: Develop one’s competences on the workplace
Learning hours: 270
REFERENCES
1. Akazi Kanoze (2009). Work Readiness Training Programme, Trainer’s Manual, Youth Livelihoods Project.
2. Akazi Kanoze (2009). Work Readiness Training Programme, Participant’s Manual, Youth Livelihoods Project.
Assessment guidelines
To pass this module, the student has to :
1. complete and submit to the trainer the portfolio, WHICH INCLUDES:
1. Interview Observation Tool
2. Work habits inventory
171
3. Writing space : action plan for finding work
4. Writing space : improving time management at home and work
5. Writing space: Plan for improving workplace behaviors & attitudes, time management & balancing personal and work life
6. CV and Application letter writing
7. Writing space: Rights & Responsibilities Drawing
8. Worksheet on Rights and Responsibilities at Work
9. Writing space: Rights & Responsibilities Statements
10. Observation form for demonstration
11. Writing space : using Rwandan Labor Law
2. complete (or have completed) and submit to the school and company:
12. Industry Attachment Company logbook
13. Industry Attachment Director/liaison officer logbook, including the Overall Assessment by Company Supervisor with a minimal C grade
14. Industry Attachment Student’s logbook, including a 90% attendance score
Those documents are found in Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project, modules 3
and 6.
Documents 1 to 5 are found in the module 3, Work habits and conducts, of Work Readiness Training Programme – Participant’s Manual, Akazi
Kanoze – Youth Livelihoods Project.
Documents 7 to 11 are found in the module 6, Rights and responsibility of employers and employees, of Work Readiness Training Programme
– Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
Documents 12 to 14 are the WDA’s/JICA TVET Industrial attachment program (IAP) set of documents.
172