Republic of Rwanda Ministry of Education

Transcription

Republic of Rwanda
Ministry of Education
WORKFORCE DEVELOPMENT AUTHORITY – WDA
Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707
Tel: (+250) 255113365
E-mail: [email protected]
Web site: www.wda.gov.rw
AGRAH4001:TVET CERTIFICATE II in AGRICULTURE AND FOOD PROCESSING: ANIMAL HEALTH
CURRICULUM
January 2014
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 training programme.
Coordination
Participation
Participation (continued)
HABIMANA Théodore, TVET Training-WDA
AMAHIRWE Théogène, EAV Rushashi
NISINGIZWE Protogene, Kamembevet
MUHIRE JMV, CDU-WDA
AKARIKUMUTIMA Clementine, Private
Centre
veterinarian
NIWEMWERA Geovanie, EAV Nyabikenke
AMAHIRWE Théogène, EAV Rushashi
NTIRENGANYA Jacques, ES Kinazi
BANGUMUKUNZI Faustin, EAV Gitwe
NYIRIMANZI O. Philémon, EAV Kabutare
HATEGEKIMANA Gratien, CDU-WDA
BWENGE Richard, Private veterinarian
RUGAMBWA Adolphe, EAV Ntendezi
Technical Assistance
DUKUZUMUREMYI Claude, AGRIVET
SEBUHINJA Felicien, AVEP
GAHUNGU Faradji, APEFE-PAFP
GAKWISI Frédéric, EAV Rushashi
TWAGIRAYEZU J. Baptiste, VSV
KANKESHA Donatille, NOPHAVET
USENGUMUREMYI Jean Chrisostome,
HABARUGIRA Gervais, Umutara Polytechnic
RARDA/RAB
Facilitators
NTAHONTUYE Félix, CDU-WDA
DODO Kimba, APEFE-PAFP
Dr Ciza Antoine, APEFE-PAFP
University
FILIOT Aline, APEFE-PAFP
HANYURWIMFURA Emmanuel, EAV Ntendezi
NGOMA Marie-Pierre, VVOB-PAFP
MAYIGANE Landry, RARDA/RAB
Sponsors
MUKURALINDA Célestin, La MAISONVET
WDA, APEFE-PAFP
NGIZWENAYO Jean Claude, VSF- Belgium
NGUTEGURE Elizabeth, INTRAGRI
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ACRONYMS
AGRAH
Code Animal Health trade
OHS
Occupational Health and Safety
AGRCP
Code Agriculture Crop Production trade
PAFP
AGRFO
Code Agriculture Forestry trade
“Programme d’Appui à la Formation Professionnelle”
(Belgian TVET support programme to vocational
training)
APEFE
Per os
By way of the mouth Oral
CMT
“Association pour la Promotion de l’Education
Et de la Formation à l’Etranger”
California Mastitis Test
PPE
Personal Protective Equipment
CDU
Curriculum Development Unit
RAB
Rwanda Agriculture Board
EAV
“Ecole Agri-Vétérinaire” (Agriculture and veterinary
school)
RARDA
Rwanda Animal Resources Development Authority
RBS
Rwanda Bureau of Standards
ICT
Information Communication Technology
RTQF
Rwanda Technical Qualification Framework
ILO
International Labour Organisation
SC
Subcutaneous injection
IM
Intramuscular
TBD
Tick Borne Disease
ISAE
“Institut Supérieur d’Agriculture et d’Elevage” (Higher
Agriculture and Animal Husbandry Institute)
TVET
Technical and Vocational Education and Training
ISCO
International Standard Classification of Occupations
VSF
“Vétérinaires Sans Frontières”
ISO
International Standards Organization
VSV
“Vétérinaires Sans Vacances”
IV
Intravenous
WDA
Workforce Development Authority
NTQF
National Technical Qualification Framework
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Table of Contents
SECTION 1: GENERAL INTRODUCTION ............................................................................................................................................................ 8
CONCEPTS AND DEFINITIONS ....................................................................................................................................................................... 9
SECTION 2: QUALIFICATION ............................................................................................................................................................................ 11
PURPOSE ....................................................................................................................................................................................................... 11
RATIONALE OF THE QUALIFICATION .......................................................................................................................................................... 12
ENTRY REQUIREMENTS TO THE QUALIFICATION ..................................................................................................................................... 13
EMPLOYABILITY AND LIFE SKILLS .............................................................................................................................................................. 14
MODULES AND QUALIFICATION RULES ..................................................................................................................................................... 15
SECTION 3: TRAINING PACKAGE .................................................................................................................................................................... 16
COMPETENCES CHART ................................................................................................................................................................................ 16
FLOWCHART .................................................................................................................................................................................................. 20
CM401 OCCUPATION AND LEARNING PROCESS .......................................................................................................................................... 22
Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop ......................................................................... 24
Learning unit 2: Learn about the occupation and the training process ............................................................................................................. 24
Learning unit 3: Reflect upon the teaching and learning methods .................................................................................................................... 25
Assessment Guidelines ................................................................................................................................................................................... 26
CM402 COMPUTER FUNDAMENTALS ............................................................................................................................................................. 27
Learning Unit 1: Apply advanced hardware and software concepts ................................................................................................................. 28
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Learning Unit 2: Design complex professional documents ............................................................................................................................... 30
Learning Unit 3: Use advanced spreadsheet package ..................................................................................................................................... 31
Assessment Guidelines ................................................................................................................................................................................... 33
CCM403 COMMUNICATING IN MEDIUM ENGLISH .......................................................................................................................................... 36
Learning unit 1: communicate confidently, speaking on a range of familiar topics, using appropriate tenses and vocabulary .......................... 37
Learning unit 2: Demonstrate the ability to comprehend the main content and overall meaning of a range of general texts in English ............ 38
Learning unit 3: Write descriptive and explanatory texts and apply a range of listening strategies to understand predictable discussion......... 39
AGRAH401 MICRO ORGANISMS IDENTIFICATION ......................................................................................................................................... 41
Learning Unit 1: Classify different types of micro-organisms ............................................................................................................................ 43
Learning Unit 2: Select material, media and Equipments ................................................................................................................................. 44
Learning Unit 3: Apply different methods of identification................................................................................................................................. 47
Assessment Guidelines: .................................................................................................................................................................................. 52
AGRCP403 DEMONSTRATING BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY ........................................................... 57
Learning unit 1: apply basic knowledge of structure atoms and elements ........................................................................................................ 58
Learning unit 2: Apply basic knowledge of inorganic chemistry........................................................................................................................ 59
Learning unit 3: apply basic knowledge of organic chemistry ........................................................................................................................... 61
CCM404 IMPLEMENTING SAFETY, HEALTH AND ENVIRONMENTAL POLICIES AND PROCEDURES ........................................................ 62
Learning unit1: Apply SHE practices................................................................................................................................................................ 64
Learning unit 2: Assess and control risks ......................................................................................................................................................... 67
Learning unit 3: Implement environmental procedures .................................................................................................................................... 69
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AGRAH402 RABBIT FARMING .......................................................................................................................................................................... 73
Learning Unit 1: Describe rabbit breed ............................................................................................................................................................ 75
Learning Unit 2: Design and equip rabbit hutches............................................................................................................................................ 76
Learning Unit 3: Manage rabbit farming ........................................................................................................................................................... 77
Learning Unit 4: Perform rabbit health and diseases control ............................................................................................................................ 80
Assessment Guidelines: .................................................................................................................................................................................. 81
AGRAH403 DEMONSTRATING BASIC KNOWLEDGE ON DOMESTIC ANIMALS PHYSIOLOGY ................................................................... 86
Learning unit 1: Describe animal cell physiology.............................................................................................................................................. 88
Learning unit 2: describe body defence mecanism .......................................................................................................................................... 89
Learning unit 3: describe the physiology of different body systems .................................................................................................................. 90
Assessment guidelines .................................................................................................................................................................................... 93
References: ..................................................................................................................................................................................................... 95
AGRAH404 POULTRY FARMING ...................................................................................................................................................................... 95
Learning Unit 1: Describe poultry breeds ......................................................................................................................................................... 98
Learning Unit 2: Design poultry shelters and hatchery ................................................................................................................................... 100
Learning Unit 3: Install the poultry shelters and hatchery equipment ............................................................................................................. 102
Learning Unit 4: Manage poultry production .................................................................................................................................................. 103
Learning Unit 5: Produce day old chicks, poults, duckling, Gosling ................................................................................................................ 104
Learning Unit 6: Perform poultry health and diseases control ........................................................................................................................ 106
References: ................................................................................................................................................................................................... 106
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Assessment Guidelines: ................................................................................................................................................................................ 107
AGRAH405 COMMON PARASITIC DISEASES TREATMENT ......................................................................................................................... 111
Learning Unit 1: Identify common parasites ................................................................................................................................................... 114
Learning Unit 2: Identify common parasitic diseases ..................................................................................................................................... 115
Learning Unit 3: Perform diagnosis for parasitic diseases.............................................................................................................................. 116
Learning Unit 4: Perform treatment for parasitic diseases.............................................................................................................................. 118
AGRAH406 COMMON INFECTIOUS DISEASES TREATMENT ...................................................................................................................... 124
Learning Unit 1: Describe common infectious diseases ................................................................................................................................. 125
Learning Unit 2: Perform Diagnosis of infectious diseases ............................................................................................................................ 129
Learning Unit 3: Apply treatment for infectious diseases................................................................................................................................ 130
References: ................................................................................................................................................................................................... 132
AGRAH407 INTOXICATIONS, NUTRITIONAL AND METABOLIC DISEASES TREATMENT .......................................................................... 137
Learning Unit 1: Describe intoxications and toxi-infections ............................................................................................................................ 139
Learning Unit 2: Perform diagnosis of intoxications, nutritional and metabolic diseases ................................................................................ 141
Learning Unit 3: Apply treatment of intoxications, nutritional and metabolic diseases .................................................................................... 142
References: ................................................................................................................................................................................................... 143
CCM405 DESIGNING A BUSINESS PLAN ...................................................................................................................................................... 147
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Learning unit 1: Identify organisational objectives .......................................................................................................................................... 149
Learning unit 2 : Establish service profile and conduct resource audit ........................................................................................................... 151
Learning unit 3: Analyse client needs and expectations ................................................................................................................................. 154
Learning unit 4: Establish staffing requirements............................................................................................................................................. 155
Learning unit 5: Seek approval of the plan ..................................................................................................................................................... 157
Learning unit 6: Monitor, evaluate and update the business plan................................................................................................................... 158
AGRAH408 INTERNSHIP ................................................................................................................................................................................. 161
Learning unit 1: Apply for internship / employment ........................................................................................................................................ 163
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes ............................................................................................... 164
Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities .............................................................. 165
Learning unit 4: Organise and evaluate one’s internship................................................................................................................................ 166
Learning unit 5 : Develop one’s competences on the workplace .................................................................................................................... 166
Assessment Guidelines ................................................................................................................................................................................. 166
SECTION 1: GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competences to acquire to perform the occupation of a Veterinary nurse. It is designed with an
approach that takes into account the training needs, the work situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of training. They have a direct influence on the choice of the
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theoretical and practical learning activities. The competences are the targets of training: the acquisition of each is required for certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature and goals of a program and the key concepts and
definitions used in the document. The second part presents the qualification, its level in the qualification framework, its purpose, its rationale and the list of
modules it comprises. The third part deals with the training package. It includes the competences chart, the sequencing of module learning, the description
of each module and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the module, the length of training, the amount of credits, the
context in which the competence is performed, the prerequisite competences, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning outcomes (knowledge, skills and attitude) and the learning
contents related to each learning unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
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.
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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.
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 II in AGRICULTURE AND FOOD PROCESSING: Animal health
LEVEL:
4
CREDITS:
12
SECTOR:
AGRICULTURE AND FOOD PROCESSING
SUB-SECTOR:
ANIMAL HEALTH
ISSUE DATE:
January, 2014
REVIEW DATE:
PURPOSE
This qualification provides the skills, knowledge and attitudes to new entrants to animal care and management industry. In Rwanda, animal care or
management may be performed in a variety of private/public workplaces, including farms, veterinary clinics, animal research facilities, animal feed stores,
veterinary drugs stores, natural parks or public services. Veterinary assistants, also known as Veterinary auxiliary nurses, carry out diagnostic, preventive
and curative veterinary tasks, more limited in scope and complexity than those carried out by the upper levels of veterinary workers (Veterinary nurses,
Veterinary technicians, Animal health engineers and Veterinarians). They may perform individually (alone) or in team but usually under close supervision.
Learners with this qualification are able to :
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1. Describe occupation and training process
2. Apply computer fundamentals
3. Communicate in medium English
4. Identify micro organisms
5. Demonstrate basic knowledge of organic and inorganic chemistry
6. Implement safety, health and environment policies and procedures
7. Perform Rabbit farming
8. Demonstrate basic knowledge on domestic animal physiology
9. Perform Poultry farming
10. Treat common parasitic diseases
11. Treat common infectious diseases
12. Treat intoxication and food poisoning
13. Design a business plan
14. Integrate work place
RATIONALE OF THE QUALIFICATION
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Vision 2020 has identified agriculture as one of the six pillars of Rwanda economic and social development. It recommends that the agriculture sector, now
turned towards the subsistence be transformed into a value-added agriculture, market-oriented, particularly through the production of high value crops and
modern livestock management.
Also, the Vision 2020 and the "Economic Development & Poverty Reduction Strategy (EDPRS)" 2008-2012, envisions the implementation of an ambitious
agriculture intensification programme in which the major diseases of livestock will be eradicated or controlled. In order to achieve these goals, a capacity
building strategy is necessary. It’s in this regard that, the strategic priorities identified in the "Education Sector Strategic Plan” (ESSP) 2010-2015, relates to
an improvement of the Technical and Vocational Education and Training (TVET) system to satisfy the market demand of qualified workers.
Veterinary assistant occupation was identified as a priority during May 2011 workshop (organised by WDA and PAFP) on agriculture occupations
identification and prioritisation. The areas of intervention of this occupation are focused typically on livestock diseases prevention and control. Livestock
diseases contribute to an important set of losses and issues including animal welfare, productivity losses, uncertain food security, loss of income and
zoonosis. Livestock disease management, including good animal husbandry practices, can improve human health and the animal productions, therefore
the national economy. As such, the Veterinary nurse is seen as an important stakeholder in the process of animal production intensification and the
country's economy development.
the graduates with this qualification can pursue TVET certificate III in Agriculture and food processing: Animal health
Possible job positions related to this qualification include:
Rabbit farmer
Poultry farmer
Animal nurse
Pathways into the qualification
Pathways into this qualification may be:
To have completed TVET certificate I in Agriculture and food processing: Animal health
Pathways from the qualification
After achieving this qualification, candidates may undertake Agriculture assistant technician as TVET certificate II in Agriculture: Animal health level 4
training furthermore Veterinary technician as TVET certificate III level 5, latter on a graduate may proceed in higher learning according to the RTQF
ENTRY REQUIREMENTS TO THE QUALIFICATION
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The minimum entry requirement to this qualification is to have completed the TVET Certificate I
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
development
Interpersonal
communication
Health, hygiene and
safety
Environment
sustainability
Integration of the
workplace
Financial fitness
- Understand own personal values, strengths and areas of challenge or weakness and are able to effectively use
or address them;
- Develop, implement and evaluate progress toward personal goals;
- Know own preferred way of learning, take initiative for learning new skills, and know how to monitor own learning
progress.
- Communicate and get along well with others, in a variety of settings and for a range of purposes;
- Speak and listen actively and appropriately, one-on- one and in groups;
- Cooperate and work effectively within a group;
- Provide good customer service.
- Know the standard health and safety practices and regulations in the workplace;
- Maintain hygiene and personal grooming;
- Identify unsafe situations;
- Respond to emergencies and accidents at work;
- Prevent hiv/aids and sexual violence.
- Know the environmental regulations in Rwanda;
- Dispose of waste ;
- Recycle waste ;
- Report environmental hazards to appropriate person.
- Know how to apply for and present themselves for employment;
- Demonstrate good time management and show up for work on time;
- Demonstrate behaviour and attitudes that are appropriate for the workplace and understand that workplaces have
policies and procedures that need to be followed;
- Take initiative and responsibility for own work and know how to work under and respect supervision;
- Know the rights and responsibilities of workers and employers and explore ways to exercise rights in the
workplace.
- Understand principles and tools behind personal and family money-management;
- Understand the importance of saving and reducing expenses;
- Organize and manage personal and household finances;
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Management of a
small business
Computer skills
-
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.
Simulate income-generating activities with the basic cycles of business;
Plan for income-generating activity expenses and loan repayments;
Keep basic business financial records;
Evaluate the risks and opportunities of using credit in income generating contexts;
Distinguish between money to be used for investment into own income-generating activities, for family expenses,
and for savings;
Know the different market actors.
Operate a computer
Use word processing applications in the production of workplace or personal documents
Create and use spreadsheets and charts through the use of spreadsheet software
Design electronic presentations
Send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms, intranets
and instant messaging.
MODULES AND QUALIFICATION RULES
To achieve the Certificate II in Agriculture and food processing: Animal health, 12 modules must be completed (120 credits):
-
8 generic modules
6 core modules
Module
Code
Module title
Credit Value
Generic modules
CCM401
Occupation and training process
2
CCM402
Computer fundamentals
4
15
CCM403
CCM404
CCM405
AGRAH401
AGRCP403
AGRAH403
Medium English communication
4
Implementing safety, health and environment policies and
procedures
Designing a business plan
Micro-organisms identification
Demonstrating basic knowledge of organic and inorganic chemistry
Demonstrating basic knowledge on domestic animals physiology
3
40
10
40
90
Mandatory modules
AGRAH402
Rabbit farming
8
AGRAH404
Poultry farming
12
AGRAH405
Common parasitic diseases treatment
10
AGRAH406
Common infectious diseases treatment
10
AGRAH407
Intoxications, nutritional and metabolic diseases treatment
10
AGRAH408
Internship
30
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
16
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 well as
the key stages of the work process. It shows the links between the elements in the horizontally axis and those vertical axis. The symbol ( ) 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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No
NUMBER
DURATION
18
Design a business plan
Demonstrate basic knowledge on
inorganic and organic chemistry
Demonstrate basic knowledge on
domestic animals physiology
Implement safety, health and
environment policies and procedures
Communicate in medium English
4
2
13
5
8
6
3
100
40
40
40
90
30
40
1
Describe occupation and training process
20
7
Rabbit farming
80
∆
∆
∆
∆
∆
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
9
Poultry farming
120
∆
∆
∆
∆
∆
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
ᴼ
10
Treat common parasitic diseases
100
▲
▲
▲
▲
▲
●
ᴼ
ᴼ
ᴼ
●
ᴼ
ᴼ
11
Treat common infectious diseases
100
▲
▲
▲
▲
▲
●
ᴼ
ᴼ
ᴼ
●
ᴼ
ᴼ
TRAINING DURATION
Apply computer fundamentals
SPECIFIC COMPETENCIES
Identify micro organisms
Process
Clean the workplace
Provide the treatment
Diagnosis
Perform animal check-in
Veterinary nurse
Prepare workplace
DURATION
CERTIFICATE II IN ANIMAL HEALTH: COMPETENCE CHART AND FLOW CHART
GENERAL COMPETENCES
290
12
Treat intoxication and food poisoning
100
▲
▲
▲
▲
▲
●
ᴼ
ᴼ
ᴼ
●
ᴼ
ᴼ
14
Integrate work place
300
▲
▲
▲
▲
▲
●
ᴼ
ᴼ
ᴼ
●
ᴼ
ᴼ
Total
1200
910
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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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1. Occupation and training
process (20h)
2. Computer fundamental
(40h)
4. Microorganism
identification (100h)
3. Medium English
communication (40h)
5. Basic knowledge of
inorganic and organic
chemistry (40h)
(40h)
6. Implementing safety,
health and environment
policies and procedures (30h)
9. Poultry farming (120h)
13. Designing a business plan
(40h)
8. Basic knowledge on domestic
7. Rabbit farming (80h)
animal physiology (90h)
10. Common parasitic
diseases treatment (100h)
11. Common Infectious disease
treatment (100h)
12. Intoxications, nutritional
disorders and food poisoning
treatment (100h)
14. Internship (300h)
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CM401 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 2014
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
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LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Learning unit
Performance criteria
By the end of the module, the learner will be able to :
1. Understand oneself as part of a team and respect the rules
of the workshop
2. Learn about the occupation and the training process
3. Reflect upon the teaching and learning methods
1.1
Know each other.
1.2
Be part of a team and behave accordingly.
1.3
Rules and requirements are agreed upon and known.
2.1
The occupation and the industry sector are understood.
2.2
The training required is known.
2.3
The training organisation is known.
3.1
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
1.1 Introduce oneself and
get to know one another
 Introductions
 Expectations about the training
1.2 Work as a team
 Working as a team
 Building trust
o Introduction
o Game
o Presentation of trainees’
expectations
o Games
o Group discussions
1.3 Setting rules and
responsibilities
 Rules of the classroom
 Group responsibilities
o Brainstorming
o Discussions
Resources
Learning unit 2: Learn about the occupation and the training process
Learning hours: 12
Learning outcomes
Contents
Learning activities
Resources
2.1 Understand the
occupation and the industry
sector
 Characteristics of the
occupation
 Place of the occupation in the
industry sector
 Working conditions
o Group discussion
o Personal research
o Visit of a business in the
neighbourhood
- Pictures of people in working
situation
- Documents describing the
occupation
- Documents describing the
industry sector
2.2 Obtain an
understanding of the goals
 Content of the training
programme (modules)
 Importance of the initial and
o Presentation by the teacher
o Research
- Overview of the training
programme
- Testimonies of people
24
of the training programme
2.3 Have a common
understanding of the
training organisation
continuous training
 Presentation of the timetable
 Presentation of the classrooms
and workshops
performing the occupation
o Visits of the premises of the school.
- School year calendar
- Timetable
Learning unit 3: Reflect upon the teaching and learning methods
Learning hours: 2
Learning outcomes
Contents
Learning activities
3.1 Understand the
teaching and learning
methods
 Overview of the active and
participatory teaching and
learning methods
o Experience sharing.
o Presentation by the trainer
3.2 Understand the
assessment methodology
 Assessment methodology and
its purpose
o Explanation by the trainer
Resources
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.
25
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
26
CM402 COMPUTER FUNDAMENTALS
Competence: APPLY COMPUTER FUNDAMENTALS
RTQF Level: 4
Credit: 4
Learning hours : 40h
Sector: All
Sub-sector: All
Issue date: September, 2013
Review date:
PURPOSE STATEMENT
This module describes the skills and knowledge required to apply advanced hardware and software concepts, to design professional
documents and to manipulate data using spreadsheet package. The module will allow the participant to navigate Operating Systems,
install and configure peripherals, to protect the computer from threats and to connect the computer to the given Network (Internet or Local
Area Network).
Not applicable
ELEMENTS OF COMPETENCES AND PERFORMANCE CRITERIA
Learning units
By the end of the module, the trainee will be able to :
1. Apply advanced hardware and software
concepts
1.1.
Proper application of fundamental Operating Systems
1.2.
Proper application of fundamental hardware
1.3.
Proper application of fundamental security
27
2. Design complex professional documents
3. Use advanced spreadsheet package
1.4.
Proper application of fundamental network
2.1.
Neat differentiation of paper types and sizes (as per standards)
2.2.
Proper text management
2.3.
Adequate color management
2.4.
Adequate image management
2.5.
Adequate harmonization of the hole document (Layout)
3.1.
Adequate management of chart
3.2.
Proper Import and export of data
3.3.
Proper data management (validation ,remove duplicate ,sort and filter,
comment …)
3.4.
Proper protection of sheet and work book
3.5.
Adequate freeze panes
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: Apply advanced hardware and software concepts
Learning hours: 10
Learning outcomes
Contents
Learning activities
Resources
1.1.

o
o
-
Apply fundamental
File management
Operating Systems
o
o

o
Installation and configuration of
applications
28
Create file/folder, sub folder
Rename, move, cut, delete,
copy and paste
Arrange file and navigate
hierarchy
Format (quick or full ) storage
divices
Manage Extensions (.pdf,
.docx, …) (convert from one to
another)
Computer lab
Storage devices
White board
Markers
Setup CDs
Printer
Scanner
Setup CDs, cables

o
o
o
Advanced concepts
- MB,GB, BYTE, ...
- DVD, CDs, RAM,CPU, …
- Types of operating systems
o
o
1.2.
Apply hardware
fundamentals



o
Configuration of printers
Configuration of scanners
Cleaning services
o
o
o
o
o
1.3.
Apply Computer
fundamental security





o
Identification and desrciption of
security threats
Scanning camputer for viruses
and other malwares, spywares
Folder encription
Password management
File backup
o
o
o
29
Install and Uninstall programs
Create user acounts
Manage appearance and
personalisation
Manage clock, language and
region
Manage information size
(MB,GB, BYTE..) Zipping
Install and configure printer
(scenario: laser or ink jet )
Install and configure scanner
Find drivers (download)
Replace ink cartridge
Perform cleaning services
(dust)
Clean screen, keyboard,
mouse, printer, scanner….
-
Computer Lab
Computer Tool Kit
CD, DVDs, Diskettes
Different types of Cables,
Different types of
Connectors
White Board
Markers
Foam cleaner
Brower
Install and configure
antiviruses software (updates)
Manage quarantine in digital
security
Protect folder and file with
strong password
Protect user account with
strong password or finger print
(authentification )
-
Computer lab
Computer tool kit
CD, DVDs, diskettes
Printer
Scanner
White board
Antiviruses software
1.4.

Apply network
fundamentals


Definition of types of network
(wireless/wired)
Internet connection
Sharing folders (directory
permission)
o
Perform file backup
o
Differentiate wireless from
wired network
Connect computer to the
internet (Modem)
Set folder access permission
o
o
Learning Unit 2: Design complex professional documents
Learning outcomes
2.1.
Differentiate paper
Perform text
management
Computer Lab
Projector
Learning hours: 15
Contents
Learning activities
Resources

Standard types and sizes of paper
- A4, A3, A2
- Paper photo
o
Differetiate type and size of
papers
-
Papers

Typography:
- Font size,
- Font color,
- Font properties (italic, bold)
- Font family
o
Type a text (scenario )
-
Computer Lab With Current
Word processing Package
installed in each computer
Projector
White Board
types and sizes
2.2.
-
-
Font decolation
- Font alignment
- Font spacing
- Font height
- Font measurement units (px,
em, …)
- Font style
- Word spacing
30
2.3.
Manage colors



2.4.
Manage images







2.5.
Perform document
harmonization

Color basics:
- Color depth
- Color names
- RGB color values
- Hexadecimal color values
Color properties:
- Front color
- Background color
Color harmonization in document
o
Design a colored document
(Busines card, cover page,
calendar, …) by use of
different tools (Publisher, MS
Word)
-
Computer Lab
White Board
Markers
Graphic file formats (GIF, JPG,
PNG, …).
Use of formats (Formats properties)
Sizing of images
Shapes management (circles,
arrows, rectangular, …).
Alignment of text and images
Manage image using Word, Excel
and Publisher
Formating a Picture (brightness,
contrast, border, …).
o
Design a document with
image as background by use
of different tools (Publisher,
MS Word)
Design a document
containing image and text by
use of different tools
(Publisher, MS Word)
Align text on/ behind/ arround
image by use of different
tools (Publisher, MS Word)
-
Computer Lab
Printer
Projector
Photos
Templates of professional
documents
o
Design different professional
documents templates
(Busines card, cover page,
calendar, invitations,
certificates, …) by use of
different tools (Publisher, MS
Word)
-
Computer Lab
Printer
Projector
(Layout)
o
o
Learning hours: 15
Learning Unit 3: Use advanced spreadsheet package
Learning outcomes
Contents
Learning activities
31
Resources
3.1.
Manage charts


-
3.2.
Perform data
import / export



Types of charts
Insertion of Charts
Formating of a chart:
Change the chart are (Shadow, Fill,
Border, Properties)
Add or remove labels in a chart
Add or remove series lines, drop
lines, high-lower lines or up down
bars
Add or remove a trendline in chart
Add and change or remove error
bars in a chart
Align or rotate a chart or axis title
Add or remove titles in a chart
Show or hide a chart legend or data
table
Edit titles or data labels in a chart
Modify chart legend entries
Link a chart title, label or textbox to
worsheet cell
Add a textbox to a chart
Use a picture in a chart
Vary colors in the same data series
Import/export csv data
Import/export xml data
Import/export pdf data
o
o
o
Insert chart
Change the chart type
Copy, move and resize a
chart
-
Computer Lab
Printer
Projector
o
Present data picture using
charts. (Table to chart)
-
Computer Lab
Printer
Projector
Sample of data
o
o
Import external data
Export internal data
-
Computer Lab With Current
spreadsheet package installed
in each computer
Projector
3.3.
Manage data





o
Validation concepts and appication
Remove duplicates
Sort and filter
Adding comments
Freeze Panes
32
Exercices on validation,
dealing with dupication, sort
and filter and adding
comments
3.4.
Protect a sheet /

workbook


o
Protect sheet and contents of
locked cells
Locking a cell
Protect workbook with password
Practical exercices on sheet
and workbook protection
Integration Situation:
Centre d’Accueil Mater Boni Consilii wants to develop three different documents, leaflet, calendar and catalog to advertise its services.
The documents should contain all information regarding offered services. They should demonstrate growth statistical information in bar chart.
They should also indicate the location (by using guiding signs/indicators such as arrows …) of the institution. The templates of those documents
should reflect the favorite color of the Centre d’Accueil Mater Boni Consilii.
During producing the documents, the protected zipped package containing drafts and pictures used should be sent to Marketing Department
Manager for approval via Internet (e-mailling). Once approved, the documents hard copies should be delivered.
Each document should not exceed 3 MB.
As a future TVET Certificate II holder in …………………………………………, you are asked to perform those tasks within 3 hours each.
Tasks and resources:
Tasks
Resources
Produce the Leaflet
Produce the calendar
 Information on Centre d’Accueil Mater  Information on Centre d’Accueil
Boni Consilii (Location, goals, vision,
Mater Boni Consilii (Location,
services, facilities)
goals, vision, services, facilities)
Produce the catalogue
 Information on Centre d’Accueil Mater
Boni Consilii (Location, services,
facilities, list of products)
 Pictures of Centre d’Accueil Mater
Boni Consilii (Hard copies)
 Pictures of Centre d’Accueil Mater  Pictures of Centre d’Accueil Mater Boni
Boni Consilii (Hard copies)
Consilii and products (Hard copies)
 Computer
 Computer
 Computer
 Peripherals (not configured Scanner
and colored printer) and CDs for
configuration
 Peripherals (not configured
Scanner and colored printer) and
CDs for configuration
 Peripherals (not configured Scanner
and colored printer) and CDs for
configuration
 Papers
 Papers
 Papers
 Wireless connection
33
Criteria
Indicators
Quality of
process (E)
1. Digitization of information is well done (Scanning)
T
1
2. Templates are well customized (color, font schemes, size, form)
C
1
3. Information is well inserted in the template (pictures and text)
C
1
4. The draft leaflet is well shared
T
1
5. Peripherals “installation and configuration” is well done
C
1
6. Print out is well done
C
1
1. Color scheme are well customized
2. Font scheme is well customized (legible)
3. Background is well customized (brightness, contrast)
C
C
C
1
1
1
4. The template is attractive and user friendly
C
1
5. Image resolution is met
C
1
1. The instructions of production are respected
C
1
2. The case study is respected
C
1
3. Submission deadline is respected (Tolerable)
T
1
Quality of
product (E)
Relevance
(E)
Type (Tolerable
/compulsory)
Mark Per
Indicator
4CI/6
5CI/5
2CI/3
11/14
Equivalent to
79 %
Global Passing Line.
Criteria
Tasks
Passing Line
Per Criteria
Quality of the process
Quality of product
1. Produce the Leaflet of Centre
d’Accueil Mater Boni Consilii
0-1
0-1
0-1
2. Produce the calendar of
Centre d’Accueil Mater Boni
Consilii
3. Produce the catalog of Centre
d’Accueil Mater Boni Consilii
0-1
0-1
0-1
0-1
0-1
0-1
34
Relevance
Decision
Result
Success
Decision
2-3
2-3
2-3
Failure/or Success
Failure/or Success
Failure/or Success
35
Failure/or Success
CCM403 COMMUNICATING IN MEDIUM ENGLISH
Competence : Communicate in medium English
RTQF LEVEL: 4
CREDITS: 4
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: December 2014
REVIEW DATE:
LEARNING HOURS : 40
Purpose statement
This module describes the skills, knowledge and attitudes required to communicate in medium. At the end of this module the learner will be able to
Communicate confidently, speaking on a range of familiar topics, using appropriate tenses and vocabulary, Demonstrate the ability to comprehend
the main content and overall meaning of a range of general texts in English and Write factual, descriptive and explanatory texts and apply a range
of listening strategies to understand predictable discussion. This module is intended for learner of TVET certificate II
Not applicable
Elements of competences
At the end of training the learner will be able
to:
1. Communicate confidently, speaking on a
range of familiar topics, using appropriate
tenses and vocabulary
1.1 Demonstration of confident and accurate use of a range of past, present and future tenses
1.2 Participating in discussion of familiar issues, giving relevant and meaningful contributions
1.3 Preparation and presentation of simple information to others confidently and clearly
36
2. Demonstrate the ability to comprehend
2.1 Proper Reviewing and prediction of the content or focus of a range of general English texts
the main content and overall meaning of a
2.2 Proper skimming texts in order to pick out specific details or key information
range of general texts in English
2.3 Demonstration of the ability to understand the inferences made in a range of general
English texts
3. Write factual, descriptive and explanatory
texts and apply a range of listening
strategies to understand predictable
discussion
3.1 Accurate demonstration of the ability to write a summary of information given or researched
3.2 Accurate demonstration of the ability to pick out key information when listening to a range
of speakers
3.3 Proper demonstration of the ability to predict the content of a conversation or speech on a
general topic, based on listening to a brief introduction or extract
Learning unit 1: communicate confidently, speaking on a range of familiar topics, using appropriate tenses and vocabulary
Learning hours: 20
Learning outcomes
Content
Learning activities
Resources
1.1 Demonstrate
confident and
accurate use of a
range of past, present
and future tenses

















Present continuous and
present simple
Past simple and
continuous tenses
Discussing past events




Present perfect simple
and continuous
Discussing past
experience
Past perfect
Past tenses
Present perfect tenses
Future tenses
Future clauses


Oral presentation on past, present
and future tenses
Role playing
on past, present and future tenses
Active listening and response on
past, present and future tenses
Reading comprehension
passages
Making a story board
Dialogue
37
Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
1.2 Participate in
discussion of familiar
issues, giving relevant
and meaningful
contributions
appropriate to the
conversation and
participants
1.3 Prepare and
present simple
information to others
confidently and clearly
















Forming questions
Everyday activities
Words related to
success
TV programme
vocabulary
Films reviews
Social request
Debate
Letter writing
Writing about
memorable event
Writing about changes
in a city
Writing about a person
Polite requests
Reported speech
Expressing an opinion
Summary of a text
Linking words












Active listening and response
Role playing on debate
Reading Comprehension
passages
Dialogue
Story telling
Listening to the TV show







Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Audio visual aids
Role playing
passages
Dialogue







Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals
Learning unit 2: Demonstrate the ability to comprehend the main content and overall meaning of a range of general texts in English
Learning hours: 10
Learning outcomes
Content
Learning activities
Resources
2.1 Review and
predict the content or
focus of a range of
general English texts















Future clauses
Generalizations
Scanning for key words
Social behavior and
customs
Making Predictions
Linking words



Role playing
passages
Dialogue
Playing word puzzles game
38
Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals

2.2 Skim texts in
order to pick out
specific details or key
information
2.3 Demonstrate the
ability to understand
the inferences made
in a range of general
English texts

Analysis of writer’s
opinion
Letters for complaints
Summary of a text
Structuring a text
Question tags
Vocabulary for discussing
achievements and
success
Infinitives and gerunds







Newspaper articles
Biography writing
Hypothetical situations
Prefixes and suffixes
Passive voice
Common collocation
Note taking










Role playing
passages
Dialogue
Playing word puzzles game







Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals







Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals
Learning unit 3: Write descriptive and explanatory texts and apply a range of listening strategies to understand predictable discussion
Learning hours: 10
Learning outcomes
Content
Learning activities
Resources
3.1 Demonstrate the
ability to write a
summary of
information given or
researched






Role playing
passages
Dialogue







Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals


Maps
3.2 Demonstrate the




Planning, organizing and
writing an essay
Critical reading
Wishes
Summarizing
Narrative tenses
39
ability to pick out key
information when
listening to a range of
speakers
3.3 Demonstrate the
ability to predict the
content of a
conversation or
speech on a general
topic, based on
listening to a brief
introduction or extract










Crime vocabularies
Job interviews
TV programme
vocabulary
Presentations
Newspaper interviews
Time phrases
Listening to a song
Film reviews


Listening for gist and for
details
Performing interviews









Role playing
passages
Dialogue







Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals
Audio visual aids
Role playing
passages
Dialogue








Maps
Photos or pictures
Puppets
Pupil’s book
Teacher’s guide
Wall charts
Journals
Audio visual aids
40
AGRAH401 MICRO ORGANISMS IDENTIFICATION
Competence : Perform micro organisms identification
RTQF LEVEL: 4
CREDITS: 100
LEARNING HOURS : 100
SECTOR: Agriculture and food processing
SUB-SECTOR: Animal Health
ISSUE DATE: June 2013
REVIEW DATE:
PURPOSE STATEMENT
This general module describes the performance outcomes, skills, knowledge and attitude required by the learner to identify micro-organisms. For
the veterinary assistant involved in both veterinary and farming practices, this competence is very important to enable him to perform better his
professional work. It is a prerequisite for all the specific modules of the qualification involving the manipulation and treatment of the different
animal species.
Upon completion of this module, the trainee will be able to:
-
Classify different types of micro-organisms;
-
Select material and equipment;
-
Perform different methods of identification
Not applicable
41
Learning units
1. Classify different types of micro-organisms
2. Select material and equipments
3. Perform different methods of identification
1.1.
Appropriate classification of different types of micro-organisms
1.2.
Proper characterisation of bacteria, virus, fungi of veterinary importance
2.1.
Appropriate selection of material for sample collection
2.2.
Appropriate identification of material for culture (isolation and identification)
2.3.
Appropriate identification of material and equipment for sterilisation
2.4.
Proper description of material for conservation
2.5.
Appropriate selection of equipments for sample conservation
3.1.
Proper collection of samples
3.2.
Respect of Steps for culture media preparation
3.3.
Proper isolation of bacteria
3.4.
Appropriate performing Gram stain
3.5.
Proper use of Microscope
COURSE STRUCTURE
42
Learning Unit 1: Classify different types of micro-organisms
Learning hours: 27
Learning outcomes
Contents
Learning activities
Resources
1.1.

o
-
PPE
-
Posters
-
Prepared slides
-
Pictures
-
Microscope
-
PPE
 Laboratory for observation of
identified micro-organisms
 Veterinary clinic for
observation of identified
micro-organisms and sample
collection and analysis
o Observation of different forms
of micro-organisms
-
Light Microscopes (
teaching/demonstration &
diagnostic)
-
Immersion oil
-
Microscope with digital
component with TV monitor
o
-
Colony reader
-
Colony counter
-
pH Meter
-
Internet connection
-
Books
-
Posters
1.2.
Identify different
types of microorganisms
Characterize
different types of
bacteria of
veterinary
importance
Different types of micro-organisms
(structure):
 Bacteria
 Virus
 Fungi
 Multiplication of bacteria
 Pathogenicity of bacteria
 Resistance
 Culture conditions
 types of bacteria:
Based on forms
 Bacillus : straight and rod-shaped
 Coccus: spherical
 Spirillum and Vibrios: long and
helical shorter forms S- or C-like
Based on colonies
 Form: Circular, Irregular,
Filamentous, Rhizoid
- Size
- Surface
- Texture
- Colour
 Elevation: Flat, Raised,
Umbonate (having a knobby
protuberance), Crateriform,
Convex, Pulvinate (cushionshaped)
 Margin: Entire, Undulate (wavy),
Posters presentation of
bacteria, viruses and fungi
o
Group discussion on microorganisms cells structure
o
Observation of microorganisms cells in microscope
o
Visits of :
Demonstration of gram staining
techniques
o
Audio-visual presentation
o
Group work/research on microorganisms multiplication,
pathogenicity, resistance and
culture conditions
o
43
Individual and group research
1.3.
Characterise
viruses of
veterinary
importance
1.4.
Characterize Fungi
of veterinary
importance
Lobate, Curled, Filiform
(filamentous)
o Based on staining or coloration:
 Gram + and Gram –
 Multiplication of viruses
 Pathogenicity of viruses
 Resistance
 Types:
 DNA Types Viruses
 RNA Types Viruses
 Reverse Transcriptase Viruses
 Multiplication of fungi
 Pathogenicity of fungi
 Resistance
 Different types/classes of fungi
 Different forms of fungal colonies
 Form: Circular, Irregular,
Filamentous, Rhizoid
- Size
- Surface
- Texture
- Colour
 Elevation: Flat, Raised,
Umbonate (having a knobby
protuberance), Crateriform,
Convex, Pulvinate (cushionshaped)
 Margin: Entire, Undulate (wavy),
Lobate, Curled, Filiform
(filamentous)
on material used in
microbiology
Learning Unit 2: Select material, media and Equipments
Learning outcomes
-
Documentary films
Learning hours: 15
Contents
Learning activities
44
Resources
2.1 Select material and
equipment for sample
collection
media for culture
 Material for sample collection
 Material for sample transportation
 Material and equipment for sample
conservation
o
 Material for sample preparation
 Material for sample culturing
 Selection of solid culture media for
enumeration
 Selection of culture media for isolation
 Solid culture media
 Semi-solid media
 Liquid culture media
 Selection of culture media for
-
PPE
 Laboratory
 Veterinary clinic
o Observation
-
Cotton/Cotton swabs
-
Tissue forceps
o
Demonstration
-
Swabs
o
-
Permanent markers
o
Individual and group search on
material used in microbiology
-
Applicator sticks
-
Parafirm paper
-
Petri dish
-
Disposable syringes and
needles
-
Disinfectants
-
Glass slides
-
Refrigerator
-
Bottles
-
Petri dishes
-
Cool box
-
PPE
 Laboratory
o Observation
-
Disinfectants
-
Buckets and basin
o
Demonstration
-
Different culture media
o
-
Syringes and Needles
o
45
Visits
Visits
o
differentiation identification
 Solid culture media
 Semi-solid media
 Liquid culture media
 Selection of material for inoculation
equipment for
sterilisation
 Material for culture media sterilisation
 Material for glassware sterilisation
 Equipment for sterilisation
o
Visits
 Laboratory
o Observation
46
o
Demonstration
o
o
-
Needle holder
-
Tissues
-
Milk
-
Urine
-
Screw cap bottles
-
Plastic containers with lids
-
Bunsen burner
-
Inoculation loop
-
Glass rod
-
Water bath
-
Incubator
-
PPE
-
Koch’s steamer – for
sterilizing culture media
-
Cotton wool
-
Bunsen burners
-
Aluminium foil
-
Stop clocks
-
Hot plates
-
Modern Autoclaves
-
Autoclave tapes
Learning Unit 3: Apply different methods of identification
-
Pressure cookers (with
weights)
-
Hot air ovens
-
Water baths
-
Incubators (microbiological
work)
-
PCR Machine and
accessories
-
Water baths
Learning hours: 58
Learning outcomes
Contents
Learning activities
Resources
2.4 Collect sample









o
-
PPE
 Laboratory
o Observation
-
Cotton swabs
-
Petri dishes (autoclavable)
o
Demonstration
-
Bunsen burners
o
-
Bacteriological filters
o
Group work/search
-
o
Flasks (conical without
stopper)
-
Aluminum foil
-
Parafirm paper
-
Permanent markers
Blood sample collection
Urine sample collection
Collection of swabs
Faeces
Milk
Mucus
Lymphs
Organs and tissues
Scabs
47
Visits
2.5 Isolate bacteria





Preparation of material for culture
Preparation of culture media
Dilutions series
Inoculation of sample on culture media
Identification of colonies (Read, Count
colonies, identify)
48
o
-
Refrigerators (ordinary)
-
Refrigerators 10-30oC
-
Deep freezers (-20 & -70oC)
-
Biosafety cabinets (Level, I &
II or even III)
-
Centrifuges (ordinary)
-
Cooling centrifuges
-
Centrifuge tubes (assorted)
-
Modern Autoclaves
-
Autoclave tapes
-
Water baths
-
pH Meter
-
PPE
-
Cotton swabs
-
Anaerobic jar
-
Anaerobic incubator (100L)
with 5% CO2
-
Pasteur pipettes with rubber
tube
-
Reagent Bottles
-
Universal bottles
Visits
 Laboratory
o Observation
o
Demonstration
o
o
Group work/search
o
Individual and group search
49
-
Immersion oil
-
Multichannel micropipettes
-
Automatic pipettes (5, 10, 20,
50, 100, 500 & 1000µl)
-
Micropipette tips different
sizes
-
Eppendorfs
-
-
Glass rods (“hockey sticks)
for agar plate innoculation
-
Disposable hockey sticks for
agar plate innoculation
-
Wire loops (disposable & reuseable)
-
Straight wires for stab
inoculation
-
Bunsen burners
-
Bacteriological filters
-
Flasks (conical without
stopper)
-
Aluminum foil
-
Parafirm paper
-
Permanent markers
50
-
Colony reader
-
Colony counter
-
Timers
-
Stop clocks
-
Hot plates
-
Multi-pipette dispenser
-
Vortex stirrers
-
Magnetic stirrers
-
Rotator/tray mixer
-
Stomacher and stomacher
bags
-
Shakers
-
II or even III)
-
Centrifuges (ordinary)
-
Centrifuge tubes (assorted)
-
Modern Autoclaves
-
Autoclave tapes
-
Biological indicators (Bacillus
stearothermophilus)
-
Water baths
-
Incubators (microbiological
work)
2.6 Use microscope
2.7 Identify bacteria
 Types of microscopes
 Light microscopes: Bright Field LM,
Dark Field LM, Fluorescence LM,
Phase Contrast LM
 Electronic microscopes
 Microscope structure and parts
 Care and handling of microscope
 Image focusing
 Interpretation of results
 Techniques of bacteria identification
 Gram stain: Gram+ , Gram –
Water baths
-
Mounted slides for
demonstration (Microbiology)
-
Weighing balances
-
Virkon disinfectant
-
pH Meter
o
Demonstration’
-
PPE
o
Practical exercises
-
Cotton wool
o
Visits
-
Light Microscopes (
teaching/demonstration &
diagnostic)
-
Immersion oil
-
-
Stereo microscopes for
parasitology
-
Kahn tube for agglutination
-
Cragie – for observing motility
test.
-
Prepared and fixed
specimens
-
PPE
 Veterinary laboratories
 Research centres
 Medical laboratories for
microscope manipulation,
care and handling
o
51
-
Visits
 Ziehl-Nelsen stain
 Microscopic observation
 Interpretation of results
 Drug susceptibility testing
(Antibiogram)
 Laboratory work
o Observation
-
Light Microscopes
(teaching/demonstration &
diagnostic)
o
Demonstration
-
Immersion oil
o
-
o
Group work/search
o
-
-
Glass rods (hockey sticks) for
agar plate innoculation
-
Colony reader
-
Colony counter
-
II or even III)
-
pH Meter
Assessment Guidelines:
Situation integration for micro-organisms identification
The District of Muhanga invites National qualified bidders to submit bids for the Architectural drawing of 3 typical commercial buildings cornice to
be constructed at the boundary of Mutara mini market. The first should have 2 exposition rooms, the second should have one bed room and one
exposition room and the last should have one store room and exposition room. All views, sections, floor plan, steel bars plan at the scale of 1/50
on A1 paper format for each house are compulsory.
The houses should fill the following requirements:
52

Two exposition rooms with 4mx5m inside, each, for the first house to be drawn within 3 hours.

The second house the exposition room has 4mx6m inside, and Bed room 4mx4m inside, to be drawn within 1 hour.

The third house has exposition room with 4mx8m inside, and Store room 4mx2m inside, to be drawn within 1 hour.
All houses have the following common specifications
 A veranda of 1.5m
 The outside of the house should be paint in Orange
 Wall of 20 cm thick in brick
 Columns of 20cmx20 cm, paint in brown
 Beam of 30cmx20 cm, paint in brown
 Height of 5 m in front and 3.5 m in real
 Windows of 1.5mx2m and 40cmx 40cm for store room
 External doors of 2mx2m and of 1mx2m for internal doors
 Roof with brown corrugated sheets
 Footing of 60 cm x 60cm
The details of some of its elements are as follow:
 Beam in reinforced concrete with 6ɸ12 main bars and ɸ 6@200mm stirrups.
 Columns in reinforced concrete with 4ɸ12 main bars and ɸ 6@200mm stirrups in each.
 Wood truss Roof (lean to roof).
 Footing with ɸ12@200mm of steel bar.
As a concrete mason, who won this tender you are requested to draw three typical houses with respect to the instructions given.
Task
Tools , Equipment
Draw the first house
Draw the second house
(Two exposition rooms )
( Exposition room and Bed room)

Tools:

Tools:
53
Draw the third house
(Exposition room and store room)

Tools:




and materials
Criteria
Quality of process
(E)
Quality of product




ArchiCAD
AutoCAD
Artlantis
Plotmaker




ArchiCAD
AutoCAD
Artlantis
Plotmaker
ArchiCAD
AutoCAD
Artlantis
Plotmaker

Materials:
 Paper
 Electric power
 Printer ink

Materials:
 Paper
 Electric power
 Printer ink

Materials:
 Paper
 Electric power
 Printer ink

Equipment:
 Computer
 Hard disc
 Screen
 UPS
 Keyboard
 Mouse
 Printer

Equipment:
 Computer
 Hard disc
 Screen
 UPS
 Keyboard
 Mouse
 Printer

Equipment:
 Computer
 Hard disc
 Screen
 UPS
 Keyboard
 Mouse
 Printer
Indicators
Type (C or T)
Marks
1. Appropriate softwares are well selected
C
1
2. Appropriate use of software tools
T
1
3. Foundation, footing, slab ,walls, columns , beams, openings
and roof are well drawn
4. Views, sections and steel bars details are well done
5. Printing is well done
1. Title block is well presented
C
1
C
C
C
1
1
1
2. Plotting is well done
C
1
3. Rooms, veranda and openings are well disposed
C
1
1. Dimensions are well respected
C
1
Passing Line
Per Criteria
4CI /5
3CI /3
(E)
Relevance (E)
54
3CI/5
Safety ( E )
2. Scale is well respected
C
1
3. Time is respected
4. Layout of paper is respected
T
C
1
1
5. Appropriate use of symbols
T
1
1. Work saving after every command
C
1
2. Proper position while drawing
T
1
3. Drawing paper is well folded
C
1
12/16 (75%)
TOTAL
Criteria
Tasks
1. Draw the first house
Quality of the
process
Quality of product
Relevance
Safety
Decision
0-1
0-1
0-1
0-1
0-1
0-1
0-1
0-1
0-1
0-1
0-1
0-1
Results
0-3
0-3
0-3
0-3
Success
2/3
2/3
2/3
2/3
(Two exposition rooms )
2. Draw the second house
( Exposition room and Bed
room)
3. Draw the third house
2CI/3
(Exposition room and store
room)
55
Decision
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Comments:
Success of the criteria: all the compulsory indicators (CI) have to be passed in order to succeed the criterion.
Passing line per task: 12 compulsory indicators out of 16 indicators have to be succeeded by the learner in order to succeed the assessment of
the task. (The learner has to succeed all the essential criteria to pass the assessment of the task).
Success of the module/competence: 2/3. The criteria must be assessed through 3 tasks; in order to succeed the learner has to succeed all the
essential criteria in at least 2 tasks.
56
AGRCP403 DEMONSTRATING BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY
Competence: Demonstrate basic knowledge of organic and inorganic chemistry
RTQF Level: 4
CREDITS:4
LEARNING HOURS:40
Sector: Agriculture and Food processing
SUB-SECTOR: Animal health
ISSUE DATE:
REVIEW DATE:
Purpose statement
This module describes the skills and knowledge required to apply the knowledge of chemistry provided for level four. The module will allow the
participant to describe, demonstrate and identify different components of chemistry as basis of other related modules
Not applicable
Elements
By the end of the module, the trainee will be able to
:
Apply the basic knowledge on structure of
Proper description of atom particles
Proper calculation of atomic mass.
57
atoms and molecules
Appropriate description of chemical elements and molecules
Apply the basic knowledge of inorganic
chemistry
Proper simple chemical equilibrium
Proper differentiation of Acids, Bases and Amphotere.
Proper description of solution
Proper calculation of concentration (Morality (C), Normality, Molality (M),
Percentage).
Proper classification of Organic compounds (Functional group).
Apply/understand/acquire/ the basic knowledge
on organic chemistry
Proper simple polymerisation of organic molecules
Appropriate description of organic products carbohydrates Proteins,
Vitamins and lipids”.
COURSE STRUCTURE
usually with several options, that will guide the learner and the trainer
Learning unit 1: apply basic knowledge of structure atoms and elements
learning hours: 12
Learning outcome
1.1 Describe atom
particles
Contents
 Description and structure of
atoms
 Nucleus.
- Protons,
- Neutrons
 Electrons
Learning Activities
o Brainstorming on atoms
o Audio visual presentation on
structure of atoms
o Group discussion on structure
of atom
Resources
Reference books
DVD players
Internet connection
1.2 Calculate the atomic
mass.


o
o
Reference books
DVD players
Internet connection
Mass of an atom
Relationship between atomic
mass, number of Neutron and
number of protons.
o
Brainstorming on atoms
Audio visual presentation on
structure of atoms
Group discussion on structure
of atoms
58
1.3 Describe chemical
element and molecules





Description of isotopes
Differentiation of chemical
elements basing on:
 Electronic configuration
 Symbols
 Metal and their properties
 Non metal and their
properties
 Groups and periods
Bonding
Description of molecules
 Classification of molecules
Calculation of molar mass and
mole number
o
o
o
o
Brainstorming on chemical
elements
structure on chemical
elements
Group discussion on structure
of chemical elements
Group presentation
Learning unit 2: Apply basic knowledge of inorganic chemistry
Learning outcome
2.1. Acquire the knowledge
of chemical equilibrium
2.2. Differentiate Acids bases
and Amphotere.
Contents
 Difference between indices
and coefficient number
 Difference between
reactants and products
 Types of reaction
 Reversible
 irreversible
 Methods of equilibrium
 Algebraic equilibrium
 Randomly equilibrium
(Tatonnement)
 Properties of acids and
bases
 PH of solution (Acidic,
Neutral and alkaline)
Periodic tables
Reference books
DVD players
Internet connection
learning hours: 12
Learning Activities
o Brainstorming on chemical
equilibrium
o Group discussion on
structure of chemical
equilibrium
o Exercises on chemical
equilibrium and reaction
o Laboratory activities on
chemical equilibrium and
reaction
Resources
Periodic tables
Reference books
DVD players
Internet connection
Laboratory
o
Reference books
DVD players
Internet connection
Laboratory
o
o
Brainstorming on acids,
and bases.
Group discussion on on
acids, and bases.
Practical exercises on PH
test
59

2.3. Describe solution
2.4. Calculate the
concentration of solution
o
Laboratory activities on
acids and bases
differentiation.
o
Brainstorming on solute
and solvents
Group discussion on
preparation of solution.
solution preparation
Reference books
DVD players
Internet connection
Laboratory
Brainstorming on solution
concentration.
Group discussion on
solution concentration.
Practical exercises on
solution preparation.
solution preparation
Reference books
DVD players
Internet connection
Laboratory
Some examples acids and
bases
 Citric acid (from citrus
fruits and vegetables,)
 Ascorbic acid (vitamin C,
as from certain fruits)
 Acetic acid (Vinegar)
 Lactic acids (Milk)
Examples of bases Na0H,
KOH.
 Definition of Solution
 Properties of solute and
solvents
 Properties of solution
 Some examples of solute,
solvents and solution.
 Solution preparation
 Definition of (Morality (C),
Normality, Molality (M),
Percentage).
 Formula used for
calculating:
 Morality(C),
 Normality,
 Molality (M),
 Percentage).
 Application of (Morality (C),
Normality, Molality (M),
Percentage).
 Solution
 Dilution
o
o
o
o
o
o
60
Learning unit 3: apply basic knowledge of organic chemistry
Learning outcomes
3.1. Classify Organic
compounds
3.2. Polymerise organic
simple molecules
3.3. Describe organic
products
Contents
 Formula of organic
compound (Functional
group):
 Alkanes,
 Alkenes or Alkyne
 Alcohols,
 Aldehydes
 Ketones
 Nomenclature of organic
compound
 Alkanes,
 Alkenes or Alkyne
 Alcohols,
 Aldehydes
 Ketones
 Function of organic
compound.
 Properties of organic
simple molecules (alcohol,
Ethylene, acetic acid and
ester)
 Equilibrium of organic
simple molecules
 Polymerisation of organic
molecules
 Different organic products:
carbohydrates Proteins,
 Importance of
carbohydrates Proteins,
learning hours: 16
Learning activities
o Brainstorming on organic
compound.
o Audio visual presentation
o Group discussion on
organic compound.
o Exercises on nomenclature
of organic compound.
Resources
Reference books
DVD players
Internet connection
o
Brainstorming on organic
molecules.
Audio visual presentation
Demonstration
Group discussion on
organic molecules.
Practical exercises.
Reference books
DVD players
Internet connection
Laboratory
Brainstorming on organic
products.
Audio visual presentation of
organic products.
Demonstration of organic
products
Group discussion on
organic products.
Practical exercises.
Reference books
DVD players
Internet connection
Laboratory
o
o
o
o
o
o
o
o
o
61
CCM404 IMPLEMENTING SAFETY, HEALTH AND ENVIRONMENTAL POLICIES AND PROCEDURES
Competence: implement safety, health and environmental policies and procedures
RTQF Level: 4
CREDITS:3
LEARNING HOURS:30
SUB-SECTOR: Animal health
ISSUE DATE:
REVIEW DATE:
Purpose statement
This module describes the outcomes required to implement SHE policies and procedures on a site adhering to defined policies and procedures to
ensure own safety and that of others, together with protection of the environment. The t includes implementation of recognised environmental care
principles
Not applicable
Elements
At the end of the module the
learner will be able to:
62
1. Apply SHE practices
1.1 Proper identification of applicable Occupational Health and Safety (OHS), environmental ,
legislative and organisational requirements relevant to the implementation of SHE policies and
procedures
1.2 Proper establishment and maintenance of communication with others in line with SHE
requirements
2. Assess and control risks
1.3 Proper performing of tasks in a safe manner and in line with legislative requirements and
environmental care principles , organisational policies and procedures
2.1 detection , assessment and reporting to the appropriate personel of SHE issues and Hazards
in the work area
2.2 analysis of Work practices and processes to identify areas for improvement in relation to SHE
issues and hazards
2.3 completing the SHE, hazard, environmental or incident reports in line with workplace
procedures and State or Territory legislation
3. Implement environmental
procedures
3.1 Organisational environmental goals are identified and assessed
3.2 Training and operational controls are implemented in line with workplace procedures
3.3 Environmental measures and impact on the environment are monitored and corrective
action taken as required in line with workplace procedures
63
Learning unit1: Apply SHE practices
Learning outcomes
1.1 Identify and follow
applicable Occupational Health
and Safety (OHS),
environmental , legislative and
organisational requirements
relevant to the implementation
of SHE policies and
procedures
Learning hours: 10
Contents
Learning activities
Resources
OHS requirement:
Reseach on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements







rsonal protective equipment
and clothing
Brainstorming on OHS
requirements and
materials and substances
Group discussion on OHS
requirements and
required actions relating to forest
fire
shifting, lifting and carrying
Environmental requirements:


legislation
organisational policies and
64





Fire extinguisher
Fire Horse
Fire Blanket
First aid kit
Fire triangle
Water fire extinguisher
Disaster Blaster Game
board,
Personal protective
equipment and
clothing
Safety equipment
First aid equipment
Firefighting equipment
Procedural manuals

procedures
workplace practices
Legislative requirements:











award and enterprise
agreements
industrial relations
Australian Standards
confidentiality and privacy
OHS
the environment
equal opportunity
anti-discrimination
relevant industry codes of
practice
duty of care
heritage and traditional land
owner issues
Organisational requirements:
guidelines
to own role and responsibility
improvement processes and
standards
65
evacuation procedures
requirements
maintenance and storage
requirements
requirements (waste disposal,
recycling and re-use guidelines)
1.2 Establish and maintain
communication with others in
line with SHE requirements
Communication:







1.3 Perform tasks in a safe
manner and in line with
legislative requirements and
environmental care principles ,
organisational policies and
verbal and non-verbal
language
constructive feedback
active listening
questioning to clarify and
confirm understanding
use of positive, confident
and cooperative language
use of language and
concepts appropriate to
individual social and cultural
differences
control of tone of voice and
body language
environmental care principles :
environmental policy which
ensures:

Compliance, improvement
66
procedures

(where required to reflect
environmental policy) and
prevention
Continuous cycle of
planning, implementing,
monitoring, reviewing and
improving environmental
practices and systems
Learning unit 2: Assess and control risks
Learning hours: 10
Learning outcomes
Contents
Learning activities
Resources
2.1 Detect, assess and report
SHE issues and Hazards in
the work area to appropriate
personnel
2.2 Analyse work practices
and processes to identify
areas for improvement in
relation to SHE issues and
hazards
Hazards:
Oral presentation on SHE
issues and hazards






SHE issues and hazards:
















chemical spills
gases
liquids under pressure
moving machinery and
equipment
hazardous materials
work at heights
high temperatures
noise
dust
vapours
fires
protrusions
sharp equipment
overhanging beams
traffic
potential of equipment use
and unsafe work practices
Brainstorming on SHE
issues and hazards
Research on SHE issues
and hazards
67



Fire extinguisher
Fire Horse
Fire Blanket
First aid kit
Fire triangle
Personal protective
equipment and clothing
Safety equipment
First aid equipment
Procedural manuals


to adversely impact on the
environment
inappropriate storing of
materials and equipment
blocked or no access and
exit
appropriate personnel:







safety officers
supervisors
suppliers
clients
colleagues
managers
environmental officers
analysis of smart practices
development of realistic
expectations
observation of practices
2.3 Complete SHE, hazard,
environmental or incident
reports in line with workplace
procedures and State or
Territory legislation






Hazard reporting
procedures
job procedures and safe
work instructions and
allocation of responsibilities
emergency procedures
accident and near miss
reporting and recording
procedures
consultation on
Occupational Health and
Safety issues
Selection, storage and
Brainstorming on hazard
reporting procedures and
Safety issues
Research on hazard
reporting procedures and
Safety issues.
68


Procedural manuals
Environmental policy

maintenance procedures for
use of personal protective
equipment (PPE)
control of risks under direct
supervision
Learning unit 3: Implement environmental procedures
learning hours: 10
Learning outcomes
Contents
Learning activities
Resources
3.1 Identify and assess
organisational environmental
goals
Environmental goals:
Brainstorming on
Environmental goals


Research on
Environmental goals










environmental sustainability
considerations and actions
for operational and activity
interface
material, energy (including
renewable energy) and
other resource use
emissions control and
where possible, reduction
waste generation, control
and where possible,
reduction
product and service use
land and infrastructure
interaction
accident prevention
practices that use materials
and energy efficiently and
effectively in terms of
environmental sustainability
waste management,
recycling and re-use
outcomes that are
Group discussion on
Environmental goals
69
Procedural manuals
Organisational policies and
procedures
environmentally effective,
efficient and safe
3.2 Implement training and
operational controls in line
with workplace procedures




Training:



in-house or external training
programs
one-on-one supervision
programs that maintain upto-date knowledge of
legislative changes at the
local, State, Territory and
Commonwealth levels





operational controls:
















Prevention of pollution
Control of air emissions
solid and hazardous wastes
contamination of land
noise
odour
dust
traffic
water discharges
energy use
raw material and resource
use
hazardous material storage
and handling
Compliance with legislation
and regulations
Continuous improve
Achievement of objectives
and targets
Electronic or mechanical
technology to reduce
emissions
70
Fire extinguisher
First aid kit
Fire triangle
Personal protective
equipment and clothing
Safety equipment
First aid equipment
Procedural manuals
procedures


Routine preventive
maintenance programs to
reduce wear and
breakdown of equipment
Monitoring and observation
of equipment performance
Types of Operational Controls





3.3 Monitor Environmental
measures and impact on the
environment and take
corrective action as required
in line with workplace
procedures








Standard Operating
Procedures
Contract Language
Signage
Log Books
Check Lists
environmental and energy
efficiency improvement
plans (including the use of
renewable energy)
workplace waste
management systems
reducing emissions of
greenhouse gases
reducing use of nonrenewable resources
reducing chemical use
supply chain management
such as choosing suppliers
with environmental
sustainability (and methods
to monitor and improve their
environmental performance)
as part of their charter
holistically managing wood
waste
applying carbon footprint
Research on
environmental impact
Group discussion on
monitoring environmental
measures and impact on
the environment
Brainstorming on
monitoring environmental
measures and impact on
the environment
71



Procedural manuals
procedures
strategies in forest
operations
Impact:












assessment of actual
outcome or potential
outcome
beneficial or damaging
magnitude or degree
frequency
likelihood
duration
geographic area
which aspects of the
environment it affects
is it regulated
who is involved
any consequences for other
aspects of the environment
potential for escalation
72
AGRAH402 RABBIT FARMING
Competence : Perform rabbit farming
RTQF LEVEL: 4
CREDITS: 8
LEARNING HOURS : 80
ISSUE DATE: June 2013
REVIEW DATE:
PURPOSE STATEMENT
This core module provides the skills, knowledge and attitude for a learner to be competent in a range of routine tasks and activities that
require the application of practical skills in a defined context of the rabbit farming.
-
Identify rabbit breed
-
Sketch and equip rabbit hutch
-
Manage rabbit farming
-
Perform rabbit health and diseases control
73
AGRAH 401
Learning units
1. Identify rabbit breed
2. Sketch and equip rabbit hutch
3. Manage rabbit farming
4. Perform rabbit health and diseases control
1.1.
Proper identification of rabbit breeds
1.2.
Proper characterization of rabbit breeds
2.1.
Proper selection of rabbit hutch site
2.2.
Appropriate sketching of rabbit hutch
2.3.
Adequate selection of construction material and equipment of rabbit hutch
3.1.
Proper selection of rabbit breeds
3.2.
Appropriate application of rearing techniques
3.3.
Proper feeding of different categories of rabbit
3.4.
Proper management of rabbit reproduction
3.5.
Adequate record keeping and interpretation of rabbit reproduction and feeding data
4.1.
Proper identification of specific disease of rabbit
4.2.
Respect of hygiene and bio security measures
4.3.
Appropriate establishment of prophylactic plan
4.4.
Proper selection of bio-chemical prevention products
4.5.
Proper administration of bio-chemical prevention product
4.6.
Adequate record keeping and interpretation of zoo-sanitary data
74
COURSE STRUCTURE
Learning Unit 1: Describe rabbit breed
Learning hours: 15
Learning outcomes
Contents
Learning activities
Resources
1.1.

Rabbit breeds:
o
 Local rabbit
 Californian
 New Zealand white
 Fauve de bourgone
 Angora
 Dutch
 Chinchilla
 Petit russe
 Flemish giant
Rabbit characterization
(weight, skin color,
origin, conformation, ear
position, eyes color,
adaptability, litter size,
prolificity)
o
Group work /research for
rabbit breed identification
Audiovisual presentation for
rabbit breed identification
Posters presentation
Rabbit farm visit
Tutorials
-
Book
rabbit farm
Audiovisual equipment
Posters
Internet
Audiovisual presentation on
rabbit breeds
Posters and pictures
presentation
Group work and discussion on
rabbit breeds
Group research on breeds
selection
Tutorials/Brainstorming on
selection criteria
-
Rabbit farm
Posters and rabbit
Books
Internet
1.2.
Identify rabbit breeds 2h
Characterize rabbit breed


o
o
o
o
o
o
o
Rabbit breeds:
o
 Fancy and fur
breeds
- Angora
- Chinchilla
 Meat breeds
- Local rabbit
- Californian
- New Zealand
75
white
Fauve de
bourgone
- Dutch
- Chinchilla
- Petit russe
- Flemish giant
 Cross breeds
-
Learning Unit 2: Design and equip rabbit hutches
Learning hours: 17
Learning outcomes
Contents
Learning activities
Resources
2.1.

o
-
2.2.
Select the site for
rabbit hutches
Sketch a rabbit
hutch


Selection criteria:
 Environment
 Ecological condition
 Soil structure
 Site dimension
 Distance from Other Farms
 Basic infrastructure and services:
- Water supply
- Power sources
- Market
- Accessibility
- feed suppliers or stores
o
o
o
o
o
Type of rabbit hutch:
 Out door:
- Ground hutch
- Battery hutch
- Cage hutch
 Indoor:
- Wooden cage
- Wire mesh cage
- Slite cage
Rabbit hutch component and
76
Rabbit hutch visit for
checking rabbit hutch site
selection requirement
Field visit for assessing site
requirements
Tutorials
Group research, discussion
and presentation on
requirements of rabbit hutch
site
Brainstorming on rabbit hutch
components
Group work on plan sketching
Rabbit hutch
Books
Sketching materials
Weather vane
Thermometer
Hygrometer
Meteorological data
Audio-visual equipment
Decameter
Model hutch sketch
Internet
2.3.
select construction
materials and
equipment of a
hutch 5h



specification:
 Littering /lactating doe cage
 Grower cage
 Dry doe/young female rabbit
cage
 Fattening cage
 buck cage
 Annexes:
- Office
- Store of feed
- Feed preparation room
- Drug store
- Compost pit
Plans of rabbit hutch
Selection of construction materials
 Identification of rabbit hutch
construction material
 General requirement of rabbit
hutch construction materials
Selection of rabbit hutch tools and
equipment
 Identification of rabbit hutch
equipment
 General requirement of rabbit
hutch equipment and tools
o
o
Rabbit hutch visit for checking
construction materials and
equipment requirement
Hardware shops visit for
observation of construction
materials
Learning Unit 3: Manage rabbit farming
Learning outcomes
3.1 Select rabbit breed
-
Hardware shops
Building materials
Rabbit hutch equipment
Posters and pictures
Learning hours: 30
Contents
Learning activities
Resources

o
-
Selection criteria:
 Productivity of parents
 Adaptability(hardness)
 Age
 Physical appearance
 Feed conversion rate
 Health status
 Resistance against diseases
 Productivity
o
o
77
Group work and research on
breed selection criteria
Brainstorming on breed
selection criteria
Rabbit hutch visit for
assessing selection criteria
Books
Rabbit hutch
Internet
Rabbit rearing records

3.2 Apply rabbit rearing
techniques 10h





3.3 Perform rabbit feeding



 Maturity period
 Fecundity
 Temperament
Method of selection:
 Mass selection
 Progeny testing or offspring
testing
 Pedigree selection
 Collateral relative selection
General conditions for rabbit
rearing:
 Temperature
 Ventilation
 Orientation
 Light
 Noiseless
o
Rearing system:
 Intensive system
 Semi intensive system
 Extensive system
Rabbit handling methods
Rabbit sexing
Rabbit identification techniques:
 Tagging
 Ear notching
 Tattooing
Rabbit digestion particularity
Rabbit feed stuffs distribution :
 Cereals
 Legumes
 Tubers
 Agro-industrial by-products
 Green grass:
- Appetite fodder
- Toxic and poisonous plants
 Kitchen waste
Feeding practices:
o
o
o
o
o
o
o
o
o
78
Group work on rabbit
identification techniques
Group research on rearing
systems and condition
Visits
Brainstorming on rearing
systems
Demonstration of rabbit
rearing system or rabbit
-
Books
Internet
Ear tags
Ear tags applicator
Ear notcher
Blades
disinfectant
Group work on feed stuff
distribution
Regular participation of
students on school rabbit
farming activities
Group research and
presentation on rabbit feeding
practice
Group work on feeding record
collection and interpretation
-
Feed stuffs
Rabbit hutch cards and
records
Books
Internet
Rabbit hutch
-



3.4 Manage rabbit
reproduction



 Feeding buck, dry doe and
young female
 Feeding Pregnant doe
 Feeding Lactating doe and litter
 Feeding young rabbit
 Feeding grower and finisher
rabbit
Watering of rabbit
Teeth overgrowth control:
 wood sticks,
 concrete bricks
feeding record keeping:
 Technical sheet
 feeding cards
 feeding data collection and
interpretation
Selecting buck and doe for
breeding:
 Number of teats
 Live weight of rabbit
 High feed conversion ratio
 Easy to handle
 Mating age
 For male number testicles
 Size of litter of which the rabbit
was a member
 From healthy parent
Management of buck:
 Puberty time
 Mating
 Mating ratio
 Culling
 Cause of mating problems
Management of doe and young
female:
 Puberty time
 Mating
 Farrowing interval
 Culling time
o
o
o
o
o
79
Group work and discussion on
future parent selection
Group research and
presentation on management
of different categories of
rabbit
Rabbit hutch visit and
demonstration of farrowing
preparation and young kindles
care
Demonstration of rabbit mating
rabbit reproduction
management
-
Rabbit hutch
Books
Rabbit reproduction
diagram
Rabbit reproduction cards



Conduct mating:
 Rabbit reproduction cycle
 Heat induction methods
 Heat detection
 Signs of successful mating
Management of pregnant rabbit and
kindles
 Pregnancy control methods
 False pregnancy (pseudo
pregnancy)
 Kindling and mother care
 Fostering
Management of kindles:
 Climatic condition monitoring
 Weaning
 Castration
 Nail trimming
Rabbit genetic improvement:
 Cross breeding
- Commercial breeding
- Up grading
- Backcrossing
- Terminal cross system
 Selection
Reproduction record keeping:
 Reproduction diagram
 Reproduction cards
 Reproduction data collection
and interpretation
Learning Unit 4: Perform rabbit health and diseases control
Learning outcomes
4.1.
Identify specific
Learning hours: 18
Contents
Learning activities
Resources

o
-
Specific infectious diseases of
80
Group research on rabbit
Books
rabbit diseases


rabbit
Specific parasitic diseases of rabbit
Specific nutritional deficiencies and
metabolic disorders
o
o
o
o
4.2.
4.3.
Apply hygiene and
biosecurity
measures
Apply Bio-chemical
prevention
measures







General rabbit hutch hygienic
measures
Sanitization of rabbit hutch
Biosecurity measures:
 Offensive measures
 Defensives measures
o
Selection of Bio-chemical
prevention products:
 Wormicids
 Acaricids
 Antibiotic
 Insecticides
 Vaccines
Establishment of prophylactic plan
Administration technics of biochemical prevention product
Sanitary record keeping:
 Technical sheet
 Zoo-sanitary cards
 Zoo-sanitary data collection and
interpretation
o
o
o
81
o
o
o
diseases
Posters presentation of rabbit
diseases
Audiovisual presentation of
rabbit diseases
Rabbit hutch visit
Ambulatory clinic
-
Internet
Posters
Rabbit hutch
Clinical materials and tools
Demonstration on hygienic
and biosecurity measures
application
Rabbit hutch visit
Group works/research on
rabbit hutch hygienic
measures application
-
PPE
Rabbit hutch
Cleaning materials and
products
Books
disinfectants
Demonstration on rabbit biochemical product
administration
Audiovisual presentation
Group work/ research on biochemical application measures
ambulatory clinics
-
-
-
PPE
Bio-chemical product for
rabbit
Internet
Books
Veterinary pharmacy
Situation Integration for Rabbit farming
The IPRC Kigali derived a tender to a competent Mason, to make a Terrazzo pavement in the store room of staff accommodation located at
KABEZA cell. As a mason, you are asked to make terrazzo pavement:

On flooringwith panel of 1m2 each, in the room of 2m*1m within 3H maximumwithout taking account on setting and hardening time of
terrazzo.

On Skatingof 6m linear and 15cm of Height within 2H maximumwithout taking account on setting and hardening time of terrazzo.

On the existing 2 steps of stairswithin 1H maximumwithout taking account on setting and hardening time of terrazzo. The rise and going
must have 15cm, 30cm respectively.
The ratio is 1:1.Allmaterials, tools and equipment are available in the store of IPRC Kigali.
Curing will be done daily after 12 hours of placing terrazzo paste.
Grinding will be done after 3 days from the date of terrazzo paste.
Task
Tools , Equipment
and materials
Perform Terrazzo pavement on the
flooring













Tools:
Steel formwork
Tape measure
Square
Spades
Trowel
Spirit level
Hammer
Building line
Strips
wheel barrow
pan
bucket
Apply Terrazzo on the skating

Tools:
 Press
 Steel formwork
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Strips
 wheel barrow
 pan
82
Apply Terrazzo on the stairs

Tools:
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Strips
 wheel barrow
 pan
 bucket
 chisel





Criteria






chisel
Brush
Straight edge
Float
Horse pipe level




bucket
chisel
Brush
Straight edge
Float
Horse pipe level
Brush
Straight edge
Float
Horse pipe level

Materials:
 Water
 Oil
 Thinner
 cements
 Marble
 Quartz
 Granite
 Pigment
 Strips
 Polish

Materials:
 Water
 Oil
 Thinner
 cements
 Marble
 Quartz
 Granite
 Pigment
 Strips
 Polish

Materials:
 Water
 Oil
 Thinner
 cements
 Marble
 Quartz
 Granite
 Pigment
 Strips
 Polish

Equipment:
 PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall
 Safety shoes(boots)
 Terrazzo Grinder machine
 Air compressor
 Compacting roller

Equipment:
 PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall
 Air compressor

Equipment:
 PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall
 Air compressor
Indicators
Type (C or T)
1. Appropriate materials are well selected
T
83
Marks
1
Passing Line Per
Criteria
4CI/5
Quality of process
2. Working area is well prepared (divide strips, leveling)
C
1
(E)
3. Mixing and pasting of terrazzo ingredients are well done
4. Compacting of terrazzo paste is well done
5. Grinding and cleaning of terrazzo pavement are well done
(cleaning is tolerable)
1. Cohesion of terrazzo ingredients is provided
C
C
C
1
1
1
C
1
2. Smoothness is observed
T
1
3. Strips are well arranged
C
1
4. Levelness is observed (according to the requirements)
C
1
5. No cracks are not observed
C
1
C
1
2. Style is done according to the drawing
T
1
1. PPE are well used
C
T
1
1
2. Tools and Equipment are properly used
3. Hazards and waste materials are removed
C
C
1
1
Quality of product
(E)
Relevance (E)
Safety ( E )
TOTAL
Criteria
Tasks
1. Perform Terrazzo pavement
on the flooring
Quality of the
process
0-1
4CI/5
2CI/3
2CI/3
12/16 (75%)
Quality of product
0-1
84
Relevance
0-1
Safety
Decision
0-1
2. Apply Terrazzo on the
skating
0-1
0-1
0-1
0-1
stairs
0-1
0-1
0-1
0-1
Results
0-3
0-3
0-3
0-3
Success
2/3
2/3
2/3
2/3
Decision
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Comments:
85
AGRAH403 DEMONSTRATING BASIC KNOWLEDGE ON DOMESTIC ANIMALS PHYSIOLOGY
Competence: Demonstrate basic knowledge on domestic animal physiology
RTQF Level: 4
CREDITS:9
LEARNING HOURS:90
SECTOR: Agriculture and Food processing SUB-SECTOR: Animal health
ISSUE DATE:
REVIEW DATE:
Purpose statement
This module describes the skills, knowledge and attitude to be acquired by the learner to perform the domestic animal body description. Any
veterinary has to manipulate the body of the animal during his professional work. So, this competence is very important for the Veterinary nurse
training and it is a prerequisite for all the specific modules of the qualification involving the manipulation and treatment of the different animal
species.
-
Describe the animal morphology
Describe the body apparatus;
Assess anatomo- physiological parameters of the main functions
- LEARNING ASSUMED TO BE IN PLACE
AGRAH 401 Micro-organisms identification
86
Elements
By the end of the module, the trainee will be
able to :
1. Describe the animal cell physiology
1.1 Proper description of the animal cell according to types, shapes, sizes and
organization
1.2 Proper description of cell organites functions
1.3 Proper description of transport processes across the cell membrane according to
diffusion, pinocytosis and phagocytosis, active and passive transport
1.4 Appropriate description of cell multiplication, growth, death and replacement
1.5 Appropriate description of cell metabolism
2. Describe body defence mechanism
2.1 Proper classification of body defense mechanism
2.2 Correct explanation of homeostasis and control of internal environment based on
body temperature and pH regulation
2.3 Proper description of blood component and blood physiology
2.4 Correct explanation of body immunity according to sources and mode of action
3. Describe the physiology of different body
systems
3.1 Proper description of musculoskeletal system physiology according to types,
structure and excitability
3.2 Proper description of the circulatory system physiology with reference to general
properties, physical and chemical composition, types of blood cells, structure and
function
3.3 Proper description of the respiratory system physiology based on animal species,
types of respiration and structures of the respiratory systems (Conducting system,
Transitional system and Exchange system)
3.4 Proper description of digestive system physiology based on animal species and
feeding habits of different species
3.5 Proper description of the genital/reproductive system physiology based on different
animal species, sex and age
3.6 Proper description of the urinary system physiology based on animal species, feeding
habits and environmental factors
87
3.7 Proper description of the nervous system physiology
usually
with several options, that will guide the learner and the trainer
Learning unit 1: Describe animal cell physiology
learning hours: 30
Learning outcomes
Contents
Learning activities
Resources
1.1.

o
Presentation of picture on
cell
Video presentation on cell,
Group work on comparison
of cell.
Microscopic observation on
specimen of cells.
-
Pictures,
Projector,
Pamphlets
Microscope,
DVD and CD,
Specimen.
Presentation of power point
slide,
Video presentation on cell
membrane transport,
Group work on cell
membrane transport.
-
Pictures,
Power point Slide,
Projector,
Pamphlets
DVD and CD.
Describe animal cell
organisation

1.2.
Describe animal cell
membrane transport


Cell structure and
organisation
 Cell Membrane
 Cytoplasm
 Nucleus
 Mitochondria
 Chloroplast
 Ribosome
 Lysosome
 Vacuole
 Centrosome
 Golgi body
 Endothelium
Comparison between
animal cell and plant cell
Passive transport:
 Diffusion
 Facilitated diffusion
 Filtration
 Osmosis
Active transport
o
o
o
o
o
o
88
1.3.
Describe cell
metabolism





Phagocytosis
Pinocytosis
Metabolism:
 Anabolism
 Catabolism
Source of cell energy
Characteristics of a living
cell:
 Movement
 Respiration
 Growth
 Death
 Excretion
 Nutrition
 Reproduction
 Sensitivity
 Adaptability
o
o
o
slide on various topics,
Video presentation on cell
metabolism
Group work on cell
metabolism
Learning unit 2: describe body defence mecanism
Learning outcomes
2.1.
Contents
Describe body defence 
mechanisms

2.2.
Describe animal
homeostasis

Basic terminologies:
Immunity, immune
system, immune
response, allergens,
antibody, antigen,
autoimmune, Hapten,
Epitope or Antigenic
Determinant
Classification of immunity:
 Innate immunity
 Acquired immunity:
natural, artificial,
active, passive
Homeostatic organs: cells
heart, skin, kidney, lungs,
intestins and liver.
-
Pictures
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD.
learning hours: 30
Learning activities
Resources
o
slide on body defence
mechanism,
Video presentation on body
defence mechanism,
Group work on body defence
mechanism
o
o
o
o
o
o
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD.
slide on animal homeostasis,
Video presentation on
-
Pictures,
Posters,
Pamphlets
o
o
o
o
89

2.3.
Describe blood
component and
functions






Mechanism of
homeostasis
 Insulation
 Vasodilatation
 Vasoconstriction
 Sweating
 Skin receptors
 Shivering
Types of blood cells
Functions of blood cells
Platelets
Plasma and serum
Plasma proteins functions
Hematopoeisis
o
o
o
o
o
o
o
o
animal homeostasis,
Group work on animal
homeostasis
Assignments on animal
homeostasis
Tutorials on animal
homeostasis
-
Power point Slide,
Projector,
DVD and CD
slide blood component and
functions,
Video presentation blood
component and functions,
Group work blood
Assignments blood
Tutorials blood component
and functions
-
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD
Microscope
Giemsa reagents
Blood specimen
Learning unit 3: describe the physiology of different body systems
learning hours: 30
Learning outcomes
Contents
Learning activities
Resources
3.1 Describe musculoskeletal
system physiology
Bone physiology:
o


o
-
Structure of bone
Function and clinical
considerations of bone
 Bone development
Muscles physiology:




Types of muscles
Structure of muscle
Excitability: membrane and
action potential
Theory of muscular
contraction the sliding
o
o
o
slide on musculoskeletal
system physiology
musculoskeletal system
physiology
Group work on
physiology
Assignments on
physiology,
Tutorials on
physiology
90
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD

3.2 Describe circulatory
system physiology








3.3 Describe respiratory
system physiology








3.4 Describe digestive
system physiology



theory of muscular
contraction
Conduction of impulse
across the neuromuscular
junction
The heart as a pump
The cardiac cycle, heart
sounds
Enervation of the cardiac
tissue
Dynamics of exchange
across the blood capillaries
Electrocardiogram
Peripheral circulation ,
hepatic, pulmonary and
cephalic circulations
Regulation of circulation
Circulation of blood in blood
vessels: blood pressure
Structures and functions of
upper and lower respiratory
organs
Muscles of respiration
External and internal
respiration
Frequency and amplitude of
respiration
Pulmonary ventilation
Gaseous exchange through
the respiratory membrane
Oxygen and carbon dioxide
transport in the blood
The respiratory system and
the pH control
Mechanical digestion
Breakdown by
microrganisms
Biochemical digestion
o
o
o
o
o
o
o
o
o
o
o
o
slide on circulatory system
physiology
circulatory system
physiology
Group work on circulatory
system physiology
Assignments on circulatory
system physiology,
Tutorials on circulatory
system physiology
-
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD
slide on respiratory system
physiology
respiratory system
physiology
Group work on respiratory
system physiology
Assignments on respiratory
system physiology,
Tutorials on respiratory
system physiology
-
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD
slide on digestive system
physiology
digestive system
-
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
91



3.5 Describe the urinary
system physiology





3.6 Describe the reproductive 
system physiology



(enzymatic digestion)
Absorption and utilisation in
the simple stomach
Absorption and utilisation in
the ruminant stomach
Utilisation of the end
products of digestion
Structure and function of
the kidney
 The functional unit of
the kidney- the nephron
Urine formation and
excretion
The role of the kidney in the
regulation of acid-base
balance
The kidney and the
regulation of sodium and
water in the body
The influence of the
nervous system and
hormones on the kidney
Structure and functions of
reproductive organs (male
and female) for different
species,
Hormons involoved in
reproduction (male and
female)
Physiology of reproduction
of male:
 Puberty
 Spermatogenesis
Physiology of reproduction
of female:
 Puberty
 Ovigenesis and
ovulation
 Estrous cycle
o
o
o
o
o
o
o
o
o
o
o
o
o
physiology
Group work on digestive
system physiology
Assignments on digestive
system physiology,
Tutorials on digestive
system physiology
slide on urinary system
physiology
urinary system physiology
Group work on urinary
system physiology
Assignments on urinary
system physiology,
Tutorials on urinary system
physiology
-
DVD and CD
-
Picturess,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD
slide on reproductive
system physiology
reproductive system
physiology
Group work on reproductive
system physiology
Assignments on
reproductive system
physiology,
Tutorials on reproductive
system physiology
-
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD
92
3.7 Describe the nervous
system physiology






 Fertilisation
 Gestation
 Parturition
 Lactation
General organization of
nervous system
Cerebral spinal fluid
Structure neuron
Excitation and conduction
Transmission of nerve
impulse
 Sensory impulse
 Motor impulse
Somatic sensory system
o
o
o
o
o
slide on nervous system
physiology
nervous system physiology
Group work on nervous
system physiology
Assignments on nervous
system physiology,
Tutorials on nervous
system physiology
-
Pictures,
Posters,
Pamphlets
Power point Slide,
Projector,
DVD and CD
Assessment guidelines
Integrated situation
You are a veterinary nurse in charge of clinics of CAVM. Mr GAKWAYA a cattle farmer, in Byangabo village, Busogo sector has reported to you a
disease which affects calves, heifers and adult cows. These different animals present the following signs: anorexia, tachypnea, nasal discharge,
cough, high temperature and tachycardia. GAKWAYA request you to help him to diagnose that disease. As veterinarian nurse you are requested
to take respiratory and cardiac rate of those different animals in order to diagnose the disease. This task will be achieved within 10 minutes for
each animal.
All necessary materials are available in ISAE veterinary clinics.
Tasks
Assess respiratory, cardiac
rate of the calves
Assess respiratory,
cardiac rate of the
heifers
93
Assess respiratory, cardiac
rate of the adult cows
Tools ,
Equipment and
materials

Materials:
- Thermometer
-
Stethoscope
Recording material
Animals
Hygienic material and
products
- Cleaning materials
 Restraining materials
- Crush
- Nose lead
- Ropes
 Equipment:
- PPE
-
Criteria
Quality of process
(E)
Quality of product
(E)
Relevance (E)

-
Materials:
Thermometer

-
Materials:
Thermometer
-
Stethoscope
-
Stethoscope
Recording material
Animals
Hygienic material
and products
- Cleaning materials
 Restraining
materials
- Crush
- Nose lead
- Ropes
 Equipment:
- PPE
-
-
Indicators
Type (C
or T)


-
Recording material
Animals
Hygienic material and
products
Cleaning materials
Restraining materials
- Crush
- Nose lead
Ropes
Equipment:
PPE
Marks
1. Materials are well selected
2. Animals are well restrained
C
C
1
1
3. Sites of operation are well selected
C
1
4. Sites of operation are well prepared
T
1
1. Temperature is taken properly
C
1
2. Respiration rate is taken accordingly
C
1
3.
Cardiac rate is taken accordingly
C
1
1. Appropriate tools and equipment are
well used
2. Sites of operation is well selected
C
1
C
1
94
Passing Line Per
Criteria
3C/4
3C/3
3C/3
Safety ( N E )
3. Measurements are accurately taken
C
1
2. Materials, Equipment and work place
are well cleaned and rearranged
3. wastes are properly disposed
TOTAL
T
C
1
1
T
1
1C/3
10/13 (76.9%)
References:
1. Cunningham J. G., Klein B., G., 2002, Textbook of Veterinary Physiology 3rd Edition, W. B. Saunders Company, Elsevier limited.
2. William O. R., 2004, Duke’s Physiology of Domestic Animals, Comstock Publishing associates a division of Cornell University Press,
Ithaca, London
AGRAH404 POULTRY FARMING
Competence : Perform poultry farming
RTQF LEVEL: 4
CREDITS: 12
ISSUE DATE: January 2014
REVIEW DATE:
95
PURPOSE STATEMENT
require the application of practical skills in a defined context of:
-
Poultry breeds description;
-
Poultry shelters and hatchery sketching;
-
Poultry shelters and hatchery equipment installation;
-
Poultry production management
-
Day old chicks, poults, duckling, Gosling production;
-
Poultry health and diseases control
AGRAH 401
Learning units
1. Describe poultry breeds
1.1.
Proper identification chicken, duck, Goose, Turkey breeds
1.2.
Proper classification of chicken, duck, Goose, Turkey breeds
96
2. Sketch poultry shelters and hatchery
2.1.
Proper selection of poultry shelters and hatchery site (Chicken, turkey, duck, goose)
2.2.
Proper sketching of poultry shelters and hatchery (plans, annexes)
3. Install the poultry shelters and hatchery
equipment
3.1.
Correct selection of poultry and hatchery tools and equipment
3.2.
Accurate installation of poultry and hatchery tools and equipment
4. Manage poultry production
4.1.
Appropriate management of chicks, poults, duckling and gosling
4.2.
Proper rearing of broilers/ layers (chickens, turkeys, ducks and goose)
4.3.
Accurate records keeping and interpretation of production data
5.1.
Proper selection of eggs for incubation
5.2.
Proper preparation of the hatchery
5.3.
Proper management of the incubation
5.4.
Proper conduct of hatching
5.5.
Proper selection, sexing and vaccination of chicks, poults, duckling and gosling
5.6.
Proper disposal of the hatchery waste
6.1.
Appropriate application hygienic and biosecurity measures
6.2.
Proper selection of poultry bio-chemical products
6.3.
Proper establishment and Respect of prophylactic plan
5. Produce day old chicks, poults, duckling,
Gosling
6. Perform poultry health and diseases control
COURSE STRUCTURE
97
Learning Unit 1: Describe poultry breeds
Learning hours: 8
Learning outcomes
Contents
Learning activities
Resources
1.1.
Classify poultry by species

Species: chicken,
ducks, geese, turkeys
o
1.2.
Classify poultry by breeds

Chicken Breeds:

Duck breeds
-

Goose breeds

Turkeys breeds

o
o
o
Local breeds
 Pure chicken breeds
 Hybrids
1.3.
Classify poultry according to
meat production

Physical,
morphological,
functional main
characteristics of
poultry breeds (Size,
color, types of comb,
feathering, origin,
eggshell color,
production,
adaptability):

Chicken Breeds :
Cobb 500, hubbard,
Euribrid, Hybro g,
Euribrid Hybro N,
98
Poultry Farms visit for species
and breeds identification
Audio visual presentation
Posters
Group work/research for
species and breeds
identification and comparison
Books
Poultry farms
Posters
Internet
Poultry breeds
comparative tables
Shaver starbro, Ross,
New Hampshire, Light
Sussex

Duck breeds :
 Khaki Campbell
 Muscovi or canard
de barbarie,
 Pekin,
 Rouen

Goose breeds :
 Toulouse
 Pilgrim

Turkeys breeds: Black
 Bronze
 Beltsville small
White
1.4.
Classify poultry according to
eggs production


Physical,
morphological,
functional main
characteristics of
poultry breeds (Size,
color, types of comb,
feathering, origin,
eggshell color,
production,
99
-
Books
Poultry farms
Posters
Internet
Poultry breeds
comparative tables
adaptability):

Chicken Breeds :
Rhodes Island red ,
white Leghorn, new
Hampshire, Sussex,

Duck breeds

Goose breeds

Turkeys breed
Learning Unit 2: Design poultry shelters and hatchery
Learning hours: 10
Learning outcomes
Contents
Learning activities
Resources
2.1.

o
Poultry farms visit for site
selection criteria
Site field visit for requirements
appreciation
Brainstorming on site selection
criteria
Group discussion on site
selection criteria
-
Books
Poultry farms
Field site
GPS
Metric ribbon
Pegs
Poultry farms visits for poultry
shelters types, components
,accessories observation
Individual research
Individual Sketching
-
PPE
Poultry farms
Books
Internet
Sketching material
2.2.
Select site for
poultry shelters and
hatchery
sketch poultry
shelters, hatchery
and accessories

Selection criteria:
 Accessibility: roads
 Water supply
 Power supply
 Distance from habitations
 Soil structure
 Distance from any source of
nuisance
 Code and regulation
 Ecological conditions
 Site dimension
Poultry shelters types:
 Housing with a run,
 Housing with litter but without a
run,
 Housing with slatted flooring
 Battery cages,
o
o
o
o
o
o
o
100




-
Poultry shelters components and
specifications:
 Brooders house,
 Grower house,
 Hatchery,
 Broilers house,
 Layers house,
 Foot bath,
 Run/grasses area,
 Baths for ducks and gooses,
dimension ,
 Feed store,
 Feed mill,
 Compost pit,
 Drug store
 Office
Shelters and hatchery isolation:
heat, humidity , cold and predators
Ventilation and cooling systems:
 Ventilation types: natural, forced
 Cooling systems: vaporization,
Nebulisation, watering
Design accessories:
 Laying cages (nest)
 Perch,
 Dust bathing cans,
 Feeders and drinkers,
 Floor eggs,
 Brooders and heaters,
 Lighting,
 Heaters
101
Laying cages (nest)
Perch,
Dust bathing cans,
feeders and drinkers
floor eggs,
brooders and heaters,
Lighting material
Heaters
Learning Unit 3: Install the poultry shelters and hatchery equipment
Learning hours: 12
Learning outcomes
Contents
Learning activities
Resources
equipment
 Material and equipment requirement
criteria: age, breed and size, climatic
conditions, type of production,
farming system
o
-

o
o
Poultry farm and hatchery visit
for observation of material and
equipment
posters
-
Identification of material and
equipment for:
 Poultry house
 Hatchery
 Hygiene
-
3.2 Apply material and
equipment installation

o
Installation criteria :
 Types of production and
equipment
 Age of poultry animal
 Breeds
 density

Positioning principles

Installation methods:

Maintenance of poultry and
o
o
102
Poultry farm and hatchery visit
for observation of material and
equipment
Group work/research
-
Feeders, drinkers, laying
nests, perches, brooders,
floor eggs, eggs trays,
lighting systems, heaters,
dust bathing cans
Scales, thermometers,
candles, incubators and
hatchers, trays, carts,
saucepans for fumigation,
power generator
Wheelbarrow, shovel,
barrels, squeegees, pipes
Incubators, thermometer,
hygrometer, fan, eggs
grader, tray with a turning
device, thermostat
Perch
Laying nest
Floor eggs
Nest box
Incubator
Feeder
Drinker
Books
Poultry farms
hatchery material and equipment
Learning Unit 4: Manage poultry production
Learning outcomes
4.1.
Select poultry
breeds
Contents
Learning activities
Resources
 Breeds selection criteria:
breeds, origin, production per year,
weight, eggshell color and size,
rusticity, brooding, price, market
situation, experience of the farmer, farm
management, local preference and
availability, adaptability, age, physical
appearance, productivity of parents,
feed conversion rate, health status,
productivity, maturity period, fecundity,
temperament
o
Brainstorming for selection
criteria
Group discussion on selection
criteria
Group /individual research
-
Books
Internet
Different poultry breeds
Visit of different poultry
production systems
Practical exercise on
experimentation of poultry
production systems
Group research
Audiovisual
-
PPE
Poultry
Battery cages
Material for poultry
equipment and poultry
house
Books
Internet

4.2.
Identify production
systems
Learning hours: 35

Methods of selection:
 mass,
 contemporary comparison,
 collateral relative,
 progeny testing,
 tandem selection,
 pedigree selection
Types of production systems :
 Extensive:
- Open range and freerange systems ,
 Intensive :
- Fold unit system
- Battery cage system
- Deep litter system
 Semi-intensive
o
o
o
o
o
o
103
-
4.3.
Rear broilers ,
layers chickens,
turkeys, ducks and
geese





4.4.
Manage technicoeconomic
production


o
Environmental requirement in a
poultry house: temperature,
ventilation systems, hygrometry,
gase content, dust, litter
Day old chicks, poults, duckling,
Gosling management:
 Brooding preparation
 Day old chicks manipulation ,
transport and reception
 Control of ambiance conditions
Growers management
Layers management
Culling
o
o
Demonstration of brooding
preparation, day old chicks
manipulation and reception,
ambiance conditions
management
Group work on growers and
layers management
o
Record keeping:
 Technical data sheets,
 Accounting book
o
Data interpretation of :
 Mortality rate
 Laying rate
 Feed conversion rate,
 Weight of egg
 Weight daily gain
Group work on technical
sheets and accounting
book filling
Analysis of poultry farm
data
Learning Unit 5: Produce day old chicks, poults, duckling, Gosling
-
-
PPE
Poultry farm
Books
Internet
Brooding material and
equipment : litter, heater,
lamps, thermometer,
hygrometer, feeders,
drinkers, sacs, poultry
feeds,
Poultry animal
-
Technical data sheets,
Accounting book
Poultry farm
Learning hours: 25
Learning outcomes
Contents
Learning activities
Resources
5.1 Prepare eggs for
incubation


o
-


Handling of hatching eggs
Selection criteria of eggs for
hatching
Cleaning and disinfection of eggs
Storage of eggs for incubation
104
Demonstration of eggs
preparation for incubation
Eggs
Formaldehyde
Potassium permanganate
Precision scale
Cleaning materials
-
PPE
Grader
Candeler
5.2 Prepare hatchery
Clean and disinfect the hatchery room
Clean and disinfect the hatchery
equipment
Test the incubation material and
equipment
o
o
o
Hatchery visit
Demonstration
-
PPE
Hatchery farm
Incubator
5.3 Incubate eggs
 Incubation types:
 Natural,
 Artificial
 Preparation and management of
natural incubation
 Prepare and management of artificial
incubation
 Incubation conditions of poultry
species:
- Temperature ,
- Humidity
- Ventilation
- Turning rate
o
Demonstration of natural and
/or artificial incubation
Group research
-
PPE
Hatchery farm
Incubator
Internet
Books
Demonstration on chicks,
poults, ducklings and goslings
counting, selection, sexing and
vaccination
-
PPE
Chicks, poults, ducklings
and goslings





5.4 Care chicks, poults,
ducklings and goslings







o
o
Incubator loading
Incubation
Candling eggs
Hatching
Management of an incubator
o
Counting
Selection and Sexing
Vaccination
Expedition
Hygiene
Waste treatment
Record keeping
o
105
-
Learning Unit 6: Perform poultry health and diseases control
Learning hours: 30
Learning outcomes
Contents
Learning activities
Resources
6.1.



o
-
o
Demonstration of poultry
hygiene application
Brainstorming on bio security
measures
Group research on bio
security measures
Poultry farm visit
-
PPE
Cleaning material
Cleaning products and
disinfectants
Books
Internet
Poultry farm
Specific poultry diseases :
 Parasitic
 Infectious
 Metabolic
 Toxi-infections
Selection of poultry biochemoprevention products:
 Vaccines
 Antiparasitic
 Antibiotic
o
o
o
o
Group research
Posters
Audiovisual
Brainstorming
-
Internet
Books
Posters
o
-
Bio-chemoprevention
drugs
PPE
Internet
Poultry farm
Prophylactic plan
Administration route in poultry:
 Water
 Feed
 Aerosol:
- Nebulisation
- Fumigation,
- Pulverization
 Injection
o
Demonstration on
administration of poultry
bio-chemoprevention products
Group work/research on
poultry hygienic measures
Poultry farm visit
Apply hygienic and
biosecurity
measures
6.2.
Identify specific
poultry diseases

6.3.
Apply Bio-chemo
prevention measures



General poultry hygienic measures
Sanitization of the poultry shelters
Bio security measures:
 Offensive measures
 Defensive measures
o
o
o
o
o
References:
1. Kenneth K.G.k. et all., MK Secondary Agriculture Student’s Book Three, Book 3, Kampala, 204p
2. Sanofi santé animale, Guide de l’aviculture tropicale, 115p
106
-
3. Macdonald I.,LOW J.,1985, Livestock rearing in the Tropics, Macmillan, 138p.
4. Kühnemann H. , Les petits elevages , Animaux de basse –cour-moutons, chevres, abeilles, 1992,Editions Eugen Ulmer, 206
Situation Integration for Poultry farming
Kayitera is farmer of chicken. In his poultry there is 3 different categories of chickens: growers, laying hens and the broilers.
There is a problem of cannibalism, decreased eggs production and growth retardation.
As you are veterinary assistant, Kayitera calls you for assist him for handling that problem.
Check and correct the stock density, imperfection of shelters, equipment and, feeding in 3 hours for each category of chicken
All materials, equipment, tools, poultry feed, are available in hardware and agri-vet shop near the site of chicken farm.
Tasks
Tools , Equipment and
materials
Perform growers poultry farming of
layers hens
Perform poultry farming of broilers
Perform poultry farming of
chicks/growers
 Tools and Materials:
- Feeders, drinkers, eggs trays,
- Scales, thermometers,
- Wheelbarrow, shovel,
- Barrels, squeegees, pipes
hygrometer litter, heater,
Lamps, sacs
Lamps, sacs
Lamps, sacs
107
Cleaning material
Equipment
- Laying nests
- Perches,
- Brooders lighting systems,
heaters, dust bathing cans
 PPE:
- Gloves
- Lab coats/ Overall
- (safety shoes ) boots
- Dust mask
-


-
Criteria
Quality of
Products
disinfectants
Bio-chemoprevention drugs
Cleaning material
Equipment
- Laying nests
- Perches,
 PPE:
- Gloves
- Dust mask
-

-
Cleaning material
Equipment
- Laying nests
- Perches,
 PPE:
- Gloves
- Dust mask
-


Products
disinfectants
Indicators

-
Type (C or
T)
Products
disinfectants
Marks Passing Line Per
Criteria
1. Farm history is well assessed
T
1
2. Farm conditions are well checked
C
1
108
3CI/4
process
(E)
Quality of product
3. Farm conditions are analysed
C
1
4. Corrective measures are proposed
C
1
1. Causes of problems are well identified
C
1
2. Corrective measures are applied
C
1
3. Corrective measures are properly applied
C
1
1.
2.
3.
4.
4.
C
C
C
C
T
1
1
1
1
1
T
1
T
1
3CI/3
(E)
Relevance (E)
Safety ( N E )
The stocking density is respected
The shelter environment conditions are properly assessed
The hygiene and bio -security measures are applied
The quantity and quality feeds are accurately calculated
PPE are well used
5. Tools , Equipment and work place are well cleaned and
rearranged
6. Wastes are properly disposed
TOTAL
Criteria
Tasks
Quality of the
process
Quality of product
0CI/3
10/14 (71%)
Relevance
Safety
Decision
6
Perform growers poultry
farming in layers hens
0-1
0-1
0-1
0-1
7
farming of broilers
0-1
0-1
0-1
0-1
109
4CI/4
8
farming of chicken/growers
0-1
0-1
0-1
0-1
Results
0-3
0-3
0-3
0-3
Success
2/3
2/3
2/3
2/3
Decision
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Comments:
110
AGRAH405 COMMON PARASITIC DISEASES TREATMENT
Competence : Treat Common Parasitic Diseases
RTQF LEVEL: 4
CREDITS: 10
REVIEW DATE:
PURPOSE STATEMENT
111
require the application of practical skills in a defined context of the treatment of the common parasitic diseases.
Any veterinarian has to treat common parasitic diseases during
his professional work. So, this competence is very important for the
Veterinary assistant training.
-
Identify common parasites ;
-
Identify common parasitic diseases ;
-
Perform diagnosis of parasitic diseases;
-
Perform treatment for parasitic diseases
AGRAH404
Basic knowledge on domestic animals physiology
Learning units
112
1. Identify common parasites
2. Identify common parasitic diseases
3. Perform diagnosis of parasitic diseases
4. Perform treatment for parasitic diseases
1.1.
Proper identification of helmenths
1.2.
Proper identification protozoa
1.3.
Proper identification of microscopic acarians
2.1.
Proper identification of helmenthiasis
2.2.
Proper identification protozoa diseases
2.3.
Proper identification of microscopic acarian diseases
3.1.
Conducting appropriate Anamnesis
3.2.
Carrying out adequate general examination
3.3.
Conducting adequate specific examination
3.4.
Performing adequate routine laboratory examination
3.5.
Performing appropriate diagnosis and prognosis
4.1.
Proper Selection of appropriate treatment
4.2.
Proper identification of medicines
4.3.
Appropriate Prescription of medicines
4.4.
Accurate Administration of prescribed medicine
4.5.
Proper Follow up of patient
COURSE STRUCTURE
113
Learning Unit 1: Identify common parasites
Learning hours: 21
Learning outcomes
Contents
Learning activities
Resources
1.1.
Classify poultry by species

o
Poultry Farms visit for species
and breeds identification
-
Books
comparative tables
1.2.
Describe helminths
Morphology, Life cycle,
Classification:
o
Brainstorming on worms
(helminths)
Observation of fresh and
preserved helminths specimen
Practical works: collect of
helminths specimen for
identification and preservation
-
Animals
PPE
Microscope, Magnifier
Posters
Specimen of parasites
-
Animals
PPE
Posters
-
Animals
PPE
Species: chicken,
ducks, geese, turkeys
o

Nemathelminths

Plathelminths
o
 Trematods (flukes)
 Cestodes
(tapeworms)
 Acanthocephales
o
o
1.3.
Describe protozoa
o
o
Classification:
 Theleria
 Anaplasma
 Babesia
 Trypanosoma
 Coccidia
 Trichomonas
 Balantidia
o
o
1.4.
Describe mites
o
o
Classification:
 Sarcoptes
114
Group discussions: small
groups formation, discussion
and presentation
Audi-visual presentation
describing parasites
Brainstorming on protozoa
Observation of fresh blood
under microscope
(Trypanosoma sp.), fresh and
fixed blood smears ad faecal
samples
and presentation
describing the parasites
Brainstorming on mites
Observation of parasites under





microscopes
Psoroptes
Demodex
Notoedres
Chorioptes
Psorergates
o
and presentation
Learning Unit 2: Identify common parasitic diseases
-
Posters
Learning hours: 61
Learning outcomes
Contents
Learning activities
Resources
2.1.
Definition, Etiology, Geographical
distribution, Mode of transmission,
Clinical signs, Lesions:
o
-
Characterise
helminthiasis


o
Nemathelminthiasis:
 Ascardiosis
 Syngamosis
 Oxyurosis
 Trichostrongylosis
 Thelasiosis
 Metastrongylosis
 Schistosomiasis
 Haemochosis
 Ostertagiosis
 Oesophagostomosis
 Dictyaucaulosis
 Parafilariosis (Subcuteneous
filariosis)
Plathelminthiasis:
 Trematods (flukes):
- Paramphistomosis
- Fasciolosis
- Dicrocoeliosis
 Cestodosis (tapeworms)
- Cestodose (immature and
mature forms)
 Acanthocephales
o
o
o
115
Brainstorming on parasitic
diseases
Group discussions on parasitic
diseases
Individual or group searching
works (library, internet)
Visits (farms, clinics,
slaughterhouses) to identify
different diseases according to
lesions and clinical signs
describing the disease
Animals
PPE
Posters
Farm, Clinics,
Slaughterhouse
2.2.
Characterise
protozoal diseases

2.3.
Identify different
types of manges
Tick-borne diseases
 Theleriosis
 Anaplasmosis
 Babesiosis
 Cowdriosis
 Trypanosomiasis
 Coccidiosis
 Trichomoniasis







o
o
o
Sarcoptic Mange
Notoedric Mange
Demodectic Mange
Otodectic Mange
Psoroptic Mange
Chorioptic mange
Psororergatic mange
o
Brainstorming on mange
Group discussions on mange
Individual or group searching
works (library, internet)
Visits (farms, clinics,
slaughterhouses) to identify
different diseases according to
lesions and their locations, and
clinical signs
Learning Unit 3: Perform diagnosis for parasitic diseases
Learning outcomes
Contents
3.1 Perform anamnesis




-
Animals
PPE
Posters
Farm, Clinics,
Slaughterhouse
-
Animals
PPE
Posters
Farm, Clinics,
Slaughterhouse
Learning hours: 7
Techniques of history taking
Owner identification
Animal history:
 Immediate
history
(present
history)
 Past Histories
 Nutritional history
Environmental History:
 Farm
 Vicinity
116
Learning activities
Resources
o
-
o
o
o
Brainstorming on the history of
diseases
Simulation of the conversation
between the owner and the
veterinary technician
Group discussion on
anamnesis
Individual and group search for
Animals
PPE
Posters
Animal owner, Farm,
Clinics
 Climate
3.2 Carry out general
examination


3.3 Carry out specific
examination


3.4 Make diagnosis and
prognosis


better understanding of
anamnesis
Animal observation:
 At distance
 Close
Supplementary information (related
to the suspicion)
o
o
o
Visits of the farms, clinics
Practical group work
Audio-visual presentation of
various recorded cases
-
Animals
PPE
Posters
Animal owner, Farm,
Clinics
Examination of body systems
 Digestive system
 Respiratory system
 Circulatory system
 Urinary system
 Musculo-skeletal system
 Reproductive system
 Integumentary system
 Nervous system
Systematical physical examination
 Temperature
 Palpation and hydration status
 Percussion
 Auscultation (heart and lungs)
 Abdominal auscultation and
assessment of rumen function
 Succussion
 Olfactory and visual inspection
 Examination
of
mucous
membranes
Concepts and definitions
 Suspicion
 Presumption
 Confirmation
Types of diagnosis
 Clinical
 Differential
 Etiological
o
o
Practical individual and group
work
Audio-visual presentation of
various recorded cases
-
Thermometer, stethoscope
PPE
Muzzle, Taylor percussion
hammer, stomach tube,
trocar, intra-mammary
catheter, mare urinary
catheter, vaginal speculum
Brainstorming on types of
diagnostics and prognosis
Practical individual and group
work
-
Animals
PPE
Library, laboratory,
Animal owner, Farm,
Clinics
117
o
o
o
o
Helminths:
Faecal
examination
(gross
examination, direct smear,
flotation, sedimentation)
- Protozoa: faecal examination
(Coccidia,
Balanthidia),
blood smears
- Mites: direct microscopy of
skin scabs
 Therapeutic
Prognosis
 Favourable
 Unfavourable
-

Learning Unit 4: Perform treatment for parasitic diseases
Learning outcomes
4.1.
4.2.
4.3.
Select appropriate
treatment
Administer
appropriate
medicine
Follow up the case
Learning hours: 11
Contents
Learning activities
Resources
 Identification of antiparasitic drugs:
Antihelminthics drugs, Antiptrotozoal
drugs
 Selection criteria: animals species,
breeds, physiological status, parasite
species, disease, age, treatment,
value of animals, presentation of
medicine, side effects, availability,
financial resources of animal owner
Administration routes and techniques:
 Per os
 Parenteral
 Local application of drug (Ointment)
o
Brainstorming on drug
selection
Observation of drugs in a drug
store and pharmacies
Group work on notice reading
-
Practical work on drugs
administration
Audi-visual presentation of
drug administration
(drenching, injections)
-
PPE
Drugs, materials and
equipment
Animals
Farms records
 Regular monitoring for evolution and
possible complications
 Post treatment check up
o
Practical work on evaluating
the vital signs and body
functions
-
Animals
PPE
Laboratory
Animal owner, Farm,
118
o
o
o
o
-
PPE
Drugs, materials and
equipment
Animals
Farms records
o
Farm and clinics visits
Clinics
Situation Integration for Common parasitic diseases treatment
The IPRC Kigali derived a tender to a competent Mason, to make a Terrazzo pavement in the store room of staff accommodation located at
KABEZA cell. As a mason, you are asked to make terrazzo pavement:

On flooringwith panel of 1m2 each, in the room of 2m*1m within 3H maximumwithout taking account on setting and hardening time of
terrazzo.

On Skatingof 6m linear and 15cm of Height within 2H maximumwithout taking account on setting and hardening time of terrazzo.

On the existing 2 steps of stairswithin 1H maximumwithout taking account on setting and hardening time of terrazzo. The rise and going
must have 15cm, 30cm respectively.
The ratio is 1:1.Allmaterials, tools and equipment are available in the store of IPRC Kigali.
Curing will be done daily after 12 hours of placing terrazzo paste.
Grinding will be done after 3 days from the date of terrazzo paste.
Task
Perform Terrazzo pavement on the
flooring
Apply Terrazzo on the skating
119
Apply Terrazzo on the stairs


















Tools , Equipment
and materials
Tools:
Steel formwork
Tape measure
Square
Spades
Trowel
Spirit level
Hammer
Building line
Strips
wheel barrow
pan
bucket
chisel
Brush
Straight edge
Float
Horse pipe level

Tools:
 Press
 Steel formwork
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Strips
 wheel barrow
 pan
 bucket
 chisel
 Brush
 Straight edge
 Float
 Horse pipe level

Tools:
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Strips
 wheel barrow
 pan
 bucket
 chisel
 Brush
 Straight edge
 Float

Materials:
 Water
 Oil
 Thinner
 cements
 Marble
 Quartz
 Granite
 Pigment
 Strips
 Polish

Materials:
 Water
 Oil
 Thinner
 cements
 Marble
 Quartz
 Granite
 Pigment
 Strips
 Polish

Materials:
 Water
 Oil
 Thinner
 cements
 Marble
 Quartz
 Granite
 Pigment
 Strips
 Polish

Equipment:
 PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall

Equipment:
 PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall

Equipment:
 PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall
120




Criteria
Quality of process
(E)
Quality of product
(E)
Relevance (E)
Safety ( E )
Safety shoes(boots)
Terrazzo Grinder machine
Air compressor
Compacting roller




Safety shoes(boots)
Air compressor
Compacting roller
Indicators
Type (C or T)




Safety shoes(boots)
Air compressor
Compacting roller
Marks
1. Appropriate materials are well selected
T
1
2. Working area is well prepared (divide strips, leveling)
C
1
3. Mixing and pasting of terrazzo ingredients are well done
4. Compacting of terrazzo paste is well done
5. Grinding and cleaning of terrazzo pavement are well done
(cleaning is tolerable)
1. Cohesion of terrazzo ingredients is provided
C
C
C
1
1
1
C
1
2. Smoothness is observed
T
1
3. Strips are well arranged
C
1
4. Levelness is observed (according to the requirements)
C
1
5. No cracks are not observed
C
1
2. Style is done according to the drawing
C
T
1
1
C
T
1
1
2. Tools and Equipment are properly used
C
1
3. Hazards and waste materials are removed
C
1
TOTAL
121
Passing Line Per
Criteria
4CI/5
4CI/5
2CI/3
2CI/3
12/16 (75%)
Criteria
Tasks
Quality of the
process
Quality of product
Relevance
Safety
Decision
1. Perform Terrazzo pavement
on the flooring
0-1
0-1
0-1
0-1
skating
0-1
0-1
0-1
0-1
stairs
0-1
0-1
0-1
0-1
Results
0-3
0-3
0-3
0-3
Success
2/3
2/3
2/3
2/3
Decision
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Success/Failure
Comments:
122
123
AGRAH406 COMMON INFECTIOUS DISEASES TREATMENT
Competence : Treat common infectious diseases
RTQF LEVEL: 4
CREDITS: 10
REVIEW DATE:
PURPOSE STATEMENT
This core module describes the skills, knowledge and attitude required treat common infectious diseases.
Any veterinary has to treat common infectious diseases during his professional work. So, this competence is very important for the Veterinary
assistant training.
-
Describe common infectious diseases
Perform diagnosis for infectious diseases
Apply treatment for infectious diseases
AGRAH 401
AGRAH404
124
Learning units
1. Describe common infectious diseases
1.1.
1.2.
Proper identification of common infectious diseases
2. Perform diagnosis for infectious diseases
2.1.
2.2.
2.3.
2.4.
2.5.
Proper Conducting of Anamnesis
Proper general examination
Conducting adequate Specific examination
Performing adequate Routine laboratory examination
Performing appropriate Diagnosis and prognosis
3. Apply treatment for infectious diseases
3.1.
3.2.
3.3.
3.4.
3.5.
Proper identification of medicines
Appropriate Prescription of medicines
Accurate Administration of prescribed medicine
Proper characterisation of common infectious diseases
COURSE STRUCTURE
Learning Unit 1: Describe common infectious diseases
Learning outcomes
Learning hours: 58
Contents
Learning activities
125
Resources
1.1.
Identify common
infectious diseases

Common bacterial diseases:



























Anthrax (Charbon bacteridien)
Black quarter (black leg)
Brucellosis
Tuberculosis
Tetanus
Contagious bovine
pleuropneumonia
pneumonia
Leptospirosis
Pasteurellosis
Salmonellosis(Purollosis,thypho
se)
Mastitis
Abces
Colibacillosis
Omphalitis
Streptococcosis
Kerato- conjunctivitis
Stomatitis
Otitis
Metritis
Gastro-enteritis
Erysipelas
Actinomycosis
Joint ill (Arthrite des veaux)
Wooden tongue
Foot rot
Gastro-intestinal infection
Common viral diseases
 Lumpy skin diseases
 Newcastle diseases
 Canine distemper
126
o
o
o
o
o
o
Tutorials
Group work/research
Brainstorming
Visit of veterinary clinic /
veterinary laboratories
Posters of symptoms and
lesions
different diseases
-
Books
Internet
Veterinary clinic/laboratory
Posters












1.2.
Characterise
common bacterial
diseases

Rabbies
Rinder Peste
Small ruminant peste
Gumbolo disease
Sheep pox
Blue tongue
Contagious ecthyma
Classical swine fever
African swine fever
Foot and mouth disease (FMD)
Chicken pox
Common fungal diseases
 Aspergillosis
 Ringworm
common bacterial diseases
(Definition, Etiology,Geographical
distribution,Epidemiology
Pathogenesis, Symptoms and
lesions)











Anthrax (Charbon bacteridien)
Black quarter (black leg)
Brucellosis
Tuberculosis
Tetanus
Contagious bovine
pleuropneumonia
Pneumonia
Leptospirosis
Pasteurellosis
Salmonellosis
(Purollosis,thyphose)
Mastitis
127
1.3.
Characterise
Common viral
diseases


 Abces
 Colibacillosis
 Omphalitis
 Streptococcosis
 Kerato- conjunctivitis
 Stomatitis
 Otitis
 Metritis
 Gastro-enteritis
 Erysipelas
 Actinomycosis
 Joint ill (Arthrite des veaux)
 Wooden tongue
 Foot rot
 Gastro-intestinal infection
Common viral diseases (Definition,
Etiology,Geographical
lesions )
Lumpy skin diseases













Newcastle diseases
Canine distemper
Rabbies
Rinder Peste
Small ruminant peste
Gumbolo disease
Sheep pox
Blue tongue
Contagious ecthyma
Classical swine fever
African swine fever
Foot and mouth disease(FMD)
Chicken pox
128
1.4.
Characterise
Common fungal
diseases

Common fungal diseases (
Definition, Etiology,Geographical
lesions
 Aspergillosis
 Ringworm
 Candidosis
Learning Unit 2: Perform Diagnosis of infectious diseases
Learning hours: 21
Learning outcomes
Contents
Learning activities
Resources
2.1.
 Examination of apparatus:
 Digestive system:
Auscultation(rumen sound),
Percussion(rumen sound),
Observation (Buccal cavity,
mucous membrane, ,faeces
aspect, discharges)
 Circulatory apparatus:
Auscultation (heart
beat(frequency and rythm),puls
rate, Observation (Mucous
membranes),
 Respiratory apparatus:
Auscultation (Respiratory
rythm,frequency and
sound,discharges)
 Uro-genital apparatus:
Observation (Uro-genital mucous
aspect, urine coloration,vaginal
discharges)
o
-
Conduct specific
examination
129
o
o
Demonstration of animal
examination
Group work/research
Animal
Stethoscope
Thermometer
Books
Clinical examination tools
and equipment
2.2.
2.3.
Perform Routine
laboratory
examination
Perform Differential
Diagnosis and
prognosis









 Musculo -skeletal system:
Observation
Aplombs,movements,hoof
trimming(parage des
pieds),standing positions
 Integumentary system:
Elasticity,coloration,oedema,lump
s,phlegmon,skin abscess,
sensibility,etc
 Nervous system:
Sensibility,reflexes,movement’s
coordination,etc
Sampling techniques
Californian mastitis test (CMT)
Milk ring test
Tuberculin test
Seroagglutination test
Blood smear
Pathognomonic symptoms
Diagnosis(result interpretation)
Prognosis:
 Favourable
 unfavorable
o
o
o
Demonstration on sampling
and routine laboratory
examination
Group work/research
 Decision making:
 Refer the cases
 Treat
 Complementary exam
Learning Unit 3: Apply treatment for infectious diseases
Learning outcomes
3.1.
Select appropriate
treatment
-
PPE
Animals
CMT kit
Reagent
Milk
Slides
Test tubes
Needles
Seringes
Antigens
Blood
Cutimeter
Register
Learning hours: 21
Contents
Learning activities
Resources

o
o
-
Types of treatment:
 Specific treatment
130
Visit of veterinary clinic
Demonstration on animal
PPE
Veterinary clinic
3.2.
3.3.
Prescribe
medicines
Administer
prescribed medicine
 Symptomatic treatment
 Economical treatment
 Identification of Anti-infectious drugs
(classification, indication,
uses,resistance,association):
 Antibiotics
 Sulfamides
 Anti-inflammatory drugs
o
o
o
o
o
 Select medicines:
Criteria of selection(animals,
species,age,physiological
status,weight,symptoms and
diseases)
 Prescription of
medicines(inscription,subscription,inst
ructions)
 Administration routes
 Administration Techniques
 Dosage
o
o
o
o
o
3.4.
Follow up patient
 Regular monitoring:
 Secondary effects: allergy,
anaphylactic shock
 Recovering process
 Complications
 Post treatment check up
o
o
o
131
treatment
-
Sick animals
Visit of veterinary clinic
Demonstration of different
drugs and drugs prescription
Visit of veterinary pharmacies
Group work/research
-
PPE
Veterinary clinic
Veterinary pharmacies
Books
Internet
Veterinary drugs
Prospectus
Pens and papers
Demonstration
Group work/research
Visit of veterinary clinic for
dosage and administration
techniques
Tutorials
medicine administration
-
PPE
Animals
Veterinary clinic
Books
Internet
Seringues
Needles
Drugs
Visit of veterinary clinics
symptoms of secondary
effects and complications and
recovering process
Experimentation by inducing
allergic reaction on small
animal
-
Veterinary clinic
Small animal
PPE
References:
Cattletoday.info
Edis.ifas.edu/topic
www.thebeefsite.com
Situation integration for common infectious diseases treatment
NCC LTD has a tender of applying tiles in the building located at KACYIRU in GASABO district.
As mason who won this tender you are requested to apply tiles on floor of the room; on scatting of that room; and the toilet’s wall.



The first work must be done on the floor in one of the rooms of the building which is 2m*1m within three hours.
The second work must be done on scatting of that room which is 6m linear by 15 cm within two hours.
The third work must be done on toilet’s wall which is 2m*1m within three hours.
All materials are available at NCC ltd stores.
Use of spacers; grouting and cleaning must be respected. The mixing ratio of 1:2 must be respected.
Task
Apply tiles on the floor of the room
Apply tiles on toilet’s wall
132
Apply tiles on scatting of the room
Tools , Equipment and
materials

Tools:
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Spacers
 pan
 Pincers
 Rubber mallet
 Grass cutter
 Electrical drill
 Sliding cutter
 Marker pen
 bucket
 chisel
 Brush

Tools:
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Spacers
 pan
 Pincers
 Rubber mallet
 Grass cutter
 Sliding cutter
 Marker pen
 bucket
 chisel
 Brush

Tools
 Tape measure
 Square
 Spades
 Trowel
 Spirit level
 Hammer
 Building line
 Spacers
 pan
 Pincers
 Rubber mallet
 Grass cutter
 Sliding cutter
 Marker pen
 bucket
 chisel
 Brush

Materials:
 Water
 Oil
 Sand
 White cement
 Portland cement
 Grout filler
 Tiles

Materials:
 Water
 Oil
 Sand
 White cement
 Portland cement
 Grout filler
 Tiles

Materials:
 Water
 Oil
 Sand
 White cement
 Portland cement
 Grout filler
 Tiles

Equipment:
 PPE:
- Helmet
- Gloves
- Goggles
- Dust mask
- Overall
- Safety shoes(boots)
 Dump level

Equipment:
 PPE:
- Helmet
- Gloves
- Goggles
- Dust mask
- Overall
 Dump level

Equipment:
 PPE:
- Helmet
- Gloves
- Goggles
- Dust mask
- Overall
 Dump level
133
 Mixer
 Tile cutter
 Wheel barrow
Criteria
Indicators
Quality of process
 Mixer
 Tile cutter
 Wheel barrow
 Mixer
 Tile cutter
 Wheel barrow
Type (C or T)
Marks
C
1
C
1
T
C
1
1
C
1
Quality of product
1. Proper selection of materials, tools and
equipment is well done
2. Preparation (cleaning and setting) of working
area is well done.
3. Preparation of materials is well done
4. Proper mixing of mortar ingredients is well
respected
5. Application (laying, cutting, grouting) of tiles is
well done
1. Uniformity of joints is respected
C
1
(E)
2. Gaps are not observed.
C
1
3. Levelness is observed (according to the
requirements)
T
1
4. Tiles have the same sound when knocked.
C
1
1. Measurements are respected
C
1
2. Cleaning is well done
T
1
C
1
(E)
Relevance (E)
TOTAL
Passing Line Per Criteria
4CI/5
3CI/4
2CI/3
9/12 (75%)
134
Criteria
Quality of
product
Relevance
0-1
0-1
0-1
10 Apply tiles on toilet’s wall
0-1
0-1
0-1
11 Apply tiles on scatting of the room
0-1
0-1
0-1
Results
0-3
0-3
0-3
Success
2-3
2-3
2-3
Tasks
9
Apply tiles on the floor of the room
Decision
Quality of the
process
Success/Failure
Success/Failure
Success/Failure
Decision
Success/Failure
Comments:
135
136
AGRAH407 INTOXICATIONS, NUTRITIONAL AND METABOLIC DISEASES TREATMENT
Competence : Treat intoxications, nutritional and metabolic diseases
RTQF LEVEL: 4
CREDITS: 10
REVIEW DATE:
PURPOSE STATEMENT
This core module describes the skills, knowledge and attitude required by the learner to treat intoxications, nutritional and metabolic diseases.
Any veterinary has to treat intoxications, nutritional and metabolic diseases during his professional work. So, this competence is very
important for the Veterinary assistant training.
-
Describe intoxications , nutritional and metabolic diseases
Perform clinical diagnosis of intoxications, nutritional and metabolic diseases
Apply treatment of intoxications, nutritional and metabolic diseases
AGRAH404
137
Learning units
1. Describe intoxications , nutritional and
metabolic diseases
2. Perform clinical diagnosis of intoxications,
nutritional and metabolic diseases
3. Apply treatment of intoxications, nutritional
and metabolic diseases
1.1.
Proper identification of intoxications and toxi-infections
1.2.
Proper identification of food poisoning diseases
1.3.
Proper identification of nutritional and metabolic diseases
1.4.
Proper characterization of intoxications and toxi-infections
1.5.
Proper characterization of food poisoning diseases
1.6.
Proper characterization of nutritional and metabolic diseases
2.1.
Proper performing of clinical diagnosis of intoxications, food poisoning
2.2.
Proper performing of clinical diagnosis of nutritional and metabolic diseases
3.1.
3.2.
Appropriate Prescription of medicines, feed additives and antidotes
3.3.
Accurate Administration of prescribed medicine, feed additives and antidote
138
3.4.
COURSE STRUCTURE
Learning Unit 1: Describe intoxications and toxi-infections
Learning hours: 62
Learning outcomes
Contents
Learning activities
Resources
1.1.
Identify
intoxications and
toxi-infections

o
-
PPE
-
Farms/school farms
-
Herbicides, fungicides,
molluscicides, insecticides,
rodenticides, acaricides
-
Agrivet and animal feeds
shops
-
Grasslands
-
Books

Definition of concepts: intoxications,
toxi-infections, toxicoses, poison,
LD50, antidote
Types and sources:
 Intoxications by metals: Aluminum,
Arsenic, Cadmium, Copper,
Fluoride, Iron, Lead, Mercury,
Molybdenum, Selenium, Sodium
chloride, Sulfur, Zinc, Chromium,
iodine and phosphorus
 Intoxications by pesticides:
herbicides, Fungicides,
molluscicides, insecticides,
Rodenticides, acaricides
 Intoxications by environnementals
pollutants : Human activities
(Industrial Toxicants, livestock)
 Intoxications by drugs use and
abuse
 Intoxications by poisonous plants:
beet, fern, lantana, sorghum,
139
Farms/School farms visit for
observations of poisonous
plants in grasslands
o
Visits of agricultural and
veterinary pharmacies
o
Visits of animal feeds store
and shops
o
Brainstorming and group
work for intoxications and
toxicosis
1.2.
Identify nutritional
and metabolic
diseases






cottonseed, datura, solanacea,
cassava, clover, oxalates
containing plants, nitrate and nitrite
containing plants
 Intoxications by mycotoxicoses:
aflatoxines, clavacine
 Intoxications by poisonous and
venomous organisms: snakes,
bees, wasp
 Bacterial Toxins
 Feed and Water Contaminants
Nutritional disorders due to energetic
and proteins deficiency or excess:
 Growth retardation,
 Cachexia,
 Lactic indigestions,
Metabolic diseases:
 Acetonemia,
 Rumen acidose,
 Alcalosis
Mineral nutritional disorders:
 Milk fiver (hypocalcemia),
 Grass tenany (hypomagnesemia),
 Rachitism,
 Urolithiasis,
 Ostemalacia,
 Osteofibrose,
 Hyperkeratose,
 Parakeratose ,
 Goiter
Vitamins nutritional disorders:
 Hypovitaminose and
 Hypervitaminoses
Drinking and feeding errors:
 Dehydration,
 Water hematuria,
Digestives disorders:
 Constipation,
 Diarrheas,
140
o
o
o
o
Audiovisual presentations of
animals with nutritional and
metabolic diseases
Farms visit for observations
animal with nutritional and
metabolic diseases
Posters observations for
animal with nutritional and
metabolic diseases
Groups search and
presentation for toxicoses
and toxi-infections
-
Posters
-
Books
-
-
Farms,
-
Internet
1.3.
Characterize
toxicoses and toxiinfections


1.4.
Characterize
nutritional and
metabolic diseases



 Indigestions,
 Bloating,
 Dehydration,
 Alcalose,
 Acidose,
 Enterotoxemia,
 Vomiting
Types of toxicoses and toxi-infections
Characterization of toxicoses and toxiinfections ( definition, causes and
sources of exposure (ingestion,
cutaneous, inhalation, injection or
envenimation and ocular), affected
animals, pathogenic action, Symptoms
and lesions)
Difference between nutritional and
metabolic diseases
Causes:
 Inadequate nutrients provision
(deficiency, excess, intoxications),
 Metabolic routes alteration,
 Unbalanced feed ration,
 Inerts or actives feed contaminants
 Drinking and feeding errors
 Storage and conservation
conditions
Characterization of nutritional and
metabolic diseases (definition, causes,
pathogenic, symptoms and lesions)
Learning Unit 2: Perform diagnosis of intoxications, nutritional and metabolic diseases
Learning hours: 6
Learning outcomes
Contents
Learning activities
Resources
2.1.
Perform clinical
diagnosis for
intoxications

o
o
-
PPE
-
Books
Anamnesis:
 Exposure history,
 time of onset,
 duration of effects that are
141
Role play for anamnesis
Groups search and
presentation for common
signs and pathognomonic
2.2.
Perform diagnosis
for nutritional and
metabolic diseases


compatible to the toxic potential of
the agent involved
Specific examination:
 Clinical signs: common signs,
pathognomonic signs
Anamnesis
Specific examination:
2.3.


Favorable
Unfavorable

Perform prognosis
o
o
signs
Visit of veterinary clinics for
observations of clinical
examination
Audiovisual presentation for
intoxication cases
Learning Unit 3: Apply treatment of intoxications, nutritional and metabolic diseases
Learning outcomes
Contents
3.5 Select appropriate
treatment

3.6 Prescribe medicines




Learning activities
o
Manage the acutely poisoned
animals:
 Stabilize vital signs: maintenance
of respiration, maintenance of
cardiovascular function, fluid
therapy
 Clinical evaluation;
 Prevent continued exposure to the
toxicant;
 Administer an antidote if available
 Facilitate removal of the absorbed
toxicant;
 Supportive therapy and observation
Specific treatment
Symptomatic treatment
Economical treatment
Antidotes: atropine sulphate,
dimercaprol, Epinephrine, vitamine K1,
Pralidoxime hydrochloride, Copper
glycinate, Calcium disodium EDTA,
Activated charcoal, D-Penicillamine,
Sodium nitrite, sodium thiosulfate,
142
Demonstration by
administration of specific toxic
to a healthy animal and treat
it with of all steps of
examination, diagnosis and
treatment
-
Papers and pens
-
Veterinary clinics
-
Internet
-
Learning hours: 32
Resources
-
PPE
-
Animals,
-
Antidotes,
-
Drugs and feed additives
for intoxication, food
poisoning, nutritional and
metabolic diseases
sodium sulfate

3.7 Administer prescribed
medicine


3.8 Follow up the patient



Drugs, feed additives for intoxication,
food poisoning, nutritional and
metabolic diseases
Administration routes and techniques
Dosage
Regular monitoring for evolution and
possible complications
Post treatment check-up
Preventive measures: preventing
continued absorption of the Toxicant
(Dilution, Corrosive Ingestions,
Removal of the Toxicant from the
Gastrointestinal Tract)
References:
www.abvt.org/public/docs/antidoteupdate08.pdf
httpZ:www.ivis.org/advaces/Beasley/cpt 18/ chapter-frm asp / LA=1
Mollereau H., Porcher E., Nicolas E., Brion A.,1987, Vade-Mecum du Vétérinaire, 15eme Edition, Ed. Vigot
Institut de l’élevage, 2000, Maladies des bovins, 3eme edition, Ed. France Agricole,
Ramesh C. Gupta, Veterinary Toxicology, Basic and clinical principles, Elsevier, First edition 2007,
Situation integration for intoxications, nutritional and metabolic diseases treatment
143
The three (3) farmers around EAV Ntendezi have three cases of sickness and need the assistance of the school clinic to treat their animals.
The first case is cow of jersey breed calved in last 2 days which presents the following signs:
Excitement lies, flat in its side, Dry muzzle, staring eyes, Cold legs and ears, Constipation and bloat, Heart beat becomes weaker and faster,
Temperature falls below normal.
The second cow which is high productive Frisian presents the following signs: partial anorexia and depression, pica, abnormal licking and
chewing, incoordination and abnormal gait, aggression and bellowing, reduced milk production, empty” appearing abdomen, cows is afebrile and
slightly dehydrated.
The third case, after raining, the herd of goats forced for grazing on the plants surrounding environment of the farm, when the animals come back,
some of animals present an acute illness with following signs: bloat, excitement, rapid respiration, dyspnea, tachycardia, salivation, excess
lacrimation, convulsions.
As a veterinary assistant in EAV Ntendezi, you are requested to treat the three cases of diseases. Each case will be treated in one hour
All required materials, drugs and labour are available in school clinic.
Task
Tools , Equipment
and materials
Treat intoxications, nutritional and
metabolic diseases in 1st farm
-
metabolic diseases in 2nd farm
Gloves
Lab coats/ Overall
(safety shoes ) boots
Dust mask
Syringes and needles
Perfusions kits
Cotton wool
Gaze
Warm water
500 ml of 50% dextrose
Glucocorticoids including dexamethasone or isoflupredone acetate
Calcium borogluconate solution
Antidotes,vitamins B12,
Purgatifs
144
metabolic diseases in 3rd farm
Criteria
Indicators
Type (C or T)
Marks
Passing Line
Per Criteria
1. Materials are well selected and prepared
T
1
2.
Procedure of clinical examination is respected
C
1
3.
Medicines are well selected
C
1
4.
Treatment is decided and applied
C
1
C
1
2. Medicines are properly prescribed
C
1
3. Appropriate medicines are well administered
C
1
Relevance (E)
1. .Clinical exam is well done
2. Dosage is well calculated
3. Administration routes are respected
C
C
C
1
1
1
3CI/3
Safety ( E )
2. Animals restraining is well done
3. Material and working place are well cleaned and rearranged
C
T
C
1
1
1
2CI/4
4. Wastes are well disposed
T
1
Quality of process
(E)
Quality of product (E) 1. Diseases are well identified
TOTAL
Criteria
Tasks
Quality of the
process
3CI/4
3CI/3
11/14
(79%)
Quality of
product
Relevance
Safety
1. Treat intoxications, nutritional and
metabolic diseases in 1st farm
0-1
0-1
0-1
0-1
metabolic diseases in 2nd farm
0-1
0-1
0-1
0-1
145
Decision
metabolic diseases in 3rd farm
0-1
0-1
0-1
0-1
Results
0-3
0-3
0-3
0-3
Success
2-3
2-3
2-3
2-3
Success/Failure
Success/Failure
Success/Failure
Decision
Success/Failure
Success/Failure
Com
ments
:
146
CCM405 DESIGNING A BUSINESS PLAN
Competence: Design a business plan
RTQF Level: 4
CREDITS:4
LEARNING HOURS:40
SECTOR: All
SUB-SECTOR: All
ISSUE DATE:
REVIEW DATE:
This module covers the skills, knowledge and attitude to develop a business plan which is linked to organisational strategic outcomes and
facilitates the achievement of service delivery. The module will allow the learner to identify organisational objectives, establish service profile and
conduct resource audit, analyse client needs and expectations, establish staffing requirements, seek approval of the plan and monitor, evaluate
and update the business plan
Not applicable
Elements
At the end of this module, the learner will
be able to:
Identify organisational objectives
Organisational objectives are identified for the specific service delivery objectives
Specific performance targets against delivery objectives are identified and set
Quality of outcomes are identified and agreed upon
Financial viability of proposed outcomes is assessed
147
Core values, principles and aims are matched against proposed strategies
Establish service profile and conduct resource
audit
Performance indicators to evaluate the effectiveness and efficiency of service
delivery are established
Existing service is reviewed to identify the strengths and weaknesses,
achievements and problems
The organisation and management of the workforce is examined and matched to
the resource requirements
Financial resources and unit costs are identified and committed
Analyse client needs and expectations
Physical resources, plant and equipment are identified and committed
Clients and their needs are identified
Establish staffing requirements
Demographic trends /issues which may impact on service delivery are identified
Staffing levels and skill requirements are identified
Changes in productivity related to pay and conditions of service are recognized
EEO and OH&S policies and practices are identified and implemented
Seek approval of the plan
Monitor, evaluate and update the business
plan
Changes in the workplace and to client's needs are managed and responded to
The business plan is submitted for approval to senior management and the CEO of
the organisation
The business plan, strategy and outcomes are communicated throughout the
workforce and to relevant external organisations
Performance criteria and targets are measured against business plan outcomes
The outcomes are reviewed and the business plan is adjusted
Reports to management and feedback to management, persons involved and
clients are provided
148
Learning unit 1: Identify organisational objectives
Learning hours: 5
Learning outcomes
Contents
Learning activities
Resources
Identify Organisational
objectives for the specific
service delivery objectives
Formulation of:
Oral presentation on
formulation of goals, purpose
and mission of a business
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
o
goals,
o
purpose
o
mission of a business
Brainstormimng on formulation
of goals, purpose and mission
of a business
Demonstration on formulation
of goals, purpose and mission
of a business
formulation of goals, purpose
and mission of a business
Identify Specific performance
targets against delivery
objectives and set
Quality of outcomes are
identified and agreed upon

Functions of performance
targets
 Approaches to setting
performance targets
 Setting intermediate and
final performance targets
 Determining a
performance baseline
 Determining
intermediate
performance targets
Advantage and disadvantage
of performance target setting

The importance of
measurement and target-
identification of specific
performance targets against
delivery objectives and set
Brainstorming on identification
of specific performance targets
against delivery objectives and
set
Demonstration on identification
of specific performance targets
against delivery objectives and
set
149






setting
Deciding what to measure
Measurement of your
financial performance
Measurement and your
customers
employees
Measurement against other
businesses - benchmarking
Measurement in the
manufacturing sector
identification of specific
performance targets against
delivery objectives and set
How to set useful targets for
your business
Financial viability of
proposed outcomes is
assessed


maintenance and
working costs
capital requirements
establishment of maintenance
costs, working costs and
capital requirement
Brainstorming on
capital requirement
-
Flipchart
Markers
Pen
Internet
Reference books
Balance sheet
Profit and loss account
form
-
Flipchart
Markers
Demonstration on
capital requirement
capital requirement
Match Core values, principles
and aims against proposed


Vision
Mission
Brainstorming on matching
core values, principles and
150
strategies
Establish Performance
indicators to evaluate the
effectiveness and efficiency of
service delivery










Core Values
Integrity
Service
Teamwork
Innovation
Winning
Operating Principles
effectiveness
efficiency
value for money
aims against proposed
strategies
Demonstration on matching
strategies
Practical exercise on matching
strategies
Brainstorming on
establishment of performance
indicators to evaluate the
effectiveness and efficiency of
service delivery
Learning unit 2 : Establish service profile and conduct resource audit
-
Pen
Internet
Reference books
Case studies
Role play scenarios
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Learning hours:10
Learning outcomes
Contents
Learning activities
Resources
Review existing service to
identify the strengths and
weaknesses, achievements
and problems
SWOT analysis:
Oral presentation on SWOT
analysis
-
o
Strength
o
Weakness
o
Opportunity
o
Threat
Brainstorming on SWOT
analysis
Demonstration on on SWOT
analysis
Practical exercise on SWOT
151
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
analysis
Examine and match the
organisation and management
of the workforce to the
resource requirements
Identify financial resources and
unit costs

Role of Human
Resource Management

Collaboration

Commitment Building

Building Capacity

Five Components of a
Human Resource
Management System:

Organizational Culture

Planning for Change

Training and
Development

Health and Safety

Recruitment and
Retention

Mobilising available
finance

Financing availability

Resources mobilisation
strategy
Demonstration on identifying
financial resources and unit
costs

Efficiency, liquidity and
financing ratios
identifying financial resources
Brainstorming on examination
and matching match the
Demonstration on examination
and matching match the
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
examination and matching
match the organisation and
management of the workforce
to the resource requirements
Brainstorming on identifying
financial resources and unit
costs
152

investment ratios i.e.
dividend and earnings
yield, PE, and gearin

Depreciation, inventory,
capitalisation, valuation

Intangible assets, e.g.
goodwill, patents,
brands

Treatment of direct and
indirect costs in costing
products and services
features and
consequences of
absorption costing

Distinction between
fixed and variable cost

Marginal cost:
o
cost
o
volume

profit analysis and short
term decision analysis

relevance lost’ and
problems of traditional
management
accounting and
treatment of overhead
and unit costs
153
Identify physical resources,
plant and equipment

Facilities

Equipment

Health and safety

The nature of property,
plant, and equipment

Sources of property,
plant, and equipment
physical resources, plant and
equipment
physical resources, plant and
equipment
identifying physical resources,
plant and equipment
Learning unit 3: Analyse client needs and expectations
Learning outcomes
Identify clients and their needs
Contents

Types of clients

Tips to anticipate customer
needs
Learning hours: 7
Learning activities
Resources
clients and their needs
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Practical exercise on identifying
Identify demographic
trends /issues which may
impact on service delivery

Demographic trends:
o
Political
o
Economic
o
Social
demographic trends
Brainstorming on demographic
trends
Practical exercise on identifying
Demographic trends
154
o
Cultural
o
Environment
o
Legal
Learning unit 4: Establish staffing requirements
Learning outcomes
Identify staffing levels and skill
requirements
Contents
Learning activities
Resources
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Computer

Expectations relating to
staffing capacity and
capability
identifying staffing levels and
skill requirements

Accountability &
responsibility

staffing levels and skill
requirements
Evidence-based
decision making

Recognise changes in
productivity related to pay and
conditions of service
Learning hours: 7
Supporting and
fostering a professional
environment
staffing levels and skill
requirements
identifying staffing levels and
skill requirements

The role of
commissioning

Calculation of Percent
Changes in Productivity

Relation Between
Changes in Productivity Brainstorming on calculation
and Changes in Output, of changes in productivity
Employment, and
Hourly Compensation
Demonstration on calculation
calculation of changes in
productivity
155
of changes in productivity
calculation of changes in
productivity
Identify and implement EEO
and OH&S policies and
practices
Manage and respond to
changes in the workplace and
to client's needs

Safety and equality at
work

Discrimination at work
Harassment, vilification
and victimisation

Managing EEO in the
workplace

Managing diversity in the
workplace

Resolving complaints
about workplace
discrimination

Managing health and
safety at work

Rehabilitation and
workers compensation

Change in the workplace:
o
o
o
o
Community
expectations
Levels and sources of
funding
Management decisionmaking processes
Nature and focus of
Oral presentation on Equal
Employment Opportunity and
Occupational health and
safety policies
Brainstorming on Equal
Employment Opportunity and
Occupational health and
safety policies
management and response to
to client’s needs
Brainstorming on
management and response to
156
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Computer
EEO and OH&S policies
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Computer
o
o
o
o
o
o

service, programs and
activities
Service users/funding
providers
Staff requirements
Technological changes
Use and availability of
resources
Workplace policies and
approaches
Workplace processes,
practices and systems
to client’s needs
Professional support:
o
Emotional support
o
Organisation resources
o
Professional guidance
o
Training or related skills
and knowledge
development
Learning unit 5: Seek approval of the plan
Learning hours: 5
Learning outcomes
Contents
Learning activities
Resources
Submit the business plan for
approval to senior
management and the CEO of
the organisation
Requesting of approval
procedure
Brainstorming on submission
of business plan for approval
Ways to submit the business
plan:
Demonstration on submission
of business plan for approval
-
157
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Communicate the business
plan, strategy and outcomes
throughout the workforce and
to relevant external
organisations
o
Presentation
o
meeting
Communication channels:
 Face to face
 Mobile
Electronic:
submission of business plan
for approval
-
Strategic plan
Computer
Business plan
Brainstorming on
communication of business
plan, strategy and outcomes
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Computer
Business plan
Internet
Telephone
Role play on communication of
business plan, strategy and
outcomes
 E-mail,
 Internet,
 intranet
 social media
 Personal meeting
Learning unit 6: Monitor, evaluate and update the business plan
Learning hours: 6
Learning outcomes
Learning activities
Resources
measuring performance
criteria and targets against
business plan outcomes
-
Measure performance criteria
and targets against business
plan outcomes
Contents




The importance of
measurement and
target-setting
Deciding what to
measure
Measurement of your
financial performance
Brainstorming on measuring
performance criteria and
targets against business plan
158
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
customers
employees
Measurement against
other businesses benchmarking
Measurement in the
manufacturing sector
How to set useful
targets for your
business
outcomes

Reviewing process

Oral presentation on reviewing
and adjustment process
Adjustment procedure




Review and adjust the
outcomes and adjust the
business plan
Provide reports to
management and feedback to
management, persons
involved and clients
Feedback channels:
 Talking with
customers
 Providing comment
form
 Observation
 Receiving their
suggestions
Computer
Business plan
-
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Computer
Business plan
simulation on measuring
performance criteria and
targets against business plan
outcomes
Brainstorming on reviewing
and adjustment process
Reporting system
-
Oral presentation on reporting
system and feedback
channels
Brainstorming on reporting
system and feedback
channels
159
Flipchart
Markers
Pen
Internet
Reference books
Case studies
Role play scenarios
Strategic plan
Computer
Business plan
160
AGRAH408 INTERNSHIP
Competence : Integrate the workplace
RTQF LEVEL: 4
CREDITS: 30
SECTOR: All
SUB-SECTOR: All
ISSUE DATE: February 2013
REVIEW DATE:
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.
CM401 Occupation and learning process
161
Learning unit
1. Apply for internship / employment
2. Demonstrate appropriate workplace behaviour and
attitudes
3. Have a good understanding of worker’s and
employer’s rights and responsibilities
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.
2.1
Appropriate workplace habits and attitudes are observed.
2.2
Strategies to manage time effectively are implemented.
2.3
Personal and work lives are managed efficiently.
3.1
Worker’s and employer’s obligations according to the Rwandan Labour
code are understood.
3.2
The worker’s responsibilities are performed on the workplace.
162
4. Organise and evaluate one’s internship
5. Develop one’s competences on the workplace
3.3
Exercise rights on the workplace.
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.
5.1
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
COURSE STRUCTURE
Learning unit 1: Apply for internship / employment
Learning hours: 8
Learning outcomes
Contents
Learning activities
Resources
1.1 Identify and use
resources to find a job
 Resources to find employment
in the community and at
national level
 Identify contact persons
o
o
o
o
- Job announcements and
information: newspaper
advertisements; information
from recruitment agencies,
youth organizations such as
small group work
panel discussion
large group discussion
speakers
163
1.2 Write a Curriculum Vitae
(CV) and an application
letter
o large group discussion
 Differences between a CV and
o individual work
an application letter
o pair work
 Types of application letters
 Elements of a well written CV
 Elements of an application letter
1.3 Take part in an interview
 Main parts of an interview
 Interviewing tips : what to do
before, during and after the
interview
 Typical questions asked during
an interview Q
o small group work
o interview role plays
YES Rwanda and
government agencies such
as the RDB, WDA; sample
advertisements posted on
business walls or bulletin
boards, internet websites,
through cooperatives…
- Sample cvs and application
letters
- Format of an application
letter
- Interview observation tool
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes
Learning hours: 5
Learning outcomes
Contents
Learning activities
2.1 Identify appropriate
workplace behaviours and
attitudes
 Appropriate workplace
behaviours and attitudes (dress
code, time management,
respect, honesty, integrity, work
as a team member)
 Work habits (cooperation,
initiative, courtesy, constructive
criticism, supervision, accuracy,
pace of work, time usage,
adaptability, personal
appearance, attendance,
punctuality)
o small group work
o brainstorming
164
Resources
- Workplace behaviour
scenarios
- Work habits inventory
2.2 Manage time
2.3 Balance work and
personal life
 Importance of task planning and
managing time
 Strategies to better manage
time
 Common situations that make it
challenging to balance work &
personal life
 Tips to manage personal and
work lives
o
o
o
o
o
o
o
o
small group activity (tower building)
reflection
pair sharing
individual work
self assessment
pair sharing
Learning unit 3: Have a good understanding of worker’s and employer’s rights and
responsibilities
- Scenarios : “Did S/he Do
the Right Thing?”
Learning hours: 8
Learning outcomes
Contents
Learning activities
Resources
3.1 Be familiar with the
universal human rights
 Definition of “right” and “human
right”
 Universal Declaration of Human
Rights
 Definition of “responsibility”
 Relationship between rights and
responsibilities
o small group work
Universal Declaration of
Human Rights – plain
language version
 ‘Rights’ (what you can expect
your employer to provide)
 ‘responsibilities’ (what your
employer can expect that you
will do)
 Legal obligations of employers
 Legal obligations of workers
o small group work
o skits
- Worksheet on Rights and
Responsibilities at Work.
o
o
o
o
 Possible solutions or responses
in case the Labour Code is
broken
o small group work
o scenario analysis
- Statements and Answers for
Agree/Disagree Game on
Rwandan Labour Law
- Articles 47 and 48 of the
Labour Code
- Labour Code Scenarios
- Labour Code Excerpts
3.2 Explore one’s personal
rights and responsibilities
3.3 Identify one’s rights and
responsibilities at work
3.4 Become familiar with
some of the provisions of
the Rwandan Labour Law
3.5 React appropriately
when the Labour Code is
o individual work
o pair share
o large group brainstorming and
discussion
large group activity
discussion
small group work
observation
165
broken
Learning unit 4: Organise and evaluate one’s internship
Learning hours: 9
Learning outcomes
Contents
Learning activities
Resources
4.1 Conclude an internship
agreement
 Definition of the concept
“internship”
 Objectives of the internship
 Presentation of internship
agreement
 Presentation of the logbook
 Tips to fill in the logbook
o Brainstorming
o Group discussion
- Sample internship
agreement
- Logbook
 Contents of the internship
report
 Presentation techniques
 Internship assessment and selfassessment guidelines
o Group discussion
o Role play
- Sample internship report
4.2 Outline one’s findings
and experience
4.3 Write and present the
report of the internship
4.4 Participate actively to
the assessment of one’s
internship
o Group discussion
Learning unit 5 : Develop one’s competences on the workplace
Learning hours: 270
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.
166
In order to pass this module, the student must complete and submit to the trainer:
The portfolio, including:
1.
2.
3.
4.
5.
6.
7.
8.
Interview Observation Tool
Work habits inventory
CV and Application letter writing
Rights & Responsibilities Drawing
Worksheet on Rights and Responsibilities at Work
Rights & Responsibilities Statements
Observation form for demonstration
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.
167

Republic of Rwanda Ministry of Education

Transcription

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