Section 3 Training Package Compress

Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA
Ministry of Education 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

ICTCH3001-TVET CERTIFICATE I in ICT: COMPUTER HARDWARE/SOFTWARE MAINTENANCE
CURRICULUM
CURRICULUM
February , 2013
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ACRONYMS
CM Complementary Modules
CDU Curriculum Development Unit
ICTCM Computer Hardware/software maintenance
ICT Information Communication Technology
PAFP “Programme d’Appui à la Formation Professionnelle”
PPE Personal Protective Equipment
RTQF Rwanda Technical Qualification Framework
TVET Technical and Vocational Education and Training
WDA Workforce Development Authority
CV Curriculum Vitae
IPRC Integrated Polytechnics Regional Centers
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ACKNOWLEDGMENTS AND LIST OF PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME
The Workforce Development Authority wishes to thank the following persons who participated in the development of this curriculum:
Coordination
HABIMANA Théodore, TVET Training Department - WDA

MUHIRE Jean Marie Vianney, Curriculum Development Unit - WDA
Facilitation
TUMAINI MANIMBI, Curriculum Development Unit – WDA

MUKANGARAMBE Judith, Curriculum Development Unit - WDA
Participation
NDUWUMUREMYI Jean Bosco NUR / IT Technician

UWAMURERA Agnes Self Employed/Computer Technician
KAZINDU Regis KIST / IT Professional
IZABAYO Narcisse IPRC South / Trainer
UWANYIRIGIRA Jocelyne Computer Technician
MURERANGONDO Emelyse Computer Technician
HABIMANA Clement Robert IPRC Kigali / Tutor
LINDIRO Giscard TUMBA College of Technology / Instructor
GATALI Jean Bosco CTSK/ IT Director
Technical assistance
FILIOT Aline, APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)

NGOMA Marie-Pierre, VVOB-PAFP (Programme d’Appui à la Formation Professionnelle)
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Table of Contents
SECTION 1: GENERAL INTRODUCTION ..................................................................................................................................................... 9

CONCEPTS AND DEFINITIONS ..................................................................................................................................................................... 10
SECTION 2: QUALIFICATION ......................................................................................................................................................................... 12
TVET Certificate I in ICT: COMPUTER HARDWARE/SOFTWARE MAINTENANCE ....................................................................................... 12
PURPOSE ....................................................................................................................................................................................................... 13
RATIONALE OF THE QUALIFICATION .......................................................................................................................................................... 14
ENTRY REQUIREMENTS TO THE QUALIFICATION ..................................................................................................................................... 14
EMPLOYABILITY AND LIFE SKILLS ............................................................................................................................................................... 14
MODULES AND QUALIFICATION RULES ...................................................................................................................................................... 17
SECTION 3: TRAINING PACKAGE .................................................................................................................................................................... 19
COMPETENCES CHART............................................................................................................................................................................. 19
FLOWCHART .................................................................................................................................................................................................. 21
CM301 OCCUPATION AND LEARNING PROCESS ...................................................................................................................................... 23
Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop ...................................................................... 25
Learning unit 2: Learn about the occupation and the training process .......................................................................................................... 25
Learning unit 3: Reflect upon the teaching and learning methods ................................................................................................................. 26
Assessment Guidelines ................................................................................................................................................................................ 27
CM302 HEALTH, SAFETY AND ENVIRONMENT IN THE WORKPLACE ...................................................................................................... 27
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Learning Unit 1: Maintain personal hygiene .................................................................................................................................................. 30
Learning unit 2: Prevent HIV/AIDS and sexual violence. .............................................................................................................................. 31
Learning unit 3: Address unsafe situations on the job. .................................................................................................................................. 31
Learning unit 4: Respond appropriately to emergencies at work. .................................................................................................................. 32
Learning unit 5: Sustain environment ........................................................................................................................................................... 32
CM303 COMPUTER LITERACY ..................................................................................................................................................................... 37
Learning Unit 1: Apply computer fundamentals ............................................................................................................................................ 40

Learning Unit 2: Use a word processing package ......................................................................................................................................... 42
Learning Unit 3: Use spreadsheet package .................................................................................................................................................. 44
Learning Unit 4: Use Presentation application .............................................................................................................................................. 47
Learning Unit 5: Use Internet/Intranet (Outlook) ........................................................................................................................................... 49
CM304: BASIC ENGLISH COMMUNICATION ............................................................................................................................................ 53
Learning unit 1 : Demonstrate abilities in oral communication ...................................................................................................................... 54
Learning unit 2 : Demonstrate abilities in written communication ................................................................................................................. 55
Learning unit 3: Select and utilize a range of vocabulary related to professional context .............................................................................. 56
CM305 COMMUNICATION IN THE WORKPLACE ......................................................................................................................................... 57
Learning unit 1: Listen and speak effectively ................................................................................................................................................ 59

Learning unit 2: Cooperate and work as a team member ............................................................................................................................. 60
Learning unit 3: Apply customer care .......................................................................................................................................................... 60
Learning unit 4: Write and submit a report ................................................................................................................................................... 61
ICTCM301 ELECTRICAL FUNDAMENTALS .................................................................................................................................................. 64
Learning Unit 1: Prepare Tools, Materials and equipment ............................................................................................................................ 66
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Learning Unit 2: Realize various electrical circuits ........................................................................................................................................ 67
Learning Unit 3: Perform measuring of Circuits. ........................................................................................................................................... 68
Learning Unit 4: Apply Magnetism ................................................................................................................................................................ 69
ICTCM302 COMPUTER SOFTWARE INSTALLATION .................................................................................................................................. 73
Learning Unit 1 Prepare tools ....................................................................................................................................................................... 75

Learning Unit 2 Install the software............................................................................................................................................................... 76
ICTCM303 FILE/STORAGE MANAGEMENT .................................................................................................................................................. 80
Learning unit 1: Manage storage media....................................................................................................................................................... 82

Learning unit 2: Manage files....................................................................................................................................................................... 82
ICTCM304 COMPUTER ASSEMBLING .......................................................................................................................................................... 84
Learning Unit 1: Prepare workplace, tools and equipment ............................................................................................................................ 86

Learning Unit 2: Assemble/disassemble the computer ................................................................................................................................ 87
ICTCM305 NETWORK COMMUNICATION STANDARDS ............................................................................................................................. 92
Learning unit 1: Apply internetworking basics .............................................................................................................................................. 94

Learning unit 2: Perform IP addressing........................................................................................................................................................ 94
Learning unit 3: Apply Internetworking Operating System (IOS) configuration basics .................................................................................. 95
ICTCM306 COMPUTER SECURITY ............................................................................................................................................................... 99
Learning Unit 1: Prepare Tools, equipment and workplace ......................................................................................................................... 101

Learning Unit 2: Apply Computer Security .................................................................................................................................................. 101
Learning Unit 3: Test Computer Security .................................................................................................................................................... 103
Assessment Guidelines .............................................................................................................................................................................. 104
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ICTCM307 WIRED NETWORK ..................................................................................................................................................................... 107
Learning unit 2: Prepare project proposal .................................................................................................................................................. 110

Learning unit 3: Prepare tools, equipment, & materials .............................................................................................................................. 111
Learning unit 4: Perform network installation ............................................................................................................................................. 112
Learning unit 5: Write report & documentation ........................................................................................................................................... 113
Assessment guidelines ............................................................................................................................................................................... 113
ICTCM308 COMPUTER MAINTENANCE ..................................................................................................................................................... 117
Learning Unit 1: Prepare, tools and equipment ........................................................................................................................................... 119

Learning Unit 2: Upgrade computer system ................................................................................................................................................ 120
Learning Unit 3: Maintain computer performance ....................................................................................................................................... 120
ICTCM309 COMPUTER TROUBLESHOOTING ........................................................................................................................................... 125
Learning Unit 1: Identify the problem .......................................................................................................................................................... 127

Learning Unit 2: Troubleshoot the computer ............................................................................................................................................... 128
ICTCM310 WIRELESS NETWORK ............................................................................................................................................................... 133
Learning unit 1: Plan and Conduct Site survey .......................................................................................................................................... 135

Learning unit 2: configure & manage wireless ........................................................................................................................................... 136
Learning unit 3 : Write report & documentation .......................................................................................................................................... 138
CM305 ENTREPRENEURSHIP..................................................................................................................................................................... 142
Learning unit 1: Manage money ................................................................................................................................................................. 144

Learning unit 2: Keep record and budget .................................................................................................................................................... 145
Learning unit 3: Manage a small business ................................................................................................................................................. 145
Learning unit 4: Prepare a business plan for a micro business ................................................................................................................... 146
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ICTCM311 INTERNSHIP ............................................................................................................................................................................... 150
Learning unit 1: Apply for internship / employment ..................................................................................................................................... 152

Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes ............................................................................................ 153
Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities ........................................................... 154
Learning unit 4: Organise and evaluate one’s internship ............................................................................................................................ 155
Learning unit 5: Develop one’s competences on the workplace .................................................................................................................. 155
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SECTION 1: GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of an IT TECHNICIAN. The
curriculum design approach has taken 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 and skills) and the learning
contents related to each learning unit. Also, the learning activities and resources for learning are suggested.
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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: A competence is the result of a combination of knowledge and skills. This integration is demonstrated when the learner is able to
achieve specific results and performances, understand what he/she does and do it autonomously.
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.
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.
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.
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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: any of the basic building blocks of a module which describes the key activities or elements of the work covered by the module.
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.
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.
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SECTION 2: QUALIFICATION
TITLE OF THE QUALIFICATION:

TVET Certificate I in ICT: COMPUTER HARDWARE/SOFTWARE MAINTENANCE
LEVEL: 3
CREDITS: 120
SECTOR: ICT
SUB-SECTOR: COMPUTER HARDWARE/SOFTWARE
ISSUE DATE: FEB, 2013
REVIEW DATE:
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PURPOSE
This qualification provides the skills, knowledge and attitudes for a learner to be competent in a range of routine computer maintenance and
network tasks and activities that require the application of a limited range of basic practical skills in a defined context. Work would be
undertaken in various IT companies, Public institution, schools where computers and network are being used Learners may work with some
autonomy or in a team.
The following are competences for graduates after the completion of this qualification:
Describe the occupation and the learning process

Maintain health and safety, and sustain the environment in the workplace
Communicate effectively in the workplace
Apply computer Literacy
Apply electrical fundamentals
Perform software installation
Manage Files and storage media
Perform computer assembly/disassembly
Apply Network communication standards
Perform Computer security
Perform wired network
Perform computer maintenance
Perform computer troubleshooting
Perform wireless network
Create and manage a small business
Integrate the workplace
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RATIONALE OF THE QUALIFICATION
The ICT sector is one of the priority sectors in Rwanda, it has a big impact to the development of Rwandans, it gives contribution to all services
including Banking system, agricultural, medicine, hospitality, etc it is from this regard that qualified IT technicians are needed to maintain
computer operations, other related equipment and provide network services. This qualification prepares individuals to work as computer
technicians, help desk, network support technician. This qualification constitutes a basis for further learning in ICT sector in the Networking,
Multimedia and Software development trades where there are different levels of progression. Therefore Hardware and software maintenance
will be considered as a prerequisite for other trades in ICT.
ENTRY REQUIREMENTS TO THE QUALIFICATION
The minimum entry requirement to this qualification is to have completed the 9 Year Basic Education.
EMPLOYABILITY AND LIFE SKILLS
Through the generic modules, individuals with this qualification have acquired the life skills and employability skills that are described in the
table below.
Personal - Understand own personal values, strengths and areas of challenge or weakness and are able to effectively use
development 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 - communicate and get along well with others, in a variety of settings and for a range of purposes;
communication - speak and listen actively and appropriately, one-on- one and in groups;
- cooperate and work effectively within a group;
- provide good customer service.
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Health, hygiene and - know the standard health and safety practices and regulations in the workplace;
safety - maintain hygiene and personal grooming;
- identify unsafe situations;
- respond to emergencies and accidents at work;
- prevent HIV/AIDS and sexual violence.
Environment - know the environmental regulations in Rwanda;

sustainability - dispose of waste ;
- recycle waste ;
- report environmental hazards to appropriate person.
Integration of the - know how to apply for and present themselves for employment;
workplace - 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.
Financial fitness - 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;
- evaluate their options for earning money and are familiar with ways to establish and maintain personal credit;
- be aware of the risks associated with credit.
Management of a - simulate income-generating activities with the basic cycles of business;

small 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;
- know the different market actors.
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Computer skills - 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.
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MODULES AND QUALIFICATION RULES
To achieve the Certificate I in ICT: Computer Hardware/Software Maintenance, 16 modules must be completed (1200 learning hours):
- 5 Generic modules
- 11 Core modules
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
ICTCM301 Electrical fundamentals 3

ICTCM302 Computer software installation 8
ICTCM303 File/storage media management 3
ICTCM304 Computer assembling/ disassembling 10
ICTCM305 Network communication standards 6
ICTCM306 Computer security 8
ICTCM307 Wired network 10
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ICTCM308 Computer maintenance 8
ICTCM309 Computer troubleshooting 11
ICTCM310 Wireless network 9
ICTCM311 30
Internship
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SECTION 3: TRAINING PACKAGE
The training package includes the competences chart, the flowchart, the modules, the course structure, and the assessment guidelines.
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 to identify 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 7well 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 ( ) marks a relationship between a general competence and specific competence. The symbol ( ) 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 progress of learning.
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.
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PROCESS GENERIC COMPETENCIES
communication standards
Communicate effectively
Rearrange the workplace
IT TECHNICIAN
Apply computer literacy

hazardous precautions
Create and manage a

Specify requirements
TRAINING DURATION
Organize work place
tools and equipment

Prepare tools and
Execute the work
on the workplace
Apply safety and
Identify the work
Test work done
Apply electrical
small business
Apply Network
fundamentals
DURATION
equipment
Particular competencies
NUMBER 3 4 2 9 15 5
NUMBER
DURATION 30 30 30 60 30 30 210
H
Describe the occupation and
1 20
learning process
Perform computer assembly
8 100
and disassembly
Perform computer software
6 80
installation
12 Perform computer maintenance 80
10 Apply computer security 80
Perform computer
13 110
troubleshooting
11 Perform wired network 100
14 Perform wireless network 90
7 Manage file and storage media 30
16 Integrate the workplace 300
Total 1200 H
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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 flowchart of the sequence of learning of the modules of the training programme is presented on the following page.
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No1
Occupation
20H
No3 No2 No4 N05 Electrical

Computer Literacy Safety at the Communication skills fundamentals
30H workplace 30H 30H
30H
No6 No7 No9

Computer software No8
File/storage media Network
installation Computer assembling
management Communication
80H 100H
30H Standards
60H
No10 no11
No 12
Computer security Wired network
Computer
80H 100H
maintenance
80H
No 14
No13 Wireless network
Computer 90 H
No15
troubleshooting
Entrepreneurship
110H
3OH
No16
Internship
300H
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CM301 OCCUPATION AND LEARNING PROCESS
Competence : Describe the occupation and the learning process
RTQF LEVEL: ALL CREDITS: 2 LEARNING HOURS : 20
SECTOR: All SUB-SECTOR: All
ISSUE DATE: February 2013 REVIEW DATE:
PURPOSE STATEMENT
This module is covered first in all qualifications. It allows the learner to get to know the other participants to the training programme and to
understand himself/herself as part of a team. Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her choice from the
start.
The training and learning methods are presented to the learner. This approach encourages greater motivation and, subsequently, a better
integration of various learning.
LEARNING ASSUMED TO BE IN PLACE
Not applicable
LEARNING UNITS AND PERFORMANCE CRITERIA
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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 learner will be able to :
1. Understand oneself as part of a team and respect the rules 1.1 Know each other.
of the workshop
1.2 Be part of a team and behave accordingly.
1.3 Rules and requirements are agreed upon and known.
2. Learn about the occupation and the training process 2.1 The occupation and the industry sector are understood.
2.2 The training required is known.
2.3 The training organisation is known.
3. Reflect upon the teaching and learning methods 3.1 The active and participatory learning methods are applied.
3.2 The assessment method is understood.
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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
Learning hours: 6
Learning outcomes Contents Learning activities Resources
1.1 Introduce oneself and  Introductions o Introduction

get to know one another  Expectations about the o Game
training o Presentation of trainees’
expectations
1.2 Work as a team  Working as a team o Games
 Building trust o Group discussions
1.3 Setting rules and  Rules of the classroom o Brainstorming
responsibilities  Group responsibilities o Discussions
Learning unit 2: Learn about the occupation and the training process
Learning hours: 12
2.1 Understand the  Characteristics of the o Group discussion - Pictures of people in working
occupation and the occupation o Personal research situation
industry sector  Place of the occupation in the o Visit of a business in the - Documents describing the
industry sector neighbourhood occupation
 Working conditions - Documents describing the
industry sector
2.2 Obtain an  Content of the training o Presentation by the teacher - Overview of the training
understanding of the programme (modules) o Research programme
goals of the training  Importance of the initial and - Testimonies of people
programme continuous training performing the occupation
2.3 Have a common  Presentation of the timetable o Visits of the premises of the - School year calendar
understanding of the  Presentation of the school. - Timetable
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training organisation classrooms and workshops
Learning unit 3: Reflect upon the teaching and learning methods

Learning hours: 2
3.1 Understand the  Overview of the active and o Experience sharing.

teaching and learning participatory teaching and o Presentation by the trainer
methods learning methods
3.2 Understand the  Assessment methodology o Explanation by the trainer

assessment methodology and its purpose
Reference books :
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
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Assessment Guidelines
To pass this module, the student has to complete:

1. 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:
 The working conditions
 The training duration
 The economic opportunities motivation
CM302 HEALTH, SAFETY AND ENVIRONMENT IN THE WORKPLACE
Competence : Maintain health and safety, and sustain environment in the workplace
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RTQF LEVEL: 3 CREDITS: 3 LEARNING HOURS : 30
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.
Not applicable
By the end of the module, the learner will be able to :
1. Maintain personal health and hygiene 1.1 Hygiene of the entire body and dressing code according to the standards are
respected.
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1.2 Clean materials and clothes are used and hygienic practices are respected to
ensure that no cross-contamination of other items occurs.
1.3 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.
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.
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5.2 Procedures to ensure compliance are followed.
5.3 Identify and report workplace environmental hazards to appropriate personnel.
COURSE STRUCTURE
Learning Unit 1: Maintain personal hygiene

Learning hours: 10
Leaning Outcome Content Learning Activities Resources
1.1 Maintain good health  Importance of maintaining good o Brainstorming - Flipcharts

health o Group discussion - Markers
 How to maintain good health: - Flipcharts stand
- Balance diet - Training room
- Enough sleep
- Periodical medical
checkup
- Sports
1.2 Maintain hygiene  Importance of Body o Brainstorming - Water
Cleanliness o Documentary research and - Soaps
 Body Cleaning Products and group discussion - hand wash Basin
equipment o Individual practice - Hand towels
 Body cleanliness practices - Equipped wash room
1.3 Wear work clothing or  Composition of work clothing or o Individual practice - work clothing or
Personal Protective Personal Protective Equipment Personal Protective
Equipment  Proper Maintainance of work Equipment
clothing
1.4 Prevent food  How can food handlers o Brainstorming

contamination caused by contaminate food: o Group discussion
food handlers  Prevention of food
contamination:
 Bandage and cover cuts,
burns, sores, and skin
infections
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Learning unit 2: Prevent HIV/AIDS and sexual violence.
Learning hours: 5
2.1 Understand  Puberty and body change o Small group discussions

reproductive health  Female reproduction o Pair discussion
 Male reproduction
 Consequences of early
pregnancy
2.2 Be sensitized to HIV  Definition o HIV game - Scenarios for HIV game
/AIDS  Transmission o Questions and answers - True and false statements
 Prevention (ABC) o True or false
 Treatment o Group work
 Other STI’s o Demonstration (condom use)
 Stigma and VCT o Role play (condom negotiation)
2.3 Be sensitized to sexual  Definition of sexual violence o Story telling
violence  Definition of rape o Group discussion
 Consequences of sexual o Large group discussion
violence
Learning unit 3: Address unsafe situations on the job.

Learning hours: 5
3.1 Identify the primary  Types of hazards in the o Brainstorming Pictures

hazards found in workplace (safety, chemical, o Group work
workplaces biological, other health hazards) o Discussion
3.2 Understand why the  Hazardous situations

situation or substance is  Dangerous substances
hazardous
3.3 Identify the best ways  Control methods (remove o Brainstorming Stories and pictures
to address specific problem hazard, work policies and o Discussion
procedures, protective
31
situations equipment)
Learning unit 4: Respond appropriately to emergencies at work.

Learning hours: 5
4.1 Identify emergencies  Definition of emergency o Presentation by the trainer

 Types of emergencies in a o Experience sharing
workplace
4.2 Handle emergencies  Possible responses to o Disaster Blaster Game - Disaster Blaster Game
emergencies in the workplace o Role play board, paper, marker,
dice, game cards
4.3 Manage safety  Safety equipment identification o Brainstorming on safety - Fire extinguisher
equipment - Fire extinguisher equipment - Fire Horse
- Fire Horse o Demonstration on safety - Fire Blanket
- Fire Blanket equipment usage - First aid kit
- First aid kit o Organize safety drills - Fire triangle
- Fire triangle o Compile activities reports - Water fire extinguisher
- Water fire extinguisher
 Safety equipment usage
Learning unit 5: Sustain environment

Learning hours: 5
5.1 Understand the  Natural process that takes o Brainstorming - Reference books
importance of environment place in the environment o Group work - Role play scenario
sustainability  Awareness of the o Role play
interdependence of all species
 Attitude towards enjoying the
benefits of nature without
encroaching upon the rights of
others.
5.2 Identify environmental  Law determining the modalities o Group work - Environmental regulations
regulations in Rwanda of protection, conservation and o Plenary discussion
promotion of Environment in
Rwanda.
32
 Law relating to the prohibition of
manufacturing, importation, use
and sale of polythene bags in
Rwanda
5.3 Identify types of waste  Non-hazardous waste o Group work - Reference books
 Hazardous waste o Research - Pictures
o Visit of an enterprise - Videos
5.4 Follow procedures to  Waste reduction o Brainstorming - sustain environment
sustain environment  Reuse of waste o Group discussion manual and procedures
 waste recycling o role play
 reporting hazards to appropriate
person
Reference books :
3. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.
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,
Akazi Kanoze – Youth Livelihoods Project
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)
33
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:
 Drawing, pictures or video of a computer lab showing at least 4 safety and health related problems.
 Paper
 Pen
Criteria Indicators
Identification of the safety hazards Problem 1 identified

from the picture (≥3)
Problem 2 identified
Problem 3 identified
Problem 4 identified, etc.
Health precautions (≥3)  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
34
 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)
Safety precautions (≥7)  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
Security precaution (≥1)  Example of security related instructions (other possible answers should be considered
by the examiner)
 Use of antivirus
 Protection of sensitive contents
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
35
Criteria Indicators Scoring
Security precautions Establish and communicate rules on the workplace =5/5
Provide protective equipment
Store equipment, tools and material
Fence the site
Use protective equipment
Safety precautions Identify hazards ≥2/2
Address unsafe situations
Health precautions Provide clean water ≥4/6
Have good diet
Use clean water
Provide waste disposal
Use toilet
Sensitize to HIV/AIDS prevention
Precision Relevant examples of security precautions =3/3
Relevant examples of safety precautions
Relevant examples of health precautions
36
CM303 COMPUTER LITERACY
Competence : Apply computer skills
PURPOSE STATEMENT
This module describes the skills and knowledge required to operate a computer, to use word processing applications in the production of
workplace documents, to create and use spreadsheets and charts through the use of spreadsheet software, to design electronic presentations,
and to send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms, intranets and instant messaging.
Not applicable
37
By the end of the module, the trainee will be able to :
1 Apply computer fundamentals 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 Printing
2.5 Saving
2.6 Inserting of header ,Footer and footnotes
3. Use current spreadsheet package 3.1 Using 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
38
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 PowerPoint 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 (example 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
39
Learning Unit 1: Apply computer fundamentals
Learning hours: 10
1.1 Apply Computer  Computer Definition o Open a computer case -Computer Lab
basics and Observe different
 Types of computers types of memory -Computer Tool Kit
- Laptops o Group Discussion on each -CD, DVDs, Diskettes

type of memory
- Desktops -White Board
- Palm tops -Markers
- PDA (Personnal Digital

assistance)
 Computer Hardware
Memory
 Definition
 Role of Memory
 Features
- Capacity
- Speed
- Non Volativity
 Types of Memory
- ROM (Read only memory)
- RAM (Random access memory)
40
- External/Internal memories
(Hard disk,diskette,CD,Flash
disk,etc)
1.2.Identify Various  Connectors and ports definition o Observe different -Computer Lab
connectors and ports connectors as well as
 I/O (Input and Output) Ports and input and output ports -Computer Tool Kit
connectors
o Exercises on ports -CD, DVDs, Diskettes
- Serial ports identifications -Different types of Cables,
- Parallel ports Different types Connectors
- USB -White Board
- Keyboard, Mouse connectors -Markers
- VGA Connectors
1.3.Use different I/O  Peripherals definition o Practical exercises on -Computer Lab

devices connecting the mouse,
 Categories I/O devices keyboard. Monitor to the -Computer Tool Kit
CPU (Central processing
 Input devices (mouse, Keyboard, -CD, DVDs, Diskettes
unit)
scanner, CD/DVD-ROM and
-Printer
diskettes drivers, etc)
-Scanner
 Output devices (Monitor, Diskette,
CD/DVD-ROM Writer, Printer, etc) -White Board
 Types of keyboards
- AZERTY
- QWERTY
41
1.4.Use Desktop’s  Windows and its components: o Brainstorming on -Computer Lab
elements Desktop’s elements
- Desktop -Projector
o -Use the desktop, the
- Task bar tasks bar and the start
menu
- Start menu
- Minimize, Maximize, Close buttons
- My Computer
1.5.Scan Viruses in the  Antivirus definition o Brainstorming the use of -Computer Lab
computer and Different  Importance of antivirus antivirus
Storages Devices (Flash  Functionality -Flash disks
disk, External Hard disk)  Different Types of antivirus o Practical exercises on
- Norton Scanning viruses -External Hard disk
- Kaspersky
- Symantec o Compile activities reports -Cds, DVDs
 Storages to be scanned
-Antivirus
- Flash disk
- External hard disk -White Board
- Memory card
- Computer hard disk -Markers
Learning Unit 2: Use a word processing package Learning hours: 5
2.1.Format a text  Style,Font,Size,Colour o Reproduce document -Computer Lab With Current

already formatted Word processing Package
 Paragraph installed in each computer
o Various exercises to
 Column
familiarize with formatting -Projector
 Tabulation a text.
-White Board
42
 Paragraph spacing -Markers
 Inserting symbols:Special
characters,bullet and numbering
 Borders and shading,header

and footer.
2.2.Create and edit a table  Inserting a table o Practical exercises on -Computer Lab With Current
creating, editing and Word processing Package
 Inserting a column handling a table installed in each computer
 Inserting a row
-Projector
 Deleting table
-White Board
 Deleting row
 Deleting column
 Merging cells
 Splitting cells
 Drawing a table
 Table auto format
 Formula
2.3.Edit document (Text)  Search/Find.Replace o Brainstorming Editing text -Computer Lab With Current
Word processing Package
 Deleting a range of text o Perform practical installed in each computer
exercises on the various
 The undo command
tips (options) -Projector
 Spelling and grammar
o compile activities reports -White Board
 Synonyms
-Markers
43
2.4.Print document  Page setup o Exercises on printing one -Computer Lab With Current
 Print preview or more copies of a Word processing Package
 Print dialog box colored document, in installed in each computer
 Selecting printer name black and white
 Printer options -Printer
 Printing one or more copies o printing in landscape,
 Printing in black/white or color portrait -Projector
 Print page ranges
2.5.Save documents  File management o Practical Exercises on -Computer Lab With Current
- Creation of files creation of files, folders Word processing Package
- Creation of Folders and file Saving installed in each computer
- File Naming
- File Formats o Compile activities reports -Projector
2.6.Insert Header, Footer  Footnotes o Exercises on footnotes -Computer Lab With Current
and footnotes  Header and Footer Word processing Package
- Automatic page o Create a document installed in each computer
numbering containing several pages
- Total number of pages -Projector
- Automatic date o With elements such as
- Automatic automatic the page number, date
author;s name automation.
o practical exercises.
Learning Unit 3: Use spreadsheet package Learning hours: 5
3.1.Use Some basic excel  Basic excel tasks o Practical exercises on the -Computer Lab With Current
tasks use of basic excel tasks spreadsheet package installed
- Open in each computer
o Compile activities reports
44
- Close -Projector
- 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  Selecting a sheet o Practical exercises -Computer Lab With Current
excel workbook spreadsheet package installed
 Renaming a sheet o On Managing sheets in in each computer
excel workbook
 Insert new sheets -Projector
 Moving a sheet in a workbook
 Deleting a sheet
3.3.Format cells and their  Formatting text and cells o Practical exercises in -Computer Lab With Current
contents groups and individual spreadsheet package installed
- Choosing font,size,colour homework on formatting
45
- Adjusting Cow height cells in each computer
- Alignment of cell o Compile activities reports -Projector
- Number format
- Inserting rows
- Merging cells
- Creating borders
- Patterns
3.4.Use some functions  Numbers and Mathematical o Practical exercises in -Computer Lab With Current
and perform mathematical calculations groups and individual spreadsheet package installed
operations homework on formatting in each computer
- Addition cells
- Multiplication -Projector
- Division o Compile activities reports
- Subtraction
- AutoSum
- Absolute and relative
Reference
- Function
 Average
 Minimum
 Maximum
3.5. Print an excel  Page setup o Print one or more copies -Computer Lab With Current
worksheet  Print preview of a worksheet spreadsheet package installed
 Print dialogue box in each computer
 Print options o Print colour or white and
 Print one or more copies black worksheet -Projector
 Print in black/white or color
 Print page ranges o practical exercises -Printer
 Printing a selection (individual and in group)
o print horizontally/vertically
46
Learning Unit 4: Use Presentation application
Learning hours: 5
Learning outcomes Learning outcomes Learning outcomes Learning outcomes
4.1.Launch Ms Power  Power point Definition o Using a power point -Computer Lab With Current
point presentation with slide presentation Software installed
 Role show,get feedback from in each computer
learners on the area of
 Power point environment -Projector
application of Ms power
- Title Bar point
- Menu Bar o Launch powerpoint and

observe the screen
- Toolbars individual exercises.
- Formatting tool bar
- Title
- Sub title
4.2.Create a new  Creating new presentation o Create presentation using -Computer Lab With Current
presentation the various methods presentation Software installed
 Blank presentation in each computer
o practical exercises
 Design template (individual and in groups) -Projector
 Auto content wizards
4.3.Create, Insert a slide  Creating a slide o Exercises on creating, -Computer Lab With Current
inserting and modifying a presentation Software installed
 Inserting a slide slide in each computer
 Modifying a slide -Projector
47
4.4.Insert Graphics  Graphics:Clip art,Word o Exercises on inserting -Computer Lab With Current
Art,Library Images,Inserting images in the slides presentation Software installed
image from file in each computer
-Projector
4.5.Convert word  Copy, Cut, Move o Practical exercises on File -Computer Lab With Current
documents to PowerPoint transformation presentation Software installed
presentation  Process of conversion in each computer
-Projector
4.6.Animate a  Animation o Familiarize with animation -Computer Lab With Current

presentation of a presentation presentation Software installed
 Custom animation in each computer
 Slide transition -Projector
4.7.Use Different  Normal View o Switch between the views -Computer Lab With Current
Presentation view to improve the presentation Software installed
 Slide Sorter view presentation in each computer
 Slide show o Group discussion and -Projector

brainstorming
4.8 Print a presentation  Printing a presentation o Exercises on printing in -Computer Lab With Current
black and white or in presentation Software installed
 Print preview colour, printing one or in each computer
more copies of a
 Printing a copy or multiple -Projector
presentation
copies
 Printing one slide on a page
 Printing more slides on a page
48
Learning hours: 5
Learning Unit 5: Use Internet/Intranet (Outlook)
5.1. Define and explain a  Introduction o Visit web sites and -Internet Connection
website browse different
 World wide web pages. -Computer Lab
 Web page o Group discussion -projector

based on
 Web site
observation
5.2.Interact through instant  Definition o Group Discussion -Internet Connection

messaging (Chatting) on Interacting
 Steps to create a chat account through instant -Computer Lab
messaging
 Chatting options -projector
o Exercises on
 Instant messaging with
chatting in groups
or no web cam
o -Compile activities
 Calling
reports
 Sending files
5.3.Use search Engines  Search engines o Perform practical -Internet Connection

(example Google) exercises on the use
- Definition of search engines -Computer Lab
- Role -projector
- Some Types of search
49
engine
 www.google.com
 www.yahoo.com
5.4.Create, Manage  Favorites o Practical exercises -Internet Connection

favorites using internet - Create Favorites on creating, moving
explorer - Rename, Move Favorites and renaming -Computer Lab
favorites -projector
5.5.Browse the internet  Web Browser o Open a web using -Internet Connection
using the hyperlinks - Browser buttons the address bar
- Address bar -Computer Lab
- Status bar o Browse different
web pages -projector
- Scroll bar
- Home page o practical exercises
- Front/Back arrows On Browsing
- Refresh button internet using
- Start page hyperlink
5.6.Download and Upload  Downloading o Practical exercises on -Internet Connection

files using internet  File attachment downloading and
uploading files using -Computer Lab
internet -projector
50
1) The logbook, with a minimum score of 15/20
Logbook Passing mark Date Signature of the trainer
The student knows how to connect and disconnect I/O 2/2
The student knows how to use input and output devices 3/4
(keyboard, mouse, projector, printer, scanner)
The student knows how to use word processor (text 2/4

formatting, editing, saving, table creation)
The student knows how to use spreadsheet (managing 2/3

sheets, formatting cells, using functions for mathematical
operations)
The student knows how to use power point presentation 1/2

(creating slides, converting word document to power point
presentation, inserting graphics, animation, and
presentation)
The student knows how to use the Internet 5/5
 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
2) An integrated situation, with a minimum score of 8/10
51
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. 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 Indicator Mark
Student knows computer basics  Can write a CV in word processor (≥1/2) 3/5
 Can format the text (≥1/2)
 Can save a CV (1)
Student knows how to use Internet  Can use a search engine to look for 5/5
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)
52
CM304: BASIC ENGLISH COMMUNICATION
Competence : Communicate in basic English
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.

Not applicable
Element of competence Performance criteria

By the end of the module, the trainee
will be able to :
53
1. 1.Demonstrate abilities in oral 1.1. 1.1 Clear pronunciation of words while communicating with customers
communication and colleagues and authorities
1.2.
1.2 Provision of relevant responses/feedback to the requests
1.3. 1.3 Fluent expressions while speaking to customers or colleagues and
authorities
1.4.
1.4 Proper formulation of coherent ideas while talking
1.5 Appropriate utilization of relevant words and expressions while
making argumentation
1.6 Use of appropriate words/expressions while giving and/or receiving
instructions
2. 2. Demonstrate abilities in 2.1. 2.1 Appropriate utilization of relevant words while elaborating and filling
written communication in of some administrative documents while using appropriately
2.2.
punctuation marks and spelling.(memos, handover reports,
2.3. requisition forms, inventory forms, receipts and minutes)
2.2 Appropriate utilization of relevant words while elaborating
specifications of some technical documents
2.3 Appropriate utilization of relevant words while preparing some
business documents such as proposals, technical reports and
submissions
3. 3. Select and utilize a range of 3.1. 3.1 Adequate identification of need and assistance from others with
vocabulary related to appropriate language skills in order to better communicate.
3.2.
professional context 3.2 Relevant provision of information regarding products and services of
3.3. his/her organization to customers
3.3 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
54
Learning outcomes Content Learning activities Resources
1.1 Speak correctly while  Phonetics and phonology o Story telling - Short stories
conveying ideas o Dialogues - Videos
o Role Play - Recordings
o Demonstrations - Role Play Scenarios
o Writing Practice - Reference Books
1.2 Provide responses to  Use of question =words and o Role Play o Reference Books
client requests or inquiries expressing different circumstances o Dialogues o Videos
(cause, result, opposition, manner o Demonstration o Role play scenarios
and goal) related to the occupation o Practice Exercises
1.3 Speak fluently  Tips for good presentation o Dialogues o Videos
 Debate techniques o Role Play o Recordings
o Demonstrations o Role Play Scenarios
o Reference Books
1.4 Make a successful  Techniques of oral o Brainstorming - Videos
argumentation communication o Discussion - Recordings
 Linking or transition words o Demonstrations - Role Play Scenarios
o Practice Exercises on - Reference Books
argumentation
o Role play
Learning unit 2 : Demonstrate abilities in written communication
Learning hours : 10
55
2.1 Use writing  Types of texts o Writing compositions - Reference books
techniques  Narrative while respecting punctuation - Recordings
 Explicative and spelling
 Argumentative o
 Descriptive
 Punctuations and Spelling (dictation )
2.2 Use appropriate  English words used in business and o Drafting business and - Recordings
words in writing administration documents administration documents - Different forms related
administrative and  Memos o Filling in various forms to the occupation
business documents  Handover report related to the occupation - Reference Books
 Letters
 Inventory and
 Minutes
Learning unit 3: Select and utilize a range of vocabulary related to professional context
Learning hours: 10
3.1 Use appropriate  Polite requests’ expressions using modal o Practical exercises on - Reference books
words while seeking for auxiliaries debating and group - Recordings
assistance  Other appropriate expressions while discussion - Role play scenarios
seeking for assistance o Role play - Dialogues
 Do’s and Don’ts expressions/words o Dialogue
3.2 Provide information  Specific terms regarding products and o Demonstration - Recordings
regarding the services services provided by the enterprise o Practical exercises - Videos
or products  Tips on providing information o Role play - Reference Books
56
CM305 COMMUNICATION IN THE WORKPLACE
Competence : Communicate effectively in the workplace
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, to lead a team, to provide good customer service and write simple reports.
Not applicable
57
1. Listen and speak effectively 1.1 Strategies for effective listening are applied.
1.2 Instructions are adequately interpreted and followed.
1.3 Clear and accurate information and instructions are provided to colleagues.
2. Cooperate and work as a team member 2.1 Team objectives are reached through effective cooperation.
2.2 Diversity of team members is respected.
2.3 Lead a team efficiently
2.4 Demonstrate problem solving and decision making skills
3. Apply customer care 3.1 Importance and principles of good customer service are understood.
3.2 Quality service is provided.
3.3 Clear verbal information is provided to customers face to face or on the

telephone.
3.4 Conflicts with customers are handled politely and adequately.
4. Write and submit a report 4.1 A handover report containing any relevant information on complete and
incomplete work is written
58
4.2 Reports are handed over to both colleague and supervisor.
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: Listen and speak effectively

Learning hours: 6
1.1 Apply effective listen  Effective listening skills & o Role play - Role play scenarios
skills & strategies strategies o Observing role play - List of effective listening
 Assess one’s listening skills o Feedback from observers skills & strategies
 Model good listening skills o discussion - Effective Listening
Observation Form
1.2 Give and receive  Importance of giving clear, o individual work
instructions concise instructions o group discussion
 Formulation of instructions
 Strategies to ask questions for
clarification
1.3 Identify non-verbal  Importance of non-verbal o pair work
communication signs and communication o large group discussion
the impact on people’s  Impacts of non-verbal
perceptions communication on how we give
information and how we listen.
1.4 Demonstrate effective  Effective speaking skills and o small group work - List of Effective Speaking
speaking skills strategies o practice presentations Skills & Strategies
o large group discussion - Speaking Scenarios for
group work
- Effective Speaking
Observation Form
59
Learning unit 2: Cooperate and work as a team member
Learning hours: 8
2.1 Identify the different  Different personalities and o Self-assessment

personalities approaches that individuals o large group activity (inner/outer - Working in Groups Self
bring to a group circles) Assessment
o Discussion - Cooperating with Others
2.2 Handle different  Strategies on how to handle Roles
personalities in a group different personalities in a group - Elements of an Effective &
Cooperative Team
Member
2.3 Cooperate with others  Characteristics of an effective o Large group activity
to reach the same objective and cooperative team member o Large group discussion
o Individual reflection/journal writing
o Pair work
2.4 Lead a team efficiently  Qualities of an effective leader o large group discussion - Role play scenarios
 Different leadership styles o small group work
 Appropriate leadership style in o role plays
a given context o small group activity
 Strategies to lead a team
efficiently
2.5 Demonstrate problem  challenges and dynamics o Large group activity - Scenarios for problem
solving and decision amongst people during the o pair sharing solving activity
making skills problem solving process o small group work
 steps of problem solving to o large group discussion
work and community related o Task leadership competition
problems
 Communication as a tool for
problem solving
Learning unit 3: Apply customer care

Learning hours: 10
60
3.1 Understand the  Definition of customer service o Experience sharing
importance of good  Levels of customer service o Brainstorming
customer care  Customer care principles Presentation by trainer
 Importance of customer care
3.2 Provide exceptional  Basic customer needs o individual reflection
quality service  Service to meet basic customer o large group discussion
needs o role play
 Definition of customer’s
perception
 Meeting and exceeding
expectations
 Getting feedback on the
provided service
3.3 Communicate  Telephone tips o large group discussion - Role Play scenarios for
effectively with customers  Recording a telephone o skit Communicating with
by telephone and face to message o pair role plays Customers
face
3.4 Handle conflict with  Definition of conflict, conflict o individual reflection

difficult customers resolution/management o Brainstorming
 Steps of conflict management o large group discussion
with difficult customers o role play
Learning unit 4: Write and submit a report

Learning hours: 6
4.1 Identify types of reports  Types of report used in the o Documentation research Reference books
required workplace o Brainstorming
o Group discussion Different types of reports
o Presentation
4.2 Produce the relevant  Different sections of a report o Observation Different types of reports
report  Report writing tips o Presentation
o Individual practice
o
4.3 Hand the report to the  Transmission route o Observation Templates of routing slips
 Transmission slip o Presentation
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appropriate persons o Individual practice
Reference books :
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
2. DEMONSTRATE COMMUNICATION SKILLS IN A SITUATION related 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
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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
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ICTCM301 ELECTRICAL FUNDAMENTALS
Competence : Apply electrical fundamentals
SECTOR: ICT SUB-SECTOR: Computer Hardware
PURPOSE STATEMENT
This core module describes the skills and knowledge required to realise various electrical circuits as well as to perform different circuit
measurements.

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1. Prepare tools, Materials and equipment. 1.1. Respect of Hygiene standards Understanding of graphic language
techniques.
1.2. Respect of Safety precautions
1.3. Appropriate Choice of tools and equipment
2. Realize various electrical circuits 2.1. Realizing of Simple circuit
2.2. Realizing of Series circuits
2.3. Realizing of Parallel circuits
2.4. Realizing of Serie-Parallel circuits .
3. Perform measuring of Circuits. 3.1. Connection of different testing instruments.
3.2. Reading and interpretation of testing instruments Results.
4. Apply Magnetism 4.1. Demonstration and interpretation of magnetism principle through natural
magnet
4.2. Demonstration and interpretation of Electro magnetic induction.
4.3. Demonstration and interpretation Direction of electromotive force
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4.4. Demonstration and interpretation of generator Principle through magnetic
elements.
COURSE STRUCTURE
Learning Unit 1: Prepare Tools, Materials and equipment

Learning hours: 8
1.1.Apply of Hygiene  Importance of Hygiene o A Trainer will - Wash rooms

standards Brainstorm on - Workshop hygiene
Cleaning products/materials hygiene standards in standards books
general.
 Liquid soap
o Demonstration will be
 Powder soap
used by a trainer.
 Brushes
o Learners will perform
 Fuel practical exercises on
hygiene practices.
 Cotton rags
1.2.Select tools,  Types of tools, equipements and o Brainstorming on - Battery

equipment, materials and Materials. tools and equipment - Multimeters
facilities - Books
 Lamp Tester o Trainer will - Screw drivers
demonstrate on - Pliers
 Wires application of various - Lamp Tester
- Wires
tools and equipment
 Plastic hammer - Internet
o Learners will practice
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 Battery tester on tools and
equipment usage.
 Multimeters Screw drivers
o
 Pliers
 Cable clips
 Lamps
 Sockets
 Switch
 Fuses
 Panel
 Seal tap
 Connectors
 Capuchot
 Circuit breaker
Learning hours: 10
Learning Unit 2: Realize various electrical circuits
2.1.Realize simple circuits  Identification wires o A Trainer will - Battery for DC

Brainstorm on
2.2.Realize Series circuits  Colors electrical circuit - Alternative current
2.3.Realize parallel circuits  Section o Demonstration will be - Books

used by a trainer.
2.4.Realize Series-parallel  Types - Internet
circuits o Learners will perform
o light - Switches
practical exercises on
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o Rigid electrical circuit. - Sockets
 Materials o Trainer will - Wires

demonstrate on
o Copper application of various
o Silver of electrical circuit
o Aluminum o Learners will practice

on instillation different
 Types of switches circuits.
 Identification of different
sockets
 Types lamps
 Bulbs
 Tubes
 Installation of circuits:
 Simple
 Series
 Parallel
 Series-parallel
 Installation of Circuit Breakers
and fuses
Learning Unit 3: Perform measuring of Circuits.

Learning hours: 7
3.1. Identify deferent electrical  Identification of electrical o A Trainer will - Books

instruments instruments Brainstorm on
electrical - Internet
3.2. Perform various  Ohmmeter instruments.
connections of electrical
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instruments  Ammeter o Demonstration will be - Ohmmeter
used by a trainer.
3.3. Read and interpret data  Voltmeter - Ammeter
from electrical instruments o Learners will perform
 Wattmeter practical exercises on - Voltmeter
electrical
 Different Connections of - Wattmeter
instruments.
electrical instruments
- Wires
o Trainer will
 Range Selection
demonstrate on
 Series application of various
of electrical
 Parallel instruments.
 Data interpretation o Learners will practice

on installation
different instruments.
Learning Unit 4: Apply Magnetism
Learning hours: 5
4.1.Identify different magnets  Types of magnets o A Trainer will - Books

Brainstorm on
 Natural magnetism - Internet
 Artificial o Demonstration will be - Magnet

used by a trainer.
 Electro-magnet - Battery
o Learners will perform
 Applications of magnetism - Wires
practical exercises on
 Principle of magnetism magnetism.
o Trainer will
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 Magnetic Field demonstrate on
application of various
 Magnetic Flux of magnetism
o Learners will practice

on magnetic field and
magnetic flux.
Task: Mr.ELIPHAZ the trainer at ETO KIBUNGO assigned Adeline the trainee in auto-electricity option, to realize on the panel three Electrical
circuit (Series circuit, Parallel circuit and series- parallel circuit).
He requested her to use 5 lamps, in each circuit within 3 hours.
Tasks and resources
Tasks Realize series circuit Realize parallel circuit Realize series-parallel circuit
 Multimeters, Lamp  Multimeters, Lamp tester,  Multimeters, Lamp tester, Hammer, cable clips,
tester, Hammer, Hammer,cable clips, wire, wire, switch, Fuses, panel, seal tap, connectors,
Tools, Materials cable clips, wire, switch, Fuses, panel, seal capuchot, pliers, screw drivers, Battery.
and Equipment switch, Fuses, tap, connectors, capuchot,
panel, seal tap, pliers, screw drivers, Battery.
connectors,
capuchot, pliers,
screw drivers,
Battery.
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Tasks Indicators Score per indicator Passing line per criteria
Quality of 1. Panel is well prepared (tolerable) 1 3/5

process (E)
2. Materials, Tools, Equipment are properly 1 None tolerated indicators
selected.(tolerable) are compulsory.
3. Schematic diagram is well done. 1
4. Wiring and connection are well done. 1
5. Circuit is tested properly. 1
Quality of 1. Circuit lamps are lighting properly 1 3/3

product(E)
2. Circuit is protected correctly 1 All indicators are
compulsory.
3. Installation Aesthetics is obtained. 1
Relevance (E) 1. Circuit is well insulated. 1 3/3
2. Time is respected. 1 All indicators are

compulsory.
3. Installation standards are respected. 1
Safety and 1. Personal protective equipment is respected. (Goggles, 1 1/3

Security (NE) gloves, overall, workshop boots.) (tolerable)
None tolerated indicators
2. Cleaning tools and Equipment is well done. 1 are compulsory.
3. Working environment is prepared properly 1

(Cleanliness, Fire extinguisher, and ventilation, first aid
kit). (tolerable)
Global Passing Line. 10/14 (71%)
Criteria Quality of the Relevance Quality of Decision

process product
Tasks
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Realize serie circuit 0-1 0-1 0-1 Success/failure
Realize parallel circuit 0-1 0-1 0-1 Success/failure
Realize mixt circuit 0-1 0-1 0-1 Success/failure
Result 0-3 0-3 0-3 Total score
Success Success/failure Success/failure Success/failure Success/failure
Comments
Description:
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
Essential criteria means that it is compulsory
None essential criteria means that it is optional
Quality of process, Quality of product; relevance are essentials (E) criteria
Safety and security is none essential criteria
Passing line: 81 % and above but all none tolerated indicators are compulsory learners have to succeed in order to succeed the criteria.
Success of the criteria: 2/3. The Criteria must be assessed through 3 tasks in order to succeed; the learner should succeed in at least 2 tasks
among the three.
Success of the module/competence: all of the 3 essential criteria should be successful.
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ICTCM302 COMPUTER SOFTWARE INSTALLATION
Competence : Perform Computer Software Installation
SECTOR: ICT SUB-SECTOR: Computer hardware
PURPOSE STATEMENT
This core module describes the skills and knowledge required to computer software installation, installation of Operating system and
installation of application software and customizing the software to keep proper working of the computer

ICTCM301 COMPUTER ASSEMBLING
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1 Prepare tools 1.1 Identification of software compatibility
1.2 Selection of software media
2 Install the software 2.1 Starting of software installation process
2.2 Customizing of the software
2.3 Finalizing of software installation process
2.4 Running of installed software
2.5 Testing of the performance
2.6 Checking features
2.7 Rearrangement of tools and equipment
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Learning Unit 1 Prepare tools
Learning Hours: 40
1.1 Identify software compatibility - System requirements  Brainstorming  Tools and equipment
disk space  Demonstration of Manuals
memory capacity tools  Internet
processor  Group discussion  Workshop
System type  Individual practices  Books
- Types of Operating system  IT Toolkit
windows OS  Protective equipment
Linux
1.2 Identify OS Mac OS
Novel netware
- software media
1.3 Select media DVD/CD
flopy disk
flash disk
external harddisk
network
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Learning Hours: 40
Learning Unit 2 Install the software
2.1 Install OS Installation process Brainstorming  Books

Media selection Demonstration  Internet
boot Research  Projector
Start setup  software
Follow the instructions
Customization
Finalise the installation
Testing the software
2.2 Install application software Running of installed software
Testing of the performance
checking features
2.3 Test the software rearrangement of tools and
equipment
Gasabo District headquarter requests Alpha-Soft Company ltd. to install operating system on 3 different computers where 1 computer has to be
installed with Windows Xp, the second computer with Win 7 and the last one with Windows Vista. That company sends you as technician to install
those computers in 2 hours each.
Notice: - Each computer should have two partitions and be installed with Ms office 2007, Adobe Reader, Mozilla Firefox and Vlc.
76
TASKS
Tasks Install Windows 7 Install Windows Xp Install Windows Vista
Tools - Operating System Windows xp, Vista and Windows 7 setup
- Application software: Ms Office, Adobe Reader, Mozilla Firefox and

VLC.
Criteria Indicators Type Passing line per criteria
1. Tools are well selected 1
2. Boot priority is well selected 1
3.Setup is started 1
5/6
4. Instructions of installation are well followed 1 All indicators are compulsory
5. Customisation is well done 1
6. Final instructions of installation are well followed (Tolerable) 1
Quality of 1. The operating System is running properly 1 3/3

product (E)
2. The Application software are running properly 1 None tolerated indicators are
compulsory.
3. Drivers are working correctly 1
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Relevance 1. Appropriate tools are well used 1 2/3
(E)
2. Time is respected (Tolerable) 1 None tolerated indicators are
compulsory.
3. Customer needs are met 1
Global passing line 10/12 = 83 %
Criteria Quality of the Relevance Quality of product Decision

process
Tasks
Task N0 1 0-1 0-1 0-1
Task N0 2 0-1 0-1 0-1
Task N0 3 0-1 0-1 0-1
Result
Passing line per 2/3 2/3 2/3

criterion
Comments Success/ failure Success/ failure Success/ failure
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Description:
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
All criteria are essentials: Quality of process, Quality of product; relevance.
Success of the criteria: 2/3: the Criteria must be assessed through 3 tasks in order to succeed; the learner should succeed in at least two tasks
among the three.
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ICTCM303 FILE/STORAGE MANAGEMENT
Competence : Manage files/storage media
PURPOSE STATEMENT
This is a core module which describes the performance outcomes, skills and knowledge required to manage storage media and files.
LEARNING ASSUMED TO IN PLACE

80
Learning unit performance Criteria
1.Manage storage media 1.1 Differentiate file systems
1.2 Identification of storage media
1.3 Storage capacity management
2.Manage file 2.1 Deal with folders and files
2.2 Creation of files using extensions
2.3 Files compression and security
81
Learning unit 1: Manage storage media
Learning hours: 15
1. Differentiate file File allocation table ( FAT) o -

systems
2. Identify of storage Types of storage media

media
Optical media
Magnetic media
Flash media
File access types:
 Sequential access
 Random access
3. Manage storage Memory capacity measurement

capacity
Learning hours: 15
Learning unit 2: Manage files
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1. Deal with folders and files Creation of a folder
Duplication of files/ folders
Move folders/files
2. Create files  File naming rules
 File extensions
3. Perform files/folders  Compression methods

compression and security
 encryption /decryption
methods
 file access control
83
Competence : Perform Computer Assembling
PURPOSE STATEMENT
This core module describes the skills and knowledge required to the computer assembling and disassembling, internal components of the
computer, and connecting peripherals. Each computer technician must learn this module which helpful also in computer maintenance and
troubleshooting.

84
1. Prepare workplace , tools and equipments 1.1 Arrange the workplace
1.2 Identification of H/W tools

1.3 Identification of equipments
1.4 Applying of security and safety precautions

2. Assemble/disassemble the computer 2.1 Choice of compatible components
2.2 Verification of connection
2.3 Identification of disassembling steps
2.4 Connection and fixing of components
2.5 Disassembling of components
2.6 Powering the system
2.7 Starting the computer(BIOS)
2.8 Cleaning tools and equipments
2.9 Rearrangements of tools
85
Learning Unit 1: Prepare workplace, tools and equipment
Learning hours: 40
1.1 Identify tools Types of hardware tools  Brainstorming  Tools and

screw drivers  Demonstration of tools equipments Manuals
pliers and equipment  Internet
multimeter
tweezers
 Group discussion  Workshop

 Individual practices  Books
 IT Toolkit
1.2 Identify equipment Types of equipments  Protective equipment
antistatic Wrist strap
antistatic mat
identification of threats
1.3 arrange the workplace
-Short circuits
-Overvoltage
-Electrical fluctuations
-Static discharge
86
Learning hours: 80
Learning Unit 2: Assemble/disassemble the computer
2.1.Choose compatible Computer components  Brainstorming  Computer lab

components  Computer case  Demonstration  Projector
 Power supply  Group work  Simulators
 Motherboard  Personal practical  IT toolkit
Microprocessor exercises  Consumable
Cooling system materials
RAM  Internet
HDD
2.2.Assemble the computer FDD
DVD/CD Drive
CMOS battery
2.3.Disassemble the computer data buses
power cables
expansion slots
NIC
VGA
Steps to assemble the computer

Preparing the computer case
Inserting power supply
fixing CPU, coolling system and
RAM to the motherboard
Inserting motherboard into the case
fixing cards to the motherboard
Fixing drives
Connecting data and power cables
Closing the computer
Testing
Steps to disassemble the computer
Disconnecting the computer from
87
the power source
Opening the computer case
Removing adapter cards
Removing drives
Removing memory modules
Removing motherboard
Removing power supply
You are a computer technician at Gorilla Computer Network LTD, and it has imported desktop computer components from Dubai of the following
models (HP, DELL and MERCURY). You are requested to assemble one computer per model in one hour each.
TASKS
Tasks HP Computer DELL Computer Mercury Computer
Tools & equipment - Computer components
- Screw driver
- Pliers
- Tweezers
- Antistatic Wrist strap
- Antistatic mat
88
- Protective equipment
1. Workplace, tools and equipments are prepared 1
2. Compatible components are chosen 1
3. power supply is inserted in the case 1
4. CPU ,Cooling system and RAM are fixed to the 1 9/9

motherboard All indicators are compulsory
5. Motherboard is inserted into the case 1

Quality of
process(E) 6. Cards are fixed to the motherboard 1
7. Drives are fixed 1
8. Data and power cables are connected 1
9. Computer is closed 1
Quality of 1. All components are well fixed 1 3/3

product (E)
2. All cables are well fixed 1 All indicators are compulsory.
3. Bios settings are well configured 1
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(E)
None tolerated indicators are
2. Time is respected (Tolerable) 1 compulsory.
3. Computer components are well handled 1
1. PPE ( overcoat, gloves and Antistatic Wrist strap ) 1

is used (Tolerable)
Safety and
Security(E) 2. Antistatic mat is used (Tolerable) 1 1/3
compulsory.
3. Power checking (voltage) is performed 1
90
Criteria Quality of the Relevance Quality of Decision
process product
Tasks
Task N0 1 0-1 0-1 0-1
Task N0 2 0-1 0-1 0-1
Task N0 3 0-1 0-1 0-1
Result
Passing line per criterion 2/3 2/3 2/3
Description:
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
among the three.
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ICTCM305 NETWORK COMMUNICATION STANDARDS
Competence : Apply network communication standards
PURPOSE STATEMENT
This is a core module which describes the performance outcomes, skills and knowledge required to apply network communication standards.

92
Learning unit Performance Criteria
1. Apply internetworking basics 1.1 Application of OSI Model
1.2 Ethernet cabling
1.3 Data encapsulation
1.4 Identification of Data communication channels
2. Perform IP addressing 2.1 Application of IP terminologies
2.2 Identification of network addressing
2.3 Subnetting and VLSM (TRANSFER TO the content of …)
3. Apply configuration basics 3.1 Utilization of Command line interface
3.2 Application of router and switch administrative configuration
4. Apply IP v6 4.1 Migration from IPv4 to IPv6
4.2 Addressing and expression
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Course structure
Learning unit 1: Apply internetworking basics Learning hours : 10

1.1 Apply the OSI Internetworking Basics  Brainstorming on different
and TCP/IP Model type communication in real  Books
Internetworking Models life  Internet
 Exercises on different  Handout notes
1.2 Perform Ethernet
The OSI& TCP/IP Reference internetworking models  Computer
cabling  Documentary research
Models  Hammer
 Demonstration in real life  Simulators ( packet
1.3 Describe Data on Models of
Data Encapsulation tracer)
encapsulation communications  Drilling machine
 Exercises on cabling
1.4 Identify Data Planning and cabling Networking  Tool box
 Connectors
communication
Ethernet Networking  Network devices
channels
Learning unit 2: Perform IP addressing Learning hours : 30

2.1 Apply IP Comparison of TCP/IP and  Brainstorming on different type
terminologies (IPv4) the OSI Model of communication  Books
Implementation of an IP  Exercises on default IP  Internet
addressing schema and IP addressing  Handout notes
Services  Exercises on Subnetting and
 Class C VLSM
 Simulators ( packet
 Class B  Practical exercise on NIC tracer)
configuration using IP address  Switches
 Class A  Computer
 Documentary research  Network cable
Private and public IP
addresses
94
Implementation of
Subnetting
 Class C
 Class B
 Class A
Variable Length Subnet

Masks (VLSMs)
Summarization
Troubleshooting IP
Addressing
Learning unit 3: Apply Internetworking Operating System (IOS) configuration basics Learning hours : 20

3.1 Use Command The IOS User Interface  Brainstorming on different  Books
line interface type communication  Internet
Command-Line Interface (CLI)  Exercises on CLI  Handout notes
 Exercises on basic  Simulators ( packet
Router and Switch Administrative configuration of router tracer)
3.2 Apply basics Configurations  Apply IP to the router  Switches
router and switch interfaces  Computer
administrative Router Interfaces  Documentary research  Network cable
configuration  Console cable
Viewing, Saving, and Erasing
Configurations
Cisco Security Device Manager

(SDM)
95
Learning unit 4 : Apply IP v6 Learning hours : 10

4.1 Migrate from IPv4  Describe the technological  Exercises on IP addressing  Books
to IPv6 requirements for running IPv6 in  Internet connection
conjunction with IPv4 (including:  Apply IP to the machines  Handout notes
protocols, dual stack, tunneling)  Simulators ( packet
 Documentary research tracer)
 IPv6 Addressing and Expressions  Switches
 Computer
 IPv6 Routing Protocols  Network cable
4.2 Perform IP Configuring IPv6 on Our Internetwork
 Console cable
Addressing and
expression
Integrated situation
The BRD main branch is planning to organize its network, normally BRD has 7 departments with respective users: Administration: 10 users;
finance: 20; teller services: 30; IT: 25; HR: 15; Audit: 5; Marketing: 13; as network Administrator you are required to do the VLSM and prepare the
network addressing schema that clearly. And the network address to be used is 172.16.0.0/24.
Also the same bank will have two branches; one will be established in HUYE and another in MUSANZE; you should also do the same thing as you
did on the main branch;
 HUYE : admin : 5 users; teller services : 12 users; ICT : 5 users; finance :7 users with the 172.16.10.0/24
 MUSANZE : admin : 4 users; teller services : 13 users; ICT : 7 users; finance :6 users with the 172.16.20.0/24
This task is required to be done within 2 hours.
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TASKS AND RESOURCES
Tasks Task No1: Perform VLSM and Task No2: Perform VLSM and Task No3: Perform VLSM and
prepare the network prepare the network addressing prepare the network
addressing schema of Main schema of HUYE Branch addressing schema of
Branch MUSANZE Branch
 Computer  Computer  Computer

 Simulator (Packet Tracer)  Simulator (Packet Tracer)  Simulator (Packet Tracer)
Tools &
Equipment
Criteria Indicators Marks Passing line

per criteria
1. The sites are well studied and a plan document is well prepared 1
(Tolerable)
Quality of 2. The logical network plan is designed (Tolerable) 1
process(E) 2/4
3. Configurations are well applied (Interfaces)
1
4. N/W Documents are well prepared 1
Quality of 1. The network is well structured (the correct number of subnets). 1
product(E) 2. All hosts of the Network are reachable 1
3/3
3. IP Addressing is well applied (Identification of network addressing,
1
Subnetting &VLSM)
Relevance(E) 1. The given IP address is used 1
2. The network addressing schema is established
1 3/3
3. Time is respected 1
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SCORING
Quality of the process (E) Relevance ( E ) Quality of product ( E ) Decision
Criteria
Tasks
1. Task NO 1 0-1 0-1 0-1
2. Task NO 2 0-1 0-1 0-1
3. Task NO 3 0-1 0-1 0-1
Result 3/3 3/3 3/3
Comments Success= 2/3 Success=2/3 Success=2/3 Success
Description:
Passing line: 80% and above but all none tolerated indicators are compulsory thus learners have to succeed in order to succeed the criteria.
Success of the criteria: 2/3= The Criteria must be accessed through 3 tasks. In order to succeed the learner should succeed in at least 2 tasks
Success of the module/competence: all of the 3 criteria should be successful
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ICTCM306 COMPUTER SECURITY
Competence : Apply Computer Security
PURPOSE STATEMENT
This is a core module which describes the security of computers and networks which includes protection of information and Property from
theft, corruption and natural disaster, while allowing the information to be accessible and productive to its intended users.

99
1 Prepare Tools, equipment and workplace 1.1 Identification of tools and equipments
1.2 Verification of physical Security

2.Apply Computer Security 2.1 Determination of Computer Security
2.2 Identification of computer threats
2.3 Installation of Security software
2.4 Configuration of firewall
2.5 Updating Computer Security S/W
2.6 Protection of Data
2.7 Data Backup
2.8 Managing User accounts
3.Test Computer Security 3.1 Running of security tools
3.2 Verification of hardware security devices
100
Learning Unit 1: Prepare Tools, equipment and workplace Learning hours :20
1.1 Identify tools and Types of security tools: - Brainstorming  Software

equipment - Computer soft security kit:
 Ant-virus - Demonstration of  Computer soft security
 Ant-spy ware computer software security kit
 Adware protector kit
 Internet
1.2 Verify physical  Hardware security devices: - Practical exercises
security Physical firewall  Security Books
Security keyhole cable - Group discussions
Padlocks  Firewall
 Security agent
Learning Unit 2: Apply Computer Security Learning hours : 40
2.1 Determine the Types of security threats:  Antivirus

Computer Security -Brainstorming
-Computer software security threats:  Computer software
-Demonstration on security security kit
 Viruses software hardware installation
 Worms  Internet
 Trojan Horses -Practical exercises on security
software hardware configuration  Security Books
2.2 Identify computer  Hardware security threats
threats  Physical computer theft  firewall
 Computer component distraction
 Fire
 Natural disaster
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2.3 Install Security  system specification -Practical exercises on  antivirus
software  Microprocessor configuration  Computer soft security kit
 RAM  Internet
 HDD  Security Books
 System type  Firewall
2.4 Configure the firewall  security software Configuration

 startup of software installation
 software setup Customization
 software installation Finalizing
 Testing software
2.5 Update Computer  Checking of software version:  Demonstration on S/W  Software

Security S/W  Checking of software properties updates  Computer soft security kit
 Running software updates  Practical exercises on  Internet
 security software Customization updating S/W  Security Books
 installation Finalizing  Individual practical exercises
2.6 Protect Data  Identification and analyzing of data  Demonstration on data backup  Backup S/W
location  Practical exercises on data  Computer soft security kit
 Names backup  Internet
 Size  Group discussions  Security Books
 Data type  Individual practical exercises  Backup media
 path (source & destination)
2.7Backup Data  Data backup

Protect Data  Backup media
 Data encryption
 Data transfer
2.8 Manage User accounts  Types of users accounts  Demonstration on user  Computer
 Limited/standard user accounts accounts managements and
 Administrator/privilege user accounts password setting
 Setting of user passwords  Practical exercises on user
 Creation of user groups accounts managements and
password setting
 Individual practical exercises
on user accounts
managements and password
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setting
Learning Unit 3: Test Computer Security Learning hours : 30
3.1 Test Computer  Brainstorming  Security Software

Security  Running of security tools  Demonstration on how to test  Computer soft security kit
 Ant-virus  Practical exercises on  Internet
 Ant-spyware computer security verification  Security Books
 Adware protector
 Verification of hardware security
devices
 Physical firewall
 Security keyhole cable
 Padlocks
103
IPRC/Kigali requested you as a computer technician to set the security of three different computers in one hour each. The 1 st computer is used by
student, 2nd one is used by Accountant and the 3rd is used by Head of ICT department.
TASKS
Tasks Set a computer Set a computer Security Set a computer Security

Security
Used By an accountant Used By Head of ICT department
Used by a student
Instructions - D VD/ CD driver - No Internet connection - Access to administrator password

are disabled - Account limited - Account limited
- Account limited - Data protection - Data protection
- Data backup - Data backup
Tools and  Computers

 Security software
Equipment  Security device (lock)
Criteria Indicators Marks Passing line per criteria
Quality of 1. .Tools are prepared 1 4/6

process (E)
compulsory
2. Physical security is assured (cable lock, cable tie) 1
(Tolerable)
3. Different user accounts are created 1
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4. Security software are installed and updated 1
5. Protection software is installed (folder lock) (Tolerable) 1
6. Computer security is tested 1
Quality of 7. Information about physical security of the computer is 1 2/3

product(E) provided (Tolerable)
8. Security software are working well 1 compulsory.
9. User accounts are well managed and secured (privileges, 1

limitations and password)
Relevance(E) 10. Appropriate tools are used 1 2/3

11. Instructions are followed 1 compulsory.
12. Time is respected (Tolerable) 1
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process
Tasks
Task N0 1 0-1 0-1 0-1
Task N0 2 0-1 0-1 0-1
Task N0 3 0-1 0-1 0-1
Result
Passing line per 2/3 2/3 2/3

criterion
Description:
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
among the three.
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ICTCM307 WIRED NETWORK
Competence : Set up wired network
PURPOSE STATEMENT
This is a core module which describes the performance outcomes, skills and knowledge required to set up wired network

107
1. Identify the work 1.1 Obtaining of facility diagram
1.2 Visual inspection of facilities
1.3 Identification of user areas
1.4 Designing of physical N/W layout

2. Prepare project proposal 2.1 Identification of equipment specifications
2.2 Estimation of duration
2.3 Estimation of labor
2.4 Estimation of cost

3. Prepare tools, equipment, & materials 3.1 Application of stock procedures
3.2 Choice of tools
3.3 Choice of equipment
3.4 Selection of materials

4. Perform network installation 4.1 Fixing of trunks
4.2 Laying and termination of cables
4.3 Labeling
4.4 Mounting of network devices

5. Write report & documentation 5.1 Mapping (schema) of networ
5.2 Specification of equipment used(UTP, STP, FIBER OPTIC,

CISCO BANDLE, Coaxial)
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Learning unit 1 : Identify the work Learning hours : 30
1.1. Perform site Facility diagram:  Brainstorming  Internet

survey  Technical drawing applied in  Books
networking  Group discussion on  Switches
 Network symbols wired network  Access point
1.2 Interpret facility  Electrical symbols  Router
diagram  Electronic symbols  Demonstration of  Hub
 Construction symbols network devices  Bridges
 Safety and security symbols
 Repeater
Description of network topology  Exercises on network
1.3. Identify user  Cables
 Physical designing
areas  Logical  Connectors
Types of network media  Documentary  Outlet sockets
 Cables research  Computer
 Wireless  Projector
 Fiber optics  Firewall
 Connectors  Antenna
 Outlet sockets  Modem
1.4. Design N/W Types of network Devices  Tool kit
layout  Switches  Printer
 Access point
 Router
 Hub
 Bridges
 Repeater
 Firewall
 Antenna
 Modem
 Printer
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Learning unit 2: Prepare project proposal Learning hours : 20
2.1. Identify Types of network equipment  Demonstration of network  Books

equipment (cfr to design network layout) devices  Internet connection
specifications  Handout notes
Description of different types  Documentary research  (cfr to
of network devices design network
layout)
 Group discussion on
devices
2.2.Estimate duration
Market study  Group discussion on  Books
 Proforma invoices devices and costs  Internet
 BQs (Bills of  Hand book notes
Quantities)  Documentary research  BQs samples
Comparison of prices on  Brainstorming on labor

the same devices estimation
Decision making
 Group discussion on  Books
2.3. Estimate labor Determination of spares devices and costs
parts  Internet
Determination of unit prices  Documentary research
Determination of Material  Brainstorming on labor  Hand book notes

specifications estimation
Determination of tasks
2.4. Estimate cost Determination of
miscellaneous and labor
cost
110
Learning unit 3: Prepare tools, equipment, & materials Learning hours : 10
3.1. Apply stock Types tools, equipment and  Group discussion on  Books
procedures materials tools, equipment and  Internet connection
 Screw drivers materials  Handout notes
 Screws  Screw drivers
 Cutters  Brainstorming on tools,  Screws
3.2.Choose tools  Pliers equipment and materials  Cutters
 Metal cutter  Pliers
 Drilling machine  Exercises on tools,
 Metal cutter
 Punching tools equipment and materials
 Drilling machine
 Crimping tools
3.3.Choose  Cable tester  Punching tools
equipment  Soldering ion  Demonstration of tools,  Crimping tools
 Trucks equipment and materials  Cable tester
 Lather  Soldering ion
 Cable tiers  Documentary research  Trucks
 Hummer  Lather
 Punch panel  Cable tiers
3.4.Select materials  I/O outlet  Hummer
 Punch panel
 I/O outlet
 Laptop
 Tool kit
111
Learning unit 4: Perform network installation Learning hours : 30
4.1. Fix trunks Choice of trunks  Group discussion on  Books

Choice of cables labeling  Internet connection
Choice of connectors  Handout notes
Choice of network devices  Brainstorming on laying  Cables
End to end identification of cables  Network devices(cfr
Fixing trunks and laying cables to design network
Termination of cables  Exercises on Termination layout)
Mounting network devices of cables  Connectors
 Laptop
 Documentary research
 Tablet
 Metal cutter
 Demonstration on
Termination of cable  Drilling machine
 Punching tools
 Crimping tools
 Cable tester
 Soldering ion
 Trunks
 Lather
4.2. Lay and
 Cable tiers
terminate cables
 Hummer
 Punch panel
 I/O outlet
4.3. Label  Laptop
 Tool ki
4.4. Mount
network devices
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Learning unit 5: Write report & documentation Learning hours : 10
5.1. Draw network Network schema  Exercises on drawing  Books

schema Topology drawing network schema and  Internet connection
List of equipment used topology  Handout notes
 Drawing software
5.2. Specify  Documentary research on  Computer
equipment used in drawing tools
report
Assessment guidelines
Integrates Situation
BK want to set up a wired LAN in GAHANGA branch, in 3 different offices: Branch manager office, Credit officer office and Accountant office. You
as a network administrator in HIGH-TECH, you are requested to setup those wired networks to support three hosts in each office. These works
are requested within 3 hours each.
TASKS AND RESOURCES
Tasks Set up a wired network in Branch Set up a wired network in Credit Set up a wired network in
Manager office officer office Accountant office
  Switches  Switches
 Switches  Cables  Cables
Tools & Equipment  Cables  Connectors  Connectors
 Connectors  Outlet sockets  Outlet sockets
 Outlet sockets  Computer  Computer
 Computer  Tool kit  Tool kit
113
 Tool kit  Screw drivers  Screw drivers
 Screw drivers  Screws  Screws
 Screws  Cutters  Cutters
 Cutters  Pliers  Pliers
 Pliers  Metal cutter  Metal cutter
 Metal cutter  Drilling machine  Drilling machine
 Drilling machine  Punching tools  Crimping tools
 Punching tools  Crimping tools  Cable tester
 Crimping tools  Cable tester  Punching tools
 Cable tester  Trucks  Trucks
 Trucks  Lather  Lather
 Lather  Cable tiers  Cable tiers
 Cable tiers  Hummer  Hummer
 Hummer  Punch panel  Punch panel
 Punch panel
Criteria Indicators Mark Passing line per criteria
Quality of 1. The N/W is well planned (Site visit, costing, time 1 6/8
process(E) estimation)
2. Tools and materials are selected 1 compulsory.
3. Trunking is well done (Tolerable) 1
4. Cabling is well laid 1
5. Cables are well terminated (Patching and crimping) 1
6. Network devices are mounted 1
7. Labeling is well done (Tolerable) 1
8. Connecting is well done 1
Quality of 1. Connectivity is available (hosts are reachable) 1 2/3
114
product(E) 2. Transfer rate is acceptable (standards) 1
3. The network is scalable(reserved ports) (Tolerable) 1
Relevance(E) 1. 3 hosts can be supported 1 3/3
2. Deadline is met 1
3. The required network is respected(wired network) 1
Safety and 1. PPE is used( helmet, goggles, gloves, overall) 1 2/3

security(E)
2. Network devices are physical secured (Rack, lockable 1
area)
3. UPS (Uninterrupted Power Supply) is used. (Tolerable) 1
Global Passing line 13/17 = 76 %
115
SCORING
Quality of the Relevance Quality of product Safety Decision

process (E) (E)
Criteria (E) (E)
Tasks
1. Task NO 1 0-1 0-1 0-1 0-1
2. Task NO 1 0-1 0-1 0-1 0-1
3. Task NO 1 0-1 0-1 0-1 0-1
Result 3/3 3/3 3/3 3/3
Comments Success= 2/3 Success=2/3 Success=2/3 Success=2/3 Success
Description:
Passing line: 76% and above but all none tolerated indicators are compulsory thus learners have to succeed in order to succeed the criteria.
Success of the criteria: 2/3. The Criteria must be accessed through 3 tasks. In order to succeed the learner should succeed in at least 2 tasks
Success of the module/competence: all of the 4 criteria should be successful.
116
ICTCM308 COMPUTER MAINTENANCE
Competence : Perform Computer Maintenance
PURPOSE STATEMENT
This core module is about computer maintenance, it also includes performing routine actions which keep the device in working order and the
trainee will develop a comprehensive and clear vision of computer maintenance and the training program.
The training and learning methods are presented to the trainee. This approach encourages greater motivation and, subsequently, a better
integration of various learning.

117
Learning unit
By the end of the module, the trainee will be able to : Performance criteria
1. Prepare, tools and equipment 1.1 Identification of tools and equipment
1.2 Testing of tools and equipment
1.3 Well arrangement of the workplace
2. Upgrade computer system 2.1 Checking of Hardware specifications
2.2 Checking of Software specifications
2.3 Fixing of component
2.4 Upgrading of software
2.5 Migration of system
3. Maintain computer performance 3.1 Disk defragmentation
3.2 Disk clean up
3.3 Check disk
3.4 Cleaning of the computer
118
3.5 Updating of O S
3.6 File management
3.7 Computer performance test
Learning Unit 1: Prepare, tools and equipment Learning hours: 15
1.1 identify tools and  Types of maintenance

equipment tools - Brainstorming - Software
- Computer Tool kit
- Software Maintenance - Group work - Books
tools
- Registry cleaner tool - Demonstrate
- File system cleaner
- C cleaner - Test the tools - internet
- S/W Removal tools
- Arrange and clean the tools
1.2 Test the tools and  Software Maintenance
equipment tools
- Registry cleaner tool
- File system cleaner
- C cleaner
- S/W Removal tools
1.3 arrange the Types of maintenance

workplace equipments
Blowers
Can of compressed air
(Vacuum cleaner )
Testing tools and equipments
Multimeter
Arrangement of workplace
Conducive workplace
119

Air conditioned

Proper computer
environment
 Arrangement of tools and
equipment
Learning Unit 2: Upgrade computer system Learning hours: 40
2.1 Check the Hardware  System components:

and software - Microprocessor - Demonstration - Software
specifications - RAM
- HDD - Practical exercises - Books
- Motherboard
- Expansion slots - Internet
- Research on system
2.2 Fix component  Techniques to fix specification - Computer Lab
hardware components
- Computer toolkit
 Software: - Brainstorming
- OS
- Application S/W
2.3 Upgrade, Update and  Software:

migrate software - OS
- Application S/W
Learning Unit 3: Maintain computer performance Learning hours: 35
3.1 Clean the computer Using computer appropriate :

- ESD Tools - Brainstorming - Software
antistatic wrist strap,
mat - Demonstration - Computer toolkit
- Hand Tools
screwdrivers, needle- - Practical exercises - Cleaning tools
nose pliers
120
-Cleaning Tools - Group discussions - Multimeter
soft cloth, compressed
air can
-Diagnostic Tools
Multimeter , loopback
adapter
3.2 Use software Disk management tools

maintenance tools - Fdisk
- Format
- Scandisk or Chkdsk
- Defrag
- Disk Cleanup
- System File Checker (SFC)
121
A customer brings three computers (Dell dv 2400, Compaq 5900 and Mini Laptop Acer NT450) to Computer Network Company for maintenance.
As a computer technician you are asked to service them in 3 hours each.
TASKS
Tasks Service Service Service
(Desktop Dell dv 2400) (Desktop Compaq 5900) (mini Laptop Acer NT450)
 Computer Tool kit  Computer Tool kit  Computer Tool kit

 Software Maintenance tools  Software Maintenance tools  Software Maintenance
Tools and  Register cleaner tool  Register cleaner tool tools
 File System cleaner  File System cleaner  Register cleaner tool
Equipment  C cleaner  C cleaner  File System cleaner
 S/W Removal tools  S/W Removal tools  C cleaner
 Blowers  Blowers  S/W Removal tools
 Blowers
 External CD -Drive
Criteria Indicators Type Observation Passing line per criteria
Quality of 1. Work place is prepared (Tolerable) 1 6/7 or 7/7

process(E)
2.Tools, equipment and chemicals are prepared 1 None tolerated indicators are
compulsory
3. Hardware and software specifications are well checked 1
4. The computer case is properly opened 1 (Tolerable or

Compulsory
according to the
case / situation)
122
5. All the components are well blown/ cleaned 1
6. Computer’ components are fixed or re-fixed 1
7. Computer final test is done 1
Quality of 1. Computer is well performing (speed) 1 3/3

product(E)
2. Software are updated/upgraded (antivirus, OS, other 1 All indicators are compulsory.
application software such as Ms office, Adobe, …)
3. All computer components (CD driver, Floppy, mouse, 1

keyboard) are perfectly working
Relevance(E) 1. Appropriate tools, equipment and chemicals(for 1 2/3

cleaning) are used (Tolerable)
2. Appropriate techniques are used (while removing 1 compulsory.
components, handling equipment and tools- clockwise
or anti-clockwise- )
3. Time is respected 1
Safety and 1. The computer is unplugged while opening and cleaning 1 2/3
Security
2. Power checking (voltage) is performed 1 compulsory.
3. PPE (personal protective equipment) is used (overcoat, 1

dust mask, ESD tools) (Tolerable)
Global passing line 13/16 = 81 % or 14/16 = 88%
123
Criteria Quality of the process Relevance Quality of product Decision
Tasks
Task N0 1 1 0 0
Task N0 2 0 1 1
Task N0 3 1 1 1
Result
Comments Success/ failure Success/ failure Success/ failure success
Description:
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
among the three.
124
ICTCM309 COMPUTER TROUBLESHOOTING
Competence : Perform Computer Troubleshooting
PURPOSE STATEMENT
This core module describes the PC Troubleshooting and Repair Training of hardware, software and tools. The Students who successfully
complete the course are equipped with an impressive high level of hands-on performance skills, and they are ready for the skills and abilities:
Thorough knowledge of PC computer systems and each system component, Comprehensive understanding of computer technology and
concepts, ability to assemble and test state of computer hardware, including extensive hands-on experience with software and hardware,
marketable skills of diagnosing, troubleshooting, and repairing computer problems.

125
Learning units Performance criteria

1. Identify the problem 1.1 collection of data from the customer
1.2 Computer diagnosis

1.3 Preparation of tools and equipment
2. Troubleshoot the computer 2.1 Data backup
2.2 Data recovery
2.3 H/W and S/W repairing
2.4 Fixing of Threats
2.5 Reinstallation of computer software
2.6 Testing the computer

2.7 Documentation of the process used
2.8 Presentation of the work done
3 Rearrange the workplace, tools and equipment 3.1 Cleaning tools and equipment
3.2 Rearrangements of tools
126
Learning Unit 1: Identify the problem Learning hours: 60
1.1.Diagnose the Identification of troubleshooting process:  Brainstorming

computer  Role play on  Books
 purpose of data protection troubleshooting process  Internet
 Gathering data from the customer.  Group discussion on  Computer tool kit
 Verifying the obvious issues. troubleshooting process  Multimeter
 Trying quick solutions first.  Personal practical exercise  Troubleshooting S/W
 Gathering data from the computer. about troubleshooting tools
 Evaluating the problem and  Computer Lab
implementing the solution.  Whiteboard
 Closing with the customer.  Marker
1.2.Identify Identification of hardware tools:

troubleshooting tools
- Computer toolkit
- Multimeter
Identification of software tools:
- ERD commander
- Spotmau
- Easeus
- Easy recovery
- Get data recovery
127
Learning hours: 60
Learning Unit 2: Troubleshoot the computer
2.1 Make data backup and Types of backup: o Explain in details the - Recommended textbooks,
recovery - Normal/full backups principles and effects of - Chalkboard,
- Copy backups friction and the law governing - Duster,
- Differential backups - Chalk,
it.
- Incremental backups - Lecture notes.
- Daily backups o Guide the students to solve
Common backup devices
problems relating to friction.
- Tape drives
- Digital audio tape (DAT) drives
- Auto-loader tape systems
- Magnetic optical drives
- Tape jukeboxes
- Removable disks
- Disk drives
data recovery software:
- ERD commander
- Spotmau
- Easeus
- Easy recovery
Get data recovery
2.2 Repair Computer S/W Repairing of S/W:
- OS
- Application S/W
128
2.3 Replace computer H/W computer components:
- RAM
- HDD
- FDD
- PROCESSOR
- POWER SUPPLY
- DATA BUS
external cables-
- VGA
- DVI
- POWER CABLE
I/O devices
- Mouse
- Keyboard
- Monitor
2.4 Finalize Documentation of the work done

troubleshooting process
Presentation the work to the customer
129
Kigali Repairing Company LTD received three computers (HP, DELL and Toshiba) from customers which are not functioning. They requested you
as computer technician to troubleshoot and repair them within 9 hours maximum.
TASKS
Tasks Troubleshoot HP Computer Troubleshoot DELL Computer Troubleshoot Toshiba Computer
Tools & equipment - Software tools
- Computer components
- Computer toolkit
- Software tools: - Data recovery software
- Troubleshooting software
- Multimeter
- Screw driver
1. Workplace is prepared 1
2. Diagnosis is done 1
Quality of 3. Backup is done 1 4/6

process(E) All indicators are compulsory
4. Operating System is repaired 1
5. Application software is repaired 1
130
6. Work done is documented (Tolerable) 1
Quality of 7. Hardware is working properly 1 3/3

product (E)
8. OS and Application software are working well 1 All indicators are compulsory.
9. All data are restored 1

(E)
2. Time is respected (Tolerable) 1 None tolerated indicators are compulsory.
3. Customer needs are met 1
1. PPE ( overcoat, gloves and Antistatic Wrist strap ) is 1

Safety and used (Tolerable)
Security(E)
2. Power checking (voltage) is performed (Tolerable) 1 1/3
None tolerated indicators are compulsory.
3. The computer is unplugged while opening 1

process
Tasks
Task N0 1 0-1 0-1 0-1
Task N0 2 0-1 0-1 0-1
Task N0 3 0-1 0-1 0-1
Result
131
Description:
0 = no command
1 = partial command
2 = minimal command
3 = maximal command
among the three.
132
ICTCM310 WIRELESS NETWORK
Competence : Set up wireless network
SECTOR: ICT SUB-SECTOR:
PURPOSE STATEMENT
This is a core module which describes the performance outcomes, skills and knowledge required toSet up wireless network indoor

133
1. Plan and Conduct Site survey 1.1 Analysis of facilities and existing WIFI &WIRED network
1.2 Identification of Bandwidth and roaming requirements
1.3 Identification of Security requirements
1.4 Identification of Building blueprint
1.5 Planning of the facility to be affected by WIFI
2. Configure and manage 2.1 Implementation of SOHO wireless
2.2 Implementation of Enterprise
2.3 Application of security to the technology applied
2.4 Application of wireless enterprise and residential gateway

3. Write report and documentation 3.1 Report on business purpose and requirements
3.2 Report on applied methodology
3.3 Report on Hardware placement and configuration information
3.4 Report on coverage area of WIFI
134
Learning unit 1: Plan and Conduct Site survey Learning hours : 35

1.1.Identify Bandwidth Introduction to RF  Group discussion  Books
and roaming
requirements RF fundamental:  Brainstorming  Internet
 radio frequency  Exercises  Handout notes
 principles of antennas  Demonstration  wireless router

 radio frequency mathematics  wireless repeater
 Documentary Research
1.2.Identify Security  spread spectrum  Wireless Access Point
requirements
 RF in perspective  USB Wireless Adapter
Different types of wireless
 Wireless PCI Adapter
devices
1.3.Identify Building  Wireless PCMCIA Card

 wireless router
blueprint
 Antennas
 wireless repeater
 Computer
 Wireless Access Point
 Console cable
 USB Wireless Adapter
1.4.Plan facility to be
affected by WIFI
 Wireless PCI Adapter -.
 Wireless PCMCIA Card
135
1.5.Apply Site survey Application of wireless:
equipment
 network extension
 building to building
 last mile data delivery

1.6.Gather RF
information and  mobility, SOHO
standard
 key terms
 access role
1.7.Differentiate
infrastructure devices
Learning unit 2: configure & manage wireless Learning hours : 35
2.1Implement SOHO Types of Infrastructure devices:  Group discussion  Books

wireless  Internet
 access point  Brainstorming  Handout notes
 Wireless Access Point
 wireless bridges  Exercises  USB Wireless Adapter
 Wireless LAN client  Wireless PCI Adapter
 Demonstration
 Wireless PCMCIA Card
 wireless residential & enterprise  Antennas
gateways  Documentary Research  Computer
 Console cable
136
2.2Implement Enterprise  wireless router
Classification of 802.1xn n/w  wireless repeater

architecture
 computers
 locating wireless LAN
 authentication and association
 services
Application of MAC & physical

layers
2.3Perform security to
the technology applied  wireless LAN communicate
 Interframe spacing
 Request to send/clear to send

(RTS/CTS)
Application of Security:
 wired equivalent privacy

2.4Apply wireless  attacks on wireless LAN’s
enterprise and
residential gateway  emerging security policy
 security policy
 Security recommendation
137
Learning hours : 10
Learning unit 3 : Write report & documentation

3.1Write report on business Measurement study  Exercises
purpose and requirements
 setup  Documentary research
 results
WiFi overview
3.2Write report on applied
 challenge
methodology
 system task
Location privacy
 threat model
3.3Write report on Hardware
placement and configuration  Geographical position
information
 channel condition
Evaluation
3.4 Write report on coverage  devices performance

area of WiFi
138
Integrated Situation
BK wants to set up a secured wireless N /W in its branches. As a network administrator in HIGH-TECH, you are requested to perform that task for
the following branches: REMERA, KIMIRONKO and KICUKIRO. Each branch has to be implemented in 3 hours.
TASKS AND RESOURCES
Tasks Set up a wireless network in BK Set up a wireless network in BK Set up a wireless network in BK
Remera branch Kimironko branch Kicukiro branch
 Wireless Router  Wireless Router  Wireless Router

Tools & Equipment  Wireless access point  Wireless access point  Wireless access point
 Wireless cards  Wireless cards  Wireless cards
 Computer  Computer  Computer
 Console cables  Console cables  Console cables
 Network toolkit  Network toolkit  Network toolkit
 Ladder  Ladder  Ladder
Criteria Indicators Marks Passing line per

criteria
Quality of 1. The N/W is well planned (Site visit, costing, time estimation ,N/W design) 1 6/7
process(E)
2. Tools and materials are well selected 1
3. Required configuration are well done 1
4. Authentication is well implemented 1
139
5. Wireless devices are well mounted 1
6. Report and documentation are well done 1
7. Testing is well done (Tolerable) 1
Quality of 1. Connectivity is available (hosts are reachable) 1 2/3

product(E)
2. Transfer rate is acceptable (standards) 1
3. Signal strength is excellent to every host in coverage area (Tolerable) 1
Relevance(E) 1. Every host in the branch can access the N/W through wireless. 1 3/3
2. Deadline is met 1
3. The required network is respected ( secured wireless network) 1
Safety and 1. PPE is used( helmet, goggles, gloves, overall) (Tolerable) 1 2/3
security(E)
2. Network devices are physical secured (Rack, lockable area) 1
3. UPS (Uninterrupted Power Supply) is used. 1
Global Passing Line 13/16 = 80 %
SCORING
Quality of the process Relevance ( E ) Quality of Safety ( E ) Decision

(E) product ( E )
Criteria
Tasks
1. Task No1 0-1 0-1 0-1 0-1
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2. Task No2 0-1 0-1 0-1 0-1
3. Task No3 0-1 0-1 0-1 0-1
Result 3/3 3/3 3/3 3/3
Comments Success= 2/3 Success= 2/3 Success= 2/3 Success=2/3 Success
Description:
Passing line: 80% and above but all non-tolerated indicators are compulsory thus learners have to succeed in order to pass the criteria.
Success of the criteria: 2/3= The Criterion must be assessed through 3 tasks, in order to succeed it the learner should succeed at least in 2
tasks.
Success of the module/competence: all of the essential (4) criteria should be successful.
141
CM305 ENTREPRENEURSHIP
Competence : Create and manage a small business
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 organize 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 income-generating 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.
Not applicable
142
1. Manage money 1.1 Personal financial needs in different life situations are identified.
1.2 The required amount of money for different needs is acquired.
1.3 Money is managed effectively and waste of money is avoided.
1.4 Money is saved in the appropriate manner and within appropriate institution.
1.5 Debts are managed effectively.
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 business 4.1 The objectives of the small business are realistic, clearly stated and measurable.
143
4.2 The business plan template is filled in appropriately.
4.3 The simulated small business has brought benefits.
Learning unit 1: Manage money

Learning hours: 10
1.1 Analyse financial needs  Identify things they need o small group discussion
money for o brainstorming
 Identify how the things o large group discussion
they need money for
change as their life
situations change
1.2 Access money  Plan how to get money o small group discussion - Role play scenarios
 Ways to access money o brainstorming
(borrowing, saving and working o prioritizing
to earn money) o role-play
o large group discussion
1.3 Manage money  Good ways to manage money o exercise - Role play scenarios
effectively  Ways that they waste money o role-play
 Ways to cut costs through o large group discussion
reducing, recycling, repairing,
and reusing
1.4 Save money  Definition of the concept of o Brainstorming
saving o large group discussion
 Recognize that not only rich o role-play
people can save o individual goal setting
 Reasons for saving o guest speakers
(unexpected events and
specific needs)
 Savings goals
 Saving possibilities and
institutions
144
1.5 Manage debts  Definition of the concept of debt o large group discussion - Role play scenarios
 Risks of getting into debt o group work
 Strategies to avoid debt o prioritizing
 Strategies to get out of debt
Learning unit 2: Keep record and budget

Learning hours: 5
2.1 Keep basic personal  Income o group work

financial records  Expenses o case study
 Balance calculations
2.2 Perform basic  Definition of budget o group work

budgeting  Definition of the concept of o case study
budgeting o individual work
 Principle of budgeting
2.3 Develop a financial  structure of a financial plan o Brainstorming - Financial fitness plan
strategic plan o large group discussion
o individual work
Learning unit 3: Manage a small business

Learning hours: 5
3.1 Understand the  Basic cycle of business: buying, o simulation game - Entrepreneurs’ profiles
business cycle adding value, selling for profit o large group discussion - Entrepreneur’s Cycle Chart
 Allocation of income between
the business, personal
expenses and savings
 Importance of maintaining
positive cash flow
3.2 Deal with unexpected  List of possible unexpected o simulation game - Life cards for simulation
costs expenses or financial events o large group discussion game
 Plan for, and deal with,
unexpected financial events
145
3.3 Identify the risks of  Risks and potential benefits of o simulation game - Life cards for simulation
credits selling to customers on credit o large group discussion game
 Financial risks involved with
extending credit to friends and
family members
3.4 Fill in a record-keeping  Value of keeping records o simulation game, - Record-keeping template
sheet  Sections of a record-keeping o large group discussion
sheet
Learning unit 4: Prepare a business plan for a micro business

Learning hours: 10
4.1 Understand the value of  Value of a business plan o simulation game - Entrepreneur’s Cycle Chart
a business plan  Flexibility of a business plan o large group discussion - Record-keeping template
 Importance of realistic goals - Business plan template
4.2 Identify the profit to  Sections of a business plan
achieve
4.3 Prepare a business plan
4.4 Operate a business

according to the plan
Reference books :
146
1. The portfolio, including:

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
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
147
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. An entrepreneurship project or a simulation of entrepreneurship project, with a passing mark of 90%
Suggestion of project or project simulation 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 to generate his business idea, make his business plan, create and manage his business initiative.
Duration: 1 month
Resources
 Papers
 Pen
 Calculator
 Business plan form
148
Criteria Indicators Scoring
Business idea Inspiration to make his own business 4/4
Setting personal goals to save 2000frw per day
Market analysis-his home place
Determining a time frame
Business Plan Written document (the business plan form is filled adequately) 2/2
The business is profitable
Financial Management Record keeping: the files and all necessary documents (store sheets, reception 4/4
notices, invoices) are available
Expected income and expenditure plans are available
The source of income is identified
Unexpected costs are considered
Business management /execution Quality products 3/4

/implementation
Good dealing with customers
Good marketing strategies
Insurance Cover
Total 13/14
Passing line Percentage 93%
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ICTCM311 INTERNSHIP
Competence : Integrate the workplace
SECTOR: Construction SUB-SECTOR: Welding
PURPOSE STATEMENT
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of
this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and
show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces
have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under
and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to
exercise rights in the workplace.

150
ICTCM310 WIRELESS NETWORK
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 2.1 Appropriate workplace habits and attitudes are observed.
and attitudes
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 3.1 Worker’s and employer’s obligations according to the Rwandan Labour
employer’s rights and responsibilities code are understood.
151
3.2 The worker’s responsibilities are performed on the workplace.
3.3 Exercise rights on the workplace.
4. Organise and evaluate 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 the agreement with the enterprise are
performed adequately.
5.2 Positive response and active participation in meetings with the “maître de
stage”
5.3 Adequate work behaviour and attitudes are demonstrated
Learning unit 1: Apply for internship / employment

Learning hours: 8
1.1 Identify and use  Resources to find employment o small group work - Job announcements and
resources to find a job in the community and at o panel discussion information: newspaper
national level o large group discussion advertisements; information
 Identify contact persons o speakers 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,
152
through cooperatives…
1.2 Write a Curriculum Vitae  Differences between a CV and o large group discussion - Sample cvs and application
(CV) and an application an application letter o individual work letters
letter  Types of application letters o pair work - Format of an application
 Elements of a well written CV letter
 Elements of an application letter
1.3 Take part in an interview  Main parts of an interview o small group work - Interview observation tool
 Interviewing tips : what to do o interview role plays
before, during and after the o large group discussion
interview
 Typical questions asked during
an interview Q
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes

Learning hours: 5
2.1 Identify appropriate  Appropriate workplace o small group work

workplace behaviours and behaviours and attitudes (dress o large group discussion
attitudes code, time management, o brainstorming - Workplace behaviour
respect, honesty, integrity, work scenarios
as a team member) - Work habits inventory
 Work habits (cooperation,
initiative, courtesy, constructive
criticism, supervision, accuracy,
pace of work, time usage,
adaptability, personal
appearance, attendance,
punctuality)
2.2 Manage time  Importance of task planning and o large group discussion
managing time o small group activity (tower building)
 Strategies to better manage o reflection
time o pair sharing
2.3 Balance work and  Common situations that make it o large group discussion - Scenarios : “Did S/he Do
challenging to balance work & o individual work the Right Thing?”
153
personal life personal life o self assessment
 Tips to manage personal and o pair sharing
work lives
Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities
Learning hours: 8
3.1 Be familiar with the  Definition of “right” and “human o small group work Universal Declaration of
universal human rights right” o large group discussion Human Rights – plain
 Universal Declaration of Human language version
Rights
3.2 Explore one’s personal  Definition of “responsibility” o individual work
rights and responsibilities  Relationship between rights and o pair share
responsibilities o large group brainstorming and
discussion
3.3 Identify one’s rights and  ‘Rights’ (what you can expect o large group discussion - Worksheet on Rights and
responsibilities at work your employer to provide) o small group work Responsibilities at Work.
 ‘responsibilities’ (what your o skits
employer can expect that you
will do)
3.4 Become familiar with  Legal obligations of employers o large group activity - Statements and Answers for
some of the provisions of  Legal obligations of workers o discussion Agree/Disagree Game on
the Rwandan Labour Law o small group work Rwandan Labour Law
o observation - Articles 47 and 48 of the
Labour Code
3.5 React appropriately  Possible solutions or responses o small group work - Labour Code Scenarios
when the Labour Code is in case the Labour Code is o scenario analysis - Labour Code Excerpts
broken broken o large group discussion
154
Learning unit 4: Organise and evaluate one’s internship
Learning hours: 9
4.1 Conclude an internship  Definition of the concept o Brainstorming - Sample internship

agreement “internship” o Group discussion agreement
 Objectives of the internship o Presentation by the trainer
 Presentation of internship
agreement
4.2 Outline one’s findings  Presentation of the logbook o Presentation by the trainer - Logbook
and experience  Tips to fill in the logbook
4.3 Write and present the  Contents of the internship o Group discussion - Sample internship report
report of the internship report o Role play
 Presentation techniques
4.4 Participate actively to  Internship assessment and self- o Group discussion

the assessment of one’s assessment guidelines o Presentation by the trainer
internship
Learning unit 5: Develop one’s competences on the workplace

Learning hours: 270
Reference books :
155
In order to pass this module, the student must complete and submit to the trainer:
The portfolio, including:
1. Interview Observation Tool

2. Work habits inventory
3. CV and Application letter writing
4. Rights & Responsibilities Drawing
5. Worksheet on Rights and Responsibilities at Work
6. Rights & Responsibilities Statements
7. Observation form for demonstration
8. Using Rwandan Labor Law
Those documents are found in Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project, modules 3
and 6.
And complete (or have the relevant person to complete) and submit to the school and company:
9. Industry Attachment Company logbook

10. Industry Attachment Director/liaison officer logbook, including the Overall Assessment by Company Supervisor with a minimal C grade
11. Industry Attachment Student’s logbook, including a 90% attendance score
Documents 1 to 3 are found in the module 3; Work habits and conducts, of Work Readiness Training Programme – Participant’s Manual,
Akazi Kanoze – Youth Livelihoods Project.
Documents 4 to 8 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 9 to 11 are the WDA’s/JICA TVET Industrial attachment program (IAP) set of documents.
156
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Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA

Web site: www.wda.gov.rw

CDU Curriculum Development Unit

ICTCM Computer Hardware/software maintenance

ICT Information Communication Technology

PAFP “Programme d’Appui à la Formation Professionnelle”

PPE Personal Protective Equipment

RTQF Rwanda Technical Qualification Framework

TVET Technical and Vocational Education and Training

WDA Workforce Development Authority

IPRC Integrated Polytechnics Regional Centers

HABIMANA Théodore, TVET Training Department - WDA

TUMAINI MANIMBI, Curriculum Development Unit – WDA

NDUWUMUREMYI Jean Bosco NUR / IT Technician

FILIOT Aline, APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)

SECTION 1: GENERAL INTRODUCTION ..................................................................................................................................................... 9

SECTION 2: QUALIFICATION ......................................................................................................................................................................... 12

TVET Certificate I in ICT: COMPUTER HARDWARE/SOFTWARE MAINTENANCE ....................................................................................... 12

RATIONALE OF THE QUALIFICATION .......................................................................................................................................................... 14

ENTRY REQUIREMENTS TO THE QUALIFICATION ..................................................................................................................................... 14

EMPLOYABILITY AND LIFE SKILLS ............................................................................................................................................................... 14

MODULES AND QUALIFICATION RULES ...................................................................................................................................................... 17

SECTION 3: TRAINING PACKAGE .................................................................................................................................................................... 19

CM301 OCCUPATION AND LEARNING PROCESS ...................................................................................................................................... 23

Learning Unit 1: Apply computer fundamentals ............................................................................................................................................ 40

Learning unit 1: Listen and speak effectively ................................................................................................................................................ 59

Learning Unit 1: Prepare Tools, Materials and equipment ............................................................................................................................ 66

Learning Unit 1 Prepare tools ....................................................................................................................................................................... 75

Learning unit 1: Manage storage media....................................................................................................................................................... 82

Learning Unit 1: Prepare workplace, tools and equipment ............................................................................................................................ 86

Learning unit 1: Apply internetworking basics .............................................................................................................................................. 94

Learning Unit 1: Prepare Tools, equipment and workplace ......................................................................................................................... 101

Learning unit 2: Prepare project proposal .................................................................................................................................................. 110

Learning Unit 1: Prepare, tools and equipment ........................................................................................................................................... 119

Learning Unit 1: Identify the problem .......................................................................................................................................................... 127

Learning unit 1: Plan and Conduct Site survey .......................................................................................................................................... 135

Learning unit 1: Manage money ................................................................................................................................................................. 144

Learning unit 1: Apply for internship / employment ..................................................................................................................................... 152

Occupation: the principal business of one’s life.

TITLE OF THE QUALIFICATION:

SUB-SECTOR: COMPUTER HARDWARE/SOFTWARE

ISSUE DATE: FEB, 2013

Describe the occupation and the learning process

ENTRY REQUIREMENTS TO THE QUALIFICATION

EMPLOYABILITY AND LIFE SKILLS

Environment - know the environmental regulations in Rwanda;

Management of a - simulate income-generating activities with the basic cycles of business;

Module No Module title Credit Value

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

ICTCM301 Electrical fundamentals 3

Apply computer literacy

Create and manage a

tools and equipment

Execute the work

Test work done

No3 No2 No4 N05 Electrical

No6 No7 No9

Competence : Describe the occupation and the learning process

RTQF LEVEL: ALL CREDITS: 2 LEARNING HOURS : 20

SECTOR: All SUB-SECTOR: All

ISSUE DATE: February 2013 REVIEW DATE: