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Republic of Rwanda

Ministry of Education

TVET ADVANCED DIPLOMA

OF

WILDLIFE AND CONSERVATION TECHNOLOGIES

ENVWCT7001

REQF LEVEL

7

CURRICULUM

2 | Page Skills for a better destiny

ENVWCT7001-TVET ADVANCED DIPLOMA

WILDLIFE AND CONSERVATION TECHNOLOGIES

REQF Level 7 CURRICULUM

i | Page Skills for a better destiny

© Rwanda Polytechnic, 2020

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

October, 2020

mailto:[email protected]

http://www.rp.ac.rw/

ii | Page Skills for a better destiny

Copyright

The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).

Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with RP. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where

the training is being conducted. This permission does not extend to the making of copies for

use outside the immediate training environment for which they are made, nor the making of

copies for hire or resale to third parties. The views expressed in this version of the work do

not necessarily represent the views of RP. The competent Body does not give warranty nor

accept any liability.

The RP owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the RP copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to the

RP.

© Rwanda Polytechnic (RP) 2020

Published by

Rwanda Polytechnic (RP)

Internet: http://www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

http://www.rp.ac.rw/

iii | Page Skills for a better destiny

Table of Contents

Table of Contents ....................................................................................................................... iii

List of Abbreviations .................................................................................................................. vi

Acknowledgments...................................................................................................................... ix

1. GENERAL INTRODUCTION .................................................................................................. 1

2. QUALIFICATION DETAILS ..................................................................................................... 2

2.1. Description ......................................................................................................................... 2

2.2 Minimum entry requirements .............................................................................................. 2

2.3 Information about pathways ................................................................................................ 3

2.4 Rationale of the Qualification .............................................................................................. 3

2.5 Job related information ....................................................................................................... 3

2.6 Employability and life skills .................................................................................................. 4

2.7 Information about competencies ......................................................................................... 7

3. TRAINING PACKAGE ............................................................................................................. 8

3.1 Course structure .................................................................................................................. 8

3.2 Competencies chart ............................................................................................................. 8

3.3 Flowchart .......................................................................................................................... 10

4. ASSESSMENT GUIDELINES ................................................................................................. 11

4.1 Assessment Methodology .................................................................................................. 11

4.2 Portfolio ............................................................................................................................ 11

CCMEN701 ADVANCED WORKPLACE ENGLISH ............................................................. 14

LEARNING UNIT 1: WRITE TRADE RELATED TEXTS ..................................................................... 16

LEARNING UNIT 2: COMMUNICATE ORALLY ON A RANGE OF TRADE RELATED TOPICS ............... 24

LEARNING UNIT 3: READ A VARIETY OF TRADE RELATED DOCUMENTS ...................................... 32

CCMKN701 IKINYARWANDA CY’UMUTOZA ....................................................................... 40

IMBUMBE YA 1 - GUKORESHA UBUVANGANZO GAKONDO NYABAMI ASHYIKIRANA N’ABANDI. 42

IMBUMBE YA 2 - GUKORESHA IKINYARWANDA KIBONEYE ATOZA ABANDI KUGENDANA N’IKEREKEZO K’IGIHUGU ......................................................................................................... 48

IMBUMBE YA 3 - GUKORESHA IKINYARWANDA KINOZE HITOZWA INSHINGANO ZINYURANYE Z’UBUYOBOZI .......................................................................................................................... 54

CCMEM701 WORKPLACE ENVIRONMENTAL MANAGEMENT ................................. 62

LEARNING UNIT 1 - DESCRIBE ENVIRONMENTAL MANAGEMENT .............................................. 64

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LEARNING UNIT 2–ASSESS ENVIRONMENTAL IMPACT .............................................................. 71

LEARNING UNIT 3 - CONTROL HUMAN PROJECTS IMPACT ON ENVIRONMENT .......................... 79

References: ............................................................................................................................. 85

CCMHS701 FISH FARMING IN CONSERVATION ........................................................ 88

LEARNING UNIT 1 – PREPARE FISH FARMING SITES .................................................................. 91

LEARNING UNIT 2 – APPLY BREEDING TECHNIQUES .................................................................. 96

LEARNING UNIT 3 – REARING FISH ......................................................................................... 105

LEARNING UNIT 4 – MANAGE FISH PRODUCTION ................................................................... 111

References: ........................................................................................................................... 121

CMHS701 MUSHROOM FARMING INCONSERVATION .................................. 122

LEARNING UNIT 1 – PREPARE MUSHROOM FARMING SITE ..................................................... 124

LEARNING UNIT 2 – PREPARE MUSHROOM TUBES ................................................................. 128

LEARNING UNIT 3 – CULTIVATE AND MAINTAIN MUSHROOM FARMS..................................... 133

LEARNING UNIT 4 – PROCESS POST HARVESTING PRODUCTS .................................................. 137

References: ........................................................................................................................... 142

WCTWC701 WILDLIFE COLLECTIONS MANAGEMENT .............................................. 144

LEARNING UNIT 1 – COLLECT PLANT SPECIMENS ................................................................. 147

LEARNING UNIT 2 - MANAGE PLANT COLLECTIONS ................................................................. 157

LEARNING UNIT 3 – COLLECT ANIMAL SPECIMENS .................................................................. 167

LEARNING UNIT 4 - MANAGE ANIMAL COLLECTIONS ...................................................... 177

References: ........................................................................................................................... 189

WCTBG701 BOTANICAL GARDEN ESTABLISHMENT ......................................................... 191

LEARNING UNIT 1 – DESIGN A BOTANICAL GARDEN PLAN .............................................. 194

LEARNING UNIT 2 – ESTABLISH A TREE NURSERY .................................................................... 201

LEARNING UNIT 3 - PLANT A BOTANICAL GARDEN ................................................................. 215

LEARNING UNIT 4 - MAINTAIN A BOTANICAL GARDEN ................................................... 223

References: ........................................................................................................................... 234

WCTAB701 APPLICATION OF APICULTURE IN BIODIVERSITY CONSERVATION ................... 236

LEARNING UNIT 1 - USE BEEKEEPING TOOLS AND EQUIPMENT ............................................... 240

LEARNING UNIT 2 – INSTALL AN APIARY ................................................................................. 245

LEARNING UNIT 3 – POPULATE BEEHIVE ................................................................................. 252

LEARNING UNIT 4 – MANAGE INSECTS, DISEASES AND PREDATORS IN BEEHIVE ...................... 261

LEARNING UNIT 5 – HARVEST, STORAGE, PROCESS AND MARKET THE PRODUCE .................... 266

LEARNING UNIT 6 – TRANSFORM BEEHIVE PRODUCTS............................................................ 278

References: ........................................................................................................................... 289

v | Page Skills for a better destiny

WCTRP701 RECREATIONAL PARK ESTABLISHMENT ............................................................ 290

LEARNING UNIT 1 – DESIGN A BUSINESS PLAN FOR A RECREATIONAL PARK ............................ 293

LEARNING UNIT 2 – CONSTRUCT SITE FOR A RECREATION PARK ............................................. 301

LEARNING UNIT 3 – POPULATE A RECREATIONAL PARK .......................................................... 308

LEARNING UNIT 4 – MANAGE A RECREATIONAL PARK ............................................................ 314

References: ........................................................................................................................... 321

CCMMB701- BUSINESS MONITORING, EVALUATION AND AUDITING ............................. 323

LEARNING UNIT 1 – DESIGN AN M&E SYSTEM AND TOOLS ..................................................... 326

LEARNING UNIT 2 : APPLY M&E SYSTEM ................................................................................ 331

LEARNING UNIT 3 – MAKE AN INFORMED DECISION ............................................................... 336

LEARNING UNIT 4 – CONDUCT BUSINESS AUDIT ..................................................................... 340

CCMIA701 INDUSTRIAL ATTACHMENT PROGRAM (IAP) ............................................ 344

LEARNING UNIT 1 - ANALYZE OWN PROFESSIONAL GAPS IN LINE WITH INDUSTRY DEMANDS . 347

LEARNING UNIT 2– ENHANCE INNOVATION DURING IAP PROGRAM ....................................... 352

LEARNING UNIT 3 - IMPLEMENT PROFESSIONAL SKILLS TRANSFER ............................. 356

LEARNING UNIT 4 - REPORT IAP ACTIVITIES ................................................................... 360

RP701 FINAL YEAR RESEARCH PROJECT ............................................................. 364

LEARNING UNIT 1 – DESIGN IDEATION OF RESEARCH PROJECT ................................ 366

LEARNING UNIT 2 – DEVELOP A PROJECT PROTOTYPE ............................................................ 372

LEARNING UNIT 3 – PRESENT RESEARCH PROJECT .................................................................. 377

References ............................................................................................................................ 385

GLOSSARY ................................................................................................................................ 388

vi | Page Skills for a better destiny

List of Abbreviations

APA American Psychological Association

BGCI Botanic Gardens Conservation International

oC Celsius degree

CBA Competency –Based Assessment

CBD Convention on Biological Diversity

CBE Competency- Based Education

CD Compact Disc

CITES Convention on International Trade in Endangered Species of Wild Fauna and Flora

Cm Centimeter

CM Complementary Modules

CO2 Carbon dioxide

CRID Change, Risk, Issues and Deliverables

CV Curriculum Vitae

DAP Di-Ammonium Phosphate

DNA Deoxyribonucleic Acid

EIA Environmental Impact Assessment

EIS Environmental Impact Statement

ENVWCT7

001: ENVironment Wildlife and Conservation Technologies, Level 7, First version

EPA Environmental Protection Agency oF Farhenheit

FAO Food and Agriculture Organization

GHGs Greenhouse Gases

GIS Geographic Information System

GPS Global Positioning System

GoR Government of Rwanda

Ha Hectar

Hrs Hours

HR Human Resources

IAP Industrial Attachment Program

IoT Internet of Things

IPCC Intergovernmental Panel on Climate Change

IPM Integrated Pest Management

vii | Page Skills for a better destiny

IPRC Integrated Polytechnic Regional College

IUCN International Union for Conservation of Nature

ISO International Organization for Standardization

IT Information Technology

Km Kilometer

M&E Monitoring and Evaluation

ml Milliliter

mm Millimeter

MINEDUC Ministry of Education

m2 Square meter

NA Not Applicable

NST National Strategy for Transformation

NBSAP National Biodiversity Strategy and Action Plan

NGOs Non-Governmental Organizations

NNP Nyungwe National Park

NPK Nitrogen, Phosphorus and Potassium

OHS Occupational Health and Safety

PAs Protected Areas

PH Potential of Hydrogen

% Percentage

PPE Personal Protective Equipment

PPP Polluter Pays Principle

PPt PowerPoint Presentation

PP Precautionary Principle

PVC Polyvinyl chloride

RH Relative Humidity

RPL Recognition of Prior Learning

RDB Rwanda Development Board

REMA Rwanda Environmental Management Authority

REQF Rwandan Education Qualification Framework

ROR Republic of Rwanda

RP Rwanda polytechnic

RSC Residual Sodium Carbonates

RTQF Rwandan TVET Qualification Framework

RURA Rwanda Utilities Regulatory Authority

SEO Search Engine Optimization

SMART Specific, Measurable, Achievable, Realistic and Timely

viii | Page Skills for a better destiny

SPSS Statistical Package for the Social Sciences

SSB Spawning Stock Biomass

SWOT Strengths, Weaknesses, Opportunities and Threats

TVET Technical and Vocational Education and Training

UNFCCC United Nations Framework Convention on Climate Change

UNCCD United Nations Convention to Combat Desertification

UPP User Pays Principle

WASAC Water & Sanitation Corporation

WHO World Health Organization

WHS Workplace Health and Safety

ix | Page Skills for a better destiny

Acknowledgments

Rwanda polytechnic (RP) wishes to extend its gratitude to the following partners, stakeholders

and institutions involved in development of this programme including private sector,

government institutions and other professionals.

Production team

Coordination

▪ RWAMASIRABO Aimable, Curriculum Development, RP

Facilitation

▪ Didier BIGIRUMWAMI MIZERO

▪ Isidore NDAGIJIMANA

▪ Dieudonne SHYIRAMBERE

Editing

▪ Claude NIYOMUGABO, IT Professional

Reviewer

▪ Bertrand UWIMANA, Assistant lecturer-IPRC-KITABI

Curriculum Development Team

# Names Function Company/Institution

1 Dr KALISA Egide Lecturer University of Rwanda

2 Dr NSHIMIYIMANA François –Xavier

Research and Development Specialist

WASAC

3 Dr TUMUSHIME Jean Claude Vet Gorilla doctors

4 MAJYAMBERE Methode Assistant lecturer University of Rwanda

5 TURIKUNKIKO Ezechiel Ag. Law enforcement wardes NNP-RDB

6 NIYONSABA INGABIRE Pascaline Assistant lecturer IPRC-KITABI

7 MANZI Olivier Jean Leonce Assistant lecturer IPRC-KITABI

8 MURAGIJIMANA Jean de la Paix Assistant lecturer IPRC-KITABI

9 Ir MUTAYOMBA Liliane Director of Research and Consultancy

IPRC-KITABI

10 NIYONZIMA Laurent Ag. Director of Academic services

IPRC-KITABI

11 NSHIMIYIMANA Egide Student welfare officer IPRC-KITABI


1. GENERAL INTRODUCTION

This curriculum presents a coherent and significant set of competencies to perform the

occupation of a Wildlife Professional. 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 the

training.

The modules of the curriculum include a description of the expected results of the training.

They have a direct influence on the choice of the theoretical and practical learning activities.

The competencies are the targets of the 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 based on this document.

The curriculum consists of three parts. The first part is of general interest and shows the

nature and goals of the program and the key concepts and definitions used in the document.

The second part presents the qualification, its level in the qualification framework, its

purpose, its rationale and the list of modules it comprises. The third part deals with the

training package. It includes the competencies chart, the sequencing of module learning, the

description of each module and the course structure.

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

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

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

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

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

unit. In addition, the learning activities and resources for learning are suggested.

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


2. QUALIFICATION DETAILS

2.1. Description

Title: TVET Advanced Diploma of Wildlife and Conservation Technologies

Level: REQF Level 7

Credits: 120

Sector: Environment

Sub-sector: Wildlife and Conservation

Issue date: October, 2020

This qualification provides the skills, knowledge and attitudes for a learner to be competent in a

range of routine tasks and activities that require the application of a limited range of basic

practical skills in a defined context. Work would be undertaken in various environmental

sector/industries where skills in wildlife and conservation are provided, including governmental

and private institutions. Learners may work with full autonomy.

At the end of this qualification, qualified learners will be able to:

1. Communicate using advanced English at workplace

2. Gukoresha ikinyarwanda cy’ Umutoza

3. Manage workplace environment

4. Monitor, evaluate and audit business

5. Conduct Industrial attachment program (IAP)

6. Perform Final year research project

7. Manage wildlife collections

8. Apply fish farming in conservation

9. Apply mushroom farming in conservation

10. Apply apiculture in biodiversity conservation

11. Establish a botanical garden

12. Establish a recreational park

2.2 Minimum entry requirements

Candidates eligible to this qualification should fulfil the following:

Be a holder of RTQF level 6 in wildlife and conservation technologies, and in Wildlife Management

Any other equivalent Certificate in related field obtained from other recognized Institutions.


2.3 Information about pathways

Preferred pathways for candidates entering this

qualification include:

TVET Diploma in Wildlife and conservation Technologies and in Wildlife management

Or Any other related qualifications /Programs from other jurisdictions

Progression route of candidates achieving this

qualification include:

Advanced Diploma in Wildlife and Conservation Technologies

2.4 Rationale of the Qualification

Rwanda is endowed with rich biological diversity comprised of a great diversity of plants, animals

and habitats, which make our country unique. Biodiversity is the foundation of human well-being

and a big percentage of Rwandans depends on goods and services provided by the ecosystems.

The Government of Rwanda is committed to the conservation and sustainable utilization of

biodiversity for the prosperity of its people and the nation.

The revised National Biodiversity Strategy and Action Plan (NBSAP) has been developed based

on national needs and priorities for biodiversity conservation, in response to threats that are

facing biological resources at country level. This NBSAP lists 5 objectives and 19 national targets

that aim to stop biodiversity loss and increase the economic benefits associated with the

biological resources utilization and ecosystems services. It reflects the country’s vision for

biodiversity and the broad strategic mechanisms that Rwanda will take to fulfil the objectives of

the CBD.

As per NST1 the GoR is investing on boosting human capital by introducing TVET courses and

other higher academic programs as response towards a highly needed critical mass of qualified

technicians and professionals.

This qualification provides skills, knowledge and right attitudes required by nature conservation

industry, and graduates from this qualification will help the country to reduce dependencies on

external expertise, increase employment rate, reduce cost of labour and increase decent jobs.

2.5 Job related information

This qualification prepares candidates aspiring to work in environmental sector confidently and

professionally and it also benefits people who have been working within the Wildlife and

Conservation industry to obtain formal international recognition and enhance career

progression.

Pathways into the qualification Pathways from the qualification


The competencies contained in this qualification are essential for social and economic

transformation, empowerment and upliftment within the environment, whilst simultaneously

improving the skills base of the country.

On completion of the qualification, qualified learners will be able to gain access to job

opportunities in the environmental sector both locally and internationally.

Possible jobs related to this qualification

Wildlife Manager

Wildlife Consultant

Environmental consultant

Wildlife administrator

Wildlife entrepreneur

Environmental manager

Herbarium manager

Fish farming manager

Apiary manager

Botanical garden manager

Recreational park manager

2.6 Employability and life skills

This Qualification will also provide opportunity to learn industry needed soft skills known as

employability and life skills which is the key towards the success of any industry. This includes

communication skills, Computer literacy, negotiation skills, organization skills, personal and

interpersonal skills and managerial skills. Individuals with this qualification will easily integrate

themselves in the workplace environment.

Communication

▪ Negotiating and liaising with a broad range of colleagues and customers on

operational and service issues: consulting with others to elicit feedback and ideas

▪ Providing briefing to operational staff and other managers

▪ Developing and maintaining workplace documentation such as operational

procedures, staff-related documentation or report


Safety and security precautions

▪ Working collaboratively with project team members

▪ Consulting with team members about OHS issues

Health and environment

▪ Health and First Aid

▪ Rwanda environmental protection, practices rules and regulations

Teamwork

▪ Motivating and leading diverse teams;

▪ Providing support and coaching;

▪ Planning work operations to take account of team member strengths;

▪ Taking a lead role in agreeing and establishing work team goals

Problem solving

▪ Developing and applying a range of strategies to address both typical and

unpredictable workplace problems;

▪ Responding effectively to a wide range of operational issues requiring immediate

resolution;

▪ Working with colleagues to develop practical solutions;

▪ Monitoring and evaluating the effectiveness of solutions based on operational

experience.

Self-management

▪ Taking responsibility for own outputs in relation to specified quality standards;

▪ Working according to the Rwandan Utility Regulation Authority required Code of

Ethics regarding security, legal, moral and ethical issues of wildlife and

conservation.

▪ Understanding the legal and compliance framework that affect those working in

nature conservation sector.

▪ Maintaining general and technical knowledge to inform work practice


Technology

▪ Use of computers

▪ Use of Internet

▪ Software

▪ Digital Cameras

▪ Camera traps

▪ Internet of Things

Languages other than Kinyarwanda

▪ English


2.7 Information about competencies

No Code Complementary competencies Credit

1. CCMEN701 ▲ Advanced workplace English 5

2. CCMKN701 ▲ Gukoresha Ikinyarwanda cy’ Umutoza 5

3. CCMCS701 ▲Workplace environment management 4

4. CCMEN701 ▲Business monitoring, evaluation and auditing 5

Total 19

No Code Core competencies Credit

GENERAL 1. WCTRP701 ▲Establish a recreational park 8

SPEC

IFIC

2. WCTWC701 ▲Manage wildlife collections 7

3. WCTFF701 ▲ Apply fish farming in conservation 10

4. WCTMF701 ▲ Apply mushroom farming in conservation 8

5. WCTAB701 ▲ Apply apiculture in biodiversity conservation 10

6. WCTBG701 ▲ Establish a botanical garden 8

7. WCTIA701 ▲Conduct Industrial Attachment Program 30

8. WCTPF701 ▲Perform final year project 20

Total 101

▲: Semester 1 I ▲: Semester 2

Complementary competencies: 4

General competencies: 1

Specific competencies: 7


3. TRAINING PACKAGE

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

structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

symbol (∆) indicates a relationship between a specific competency and a step in the process of

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

description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages:


WILDLIFE PROFESSIONAL PROCESS GENERAL AND

COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

Du

rati

on

(9

30

Hrs

)

Pla

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or

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rk

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rep

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ion

of

mat

eria

ls,

too

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Mo

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viti

es

Eval

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e ac

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ties

Rep

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act

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ies

Ad

van

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wo

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En

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and

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Bu

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lace

en

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Esta

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h a

rec

reat

ion

par

k

Duration (270 Hrs)

1.

2.

3.

4.

5.

50

50

50

40

80

1 Manage wildlife collections 70

▲ ▲ ▲ ▲ ▲ ○ ○ ○

● ○

2 Apply fish farming in conservation 100

▲ ▲ ▲ ▲ ▲ ○ ○ ●

● ○

3

Apply mushroom farming in conservation

80 ▲ ▲ ▲

▲ ▲ ○

○ ● ● ○

4

Apply apiculture in biodiversity Conservation

100 ▲ ▲ ▲

▲ ▲ ○

○ ● ● ●

5 Establish a botanical garden 80

▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ●

6

Conduct Industrial Attachment Program

300 ▲ ▲ ▲

▲ ▲ ● ○ ○ ○ ○

7 Perform final year project 200

▲ ▲ ▲ ▲ ▲ ● ○ ○ ○ ○

YEAR 3| TOTAL CREDITS | 120

NOTIONAL LEARNING HOURS 1200

Table 1. Competencies chart

Between the process and particular competencies

Between general and particular competencies

▲: Functional link application ∆: Functional link existence

●: Functional link application ο: Functional link existence


3.3 Flowchart

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

of the competencies. It provides an overall planning of the entire training programme and shows

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

progression of learning. For each module, the flowchart shows the learning that is already in

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

impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the

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

Establish a recreational park 8

Apply apiculture in biodiversity conservation 10

Gukoresha IKinyarwanda cy’Umutoza 5

Advanced workplace English 5

Workplace environment management 4

Manage wildlife collections 7

Business monitoring, evaluation and auditing 5

Conduct industrial attachment program 30

Perform final year project 20

Apply fish farming in conservation 10

Apply catchment management techniques 10

Establish botanical garden 8

Apply mushroom farming in conservation 8


4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

modules)

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

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

should be competent on all formative assessments to be declared competent on that

module

- All formative assessment should be declared competent before taking the summative

/integrated assessment


Summative/Integrated Assessment

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

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be carried out, the Trainer/Teacher has the role of developing another one referring to the task to be carried out in the integrated situation in accordance to the circumstances inside school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

Assessment Criteria Passing Line in the assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety) 100%

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Note: The Assessor should check if the 10% indicator (Quality of Process and Relevance) in which

the Trainee was not able to meet during Summative/Integrated Assessment should not be

among those indicators that can cause any hazard, or the one indicator that is performed poorly

where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next

module with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the


responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

All Trainees should finish and declared competent on all modules before taking IAP

module.

Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

An interview to the trainee should be conducted in the school after the IAP has

been completed and should be documented in the trainee portfolio.

All completed logbooks should be part of the trainee portfolio.


CCMEN701 Apply Advanced Workplace English

RTQF Level: 7 Learning hours

50

Credits: 5

Sector:

All

Sub-sector: All

Issue date: September, 2020

Purpose statement

This module describes the skills, knowledge and attitudes required to communicate

effectively at the workplace. In fact, the trainee will be able to write trade related texts

including essays and professional documents, describe events, deliver appropriately

impromptu speech and perform professional interviews. The trainee will be able to read,

listen and summarise effectively. Once this module is well deliverd the trainee will be

equipped with necessary skills to communicate in English at workplace.

CCMEN701 ADVANCED WORKPLACE ENGLISH


Learning assumed to be in place

Pre-Advanced Workplace English

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1.Write trade related

texts

1.1. Write effectivel a paragraph according to writing techniques

1.2. Write effectively an essay in accordance with the types of essay

1.3. Write appropriately professional documents in accordance with

their types

2.Communicate

orally on a range of

trade related topics

2.1. Describe properly events in accordance with appropriate tenses

2.2. Deliver appropriately speeches based on speech delivery guidelines

2.3. Perform effectively professional interviews based on interview

techniques

3.Read a variety of

trade related

documents

3.1. Produce written commentary on read documents

3.2. Expand a written text after reading it

3.1. Summarize adequately a given text according to summarizing

techniques


Learning unit 1: Write trade related texts

Learning Outcomes:

1.1. Write a paragraph

1.2. Write an essay

1.3. Write professional documents

Learning hours: Hours: 20

Learning Outcome 1.1: Write a paragraph

Content Learning activities Resources

● Definition of key terms

A paragraph

● Types of paragraphs

Narrative paragraph

Descriptive paragraph

Persuasive paragraph

Expository paragraph

● Characteristics of an

effective paragraph

● Paragraph structure

Topic sentence

Supporting sentences

Concluding sentence

● The format of a paragraph

Question and answer on

definition of a

paragraph

Discussion on

characteristics of an

effective paragraph

Discussion on types of

paragraphs

Practical exercise on

paragraph writing about


Presentation of a

written paragraph on


Whiteboard

Chalkboard

Markers

Chalks

Eraser

Flipchart

Pen

Sheets of paper

Pencil/highlighter

Reference books

Reading material

Formative Assessment 1.1

Performance criterion

Write effectively a paragraph according to writing techniques

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

performance criterion has been achieved or not.


Types of evidence Portfolio assessment tools

Written evidence

Product evidence

Matching questions

Multiple choice questions

Short answer questions

Essay (short responses / extended responses)

Observation checklist

Task: Write a paragraph on a given trade related topic

Checklist Score

Yes No

Indicator 1:Key term is well defined

Paragraph is defined

Indicator 2: Types of paragraph are well explained

Narrative paragraph is explained

Descriptive paragraph is explained

Persuasive paragraph is explained

Expository paragraph is explained

Indicator 3: Characteristics of an effective paragraph are well reflected

The paragraph is about a single idea

The paragraph begins with a topic sentence

The paragraph has supporting sentences

The paragraph is logically organized

Indicator 4: Paragraph structure is well reflected

Topic sentence is written

Supporting sentence is written

Concluding sentence is written

Indicator 5: The format of a paragraph is well reflected

The paragraph has a title (in case it is a single paragraph)


Double spacing is respected

The paragraph is made up of sentences

Supporting ideas are given in logical order

The paragraph is ended by a concluding sentence

Observation

Learning Outcome 1.2: Write an essay


Definition of an essay

Types of essay

Narrative

Expository

Persuasive

Descriptive

Writing process

Prewriting

Writing/drafting

Writing the thesis

statement

Writing the body

Writing the

introduction

Writing the

conclusion

Revising

Editing

Publishing


definition of an essay

Discussion on types of

essay

Discussion on writing

process

Practical exercise of essay

writing on trade related

topics

Whiteboard

Projector

Computer

Flipcharts

Markers

Chalks

Duster

Reference books

Pen

Paper



Write effectively an essay in accordance with the types of essay





Written evidence

Product evidence

Matching questions

Multiple Choice questions

True – False questions

Sentence completion / fill in the blanks



Task: Write an essay

Checklist Score

Yes No

Indicator 1: Key term is well defined

An essay is defined

Indicator 2: Types of essay are well written

Narrative essay is written

Expository essay is written

Persuasive essay is written

Descriptive essay is written

Indicator 3: Essay writing process is well applied

Prewriting is done

Writing/drafting is done

Revising is done

Editing is done

Publishing is explained

Observation

Learning Outcome 1.3: Write professional documents


Business letter

Definition

Format

Discussion on a business

letter Whiteboard

Projector


Content

Curriculum vitae

Definition

Parts of a CV

Content

Memo

Definition

Format

Content

E-mail

Definition

Types of email

Formal email

Informal email

Tips to write emails

Concept note

Defining concept notes

Purposes of concept notes

Parts of a concept note

Report

Definition of an effective

report

Types of reports

Structure of a report

Characteristics of an

effective report

Reporting process

Report development

Report analysis

Report feedback

Decision making

Inventory documents

Definition

Layout

Discussion on curriculum

vitae

Discussion on memo

Discussion on email

Discussion on concept

note

Discussion on report

Discussion on inventory

documents

Discussion on minutes

taking


writing professional

documents

Computer

Flipcharts

Markers

Chalks

Duster

Reference books

Pen

Paper


Content

Minutes taking

Definition

Layout

Content



Write appropriately professional documents in accordance with their types




Written evidence

Product evidence

Matching questions






Task: Write any given professional documents

Checklist Score

Yes No

Indicator 1: Business letter is effectively written

Business letter is defined

Format is respected

Content is developed

Indicator 2: Curriculum vitae is effectively written

Curriculum vitae is defined


Parts of a Curriculum vitae are reflected


Indicator 3: Memo is appropriately written

Memo is defined

Format is respected


Indicator 4: E-mail is effectively written

E-mail is defined

Types of email are considered

Tips to write emails are applied

Indicator 5: Concept note is effectively written

Concept note is defined

Purposes of concept notes are considered

Parts of a concept note are reflected

Indicator 6: Report is effectively written

Effective report is defined

Types of report are considered

Structure of a report is respected

Characteristics of an effective report are applied

Reporting process

Report development

Report analysis

Report feedback

Decision making

Indicator 7: Inventory documents are effectively written

Inventory documents are defined

Layout is respected



Indicator 8: Minutes are appropriately written

Minutes are defined

Layout is respected


Observation


Learning unit 2: Communicate orally on a range of trade related topics

Learning Outcomes:

2.1. Describe events

2.2. Deliver speeches

2.3. Perform professional interviews

Learning hours: 20 Hours

Learning Outcome 2.1: Describe events


Definition of key term(s)

An event

Present events

Simultaneity in the

present

Past events

Anteriority in the past

Simultaneity in the past

Future events

Anteriority in the future

Brainstorming on description of present events

Discussion on description of past events

Discussion on description of future events

Practical exercise on events description

Whiteboard

Projector

Computer

Flipcharts

Markers

Chalks

Duster

Reference books

Pen

Paper

Formative Assessment 2.1.


Describe properly events in accordance with given time




Written evidence

Oral evidence

Performance evidence

Matching questions







Task: Describe a given event

Checklist Score

Yes No

Indicator 1: Key term(s) is/are well defined

Evident is defined

Indicator 2: Present events are properly described

Simultaneity in the present is expressed

Indicator 3: Past events are properly described

Anteriority in the past is expressed

Simultaneity in the past is expressed

Indicator 4: Future events are properly described

Anteriority in the future is expressed

Observation

Learning Outcome 2.2: Deliver speeches


Definition of key terms

Speech

Conversational speech

Types of speeches

According to the purpose

Informative speech

Persuasive speech

Speeches for

special occasions

According to mode of

delivery

Impromptu

speech

Question and answer on definition of speech

Discussion on basic outline template of a speech

Discussion on tips for speech preparation

Discussion on types of speeches

Discussion on methods of speech delivery

Practical exercise on delivery of speeches of

Whiteboard

Projector

Computer

Flipcharts

Markers

Chalks

Duster

Reference books

Pen

Paper


Prepared

speech

Methods of speech delivery

Speaking from

manusript

Speaking from

memory

Extemporaneous

speeches

A Basic outline template of a

speech

Speech title

Introduction

Body

Conclusion

Tiips on preparing a speech

Read / listen

Prepare

Relax

Act confidently

Speak slowly and

smoothly

Focus

different types using different methods of delivery



Deliver appropriately speeches based on speech delivery guidelines




Written evidence

Oral evidence

Performance

evidence

Matching questions







Task: Deliver any of the different types of speeches using

different methods of delivery

Checklist Score

Yes No Indicator1: Key terms are correctly defined Speech is defined

Conversational speech is defined

Indicator 2: Different types of speech are effectively delivered Informative speech is delivered

Persuasive speech is delivered

Speeches for special occasions are delivered

Impromptu speech is delivered

Prepared speech is delivered

Indicator 3: Methods of speech are effectively applied Speaking from manuscript is applied

Speaking from memory is applied

An extemporaneous speeches is delivered

Indicator 4: The basic outline template of a speech is well used The speech is entitled

The speech is introduced

The speech is detailed in the body part

The speech is concluded

Indicator 5: Tips on impromptu speech are effectively applied Reading / listening is applied

The speaker is prepared

The speaker is relaxed

The speaker is confident

The speech is slow and smooth

The speaker is focused

Observation

Learning Outcome 2.3: Perform professional interviews


Definition of key terms

Interview

Professional interview

Self-introduction for interview

Parts of Self-introduction


definition of interview

Discussion on strategies

to boost interview skills

Whiteboard

Projector

Computer

Flipcharts


Who you are

Where you come from

What you have studies

Who you are as

professional

Self-introduction sample

For fresher / novice

For experience

professionals

General tips for self-

introduction

A smile goes a long

way

Greet everyone

Introduce when you

reach the venue

Maintain eye contact

Prepare

Strategies to boost interview

skills

Practice good nonverbal

communication

Conduct research on the

employer, hiring

manager, job opportunity

Review common

interview questions and

prepare responses.

Dress for success.

Arrive on time for the

interview - and prepared

for success.

Make good first

impressions to everyone

you encounter.

Be authentic, upbeat,

focused, confident,

candid, and concise

Discussion on self-

introduction for interview

Discussion on mastery of

STAR interview method


performing professional

interviews

Markers

Chalks

Duster

Reference books

Pen

Paper


Remember body

language, avoiding bad

habits

Ask insightful questions

Sell yourself throughout

and then close the deal

Thank interviewer (s) in

person

Mastery of STAR interview

method

Definition of STAR method

When to use STAR

method

Common mistakes While

answering S.T.A.R.

questions

Top 5 tips for getting the

most out of STAR

Be prepared

Be specific

Be quantitative

Be concise

Be honest



Perform effectively professional interviews based on interview techniques




Written evidence

Oral evidence

Performance

evidence

Matching questions






Observation / performance checklist

Task: Perform professional interview

Checklist Score

Yes No

Indicator 1: Key term(s) is/are well defined

Interview is defined

Indicator 2: Self-introduction for interview is well done

General tips for self-introduction are applied

Self-introduction sample is reflected

Parts of self-introduction are reflected

Indicator 3: Strategies to boost interview skills are effectively used

Nonverbal communication is practiced

Research on the employer is conducted

Common interview questions are reviewed and responses

prepared

Dressing for success is reflected

Time consciousness is observed

Good first impressions to everyone you encounter is reflected

Body language is used

The interviewee is authentic, upbeat, focused, confident,

candid, and concise

Insightful questions are asked

Interviewer (s) are thanked in person

Indicator 4: STAR interview method is effectively applied

STAR method is defined

STAR method is used

Common mistakes while answering S.T.A.R. questions are

avoided

Tips for getting the most out of STAR are used


The interviewee is prepared The interviewee is specific Quantitativeness is reflected Conciseness is reflected Honesty is reflected

Observation


Learning unit 3: Read a variety of trade related documents

Learning Outcomes:

3.1. Produce written commentary on read documents

3.2. Expand a written text after reading it

3.3. Summarize a given text


Learning Outcome 3.1: Produce written commentary on read documents


● Definition of key terms

The commentary

Steps to write the

commentary

Identifying the basic

information

Mention about the theme,

subject, and audience

Observe the structure and

genre of the content

Identify how the text is

presented

Understand the tone

Look for the literary

devices that deepen the

meaning

Take the quotes included

in the text

Wrapping up your

commentary with a

summary

● Outline of the commentary

Introduction

Body

Conclusion


definition of the

commentary

Discussion on steps to

write the commentary

Critical exercise on

writing commentary on

read documents

Whiteboard

Chalkboard

Projector

Computer

Flipcharts

Markers

Chalks

Reference books

Pen

Paper

Reading

materials




Produce effectively written commentary on read documents as per commentary writing skills




Written evidence

Product evidence

Matching questions





Checklist

Task: write commentary on a read text

Checklist Score

Yes No

Indicator1: Key term is well defined

Commentary is defined

Indicator 2: Steps to write the commentary are well followed

Basic information is identified

The theme, subject, and audience are mentioned

The structure and genre of the content are observed

Presentation of the text is identified

The tone is expressed


The literary devices that deepen the meaning are identified

The quotes included in the text are taken

The commentary is wrapped with a summary

Indicator 3: Outline of the commentary is well organised

Introduction is written

Body is developed

Conclusion is written

Observation

Learning Outcome 3.2: Extend a written text after reading it


Explanation of key terms

extending a text

Types of texts

Narrative texts

Descriptive texts

Expository texts

Persuasive texts

Tips to extend a text

Read the text

Identify the topics

Consider the types of the

text

Consider the length of the

text

Write the remaining part

of the text

Keep the context

of the first

partFollow the

instructions


the meaning of

expanding a text


types of the text

Discussion on tips to

expand a text


extending a written text

after reading it

Whiteboard

Chalkboard

Projector

Computer

Flipcharts

Markers

Chalks

Reference books

Pen

Paper

Reading

materials




Extend a written text after reading it based on types of texts




Written evidence

Product evidence

Matching questions





Checklist

Task: Extend a text after reading it

Checklist Score

Yes No

Indicator 1: Key term is explained

Text extension is explained

Indicator 2: Types of texts are well extended

Narrative texts are extended

Descriptive texts are extended

Expository textes are extended

Persuasive texts are extended

Indicator 3: Tips to extend a text are effectively used

The text is read

Topics are identified

Types of the text are considered

The length of the text is considered

The remaining part of the text is written

The context of the first part is kept


Instructions are followed

Observation

Learning Outcome 3.3: Summarize a given text


Definition of term(s)

Summary

Types of summarizing Free summarizing Précis-writing.

The basics of summary writing Types of summaries

Informative summary

Descriptive summary

Qualities of a summary Comprehensivenes Conciseness Accuracy Objectivity Coherence Independance

Techniques of writing a summary

Summarizing shorter texts

Summarizing longer texts

Paraphrasing strategies

Effective

paraphrasing

strategies

Ineffective

paraphrasing

strategies

Question and answer on definition of summary

Brainstorming on types of summarizing

Discussion on the basics of summary writing

Practical exercise on summarising trade related texts

Whiteboard

Chalkboard

Projector

Computer

Flipcharts

Markers

Chalks

Reference books

Pen

Paper

Reading

materials

Calculator


Stages of writing a summary

Reading Writing Editing



Summarize adequately a given text according to summarizing skills




Written evidence

Product evidence

Matching questions





Checklist

Task: Summarize trade related texts

Checklist Score

Yes No

Indicator 1: Key term(s) is/are properly defined

Summary is defined

Indicator 2: Summarizing types are well applied

Free summarizing is done

Précis-writing is done

Indicator 3: The basics of summary writing are effectively applied

Types of summaries are reflected

Qualities of a summary are considered

Techniques of summary writing are applied


Paraphrasing strategies are used

Stages of writing a summary are followed

Observation

References

1 EDC Communications. (n.d.). Developing Effective Listening Skills. Retrieved September 11, 2020, from www.thinkedc.com: https://thinkedc.com/wp-content/uploads/2016/10/Effective-Listening-Skills-eBook.pdf

2 Brady, M., & Leigh, J. A. (n.d.). A little book of listening skills. 52 essential practices for profoundlly loving yourself and other people. Retrieved September 11, 2020, from https://lavasoft.gosearchresults.com/?q=A+little+book+of+listening+skills.+52+essential+practices+for+profoundlly+loving+yourself+and+other+people&tt=vmn__webcompa__1_0__go__lvs__webcompa__1_0__go__ch_WCYID10384_200826__yrff__yrff&pid=5ac784309091147a162b

3 Clementson, T. (2005). Natural English reading and writing skills. Pre-intermediate resource book. Oxford: Oxford University Press.

4 Davidson, J. (2003). The Complete Guide to Public Speaking. New Jersey: John Wiley & Sons, Inc.

5 Daywalt, D. (n.d.). AN EDUCATOR’S GUIDE TO LETTER WRITING. Retrieved August 27, 2020, from https://www.penguin.com/static/images/yr/pdf/CrayonsGuide.pdf

6 Duffy, G. g. (2009). Explaining REading.A Resource for Teaching Concepts, Skills, and Strategies. Ney York: The Guilford Press .

7 Foster, J. (2005). Effective Writing Skills for Public Relations (3 ed.). London: Kogan Page Limited.

8 Ladouce, G. P. (1995). Reading intermediate. Oxford suplementary skills. Oxford: Oxford University Press.

9 Miller, R. T. (2019). English orthography and reading . John Wiley & Sons, Inc. .

10 Murphy, R. (2019). English Grammar in Use. A self study reference and practice book for intermediate learners of English with answers (5 ed.). Cambridge: Cambridge University Press.

11 Murphy, R. (2012). English Grammar in Use. A self-study reference and practice book for intermediate learners of English (4 ed.). Cambridge: Cambridge University Press.

12 Wells, J. C. (1996). Accents of English 3: Beyond the British Isles . Cambridge : Cambridge Universiry Prees .


13 Wells, J. C. (1982). Accents of English I. An introduction. Cambridge: Cambridge University Press.


CCMKN701 IKINYARWANDA CY’UMUTOZA

CCMKN701 Gukoresha Ikinyarwanda cy’Umutoza

Ikiciro : 7 Amasaha ateganyijwe

50

Indengo : 5

Ishami :

Agashami:

Yose

Twose

Igihe yateguriwe: Kaanamâ, 2020

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga

abashe gukoresha neza Ikinyarwanda atoza abandi ku ngingo zinyuranye. Nyuma y’iri somo,

uwiga azaba ashobora gukoresha ubuvanganzo nyarwanda ashyikirana n’abandi, gukoresha

Ikinyarwanda kiboneye atoza abandi kugendana n’ikerekezo k’Igihugu no gukoresha

Ikinyarwanda kinoze yitoza inshingano zinyuranye z’ubuyobozi.


Ubushobozi fatizo

Si ngombwa

Ingingo n’ibipimo by’ubushobozi

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

Nyuma y’iri somo, uwiga azaba ashobora:

Ingingo z’ubushobozi Ibipimo by’ubushobozi

1. Gukoresha ubuvanganzo

gakondo nyabami

ashyikirana n’abandi

1.1 Gusobanura neza ubuvanganzo nyarwanda hashingiwe ku ngeri

zabwo

1.2 Gusesengura neza ubuvanganzo gakondo nyabami hashingiwe ku

turango twabwo

1.3 Gukoresha neza ubuvanganzo gakondo nyabami hashingiwe ku

ikeshamvugo ribugaragaramo

2. Gukoresha Ikinyarwanda

kiboneye atoza abandi

kugendana n’ikerekezo

k’Igihugu

2.1 Gusobanura neza ubugêni bwo gutoza hakurikijwe umurongo

w’inyoborabatoza

2.2 Kugaragaza insanganyamatsiko zatozwaho hashingiwe kuri

gahunda za Leta

2.3 Gukoresha neza ikibonezamvugo mu mitoreze hashingiwe ku

moko y’amagambo

3. Gukoresha Ikinyarwanda

kinoze yitoza inshingano

zinyuranye z’ubuyobozi

3.1 Kwandika neza inyandiko zo mu buyobozi hubahirizwa uturango

twa buri nyandiko

3.2 Gutegura neza ijambo ry’ubuyobozi hakurikizwa inyobozi za buri

bwoko bw’ijambo

3.3 Kumurika neza imiteguro itandukanye hakurikiza ubugêni bwo

kumurika


Imbumbe ya 1 - Gukoresha ubuvanganzo gakondo nyabami ashyikirana n’abandi

Umusaruro w’inyigisho:

1.1 Gusobanura ubuvanganzo nyarwanda

1.2 Gusesengura ubuvanganzo gakondo nyabami

1.3 Gukoresha ubuvanganzo gakondo nyabami

Amasaha: 20

Umusaruro w’inyigisho 1.1: Gusobanura ubuvanganzo nyarwanda

Ibyiîgwa Ibikorwa by’uwiga Imfashanyigisho

Inshoza y’ ubuvanganzo nyarwanda

Igisobanuro Akamaro k’

ubuvanganzo nyarwanda

Ingeri: Ubuvanganzo nyandiko

Inkuru Ikinamico Inkuru

zishushanyije Ubuvanganzo nyemvugo

Ubuvanganzo nyemvugo bwo muri rubanda

Ubuvanganzo nyemvugo nyabami

o Ivumburamatsiko, ibibazo

n’ibisubizo ku nshoza

y’ubuvanganzo

nyarwanda

o Ubushakashatsi bwite ku

ngeri z’ubuvanganzo

nyarwanda

o Ibiganiro mu matsinda

n’imurika ku kamaro

k’ubuvanganzo

nyarwanda

Ibitabo

by’ubuvanganzo

Ikibaho

Amakaramu

Ingwa

Murandasi

Inkoranyamaga

mbo

Isuzuma mbonezanyigisho 1.1

Ubushobozi busuzumwa

Gusobanura neza ubuvanganzo nyarwanda hashingiwe ku ngeri zabwo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa

bwagezweho.

Gihamya Ibimenyetso mpamyamyigire

Inyandiko Guhuza ukoresheje akambi,

Guhitamo igisubizo cy’ukuri


Kuzurisha interuro amagambo,

Gusubiza na YEGO cyangwa OYA

Ibibazo bisaba ibisubizo bigufi

Ibibazo bisaba ibisubizo birambuye

Umukoro : Kurondora ubuvanganzo nyarwanda

Urutonde rw’ibisuzumwa Byagezweho

Yego Oya

Ikimenyetso cy’Ubushobozi 1: Inshoza y’ubuvanganzo nyarwanda yasobanuwe neza

Igisobanuro cy’Ubuvanganzo nyarwanda cyatanzwe

Akamaro k’ubuvanganzo nyarwanda kagaragajwe

Ikimenyetso cy’Ubushobozi 2: Ingeri z’ubuvanganzo nyarwanda zarondowe neza

Ubuvanganzo nyandiko n’ibibugize byavuzwe

Ubuvanganzo nyemvugo n’ibibugize byavuzwe

Umwanzuro:

Umusaruro w’inyigisho 1.2: Gusesengura ubuvanganzo gakondo nyabami


Uturango tw’ ubuvanganzo gakondo nyabami

Uturango tw’ ibisigo

Uturango tw’ ibyivugo

Uturango tw’amazina y’inka

Uturango tw’ubwiru

Uturango tw’ubucurabwenge

Uturango tw’ibitekerezo by’ingabo

Uturango tw’indirimbo z’ingabo

o Ubushakashatsi bwite,

ibiganiro mu matsinda

n’imurika ku turango

tw’ubuvanganzo gakondo

nyabami



n’imurika ku

nsanganyamatsiko ziri mu

buvanganzo gakondo

nyabami



n’imurika ku ngingo

z’umuco n’ amateka ziri

mu buvanganzo gakondo

nyabami

Ibitabo

by’ubuvanganzo

Ikibaho

Amakaramu

Ingwa

Murandasi

Inkoranyamaga

mbo


Insanganyamatsiko ziri mu buvanganzo gakondo nyabami

Ingingo z’umuco mu buvanganzo gakondo nyabami

Ingingo z’amateka mu buvanganzo gakondo nyabami

Isanisha ry’ubuvanganzo gakondo nyabami n’imibereho y’uyu munsi Mu muco nyarwanda

Mu buhanzi Mu myemerere Mu bugêni

Mu bukungu Muri politiki

o Ibibazo n’ibisubizo,


n’imurika ku isanisha

ry’ibivugwa mu

buvanganzo gakondo

nyabami n’imibereho

y’uyu munsi



Gusesengura neza ubuvanganzo gakondo nyabami hashingiwe ku turango twabwo


bwagezweho.


Inyandiko Guhuza ukoresheje akambi,






Umukoro ngiro : Gusoma umwandiko wo mu

buvanganzo gakondo hakagaragazwamo uturango

tw’iyo ngeri.



Yego Oya

Ikimenyetso cy’ubushobozi 1: Uturango tw’ubuvanganzo gakondo nyabami twasobanuwe neza

Uturango tw’ibisigo twagaragajwe

Uturango tw’ibyivugo twagaragajwe

Uturango tw’amazina y’inka twagaragajwe

Uturango tw’ubwiru twagaragajwe

Uturango tw’ubucurabwenge twagaragajwe

Uturango two mu bitekerezo by’ingabo twagaragajwe

Uturango two mu ndirimbo z’ingabo twagaragajwe

Ikimenyetso cy’ ubushobozi 2 : Insanganyamatsiko ziri mu buvanganzo gakondo nyabami zagaragajwe neza

Ingingo z’umuco mu buvanganzo gakondo nyabami zagaragajwe

Ingingo z’amateka mu buvanganzo gakondo nyabami zagaragajwe

Ikimenyetso cy’ubushobozi 3 :Ubuvanganzo gakondo nyabami bwasanishijwe n’imibereho y’uyu munsi uko bikwiye

Isanisha rishingiye ku muco nyarwanda ryagaragajwe

Isanisha rishingiye ku bukungu ryagaragajwe

Isanisha rishingiye kuri politiki ryagaragajwe

Umwanzuro

Umusaruro w’inyigisho 1.3: Gukoresha ubuvanganzo gakondo nyabami


Ingeri z’ubuvanganzo gakondo nyabami

Ibisigo Amazina y’inka Ibyivugo Ubwiru Ubucurabwenge Ibitekerezo by’ingabo Indirimbo z’ingabo

Ikeshamvugo mu buvanganzo gakondo nyabami Ikeshamvugo rijyanye

n’umwami n’ingoma

o Ibibazo n’ibisubizo ku

ngeri z’ubuvanganzo

gakondo nyabami



n’imurika ku

ikeshamvugo mu

buvanganzo gakondo

nyabami

o Umwitozo wo kwandika

inyandiko ziigâana

ubuvanganzo gakondo

nyabami no kuzimurika

Ibitabo

by’ubuvanganzo

Ikibaho

Amakaramu

Ingwa

Murandasi

Inkoranyamaga

mbo


Ikeshamvugo rijyanye n’inka n’amata

Ikeshamvugo rijyanye n’ibikoresho byiganza mu buvanganzo gakondo nyabami nk’igisabo, icyansi, ingobyi

Ibitaramo bishingiye ku buvanganzo gakondo nyabami Igitaramo k’imihigo Igitaramo nyizihizangoma Igitaramo cy’uburerê

mboneragihugu Igitaramo

cy’Ûmuryaango Igitaramo cy’Umuganura

o Gutegura no gukora

igitaramo ku buvanganzo

gakondo nyabami



Gukoresha neza ubuvanganzo gakondo nyabami hashingiwe ku ikeshamvugo ribugaragaramo


bwagezweho.


- Inyandiko

- Igikorwa

- Guhuza ukoresheje akambi,

- Guhitamo igisubizo cy’ukuri

- Kuzurisha interuro amagambo,

- Gusubiza na YEGO cyangwa OYA

- Ibibazo bisaba ibisubizo bigufi

- Ibibazo bisaba ibisubizo birambuye

- Urutonde rw’ibisuzumwa

- Umukoro ngiro: Gutegura no gukora ibitaramo binyuranye



Yego Oya

Ikimenyetso cy’ubushobozi 1: Inyandiko yiigâana buri ngeri y’ubuvanganzo gakondo nyabami yanditswe neza

Inyandiko yiigâana imiterere y’igisigo yakozwe

Inyandiko yiigâana imiterere y’amazina y’inka yakozwe

Inyandiko yiigâana imiterere y’ikivugo yakozwe

Ikimenyetso cy’ubushobozi 2: Ikeshamvugo ryakoreshejwe neza mu myiganire y’ubuvanganzo gakondo nyabami

Ikeshamvugo rijyanye n’umwami n’ingoma ryitaweho

Ikeshamvugo rijyanye n’inka n’amata ryitaweho

Ikeshamvugo rijyanye n’ibikoresho byiganza mu buvanganzo gakondo nyabami nk’igisabo, icyansi, ingobyi ryitaweho

Ikimenyetso cy’ubushobozi 3: Ibitaramo bishingiye ku buvanganzo gakondo nyabami byakozwe uko bikwiye

Igitaramo k’imihigo cyakozwe

Igitaramo nyizihizangoma cyakozwe

Igitaramo cy’uburerê mboneragihugu cyakozwe

Igitaramo cy’ûmuryaango cyakozwe

Igitaramo cy’Umuganura cyakozwe

Umwanzuro


Imbumbe ya 2 - Gukoresha Ikinyarwanda kiboneye atoza abandi kugendana n’ikerekezo k’Igihugu


2.1 Gusobanura ubugeni bwo gutoza

2.2 Kugaragaza insanganyamatsiko zatozwaho

2.3 Gukoresha ikibonezamvugo mu mitoreze

Amasaha: 20

Umusaruro w’inyigisho 2.1: Gusobanura ubugêni bwo gutoza


Inshoza yo gutoza Igisobanuro cyo gutoza Ibisobanuro

by’amagambo akoreshwa mu gutoza intore

Umutoza Intore Itorero Inyoborabatoza Indangagaciro Kirazira

Inteego nyamukuru y’Itorero

Uburyo bwo gutoza Ikurikizwa ry’urwego,

ibyiciro n’ingingo nkuru z’ibiganiro

Ikurikizwa ry’umurongo ngenderwaho

Itoranywa ry’ibikorwa byo gutorezamo

Uburyo bwo gusuzuma imitoreze Isuzuma rya mbere yo

gutoza Isuzuma ryo mu gihe cyo

gutoza Isuzuma rya nyuma yo

gutoza

o Ibibazo n’ibisubizo,

ubushakashatsi bwite

n’imurika ku nshoza yo

gutoza



n’imurika ku buryo

bw’imitoreze


n’imurika ku buryo bwo

gusuzuma imitoreze

o Agakino ko gutoza zimwe

mu ndangagaciro

z’umuco nyarwanda

Inyoborabatoza ;

Ibinyamakuru

byanditse ku

itorero

n’ubutoza;

Sede (CD);

Furashi ;

Ikibaho;

Ingwa

Amakaramu;

Mudasobwa;

Murandasi;

Inkoranyamaga

mbo;

Ibikoresho

bisakaza amajwi

n’amashusho




Gusobanura neza ubugêni bwo gutoza hakurikijwe umurongo w’inyoborabatoza


bwagezweho.


Inyandiko

Igikorwa

Guhuza ukoresheje akambi,






Amajwi n’amashusho

Urutonde rw’ibisuzumwa

Umukoro ngiro : Gutegura agakino gatoza zimwe mu

ndangagaciro z’umuco nyarwanda


Yego Oya

Ikimenyetso cy’ubushobozi 1: Inshoza yo gutoza yatanzwe neza

Igisobanuro cyo gutoza cyavuzwe

Ibisobanuro by’amagambo akoreshwa mu gutoza byatanzwe

Intego nyamukuru y’itorero yavuzwe

Ikimenyetso cy’ubushobozi 2: Uburyo bwo gutoza bwasobanuwe neza

Ikurikizwa ry’urwego, ibyiciro n’ingingo nkuru z’ibiganiro ryasobanuwe

Ikurikizwa ry’umurongo ngenderwaho ryasobanuwe

Itoranywa ry’ibikorwa byo gutorezamo ryasobanuwe

Ikimenyetso cy’ubushobozi 3: Uburyo bwo gusuzuma imitoreze bwasobanuwe neza

Isuzuma rya mbere yo gutoza ryasobanuwe

Isuzuma ryo mu gihe cyo gutoza ryasobanuwe

Isuzuma rya nyuma yo gutoza ryasobanuwe


Umwanzuro:

Umusaruro w’inyigisho 2.2: Kugaragaza insanganyamatsiko zatozwaho


Gahunda ya Ndi

Umunyarwanda

Igisobanuro cya “Ndi

Umunyarwanda”

Indangagaciro

z’ubunyarwanda

Kirazira muri

gahunda ya “Ndi

Umunyarwanda”

Imiyoborere myiza

Igisobanuro

k’imiyoborere myiza

Amahame

y’imiyoborere myiza

Umusaruro

w’imiyoborere myiza

Gahunda yo kwigira

Igisobanuro cyo kwigira

Akamaro ka gahunda

yo kwigira

Ibikorwa bya gahunda

yo kwigira

Umuganda

Ubudehe

Kwihesha agaciro

Ejo Heza

Kora Wigire

o Ubushakashatsi bwite

n’imurika kuri gahunda ya

« Ndi Umunyarwanda »



n’imurika ku miyoborere

myiza


n’imurika kuri gahunda yo

kwigira

Inyandiko kuri

Ndi

umunyarwanda,

imiyoborere

myiza na

gahunda yo

kwigira

Ibinyamakuru

bivuga kuri Ndi

Umunyarwanda,

Imiyoborere

myiza na

gahunda yo

kwigira

Sede (CD)

Furashi

Ikibaho

Ingwa

Amakaramu

Mudasobwa

Murandasi

Inkoranyamaga

mbo

Ibikoresho

bisakaza amajwi

n’amashusho



Kugaragaza insanganyamatsiko zatozwaho hashingiwe kuri gahunda za Leta



bwagezweho.


Inyandiko - Guhuza ukoresheje akambi,






- Umukoro : Gusobanura indangagaciro

z’ubunyarwanda


Yego Oya

Ikimenyetso cy’ubushobozi 1: Gahunda ya “Ndi Umunyarwanda” yagaragajwe neza

Igisobanuro cya gahunda ya “Ndi Umunyarwanda” cyatanzwe

Indangagaciro z’ubunyarwanda zasobanuwe

Kirazira muri gahunda ya “Ndi Umunyarwanda” zasobanuwe

Ikimenyetso cy’ubushobozi 2: Imiyoborere myiza yasobanuwe neza

Igisobanuro k’imiyoborere myiza cyatanzwe

Amahame y’imiyoborere myiza yasobanuwe

Umusaruro w’imiyoborere myiza wasobanuwe

Ikimenyetso cy’ubushobozi 3: Gahunda yo kwigira yagaragajwe neza

Igisobanuro cyo kwigira cyatanzwe

Akamaro ka gahunda yo kwigira kasobanuwe

Ibikorwa bya gahunda yo kwigira byasobanuwe

Umwanzuro

Umusaruro w’inyigisho 2.3: Gukoresha ikibonezamvugo mu mitoreze


Inshinga

Imiterere y’inshinga

o Ivumburamatsiko,

kwigana ibikorwa bya

mwarimu, ibiganiro mu

Ibitabo

by’ubuvanganzo


Uturemajambo

tw’imbundo

Uturemajambo

tw’inshinga

itondaguye

Uturemajambo

tw’inshinga nkene

Uburyo bw’inshinga

Imbundo

Ikirango

Inyungo

Insano

Integeko

Inziganyo

Inyifurizo

Ikigombero

Ibihe bikuru by’inshinga

Indagihe

Impitagihe

Inzagihe

Iyiganteruro

Igisobanuro k’iyiganteruro

Amoko y’interuro

Interuro yoroheje

Interuro y’urusobe

Isanisha ry’amagambo

mu nteruro

Umumaro w’amagambo mu

nteruro

Ruhamwa

Izingiro ry’ubutumwa

Icyuzuzo

Imfutuzi

Impuza

matsinda n’imurika ku

nshinga

o Kwigana ibikorwa bya



iyiganteruro

o Kwigana ibikorwa bya



mumaro w’amagambo

mu nteruro

Ibinyamakuru

n’ibyapa

byamamaza

Sede (CD)

Furashi

Ikibaho

Ingwa

Amakaramu

Mudasobwa

Murandasi

Inkoranyamaga

mbo

Ibitabo

by’ikibonezamvu

go



Gukoresha neza ikibonezamvugo mu mitoreze hashingiwe ku moko y’amagambo



bwagezweho.


Inyandiko - Guhuza ukoresheje akambi,






- Umukoro : Gushyira interuro mu bihe bikuru

by’inshinga


Yego Oya

Ikimenyetso cy’ubushobozi 1: Inshinga yakoreshejwe neza

Imiterere y’inshinga yagaragajwe

Uburyo bw’inshinga bwakoreshejwe

Ibihe bikuru by’inshinga byakoreshejwe

Ikimenyetso cy’ubushobozi 2: Iyiganteruro ryakozwe neza

Inshoza y’iyiganteruro yatanzwe

Amoko y’interuro yakoreshejwe

Isanisha ry’amagambo mu nteruro ryakoreshejwe

Ikimenyetso cy’ubushobozi 3: Umumaro w’amagambo mu nteruro wagaragajwe neza

Ruhamwa yagaragajwe

Izingiro ry’ubutumwa ryagaragajwe

Icyuzuzo cyagaragajwe

Imfutuzi yagaragajwe

Umwanzuro


Imbumbe ya 3 - Gukoresha Ikinyarwanda kinoze hitozwa inshingano zinyuranye z’ubuyobozi


1.1 Gutegura ijambo ry’ubuyobozi

1.2 Kwandika inyandiko zo mu buyobozi

1.3 Kumurika imiteguro itandukanye

Amasaha: 10

Umusaruro w’inyigisho 3.1: Gutegura ijambo ry’ubuyobozi


Umuteguro

w’imbwirwaruhame

Inshoza

y’imbwirwaruhame

Imbata

y’imbwirwaruhame

Imyandikire

y’imbwirwaruhame

Umuteguro w’inama

Inshoza y’inama

Imitegurire y’inama

Imiyoborere y’inama

Inyandiko mvugo

y’inama

Imitegurire y’ikiganiro

mpaka

Igisobanuro

k’ikiganiro mpaka

Amoko y’ibiganiro

mpaka

Imiyoborere

y’ikiganiro mpaka

o Ivumburamatsiko, ibibazo

n’ibisubizo ku nshoza

y’imbwirwaruhame

o Ibiganiro mu matsinda,

ubushakashatsi bwite

n’imurika ku muteguro

w’inama


Ibiganiro mu matsinda,

ibibazo n’ibisubizo

n’imurika ku mitegurirwe

y’ikiganiro mpaka

o Umwitozo ku kwandika

imbwirwaruhame

o Umwitozo ku kuyobora

inama no gufata inyandiko

mvugo

Ibitabo

binyuranye

Sede (CD)

Ikibaho

Marikeri

Mudasobwa

Murandasi

Inkoranyamaga

mbo



Gutegura neza ijambo ry’ubuyobozi hakurikizwa inyobozi za buri bwoko bw’ijambo



bwagezweho.


- Inyandiko

- Igikorwa







- Amajwi n’amashusho uwiga ategura ijambo ry’ubuyobozi

- Itonde ry’ ibisuzumwa - Imikoro ngiro: 1. Gutegura no gukora ikiganiro mpaka

ku nsanganyamatsiko yatanzwe 2. Gutegura no kuyobora inama ku

ngingo zitandukanye


Yego Oya

Ikimenyetso cy’ubushobozi 1: Umuteguro w’imbwirwaruhame wubahirijwe neza

Inshoza y’imbwirwaruhame yasobanuwe

Imbata y’imbwirwaruhame yagaragajwe

Imbwirwaruhame yanditswe

Ikimenyetso cy’ubushobozi 2: Umuteguro w’inama wubahirijwe neza

Inshoza y’inama yasobanuwe

Inama yateguwe

Inama yayobowe

Inyandiko mvugo yafashwe

Ikimenyetso cy’ubushobozi 3: Imitegurire y’ikiganiro mpaka yubahirijwe neza

Ikiganiro mpaka cyasobanuwe

Amoko y’ibiganiro mpaka yarondowe

Ikiganiro mpaka cyayobowe

Umwanzuro


Umusaruro w’inyigisho 3.2: Kwandika inyandiko zo mu buyobozi


Imyandikire y’amabaruwa yo

mu buyobozi

Inshoza y’ibaruwa

Amoko y’amabaruwa

y’ubuyobozi

Imyandikire y’ibaruwa

y’ubuyobozi

Imyandikire y’umwirondoro

Inshoza

y’umwirondoro

Imbata

y’umwirondoro

Imyandikire

y’umwirondoro

Inyandiko ntekerezo

Igisobanuro

k’inyandiko ntekerezo

Imitegurire

y’inyandiko ntekerezo

Kumva

insanganyamat

siko

Gukusanya

ibitekerezo

Kujora no

gutondeka

ibitekerezo

Imyandikire

y’inyandiko ntekerezo

o Ibibazo n’ibisubizo ku

nshoza n’amoko

by’amabaruwa, kwigana

ibikorwa bya mwarimu

mu kwandika ibaruwa

yo mu buyobozi

o Ivumburamatsiko,

Ibibazo n’ibisubizo,

kwigana ibikorwa bya

mwarimu mu kwandika

umwirondoro

o Ivumburamatsiko,



n’imurika ku nyandiko

ntekerezo, kwigana

ibikorwa bya mwarimu

mu kwandika inyandiko

ntekerezo

Ibitabo

binyuranye

Sede (CD)

Ikibaho

Marikeri

Mudasobwa

Murandasi

Inkoranyamaga

mbo



Kwandika neza inyandiko zo mu buyobozi hubahirizwa uturango twa buri nyandiko



bwagezweho.


- Inyandiko

- Igikorwa







- Irutonde rw’ibisuzumwa

- Umukoro ngiro: Kwandika inyandiko zinyuranye zo mu buyobozi


Yego Oya

Ikimenyetso cy’ubushobozi 1: Amabaruwa yo mu buyobozi yateguwe neza

Inshoza y’ibaruwa y’ubuyobozi yatanzwe

Amoko y’amabaruwa y’ubuyobozi yasobanuwe

Amabaruwa y’ubuyobozi yanditswe hubahirizwa uturango

Ikimenyetso cy’ubushobozi 2: Umwirondoro wateguwe neza

Inshoza y’umwirondoro yatanzwe

Imbata y’umwirondoro yagaragajwe

Umwirondoro wanditswe hubahirizwa uturango twawo

Ikimenyetso cy’ubushobozi 3: Inyandiko ntekerezo yateguwe neza

Igisobanuro k’inyandiko ntekerezo cyatanzwe

Imitegurire y’inyandiko ntekerezo yasobanuwe

Inyandiko ntekerezo yanditswe hubahirizwa uturango twayo

Umwanzuro:

Umusaruro w’inyigisho 3.3: Kumurika imiteguro itandukanye


Inshoza y’imurika Igisobanuro Umumaro wo kumurika

Ubugeni bw’imurika



ubushakashatsi n’imurika

ku nshoza y’imurika

Ibitabo

Sede (CD)

Ikibaho


Imitegurire Umwifato Imivugire

Umwihariko w’imurika ku mbwirwaruhame n’umwirondoro Imbwirwaruhame Umwirondoro




ku bugêni bw’imurika




ku mimurikire

y’imbwirwaruhame

n’iy’umwirondoro

o Umwitozo w’imurika ku

mbwirwaruhame

n’umwirondoro

Marikeri

Mudasobwa

Murandasi

Inkoranyamag

ambo



Kumurika neza imiteguro itandukanye hakurikijwe ubugeni bwo kumurika


bwagezweho.

Gihamya Isuzuma

Inyandiko

Igikorwa

Guhuza ukoresheje akambi,






Amajwi n’amashusho

Urutonde rw’ibisuzumwa

Umukoro ngiro : Gutegura no kumurika umwirondoro n’imbwirwaruhame ku ngingo yateganyijwe



Yego Oya

Ikimenyetso cy’ubushobozi 1: Inshoza y’imurika yasobanuwe neza

Igisobanuro cyatanzwe

Umumaro wagaragajwe

Ikimenyetso cy’ubushobozi 2: Ubugeni bw’imurika bwasobanuwe neza

Imitegurire yasobanuwe

Umwifato wasobanuwe

Imivugire yasobanuwe

Ikimenyetso cy’ubushobozi 3: Imbwirwaruhame n’umwirondoro byamuritswe neza

Imbwirwaruhame yamuritswe hubahirizwa ubugêni bw’imurika.

Umwirondoro wamuritswe hubahirizwa ubugêni bw’imurika

Umwanzuro:


Ibitabo n’inyandiko byifashishijwe

1. BARKER A., (2011), Improve your communication skills, Kogan Page Ltd, 3rd Edition,

London

2. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,

2ème, Edition

3. BIGIRUMWAMI A,() Ibisakuzo

4. BIZIMANA & CREPEAU (1979) Les Proverbes du Rwanda Editions universitaires, Butare

5. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda,

IRST, 1ère Edition

6. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

7. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE,

(1986), Promotion et intégration des langues nationales dans les systèmes éducatifs,

Librairie Honoré Champion, Paris.

8. COUPEZ A. Grammaire Rwanda Simplifiée, Usumbura

9. Dictionnaire (1961) Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

10. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza

n’ayisumbuye, Kigali

11. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,

Fountain Publishers, Kigali

12. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5,


13. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6,


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

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De

Boeck Université, Bruxelles.

15. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima, Paris, OIF

16. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u

Rwanda, Imfashanyigisho ibanza, Kigali Rwanda

17. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

18. MARIUS D. (1971), Les Devinettes Du Rwanda Ibisakuzo Editions universitaires, Butare

19. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri,

NCDC, Kigali

20. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda : Ikibonezamvugo

cyo mu Cyiciro cya Gatatu, Kigali

21. SIBOMANA A,(1984) Igitaramo cy’Abana

22. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku

Buvanganzo Nyarwanda, Kigali.

23. URMILA R.(2010), English Language communication skills, Himalaya Publishing House,

Mumbai

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


Ibyifashishijwe kuri murandasi

1. https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-public-speaking.html

(Byasomwe ku wa 18 Kaanamâ 2020)

2. https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.rwamagana.gov.rw/fileadmin/templates/document/INYOBORABATOZA_FINAL.doc&sa=U&ved=2ahUKEwjSpfuLnMrrAhWSoBQKHeKcDVAQFjAAegQIABAB&usg=AOvVaw1XkumgZnR7CTl7Gkfr_zWa(Byasomwe ku wa 19 Kaanamâ 2020)

3. https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.nurc.gov.rw/fileadmin/templates/nurc/documents/NDI_UMUNYARWANDA.pdf&sa=U&ved=2ahUKEwjSt5WtvMzrAhXvSxUIHWo2CHIQFjAAegQIABAB&usg=AOvVaw27ZUjd4JR5VsMltmkkAvyu(Byasomwe ku wa 19 Kaanamâ 2020)

4. https://www.google.com/amp/s/lacroiseefr.wordpress.com/2009/11/27/le-theme/amp/ (Byasomwe ku wa 19Kaanamâ 2020)

5. https://www.parliament.gov.rw/fileadmin/templates/document/Important_Doc/Gahunda_ya_Guverinoma_y_Imyaka_7.pdf (Byasomwe ku wa 20 Kaanamâ 2020)

https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-public-speaking.html

https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.rwamagana.gov.rw/fileadmin/templates/document/INYOBORABATOZA_FINAL.doc&sa=U&ved=2ahUKEwjSpfuLnMrrAhWSoBQKHeKcDVAQFjAAegQIABAB&usg=AOvVaw1XkumgZnR7CTl7Gkfr_zWa




https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.nurc.gov.rw/fileadmin/templates/nurc/documents/NDI_UMUNYARWANDA.pdf&sa=U&ved=2ahUKEwjSt5WtvMzrAhXvSxUIHWo2CHIQFjAAegQIABAB&usg=AOvVaw27ZUjd4JR5VsMltmkkAvyu




https://www.google.com/amp/s/lacroiseefr.wordpress.com/2009/11/27/le-theme/amp/

https://www.google.com/amp/s/lacroiseefr.wordpress.com/2009/11/27/le-theme/amp/

https://www.parliament.gov.rw/fileadmin/templates/document/Important_Doc/Gahunda_ya_Guverinoma_y_Imyaka_7.pdf

https://www.parliament.gov.rw/fileadmin/templates/document/Important_Doc/Gahunda_ya_Guverinoma_y_Imyaka_7.pdf


Manage workplace environmental impact

REQF Level: 7 Learning hours

40

Credits: 4

Sector:

All

Sub-sector: All

Issue date: September, 2020

Purpose statement

This module describes the knowledge, skills and attitudes required to manage workplace

environmental management.Throughout this module, leaners will be able to describe

environmetal management, to assess environmental impact and to control human

projects impact on environment.

CCMEM701 WORKPLACE ENVIRONMENTAL MANAGEMENT

CCMEM701



N/A







1. Describe environmental

management

1.1. Explain clearly the basics of environmental

management in accordance with environmental

management tools

1.2. Describe properly the environment of earth refer to

environmental geography

1.3. Describeproperly Rwanda’s environmetal features refer

to Rwanda environmental policy

2. Assess environmental

impact

1.1. Determine effectively environmental aspects,impact

and implications for Rwandan society refer to ISO 14001

environmental aspects

1.2. Conduct effectively the environmental Impact

Assessment in line with national environment policy

1.3. Develop properly EIA report according to the terms of

reference that the project is subjected to

3. Control human projects

impact on environment

3.1. Adapt properly the planned project toenvironment

for its managementbased on type project and its impact

to environment

3.2. Control efficiently pollution refer to waste treatment

technology

3.3. Apply properly climate change mitigation measures in

line with national environment and climate change

policy.


LEARNING UNIT 1 - DESCRIBE ENVIRONMENTAL MANAGEMENT

Learning Outcomes:

1.1 Explain the basics of environmental management

1.2 Describe the environment of earth

1.3 Describe Rwanda’s environmetal features


Learning Outcome 1.1: Explain the basics of environmental management


Environmental management Key terms

Environment

Management

Environmental

management

Enviromental policy

Characteristics of

enviromental

management

Purpose environmental

management

Advantages to undertake

environmental

management

Types of environment Natural

Industrial

Social

Constituents of environment Physical elements

Biological elements

Cultural elements

Types of environmental management The construction

environmental

management plan

The operations

environmental

management plan

Discussion on key terms of environment management

Discussion on Characteristics of enviromental management

Discussion on Purpose environmental management

Discussion on advantages to undertake environmental management

Discussion on types of environment

Discussion on types of environmental management

Presentation on environmental principles

Reference books

Handout notes

White/chalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil

Video

Photos

Posters


The decommissioning

environmental

management plan

The Principles of Environmental Management Polluter Pays Principle

(PPP)

The User Pays Principle

(UPP)

The Precautionary

Principle (PP)

Principle of Effectiveness

and Efficiency

The Principle of

Responsibility

The Principle of

Participation

The principle of

proportionality

Environmental management

tools

Environmental

management systems

Environmental auditing

Environmental labelling

Lefe cycle assessment

Environmental

indicators

Environmental policies

Eco-balances

Environmental reporting

Environmental charters



Explain clearly the basics of environmental management in accordance with environmental management tools

Assessor may collect among the following evidences and makejudgements on whether the

performance criterion hasbeen achieved or not.



Writtenevidence

Oral evidence


True-False questions

Matching

Essay questions(short responses/ extended responses)

Records of questions asked by assessor and response of

trainee

Task: Briefly, explain the main elements of environmental

management

Checklist Score

Yes No

Indicator1: Environmental management is well explained

Environment is explained

Management is explained

Environmental management is explained

Enviromental policy is explained

Characteristics of enviromental managemet are explained

Purpose environmental management are explained

Advantages to undertake environmental management are explained

Indicator2: Types of environment are well explained

Naturalis explained

Industrialis explained

Socialis explained

Indicator3: Constituents of environment are well explained

Physical elements are explained

Biological elements are explained

Cultural elements are explained

Indicator3: Types of environmental management are well explained

The construction environmental management plan is explained

The operations environmental management plan is explained

The decommissioning environmental management plan is explained

Indicator4: The Principles of Environmental Management are well explained

Polluter Pays Principle (PPP) is explained

The User Pays Principle (UPP) is explained

The Precautionary Principle (PP) is explained

Principle of Effectiveness and Efficiency is explained

The Principle of Responsibility is explained


The Principle of Participation is explained

The principle of proportionality is explained

Indicator 5: The Environmental Management Tools are well explained

Environmental management systems is explained

Environmental auditing is explained

Environmental labelling is explained

Lefe cycle assessment is explained

Environmental indicators is explained

Environmental policies are explained

Eco-balances are explained

Envrironmental reporting is explained

Environmental charters is explained

Observation

Learning Outcome1.2: Describe the environment of earth


Earth environment

Key terms Environment

Earth

Environnment of earth

Components: Atmosphere(Air)

Definition

Composition

Structure

Advantages

Hydrosphere(Water)

Definition

Composition

Structure

Advantages

Lithosphere(Land)

Definition

Composition

Structure

Advantages

Biosphere(Living things)

Definition

Composition

Discussion on definition key terms

Discussion on atmosphere

Discussion on hydrosphere

Discussion on lithosphere

Discussion on biosphere

Reference

books

Handout

notes

White/chalk

Board

Markers/Cha

lks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper

scotches

Papers

Pens / Pencil

Video

Photos


Structure

Advantages

Posters

Maps



Describe properly the environment of earth refer to environmental geography



Types of evidence Portfolio assessmenttools

Writtenevidence

Oral evidence



Matching



trainee

Task: Describe the four main spheres of the earth

Checklist Score

Yes No

Indicator1: Key terms are well defined

Environment is defined

Earth is defined

Environment of earth is defined

Indicator2:Components of environment earth are well described

Atmosphere (Composition and structure)is described

Hydrosphere(Composition and structure)is described

Lithosphere(Composition and structure) is described

Biosphere(Composition and structure)is described

Observation


Learning Outcome1.3: DescribeRwanda’s environmetal features


Environmental features:

Natural environment Geographical features

Relief

Climate

Hydrography

Vegetation

Natural resources and Soil

features

Wetlands

Forests and protected

areas

Human enviroment Socio-demographic and

economic features

Economic aspect

Human settlement

Discussion on the meaningof environmental features

Discussion onGeographical features in Rwanda

Individual work on identification of natural resources in Rwanda

Discussion on Socio-demographic and economicfeatures

Reference books

Handout notes

Geographicmap

of Rwanda

White/chalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil

Video

Photos

Posters

Maps



Describe appropriately Rwanda’s environmetal features refer to Rwanda environmental policy




Writtenevidence

Oral evidence




Matching



trainee

Task: Describe Rwanda’s natural and human environment

Checklist Score

Yes No

Indicator1: Geographical features are well described

Relief is described

Climate is described

Hydrography is described

Vegetation is described

Indicator2:Natural resources and Soil features are described

Wetlands are described

Forests and protected areas are described

Indicator3: Socio-demographic and economic features are described

Economic aspect is described

Human settlement is described

Observation


LEARNING UNIT 2–ASSESS ENVIRONMENTAL IMPACT

Learning Outcomes:

2.1 Determine the environmental impact

2.2 Conduct environmental Impact Assessment

2.3 Develop Environmental Impact Assessment (EIA) report


Learning Outcome 2.1: Determine the environmental impact


Key terms Environmental aspects

Environmental impact

Categories of environmental aspects Emissions to air

Pollution of land

Discharge of water

Use of materials/natural

resources

Solid waste

management

Hazardous waste

Categories of environmental impact Global warming

Ozone depletion

Acidification of soil and

water

Eutrophication

Photochemical smog

Depletion of abiotic

resources-elements

Depletion of abiotic

resources-fossil fuels

Human toxicity

Fresh water aquatic

ecotoxicity

Marine aquatic

ecotoxicity

Terrestrial ecotoxicity

Water pollution

Discussion on the key terms of enviromental impact

Discussion on Categories of environmental aspects

Discussion on Categories of environmental impact

Practice on determination of environmental aspects and impacts implications for society by applying Procedures for determining environmental aspects and impacts

Reference books

Sampleproject

Handout notes

White/chalkBoar

d

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil

Video

Photos

Posters


Air pollution

Procedures for determining environmental aspects and impacts Identify the process

associated with acivities

of workplace

Consider the potential

and actual impacts to the

environment from each

process and sub-process

Identify the

envirnomental aspects as

the source of each impact

to the environment

Identify legal

requirements

Identify the potential for

emergency situations

Consider the

environmental aspects

associated with legal

requirement

Consider the ease of

changing the

environmental impacts



Determine properly the environmental impact in line with Environmental Impacts , ISO 14001 , ISO 14001:2015




Writtenevidence

Oral evidence

Product evidence



Matching




trainee


Task: Refering to your planned project,determine the

environmental aspects, impacts and implications in your

working place.

Checklist Score

Yes No

Indicator1: Key terms are well explained

Environmental aspects are explained

Environmental impact are explained

Indicator2: Categories of environmental aspects are well explained

Emissions to air is explained

Pollution of land is explained

Discharge of water is explained

Use of materials/natural resources is explained

Solid waste management is explained

Hazardous waste is explained

Indicator3: Categories of environmental impacts are well explained

Global warming is explained

Ozone depletion is explained

Acidification of soil and water is explained

Eutrophication is explained

Photochemical smog is explained

Depletion of abiotic resources-elements is explained

Depletion of abiotic resources-fossil fuels is explained

Human toxicity is explained

Fresh water aquatic ecotoxicity is explained

Marine aquatic ecotoxicity is explained

Terrestrial ecotoxicity is explained

Water pollution is explained

Air pollution is explained

Global warming is explained

Indicator4:Procedures for determining environmental aspects and impacts are well used

The process associated with activities of workplace is identified

the potential and actual impacts to the environment from each

process and sub-processare considered


The envirnomental aspects as the source of each impact to the

environment are identified

Legal requirements are identified

The potential for emergency situations are identified

The environmental aspects associated with legal requirement are

considered

The ease of changing the environmental impacts are considered

Observation

Learning Outcome2.2: Conduct environmental Impact Assessment


Environmental Impact Assessment Meaning

Purpose

Importance

The major environmental issues surrounding our environment: Climate Change and global

warming

Pollution of air,

Deforestation,

Industrialization

Overfilling landfills

Greenhouse gases

Water pollution

Improper sewage

disposal

Oil spills

Disposal of chemical

Radioactive waste

Plastic pollution

Loss of biodiversity and Land

Use

Biological resources

Types of EIA Principles Polluter Pays Principle(PPP)

The Precautionary

Principle(PP)

Steps of the EIA process

Discussion on the environmental Impact Assessment

Presenntation on the major environmental issues surrounding our environment

Discussion on types of EIA Principles

Discussion on types of EIA Principles

Discussion on Steps of the EIA process

Practice on use of Steps of the EIA process for planned project to conductenvironmental Impact Assessment

Reference books

Handout

Sampleplannedp

roject

White/ChalkBoa

rd

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil

Video

Photos


Project proposal

Screening

Scoping

Impact assessment and

Mitigation

Impact management

Environmental impact

statement( EIS)

EIS Review& Licensing

Monitoring

Formative Assessment2.2


Conduct effectively the environmental Impact Assessment in line with national environment policy




Writtenevidence

Oral evidence

Product evidence



Matching



trainee


Task: Refering to your planned project, carry-out an EIA

for identifying,predicting and evaluatingpotential

.environmental impacts of projects as per the project

cycle.

Checklist Score

Yes No

Indicator1: Environmental Impact Assessment is well explained

Environmental Impact Assessmentis explained

Purpose of Environmental Impact Assessment is explained


Importance of Environmental Impact Assessmentis explained

Indicator2:The major environmental issues surrounding our environment are mentioned

Climate Change and global warming are mentioned

Water pollution is mentioned

Loss of biodiversity and Land Use are mentioned

Indicator3:Types of EIA Principlesare explained

Polluter Pays Principle(PPP)are explained

The Precautionary Principle(PP) are explained

Indicator4:Steps of the EIA process are applied

Project is proposed

Screening is done

Scoping is done

Impact assessment and Mitigation are done

Impact management is done

Environmental impact statement( EIS) is done

EIS Review& Licensing is done

Monitoring is done

Observation

Learning Outcome2.3: Develop EIA report


EIA report EIA report meaning

Purpose of developing EIA

report

Advantages of developing EIA

report

Approach for developing EIA report: Structure information

Interprete the material

collected

Structure of EIA report format Table of contents

Acronyms and abbreviations

Executive summary

General information

Project and alternatives

description

Discussion on EIA report

Discussion on approach for developing EIA report

Discussion on Structure of EIA report format

Practice on developing a EIA report

EIA report

sample

Report template

Report format

Reference books

Handout

White/ChalkBoa

rd

Markers/Chalks

Computer

Projector

Flip Chart

Index cards


Environmental setting

Assessment of impacts

Mitigation and monitoring

measures

Environmental management

plan

Commitment statement

Annexes

Stickers

Paper scotches

Papers

Pens / Pencil



Develop properly EIA report according to the terms of reference that the project is subjected to




Written evidence

Oral evidence

Product evidence



Matching



trainee


Task: Write a EIA report based on the environmental

impact assessment of your planned project conducted

Checklist Score

Yes No

Indicator1: EIA reportis well explained

EIA report is is define

Purpose of developing EIA report is explained

Advantages of developing EIA report are explained

Indicator2:Approaches for developing EIA reportare explained

Structure informationis explained

Interprete the material collected is explained


Indicator3: Structure of EIA report format is applied

Table of contents is done

Acronyms and abbreviations are done

Executive summary is done

General information is provided

Project and alternatives description are metioned

Environmental setting is stated

Assessment of impacts is specified

Mitigation and monitoring measuresare metioned

Environmental management plan is specified

Commitment statement is metioned

Annexes are provided

Observation


LEARNING UNIT 3 - CONTROL HUMAN PROJECTS IMPACT ON ENVIRONMENT

Learning Outcomes:

3.1 Adapt the project to environment for its management

3.2 Control environmental pollutions

3.3 Apply climate change mitigation measures


Learning Outcome 3.1: Adapt the planned project to environment for its management


Project activities and their impact on environment Nature of project

Dimensions of the

environment

Components(physical

ad socio-economic)

Scale/space

Time

Nature of impact

Ways to protect environment Reduce,reuse and recycle

Plant tree

Consume less

Compost

Upcycle more

Use fewer chemicals

Walk,bike or carpool

Conserve electricity

Use long lasting light

bulbs

Turn off your device

Use natural sunscreen

Choose sustainable

Spend time in your

garden

Conserve water

Discussion on Project activities and its impact on environment

Practiceon identification of Project activities andits impact on environment

Discussion on Ways to protect environment

Individual work on adaptation of the planned project to environment for its management by using Ways to protect environment

Reference books

Handout

Sample project in

related area

White/ChalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil




Adapt properly the planned project to environment for its management based on type project and its impact to environment




Writtenevidence

Oral evidence

Product evidence



Matching



trainee


Task:Link activities of your planned project to the

environment by showing how you will protect the

environment concerningthe nature of your project and its

impact

Checklist Score

Yes No

Indicator1: Project activities and its impact on environment are identified

Nature of project is identified

Dimensions of the environment are identified

Nature of impact is identified

Indicator2:Ways to protect environment are well used

Reduce,reuse and recycle is used

Plant tree is used

Consume less is used

Compost is used

Upcycle more is used

Use fewer chemicals is used

Walk,bike or carpool is used

Conserve electricity is used

Use long lasting light bulbs is used


Turn off your device is used

Use natural sunscreen is used

Choose sustainable is used

Spend time in your garden is used

Conserve water is used

Observation

Learning Outcome3.2: Control environmental pollutions


Pollution Meaning

Disadvantages

Types of environmental pollution: Air pollution

Water pollution

Noise pollution

Thermal pollution

Land pollution

Radioactive pollution

Causes and effects of: Air pollution

Water pollution

Noise pollution

Thermal pollution

Land pollution


Ways to control environmental pollution: Air pollution

Preventive technique

Effluents control

Water pollution

Physical treatment

Chemical treatment

Biological treatment

Noise pollution

Silencers

Noise absorbing

materials

Muffs and ear plugs

Discussion on types of environmental pollution

Presentation on causes and effects of eachtype of environmental pollution

Case study on controlling environmetal pollution by applying ways to control environmental pollution

Reference books

Handout

White/ChalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil


Soundproof windows

Planting trees

Thermal pollution

Cooling ponds

Cooling towers

Spray ponds

Artificial lake

Land pollution

Preventing or reducing

waste generation

Recycling

Incineration

Compositing

Sanitary landfill

Plasma gasification


Radiation exposure

protection

Radiation contamination

protection

Controlled area

Collection,storage on

disposal



Control efficiently environmental pollutions refer to waste treatment technology




Writtenevidence

Oral evidence

Product evidence



Matching



trainee



Task:Prepare a case study showing how you can protect

environment against pollution

Checklist Score

Yes No

Indicator1: Pollution is explained

Pollution is defined

Disadvantages is explained

Indicator2: Types of environmental pollution are explained

Air pollution is explained

Water pollution is explained

Noise pollution is explained

Thermal pollution is explained

Land pollution is explained

Radioactive pollution is explained

Indicator3:Causes and effects of environmental pollution are mentioned

Causes and effects of Air pollution are identified

Causes and effects of Water pollutionare identified

Causes and effects of Noise pollutionare identified

Causes and effects of Thermal pollution are identified

Causes and effects of Land pollutionare identified

Causes and effects of Radioactive pollutionare identified

Indicator4:Ways to control environmental pollution are applied

Preventive technique&Effluents controlfor Air pollutionare done

Physical treatmen, Chemical treatment and Biological treatmentfor

Water pollutionare done

Silencers, Noise absorbing materials, Muffs and ear plugs, Soundproof

windows and Planting trees for Noise pollution are done

Cooling ponds,Coolingtowers,Spray ponds and Artificial lake for

Thermal pollution are done

Preventing or reducing waste generation, Recycling,Incineration,

Compositing,Sanitary landfill and Plasma gasification for Land pollution

are done

Radiation exposure protection,Radiation contamination

protection,Controlled area,Collection,storage on disposal for

Radioactive pollution are done

Observation


Learning Outcome 3.3: Apply climate change mitigation measures


Climate change indicators Surface temperature

Greenhouse gases(GHGs) and

Ozone

Socio-economic implication of climate change Natural disasters and human

mobility

Environmental and health

impact

Mitigation technology and practices by sector Energy

Transport

Buildings

Industry

Agriculture

Forestry

Waste

Presentation on climate change indicators

Discussion on Socio-economic implication of climate change

Discussionon mitigation technology and practice by sector through interaction with invitedguests

Case study on application of climate change mitigation measures refer to mitigation technology and practice by sector

Reference books

Handout

Sample of

mitigation

technology and

practice

White/ChalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil



Apply properly climate change mitigation measures in line with national environment and climate change policy




Writtenevidence

Oral evidence

Performance

evidence



Matching



Product evidence Records of questions asked by assessor and response of

trainee


Task:Prepare a scenario in your sector showing how

climate change mitigation measures can be applied

Checklist Score

Yes No

Indicator1: Climate change indicators are identified

Surface temperature is identified

Greenhouse gases(GHGs) and Ozone are identified

Indicator2: Socio-economic implication of climate change are identified

Natural disasters and human mobility are identified

Environmental and health impact are identified

Indicator3: Mitigation technology and practices by sector are applied

Mitigation technology and practices for Energy are used

Mitigation technology and practices for Transport are used

Mitigation technology and practicesfor Buildings are used

Mitigation technology and practices for Industry are used

Mitigation technology and practices for Agriculture are used

Mitigation technology and practices for Forestry are used

Mitigation technology and practicesfor Waste are used

Observation

References:

1. GoR (2018). National environmental and climate change policy. Kigali. Ministry of

environment

2. REMA (2011). Assessment of e-wastes status and trends in Rwanda and development of

Recommendations for the prevention and management of e-waste.Kigali, Rwanda

Environment Management Authority.

3. REMA (2015). Rwanda - State of Environment and Outlook Report 2015: Greening

agriculture with resource efficient, low carbon and climate resilient practices. Kigali, Rwanda


4. REMA (2018). Inventory of Sources of Air Pollution in Rwanda: Determination of Future


Trends and Development of National Air Quality Control Strategy. Kigali, Rwanda


5. RURA (2018). Radiation protection. Kigali, Rwanda Utilities Regulatory Authority.

6. REMA (2007). EIA Guidelines.

7. Neil,C. (2008). The international law of Environmental Impact Assessment. University press

8. Modak P, Biswas AK. Conducting environmental impact assessment for developing

countries. New York: United Nations University Press; 1999.

9. Rwanda stones Ltd Co. (2011). Rwanda Stones & Construction (RSC) Ltd Co environmental

impact assessment (EIA)report for. August.

10. Roe, D., Nelson, F., and Sandbrook, C. (eds.) . (2009). Community management of natural

resources in Africa: Impacts, experiences and future directions, Natural Resource Issues No.

18, International Institute for Environment and Development, London, UK.

11. Corner, R., & Environment, L. (2015). Guidelines on the application of the environmental

impact assessment procedure in aquaculture in the Central Asia and Caucasus region (Issue

November).

12. Components, K., & Assessments, S. E. (2016). Assessments and Strategic Environmental

Assessments.

13. Applications, S., Corporation, I., Church, F., For, C., & Reviewers, N. (1995). U .S .

Environmental Protection Agency Office of Federal Activities. January.

14. Momtaz, S., &ZobaidulKabir, S. M. (2013). Evaluating environmental and social impact

assessment in developing countries evaluating environmental and social impact assessment

in developing countries Library of Congress Cataloging-in-Publication Data.

15. Coker, A. O. (2011). Environmental Pollution: Types, causes, impacts, and management for

the health and socio-economic well-being of Nigeria. The University of Ibadan. Ibadan, 1-23.

16. Iijima, N. (1993). Environmental Pollution Control Measures. Japan’sExperience in Public

Health and Medical Systems, 145–164. https://doi.org/10.1016/S1574-0099(03)01011-8

17. REMA. (2012). Guidelines for Environmental Impact Assessment (EIA ) for Mining Projects in

Rwanda.

18. IPCC (2007). Fourth Assessment Report: Climate Change 2007: Working GroupII: Impacts,

adaptation and Vulnerability.


19. Butan. (2011). Environmental management tools & techniques – National Capacity Self

Assessment Project. 1–3.


WCTFF701 Apply fish farming in conservation


100

Credits: 10

Sector:

Environment

Sub-sector: Wildlife and Conservation Technologies

Issue date: October,2020

Purpose statement

This module describes the skills and knowledge required to prepare fish farming

sites, apply breeding techniques, rearing fish, manage fish production. Improving

the productivity of fisheries and aquaculture is vital to reducing hunger and

poverty for millions in the developing world. Sustainable, productive fisheries

and aquaculture improve food and nutrition security, increase income and

improve livelihoods, promote economic growth and protect our environment

and natural resources.

CCMHS701 FISH FARMING IN CONSERVATION



Animal diversity

Freshwater ecosystem management







1. Prepare fish

farming sites

1.1 Conduct appropriate survey fish farming site selection in line with

fishery guidelines

1.2 Investigate appropriately tools and techniques for site preparation

according to business goals

1.3 Establish correctly fish farm site based on national fishery guidelines

2. Apply breeding

techniques

2.1 Monitor correctly the water parameters according to water quality

measuring protocols.

2.2. Select appropriately the broodstoks in line with fish farming

procedures

2.3. Conduct efficiently the artificial reproduction in line with African

catfish breeding techniques

2.4. Apply correctly the sexing techniques in line with Nile Tilapia

breeding protocols

2.5. Handle appropriately the fries and fingerlings in the hatchery

systems according to hatchery protocols

2.6. Supply fingerlings for fish farming according to their adaptations

and transportation procedures.

3. Rearing fish 3.1 Select correctly the source and type of fish feed according to their

availability and quality

3.2 Supply adequate fish feed to the ponds according to fish feeding

protocols

3.3 Monitor properly fish growth based on the fish growth

characteristics

3.4 Maintain methodically fish ponds according to fish farm sanitation

and maintenance procedures


4. Manage fish

production

4.1 Inspect correctly the market needs in line with the fish selling and

purchase capacity

4.2 Harvest methodically fish from the fish farm in line with fish

harvesting protocols

4.3 Manage properly fish stocks according to the specific fish storage

protocol and available markets

4.4 Maintain properly the fish farming site in accordance with market

surveys and business outcomes


LEARNING UNIT 1 – PREPARE FISH FARMING SITES

Learning Outcomes:

1.1 Conduct survey fish farming site selection

1.2 Investigate tools and techniques for site preparation

1.3 Establish fish farm site


Learning Outcome 1.1: Conduct survey fish farming site selection


Describing the key factors for fish

farming site selection

Climate

Soil

Topography

Elevation

Water Supply

Vegetation

Socio-economic

Reservoir

Describing the categories of threats to

fish farming site

Pollution

Climate change

Invasive species

Habitat fragmentation and habitat

los

Subsets of fishery management and

guidelines

Biological

Ecological

Economic

Social

Brainstorming

Group discussion

Field study for

conducting the fish


Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet



Conduct appropriate survey fish farming site selection in line with fishery guidelines





Written evidence Multiple Choice questions


Matching

Sequencing

Checklist Score

Yes No

Indicator: Survey of fish farming site selection is well conducted

The key factors for fish farming site selection are described

The categories of threats to fish farming site are described

Observation

Learning Outcome 1.2: Investigate tools and techniques for site preparation


Types of pond

Nursery pond

Rearing tank

Stocking pond

Bio pond or treatment ponds

Categories of tools for fish

farming site preparation

Digging tools

Levelling tools

Desilting equipment

Categories of data for fish


General Technical Data

Data on existing water uses

affected.

Data affecting water supply

and drainage.

Future development plans

for the area.

Data on other facilities

(roads, railways, etc.)

o Brainstorming

o Group work

o Field work

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

-Hoes

-Theodolite

- Wooden dugouts

-Rafts

- Wooden mud rake

- metallic or

wooden shovel

-GPS


- Property conditions and

data.

Geodetical Data

Hydrological and

Meteorological Data



Investigate appropriate tools and techniques for site preparation according to business goals




Performance evidence Observation checklist: learner demonstrating skill and knowledge

in simulated

Checklist Score

Yes No

Indicator: Tools and techniques for site preparation are well investigated

Categorising tools for fish farming site preparation

Categorising technical data for fish farming site selection

Observation


Learning Outcome 1.3: Establish fish farm site


National fishery guidelines

Describing the components of a

fish farm

Pond system

Support facilities

Describing the types of pond

compartments

Fry acclimatization pond

Nursery pond

Transition pond

Production or rearing pond

Catching pond

Food growing pond

Descriptions of excavation work

Plan for preparing the

ground of the site

Plan for removal of the

topsoil layer

Plan for construction of

dikes

Plan for compacting the

dikes

o Brainstorming

o Groupwork

o Field study to acquire

techniques to

establish a fish

farming site

Flipcharts

Markers

Flipcharts stand

-Training room

-Construction site

- Planks of wood,

- PVC or galvanized

-iron pipe,

-Sand,

-Gravel,

-reinforcing steel,

-Stakes,

-Banana leaves,

-Waste oil,

-Paint

-Hoe



Establish correctly fish farm site based on national fishery guidelines





in simulated


Checklist Score

Yes No

Indicator: Fish farm site is well established

Describing the components of a fish farm

Describing the types of pond compartments

Descriptions of excavation work

Observation


LEARNING UNIT 2 – APPLY BREEDING TECHNIQUES

Learning Outcomes:

2.1. Monitor water parameters

2.2. Select the broodstoks

2.3. Conduct the artificial reproduction

2.4. Apply the sexing techniques

2.5. Handle the fries and fingerlings in the hatchery systems

2.6. Supply fingerlings for fish farming


Learning Outcome 2.1: Monitor water parameters


Measuring Water physical

parameters

Temperature, Turbidity, Transparency

Water stratification

Measuring biological

parameters

Phytoplankton

Zooplankton

Measuring chemical

parameters

pH, Dissolved oxygen Nitrogen compounds:

ammonia, nitrites,

nitrates,

Conductivity

Salinity

Demonstration

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

PH meter

Oxymeter

Conductivity

meter

Turbidity meter

Planckton net

Optic

Microscope

Spectrophotom

eter

Secchi disk




Monitor adequately water parameters and use the measuring equipment according to water quality measuring protocols





in simulated

Checklist Score

Yes No

Indicator: The properties of water for fish farming is well verified

Measuring water physical parameters

Measuring Water biological parameters

Measuring Water chemical parameters

Observation

Learning Outcome 2.2: Select the broodstoks


Broodstock morphology

Identifymale and female broostocks

The various techniques used to maintain broodstoks Fish Ponds Happas and cages Artificial tanks Hapas in tanks Experimental aquariums

Brainstorming

Group discussion

Field study to identify sex of fingerling

Flipcharts

Markers

Flipcharts stand

-Training room

-Basket

- Scenes (fishing

net)

-Magnifying lens

- Bucket




Select appropriately the broodstoks in line with fish farming procedures





True – False questions Matching Sequencing

Sentence completion

Performance

evidence

Observation checklist: learner demonstrating skill and knowledge in simulated Witness testimony based on performance checklist

Checklist Score

Yes No

Indicator: Broodstocks for reproduction are well selected

Identify male and female broostocks according to there morphological difference

The various techniques used to maintain broodstoks

Observation

Learning Outcome 2.3: Conduct artificial reproduction of African catfish


Desinfecting the hatchery systems

Waters filters Aquariums Water pipes Water

Collecting eggs from female broodstocks

Application of anesthesia

Brainstorming

Group discussion

Field study for sampling fish fingerlings

Flipcharts

Markers

Flipcharts stand

Training room

Cotton

Fishing net

Needles


Injection of pituitary hormones (Gonadotropins) or Ovaprim

Maintain the optimum water temperature

Stripping

Collecting semen from male broodstocks

Application of anestesia Surgical operation Locating testicales Suturing

Fertilization and Incubation of fertilized eggs

Trays Mixing techniques Spreading eggs on tray

Feeding the fries and fingerlings -feeding ratio -feeding schedule -feed amount

Grading the fingerings

Cannibalism

Surgical blades

Plates

Syringes

Trays

Water heaters

Chemical

disinfectants

Graders

Ovaprim



Conduct efficiently the artificial reproduction in line with African catfish breeding techniques




Written evidence Multiple Choice questions True – False questions Matching Sequencing

Sentence completion


Performance

evidence


Checklist Score

Yes No

Indicator: African catfish artificial reproduction is well conducted

Collecting semen from male broodstocks

Fertilization and Incubation of fertilized eggs

Injection of pituitary hormones

Feeding the fries and fingerlings

Observation

Learning Outcome 2.4: Apply sexing techniques


Crossing male and female broodstock in reproduction ponds

Stocking ratio of male Selecting broodstock Avoiding inbreeding Avoiding fish overcrowding in

pond

Sex reversal Collect eggs or fries at very

early age Artificial incubation of eggs Application of 17α-Methyl

testosterone

Sexing the juveniles Identify male sex from female

sex

Brainstorming

Group discussion

Field study for suppling techniques of fingerlings

Flipcharts

Markers

Flipcharts stand

Training room

Incubators

Scoop nets

alcohool

Cotton

Cardboard box

Salt

Performance evidence /checklist

Observation checklist: learner demonstrating skill and knowledge in simulated or authentic context

Witness testimony based on performance checklist


Putting male and female juveniles in separate growout ponds



Apply correctly sexing techniques according to Nile Tilapia breeding protocols





Sentence completion

Performance

evidence


Checklist Score

Yes No

Indicator: Sexing techniques are well applied

Crossing male and female broodstock in reproduction ponds

Sex reversal

Sexing the juveniles

Observation


Learning Outcome 2.5: Handle the fries and fingerlings in the hatchery



feeding ratio feeding schedule feed amount Calculating FCR

Grading the fingerings Cannibalism Graders

Monitoring fingerings Survival and mortality Removing and recording

dead fingerlings Monitoring weight gain

Brainstorming

Group discussion


Flipcharts

Markers

Flipcharts stand

Training room

Incubators

Scoop nets

alcohol

Cotton

Gloves



Handle appropriately the fries and fingerlings in the hatchery systems according to hatchery protocols





Sentence completion


Checklist Score

Yes No

Indicator: Fries and fingerlings in the hatchery systems are well handled


Grading the fingerings

Monitoring fingerings

Observation

Learning Outcome 2.6: Supply fingerlings for fish farming


Transport conditions of fingerlings

- Temperature - Oxygen - Transport containers

Feeding conditions - feeding schedule - feed types

Adaptations - weather - temperature - feeding - Acclimatization phase

Brainstorming

Group discussion


Flipcharts

Markers

Flipcharts stand

Training room

Incubators

Scoop nets

alcohol

Cotton

Gloves



Supply fingerlings for fish farming according to their adaptations and transportation procedures.






Sentence completion

Checklist Score

Yes No

Indicator: Fingerlings are well supplied in the hatchery

Transport conditions of fingerlings

Explaining the use of Types of fry traps

Transport conditions of fingerling

Observation


LEARNING UNIT 3 – REARING FISH

Learning Outcomes:

3.1 Select the source and type of fish feed 3.2 Supply fish feed to the ponds 3.3 Monitor fish growth

3.4 Maintain fish ponds


Learning Outcome 3.1: Select the source and type of fish feed


Listing the components of fish feed

Protein

Lipids

Carbohydrates

Vitamins

Minerals

Describing the types of fish feeds

Natural food; Supplementary feeds; Complete feeds.

Detailing the systems of production of fish feeds

Extensive Semi-intensive Intensive

Brainstorming

Group discussion

Field study to the fish feed mill

Flipcharts

Markers

Flipcharts stand

Training room



Select correctly the source and type of fish feed according to their availability and quality






Sentence completion

Checklist Score

Yes No

Indicator: The source and type of fish feed are well selected

Listing the components of fish feed

Describing the types of fish feeds

Detailing the systems of production of fish feeds

Observation

Learning Outcome 3.2: Supply fish feed to the ponds


Fish feeds formulations Starter Fingerling

Production diets List of fish feeds materials Rice bran Wheat bran Mustard oilcake Sesame oilcake Fish meal (A- grade) Blood meal Meat and bone meal Wheat flour Molasses Corn Soya bean oilcake

Describing systems of supplying fishfood

Clockwork-driven belt feeders Pendulum demand feeders Electrical systems such as

scatter feeders

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

Training room




Supply adequate fish feed to the ponds according to fish feeding protocols




Performance evidence Observation checklist: learner demonstrating skill and knowledge in simulated

Checklist Score

Yes No

Indicator: Fish feeds are well supplied to the ponds

Fish feeds formulations

List of fish feeds materials

Describing systems of supplying fishfood

Observation

Learning Outcome 3.3: Monitor fish growth


Pond measurement checking

Water supply Pond dikes Water quality

Describing reasons to monitor fish

General condition and health Growth Efficiency of feeding Daily feeding ration Stocking rate Target weights

Measuring fish biometric data Length

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

Training room

Ruler

Weight measuring

tools


Age Maturity status Sex Weight



Monitor properly fish growth based on the fish growth characteristics




Written evidence Multiple Choice questions True – False questions Matching Sequencing Sentence completion / fill in the blanks

Checklist Score

Yes No

Indicator: Fish growth is well monitored

Pond measurement checking

Describing reasons to monitor fish

Measuring fish biometric data

Observation

Learning Outcome 3.4: Maintain fish ponds


Types of pond earth works/ Threats

Slight erosion Soil slip Slope break

Slumping Types of Pond maintenance

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

-Training room


Maintenance of Biological Slope Protection

Maintenance of Water Control Structures

Maintenance of steel Structures

Maintenance of stone and Concrete Linings

Stages of washing and disinfection

Removal of solid waste Deep cleaning and washing Disinfection Rinsing

Disinfection of source water Disinfection of effluent water Disinfection of large ponds or

lakes

Techniques of disinfection Chlorination Liming Drying and ploughing

- detergents and

disinfectants

-Hoe

-Tank

- Iodophors

- (household

bleach solution at

50 mg chlorine

litre–1

- Sodium hydroxide



Maintain methodically fish ponds according to fish farm sanitation and maintenance procedures







Checklist Score

Yes No

Indicator: Fish ponds are well maintained

Types of pond earth works/ Threats

Types of Pond maintenance

Techniques of disinfection

Observation


LEARNING UNIT 4 – MANAGE FISH PRODUCTION

Learning Outcomes:

4.1 Inspect the market needs 4.2 Harvest fish from the fish farm 4.3 Manage fish stocks 4.4 Maintain the fish site


Learning Outcome 4.1: Inspect the market needs


Key concepts Market

Marketing

Marketing

segmentation

Market competition

trends

Steps of market competition analysis Identify your top ten

competitors

Analyse and compare

competitor content

Analyse their Search

Engine

Optimization(SEO)

Look at their social

media engagement

Identify areas for

improvement

Importance of market segmentation

The four (4) basic types of market Segmentation Demographic

segmentation.

Psychographic

segmentation.

Behavioral

segmentation.

Geographic

segmentation

Discussion on Key concepts

Importance of market

segmentation

Disscussion of steps of market competition analysis

Discussion the four (4) basic types of market Segmentation

Discussion on five criteria for evaluating a market segment’s attractiveness

Disscussion of steps in market segmentation

Practical work on market segmentation of business base on given case study

Examples of

marketing

segmentation

Scenario of

business

segmentation

Papers

Flip chart

Markers

Board

Computer

Projector


Criteria for evaluating a market segment’s attractiveness Identifiable

Reachable

Responsive

Substantial

Profitable

Steps in market Segmentation Identify the target

market

Identify expectations

of Target Audience

Create Subgroups

Review the needs of

the target audience

Name your market

Segment.

Marketing Strategies

Review the behavior

Size of the Target

Market



Inspect the market needs




Written evidence


Essay (Short answer questions)


True-false questions

Observation checklist Task: Perform market segmentation of given business


Checklist Score

Yes No

Indicator1: Key terms are well explained

Market is explained

Marketing is explained

Marketing segmentation is explained

Market competition is explained

Trends is explained

Indicator2: Steps of market competition analysis are well described

Identification of your top ten competitors is determined

Analysis and comparison of competitor content is described

Analysis of their Search Engine Optimization(SEO) is described

Looking at their social media engagement is described

Identification of areas for improvement is determined

Indicator3:The four(4) basic types of market Segmentation are well explained

Demographic segmentation is explained

Psychographic segmentation is explained

Behavioral segmentation is explained

Geographic segmentation is explained

Indicator4: Steps in market Segmentation are well undertaken

The target market is identified

Identification of expectations of Target Audience is done

Creation of Subgroups is done

Review the needs of the target audience is done

Name your market Segment is done

Marketing Strategies is set

Review the behavior is done

Size of the Target Market is determined

Indicator5: Criteria for evaluating a market segment’s attractiveness are explained

Market segment’s attractiveness is Identifiable

Market segment’s attractiveness is reachable

Market segment’s attractiveness is responsive

Market segment’s attractiveness is substantial

Market segment’s attractiveness is profitable

Observation


Learning Outcome 4.2: Harvest fish from the fish farm


Fundamental harvesting methods

Partial harvesting Total harvesting Classification of mechanical fish

lifting Devices with intermittent

operation Devices with continuous

operation Classification of mechanical fish

lifting Centrifugal fish pumps Air lift pumps Vacuum pumps Types of measuring scales

Steelyard Spring balance Tipping balance Displacement type of

balance

o Brainstorming

o Group discussion

o Field study

Flipcharts

Markers

Flipcharts stand

Training room

Draw net or drag

net

Bucket

Fish screw



Harvest methodically fish from the fish farm in line with fish harvesting protocols





True – False questions Matching

Sequencing Sentence completion / fill in the blanks

Checklist Score

Yes No

Indicator: Fish are well harvested from the fish farm

Describing fundamental harvesting methods

Classification of mechanical fish lifting


Use of the types of measuring scales

Observation

Learning Outcome 4.3: Manage fish stocks


Defining key concepts: Fishing Mortality (F) Spawning Stock Biomass (SSB) Recruitment Landings Fish stock management scope Single species management Multispecies and multigear

management (technical and biological interactions)

Ecosystem management

Categories of disease that affect fish

Infectious diseases Bacterial Viral Fungal diseases

Non-infectious diseases Environmental Nutritional Genetic

o Brainstorming

o Group discussion

o Field study

Flipcharts

Markers

Flipcharts stand

Training room



Manage properly fish stocks according to the specific fish storage protocol and available markets




Performance evidence Observation checklist: learner demonstrating skill and knowledge in simulated or authentic context


Checklist Score

Yes No

Indicator: Fish stocks are well managed

Defining key concepts

Describing fish stock management scope

Categories of disease that affect fish

Observation

Learning Outcome 4.4: Maintain the fish farming site


Growth Strategies in fishery Business Market penetration

Market expansion

Product expansion

Diversification

Acquisition

Ways to manage fishery business growth Define your growth

objectives

Do a growth diagnosis of

your fishery company

Ensure your growth is

sustainable

Prepare a growth strategy

Forecast your cash

requirement

Analyze receivables and

payables

Control cost

Control debts

Get refinancing you need

Fisfery business development stages Start up

Growth

Maturity

o Brainstorming

o Group discussion

o Field study

Flipcharts

Markers

Flipcharts stand

Training room


Renewable or Decline



Maintain properly the fish farming site in accordance with market surveys and business outcomes




Performance

evidence

Observation checklist: learner demonstrating skill and knowledge in simulated or authentic context

Checklist Score

Yes No

Indicator1: Fishery business growth strategies are well explained

Market penetration is explained

Market expansion is explained

Product expansion is explained

Diversification is explained

Acquisition is explained

Indicator2: Managing fishery business growth ways are effectively done

Growth objectives are defined

Growth diagnosis of your company is done

Growth sustainability is ensured

Growth strategy is prepared

Cash requirement is forecasted

Receivables and payables are analyzed

Cost is controlled

Debts is controlled

Needs for refinancing is identified

Indicator3: Fishery business development stages are explained

Start up is explained

Growth is explained


Maturity is explained

Renewable/decline is explained

Observation

SUMMATIVE ASSESSMENT

Integrated situation Resources

Mr Ngilinshuti is a manager of Rwasave fish farm station. The

station is approximately 3 km from the University of Rwanda,

Butare campus. It has a total area of 18 ha, of which over 7 are

in ponds. The station has a laboratory building has three

offices, each with an area of 12 m2, a laboratory, and a storage

area. The station manager wants to create other five ponds to

expand the fish farm.The manager called upon you to coordinate

and lead the team for expanding the fish farm. This task requires

to conduct fish farm site selection, establishing a pond, fingerling

rearing and stock, fish harvesting and pond maintenance. These

activities have to be accomplished within 30 days.

PPEs Pens, Animal manure Oven, Hoes Theodolite, Inoculation

cabinet, PH meter scalpel, alcohol, Petri dishes,Pipette Bottle,Cotton wool Water, Scissors,Water Water toolkit, Boots Gloves,Head cover Filter Bag Nets, Seine Nets,

Wooden mud rake, metallic or wooden shovel, GPS

Planks of wood PVC or galvanized iron

pipe,Sand, Gravel Reinforcing steel,

Stakes,Banana leaves Waste oil,Paint Bucket, Pond mud

bottom levelling board Fingerling seine Gillnet seine, Cast net

Assessment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: PPE is well used

Tools

Hand protection


Use of boots

Head covers

Use of overall

Indicator: Materials, tool and equipment to conduct survey fish farming site selection

Identification and selection of tools and equipment for conducting fish farming site selection

Planning and execute preliminary field studies for fish farming site selection

Identification and selection of tools and equipment for fish farming site preparation

Indicator: Measuring water quality in the fish farming site

Identification and selection of tools and equipment to be used for water quality test

Identification and selection of reagents to be used for water quality test

Indicator: Rearing fingerling to populate the pond

Pond cleaning with drug

Respecting methods of rearing fingerling

Respecting methods of stocking fingerling

Transporting conditions of fingerling

Indicator: The fish feeds are supplied

Outlining component of fish feeds

Setting fish feeds formulation

Identify and selecting tools to measure fish biometric data

Indicator: Maintenance of the fish pond

Categorize the fish pond maintenance

Sanitation conditions of the fish pond

Fish stock management scope

Observation

Assessment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Fish farming site selection is well surveyed

Identifying tools and equipment for conducting fish farming site selection

Executing pre-field studies for fish farming site selection


Fish farming site preparation

Indicator: Water quality in the fish farming site is well monitored

Monitoring fish farming water quality

Selection of reagents to be used for water quality test

Indicator: Fingerlings to populate the pond are well reared

Pond cleaning with drug

Respecting methods of rearing fingerling

Respecting methods of stocking fingerling

Transporting conditions of fingerling

Indicator: The fish feeds are well supplied

Making fish feeds formulation

Measuring fish biometric data

Indicator: Fish ponds are well maintained

Categorization of fish pond maintenance

Hygienic conditions of the fish pond

Health fish stock management is considered

Observation

Assessment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Steps for fish farming are well respected

Making fish farming site selection

Fish breeding techniques

Fish rearing

Managing and maintaining fish ponds

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: All security measures are well respected

Use of PPEs

Disposal compost making and fish harvesting waste materials

Show techniques used for fingerling production and stocking


Show techniques fish farm site preparation

Observation

References:

Department of Fisheries (CBACC-CF project 2010): improved fish culture training manual

Fonarev, A.L., 1977, Studies on hydraulic transportation of fish. Moskva, Pischevaja Promyshlennost

Greenland, D.C., 1974, Recent development in harvesting, grading, loading and handling pond raised catfish. Trans. Am. Soc. Agric. Eng., 17(1)

ICLARM Tech. Report 1. 146 p. Noor-Hamid, S., and M. Mardjono. 1976. An improved method of collecting gear. Bull. Shrimp Cult. Res. Center 2. Smith, I. R. 1981. The economics of milkfish fry and fingerlings industry of the Philippines.

WorldFish Center (Cyclone affected aquaculture rehabilitation project 2008): management of carp fish culture


WCTMF701 Apply mushroom farming in conservation


80

Credits: 8

Sector:

Environment

Sub-sector Wildlife and conservation technologies

Issue date: October,2020

Purpose statement

CMHS701 MUSHROOM FARMING INCONSERVATION

This module describes the skills and knowledge required to prepare mushroom farming

site, prepare mushroom tubes, cultivate and maintain mushroom farms, process post-

harvest products. Mushrooms are a good cash crop; they are rather easy to grow andare

brimming with protein, B vitamins and minerals. They even havemedicinal properties.

Time between spawning and harvesting can beas short as three weeks. Furthermore,

after the cultivation, you canstill use the substrate as a good soil conditioner.



Not applicable


Learning units describe the essential outcomes of a competence. Performance criteria describe

the required performance needed to demonstrate achievement of the learning unit.



1. Prepare mushroom

farming site

1.1 Select properly mushroom farming site basing on

environmental condition of the area

1.2 Ploughing efficiently the mushroom site in line with leveling

1.3 Perform properly the shade construction in accordance with

environmental conditions and measuring equipment

2. Prepare mushroom

tubes

2.1 Prepare properly the mushroom compost based on available

materials

2.2 Select correctly mycelium in accordance with edible

mushroom found in Rwanda

2.3 Prepare properly mycelium based on the mycelium

preparation process

2.4 Conserve correctly the mushroom tubes in reference with

the demand of mushroom growers

3. Maintain

mushroom farms

3.1 Select properly the positions of mushroom tubes in line space

maximization and production

3.2 Spraying correctly water in accordance with the required

water quantity per mushroom tube

3.3 Choose appropriately the mushroom harvesting techniques

in relation with the species of the mushroom

4. Process post-

harvest products

4.1 Prepare properly the harvested mushrooms based on their

sanitary conditions

4.2 Select properly the mushroom conservation techniques

based on the market requirement

4.3 Select properly mushroom transport equipment based

biodegradable equipment


LEARNING UNIT 1 – PREPARE MUSHROOM FARMING SITE

Learning Outcomes:

1.1 Select mushroom farming site

1.2 Ploughing the mushroom farming site

1.3 Perform the shade construction


Learning Outcome 1.1: Select mushroom farming site


Identifying the characteristics

of mushrooms

Mushroom lacks chlorophyll

They cannot make their own food

Mushroom obtain their nutrition either by saprophytic or parasitic or symbiotic means

They varied widely in size and shape

Mushrooms may be of edible, non-edible, medicinal, poisonous and miscellaneous in nature

Outlining the species of edibl

mushroom

Paddy straw

Oyster

Milky

Button

A biotic ecological factors of

the mushroom farming site:

Temperature

Humidity

Light

PH

Slope

Brainstorming

Group discussion

Measuring abiotic ecological factors

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

-Thermometer

-PH meter

-Photometer

-Hygrometer

-Clinometer

-Anemometer




Select properly mushroom farming site basing on environmental condition of the area





True – False questions Matching

Sequencing

Checklist Score

Yes No

Indicator: Mushroom farming site is well selected

Identifying the characteristics of mushrooms

Measuring A biotic ecological factors of the mushroom farming site

Observation

Learning Outcome 1.2: Ploughing the mushroom farming site


Identifying equipments used for ploughing the site Wooden Plough Yoke or Punjali Hammer wooden (Mallot) Leveller Pick axe Spade Harrow Khilna Hoe (Kudal) Hand hoe Iron hook provided with

wooden handle Suhaga (Leveller) Jumper

o Brainstorming

o Group work

o Field work

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

-Hoes

-Theodolite


Reading a topographic map Relief maps

Methods of levelling: Direct levelling Indirect levelling Collimation



Ploughing efficiently the mushroom site in line with leveling





in simulated

Checklist Score

Yes No

Indicator: The mushroom site is well ploughed

Identifying equipments used for ploughing the site

Application of methods of levelling

Observation

Learning Outcome 1.3: Perform the shade construction


Selecting tools for shade construction Measuring tape Rooms for Mushroom Growing Thermometers Hygrometers Luxmeter Polythene Plastic sheet

Measuring parameters in mushroom house Temperature

o Brainstorming

o Groupwork

Flipcharts

Markers

Flipcharts stand

Training room

Construction site

Black net

White net

Tubes

Nails


Humidity Light Ventillation CO2 Level

Construct the mushroom shade house

Timber



Perform properly the shade construction in accordance with environmental conditions and measuring equipment




Performance

evidence Observation checklist: learner demonstrating skill and

knowledge in simulated

Checklist Score

Yes No

Indicator: The shade construction is well performed

List tools for shade construction

Construct the mushroom shade house

Observation


LEARNING UNIT 2 – PREPARE MUSHROOM TUBES

Learning Outcomes:

2.1 Prepare the mushroom compost

2.2 Select mycelium

2.3 Prepare mycelium

2.4 Conserve the mushroom tubes


Learning Outcome 2.1: Prepare the mushroom compost


Definition of mushroom compost

Description of the process of making mushroom compost Collecting substrate Drying of substrate Chopping of substrate Watering of the

substrate Pasteurisation Spawning

Description of the steps of preparing raw material to make mushroom compost

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

-Training room

-Agricultural by-products



Prepare properly the mushroom compost based on available materials





in simulated


Checklist Score

Yes No

Indicator: The mushroom compost is well prepared

The process of making mushroom compost is described

The steps of preparing raw material to make mushroom compost are described

Observation

Learning Outcome 2.2: Select mycellium


Mushroom extrinsic growth

factors

Temperature

Hunidity

CO2 level

Light

Air exchange

Mushroom intrinsic growth

factors

Nutrient

Moisture

PH

Oxygen

Types of mushroom

substrates

Straw

Logs

Enriched sawdust

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

-Training room

-Magnifier lens



Select correctly mycelium in accordance with edible mushroom found in Rwanda




Performance evidence Observation checklist


Checklist Score

Yes No

Indicator: Mycelium is well received

The mushroom growth factors are described

The mushroom substrates are described

Observation

Learning Outcome 2.3: Prepare mycellium


Identification of mycelium types Septate: Mycelium Coenocytic: Mycelium

Describing the steps of producing mushroom spawn

Raising of pure culture, Preparation of master

culture / mother spawn and

Multiplication of spawn.

Description of making mushroom tubes

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand -Training room

-Agricultural by-products -250 ml Flasks -50 ml beaker - Calcium Carbonate,

powder (lime)1/4 tsp. - Calcium Sulfate (gypsum) - Autoclave



Prepare properly mycelium based on the mushroom growth rate





Sentence completion


Checklist Score

Yes No

Indicator: Mycelium are well prepared

Identification of mycelium types

Preparation of master culture / mother spawn

Observation

Learning Outcome 2.4: Conserve the mushroom tubes


Description of the types of grains: Wheat Rye Millet Rice Sorghum

Describing the process of spawning

Describing different ways of using oil drum

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

-Training room

Autoclave

Cotton



Conserve correctly the mushroom tubes in reference with the demand of mushroom growers




Written evidence Multiple Choice questions True – False questions Matching

Sequencing

Sentence completion


Checklist Score

Yes No

Indicator: Mushroom tubes are well conserved

Description of the types of grains

Describing the process of spawning

Observation


LEARNING UNIT 3 – CULTIVATE AND MAINTAIN MUSHROOM FARMS

Learning Outcomes:

3.1 Select the position of mushroom tubes

3.2 Spraying water

3.3Select the mushroom harvesting techniques


Learning Outcome 3.1: Select the position of mushroom tubes


Different ways to cut the plastic of the spawned substrate bags after the mycelium has fully grown through the substrate

Abiotic factors for mushroom tubes Temperature Aeration/ventilation Light Humidity

Description of the productivity rate of the

mushroom tube based on the growth

stages:

Mycelial running

Mycelial coat formation

Mycelial bump formation

Pigmentation phase

Coat hardening phase

Describing mushroom pest and diseases:

Green moulds

Mushroom flies

Mites

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts

stand

-Training room



Select properly the positions of mushroom tubes in line space maximization and production






Sentence completion

Checklist Score

Yes No

Indicator: The positions of mushroom tubes are well selected

Abiotic factors for mushroom tubes

Describe productivity rate of the mushroom tube based on the

growth stages

Observation

Learning Outcome 3.2: Spraying water


Types of watering system control for mushroom growing: Lorry systems Static watering systems

Describing Time of mushroom watering Morning Afternoon Evening

Techniques for measuring water for mushroom watering

Measuring tools Calculations

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

-Training room



Spraying correctly water in accordance with the required water quantity per mushroom tube






Checklist Score

Yes No

Indicator: Water is sprayed

Types of watering system control for mushroom growing

Techniques for measuring water for mushroom watering

Observation

Learning Outcome 3.3: Select the mushroom harvesting techniques


Outline tools used for mushroom harvesting Mushroom Knife Individual Bags Pocket Guide Black and White Paper

Mushroom harvesting techniques Picking Cutting

Explaining Sanitation and hygiene regulations in mushroom farm

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

-Training room



Choose appropriately the mushroom harvesting techniques in relation with the species of the mushroom






Checklist Score

Yes No

Indicator: The mushroom harvesting techniques are well chosen

Outline tools used for mushroom harvesting

Mushroom harvesting techniques

Observation


LEARNING UNIT 4 – PROCESS POST HARVESTING PRODUCTS

Learning Outcomes:

4.1 Prepare the harvested mushroom

4.2 Select mushroom conservation techniques

4.3 Select mushroom transport equipments


Learning Outcome 4.1: Prepare the harvested mushroom


Outline sanitation checklist for

mushroom handling

Washing hands

Wearing latex gloves

Use stainless steel or food grade

plastics

Harvest with scissors

Clean all containers and tools

Clean and get mushroom into the

fridge

Outlining tools used to handle the

harvested mushroom

Gloves

Steel

Scissor

Containers

Types of mushroom desinfectants

Cation surfactant

Halogen and halogen releasing

Oxidising agent

Phenol-High boiling tar acid

Synthetic phenol

Reducing agents-aldehydes

Brainstorming

Group discussion

Field study

Flipcharts

Markers

Flipcharts stand

Training room



Prepare properly the harvested mushrooms based on their sanitary conditions






Checklist Score

Yes No

Indicator: The harvested mushrooms are well prepared

Outline sanitation checklist for mushroom handling

Outlining tool used to handle the harvested mushroom

Observation

Learning Outcome 4.2: Select mushroom conservation techniques


Reasons for mushroom preservation

Frequent loss of texture-softening.

Protein and carbohydrate contents

are decreased.

Formation of brown coloration.

Depletion of soluble compounds.

To use in the future in different areas

Identification of tools and equipments

used in mushroom conservation

Explain the steps of making mushroom

powder

Dehydrate your mushrooms Place your dehydrated mushrooms into a

food processor Strain the chunks Place remaining clumps back into your

food processor Choose the right storage container Use your mushrooms powder

Types of techniques of mushroom conservation Canning

o Brainstorming o Group discussion o Field study

Flipcharts

Markers

Flipcharts stand

Training room


Drying Pickleing



Select properly the mushroom conservation techniques based on the market requirement





Checklist Score

Yes No

Indicator: The mushroom conservation techniques are well selected

Reasons for mushroom preservation

Description of tools and equipments used in mushroom conservation

Explain the steps of making mushroom powder

Observation

Learning Outcome 4.3: Select mushroom transport equipments


List Mushroom transport equipment Mushroom dryer Vacuum refrigerator

Reasons for mushroom packaging Protection Branding Marketing

Description of hygiene and sanitation requirements for the transported mushroom

o Brainstorming

o Group discussion

o Field study

Flipcharts

Markers

Flipcharts stand

Training room




Select properly mushroom transport equipment based biodegradable equipment





Checklist Score

Yes No

Indicator: The mushroom transport equipment are well selected

List Mushroom transport equipment

Reasons for mushroom packaging

Observation



Mrs Mukakaralisa is a manager of Musanze mushroom plant

which is located in Gacaca Sector in Musanze District. Musanze

District has one of the highest population densities in the country

with a climate suitable for mushroom production. They have

facilities that allow them to produce special compost called

‘substrate’ for local farmers to grow oyster mushrooms for

consumption and marketing. They want the locals to learn to grow

them, learn how to eat them and include them in their diet, then

they would like to start buying a little bit of their produce. She

called upon you to grow oyster mushrooms and to process the

post-harvest mushroom products respecting the mushroom

farming steps. These activities have to be accomplished within 25

days.

PPEs, wheat straw Pens, Animal manure Mushroom compost

turner machine, Oven Inoculation cabinet Thermometer PH meter, scalpel, alcohol, sterilised agar

slants, Petri dishes Petri dishes, Pipette Mushroom, Bottle Cotton wool,Bag Water, Baskets, Knife,

Scissors, Watering can Plastic film,Drying trays Glass cover,Boots Gloves,Head cover



Checklist Score

Yes No

Indicator: PPE is well used

Tools

Hand protection

Use of boots

Head covers

Use of overall

Indicator: Materials, tool and equipment preparing mushroom farming site

Identification and selection of tools and equipment for preparing mushroom site

Identification and selection of equipmentsand tools to measure abiotic factors of mushroom site

Indicator: Mushroom tubes are prepared

Preparing mushroom compost

Preparing mushroom mycellia

Indicator: mushroom farms are well Cultivated and maintaind

Positioning the mushroom tube

Watering the mushroom tube

Hygiene is maintaine in mushroom farm

Recording the abiotic factors

Indicator: The harvested mushroom are processed

Clean the harvested mushroom

Preservation of mushroom

Transport the mushroom

Observation


Checklist Score

Yes No

Indicator: Mushroom farming site is well ploughed

Terrain leveling done

Installing tools measuring abiotic factors

Indicator: Mushroom compost is well prepared

Checking for crop straw and chemicals to be used


Making the mushroom tubes

Indicator: Mushroom are well growing

Watering the mushroom tubes

Hygien checking

Indicator: Mushroom preservation techniques are well applied

Transportin the harvested mushroom

Maintaining the conditions for mushroom preservation

Observation


Checklist Score

Yes No

Indicator: Steps for mushroom cultivation are well respected

Making mushroom compost

Growing mushroom

Consideration of abiotic factors to grow mushroom

Observation


Checklist Score

Yes No


Use of PPEs

Disposal compost making and mushroom harvesting waste materials

Show techniques used for mushrom production

Read manufacture’s instructions

Observation

References:

Balascio CC & Lomax K (1989) A comparative study of moisture sensors for use in

mushroom beds. Trans. Am. Soc. Agric. Engrs. 32: 0928-0933

Delta-T Devices Ltd. (2016) User Manual for GP2 Data Logger Controller, Version 2.0.

Goodchild, M. S., Jenkins, M. D. and Saywell, C., (2016). Matric potential sensor,

International Patent Application No: PCT/GB2015/052345, Publication No: WO

2016/024120, February 2016.


Jabalpur, A (2004). Training manual on cultivation and its value addition McGarry A & Burton K (1994) Mechanical properties of mushrooms, Agaricus

bisporus. Mycological Research 98: 241-245.

Noble R, Dobrovin-Pennington A, Evered CE & Mead A (1999) Properties of peat-

based casing soils and their influence on the growth of the mushroom (Agaricus

bisporus). Plant and Soil 207: 1 – 13.

Noble R, Rama T, & Dobrovin-Pennington A (2000) Continuous measurement of

casing soil and compost water availability in relation to mushroom yield and quality.

Mushroom Science 14: 433-440.


WCTWC701


70

Credits: 7

Sector:

Environment



Purpose statement

WCTWC701 WILDLIFE COLLECTIONS MANAGEMENT

Manage wildlife collections

This module is intended to students pursuing TVET diploma in Nature conservation. It describes the skills and knowledge required to collect and manage plant and animal specimens. These wildlife collections offer a wealth of information and represent a baseline to guide conservation, restoration, and species-replacement efforts. In addition, the specimens provide material for research on evolution and species distribution. Our ability to understand the natural world depends on the collection, preparation, preservation, and ongoing study of biological specimens.



General biology

Plant diversity

Animal diversity







1. Collect plant specimens

1.1. Collect relevant plant specimens according to plant

collection guidelines

1.2. Prepare properly plant specimens according to plant collection guidelines

1.3. Mount and label properly plant specimens according to the

plant labeling guidelines

2. Manage plant collections

2.1. Prepare appropriately storage place for botanical

specimens according to the laboratory standards and

guidelines

2.2. Preserve adequately herbarium materials based on

relevant laboratory protocols

2.3. Maintain properly plant collections according to botanical

laboratory procedures

2.4. Implement a relevant business program according to

herbarium preparation objectives

3. Collect animal

specimens

3.1 Collect relevant animal specimens according to animal

collection guidelines

3.2 Prepare properly animal specimens in accordance with

animal collection guidelines

3.3 Label properly animal specimens according to the animal

labeling protocol


4. Manage animal

collections

4.1 Prepare appropriately storage place for zoological

specimens according to the specific laboratory standards

and guidelines

4.2 Preserve adequately zoological materials based on relevant

laboratory protocols

4.3 Maintain properly animal collections according to specific

laboratory procedures

4.4 Implement a relevant business program according to the

specimen laboratory objectives


LEARNING UNIT 1 – COLLECT PLANT SPECIMENS

Learning Outcomes:

1.1. Collect plant specimens

1.2. Prepare plant specimens

1.3. Mount and label plant specimens

Learning hours: 15Hours

Learning Outcome 1.1: Collect plant specimens


Definitions of key terms:

Native plant species Alien species Invasive aliens Rare plants Plant Specimen Botanical material Herbarium

Plant species identification tools Binocular

Hand lens (X 10 / 12)

Plant species checklists Field guide Identification keys

The value of plant collections

The purpose of collecting plant specimen

Plant collection guidelines Why Develop Guidelines for

Collecting Plant Materials? Which species are sensitive to

collecting? Getting Permission General Collecting Guidelines How much to collect

The plant parts that need to be collected to identify some flowering plant families and groups:

Apiaceae Asteraceae Brassicaceae Cucurbitaceae Cyperaceae Deciduous plants Lamiaceae

Brainstorming

Group discussion

Research

Presentations

Individual or group work /presentation

Herbarium visit

Field visit

Practice plant identification

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Commonly used equipment :

Cardboard corrugates

Sheets of newspaper

Plastic bags (Large and

small)

Plant press

Tape measure

Secateurs

Labels/sticky notes

Pens/pencils

GPS

a field notebook and

pencil

Camera

Foam sheet

Small brown paper bags


Legumes Loranthaceae Myrtaceae Rainforest plants Orchidaceae Poaceae Solanaceae Stylidiaceae

● The procedure for collecting plant specimens

● Before you collect

Permits

Safety:

Protective equipment

Safe travel procedures

Selecting the plant material for

collection

Select vigorous, typical

specimens

Avoid insect-damaged

plants

Choose individuals that

show the variation in leaf,

flower and fruit size

Collect at least two sets of

specimens (duplicates) and

number each set.

Size of the specimen

Features of the plant

Basic procedures to follow when collecting

plant samples in the field

How to collect specimens:

Wet or spirit collections

Pressed and dried collections:

Bryophytes

Lichens

Ferns

Herbs

Grasses

Trees

Plants with large

inflorescences or other

large parts

Hand lens

Gloves

Tie-on tags/jewellers tags

Felt tipped pens and

pencils

Trowel

Plastic bottles with

preserving liquid (usually

consists of 70% alcohol)

Throwing rope

Hard hat

Binoculars

Tree climbing gear

Ribbon

Collecting pick

Strong knife or machete

Water

Rubber bands

Ruler

Altimeter

Shovel


Small algae

Macro-algae

Tips to collecting difficult plant groups:

Macro-algae and mucilaginous

water plants

Bananas (Musa spp.)

Cacti and succulents

Cycads

Fungi

Grass trees (Xanthorrhoea)

Mosses, lichens and liverworts

Bamboos

Palms (Arecaceae)

Pandanus

Field notes and observations

Locality information

Latitude and longitude of the site

Details of the appearance of the

living plant

Information on the habitat

(Elevation, slope, rock or soil type,

associated vegetation,

Biogeoclimatic zone/subzone,

Moisture regime, Water depth)

Frequency of the species

Community type and associated

species

Collector's name, date, the size of

the plant, and the colour(s) of the

flowers or floral parts and leaves

when fresh

Whether the plants were cultivated,

or grew in natural vegetation,

disturbed sites, or pasture

The names or specimen numbers of

plants in surrounding vegetation

Collection number




Collect plant specimens




Written evidence


- Product evidence/ checklist

Multiple choice

Matching question

True & False questions


Open question


Report with assessor’s completed quality checklist

Checklist Score

Yes No

Indicator: Plant specimens are well collected

Plant species identification tools are described

The value of plant collections is highlighted

The purposes of collecting plant specimen are enumerated

Plant collection guidelines are enumerated

Tips to selecting the plant material for collection are highlighted

How to collect specimens is demonstrated:


Pressed and dried collections:

Bryophytes

Lichens

Ferns

Herbs

Grasses

Trees

Plants with large inflorescences or other large parts

Small algae


Macro-algae

Recorded data to accompany plant collections are highlighted

Observation

Learning Outcome 1.2: Prepare plant specimens


The objective of pressing plants

Pressing plant specimens The advantages of pressing plant

specimens: It prevents plant parts from

curling or wrinkling during the drying process

It allows the requisite plant parts to be visible for identification

Care in pressing specimens will result in more useful and visually appealing herbarium specimens

Basic techniques of pressing specimens

For bryophytes For lichens or for

seeds/fragments For herbaceous plants For trees and shrubs For aquatic specimens

Special processing treatments

Orchids Large algae Water plants Succulent plant Bulky or large specimens Tropical conditions

Drying plant specimens Drying equipment:

Microwave ovens Electric dryer, air conditioning

unit Heat lamp

Brainstorming

Documentary research and group discussion

Presentations


Herbarium visit

Field visit

Practice plant specimens preparation

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Plastic bags

Blotter paper

Newspapers

Corrugated cardboard

Plant press

Bottle containing 70%

alcohol or methylated

spirits

Jar

Tightening straps (or

ropes)

Drying mats

Rubber bands

Press boards

Air presser

Vacuum air pump


A portable light-bulb plant dryer

Drying methods Naturally Dried Material Artificial Drying Methods

Air Drying Drying with Desiccants Microwave Oven Drying Pressing Method



Prepare plant specimens




Written evidence


Product evidence/ checklist

Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Plant specimens are well prepared

The objective of pressing plants is explained

The advantages of pressing plant specimens are enumerated

Basic techniques of pressing specimens are described

Special processing treatments are described:

Orchids

Large algae

Water plants

Succulent plant


Bulky or large specimens

Tropical conditions

Drying equipment are enumerated

Drying methods are explained

Pressing and drying plant specimens are demonstrated

Observation

Learning Outcome 1.3: Mount and Label plant specimens


Identification of plant specimens Identification equipment:

A dissecting kit wetting solution (to moisten dry plants for dissection)

A heavy glass plate (on which to place the specimens)

Dissecting microscope with high-intensity lighting

Razor blades/ scalpel Chemicals for colour tests of lichens

Needle-point scissors Slides and cover slips Adequate lighting keys, and Reference books

Identification technique Try to have more than one plant of a species available to dissect, or have extra plant material on hand.

Dissect fresh material if possible, or use thoroughly moistened dry material.

Have at least two different identification keys, since each may use different methods to arrive at genus/species.

As you proceed down the key, note the numbers so you have a record of the route taken.

Double-check all identifications using the key and herbarium specimens if available.

Brainstorming

Documentary research

Group discussion on sample labels

Presentations

Field visits to an herbarium

Individual or Group work /presentation

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Acid-free mounting

paper

Cardboard sheets

Wooden spacer blocks

Needle and linen thread

(optional)

Paper seed envelopes

(Kraft coin envelopes)

Identified specimens

with completed acid-

free label

Heavy paper/Herbarium

sheets

Glue


Plant labeling guidelines

Important elements of specimen labels: Scientific name (binomial) of the

plant Determiner of the scientific name Detailed location (state, county,

precise area) Habitat Plant habit: describes the form of

the plant (tree, shrub, vine, herb) and its height.

Frequency: is the plant rare, occasional, frequent or common?

Plant description: describes characteristics of the plant which may be lost upon drying, such as flower/fruit color and fragrance, leaf orientation and aroma

Collector name Other collectors Collection number Date of collection

Tips for label preparation: If a large number of plants were

collected from one site, identical information can be typed onto a template.

The template can be photocopied or mass-produced by a computer program, so that only a few blank fields need to be filled in later.

Finished labels may be arranged in order of field number to make them easily accessible, or placed into the flimsies with the specimens.

Incorrectly named specimens that are later re-identified should have the correct name recorded on an annotation label supplied by the taxonomist.

Once the specimen is mounted, the first name attached to the herbarium sheet must never be obscured, only annotated.

Archival-quality tape or

thread

Plastic bags

Field book

Formalin Acetic Alcohol

Acid-free index cards

Balsa-wood strips or

rough tissue

Garbage can

Accession

book/computerized

record

Drafting pens

(Rapidograph or

Staedtler)

Custom-made

herbarium stamp

Sequential numbering

stamp


Mounting plant specimens: Definition of mounting

specimen Several points to be kept in

mind when mounting specimens: Do not tape over flowers or small fruits.

Remove any loose soil from the underground organs.

Leave sufficient space on the lower right-hand corner for the specimen label.

Arrange the specimen to display as many features as possible, for example upper and lower leaf surfaces, and inner and outer aspects of flowers.

Arrange larger specimens diagonally across the sheet, or place them in a V, N or M form if they have been pressed in that particular shape.

For small plants it is usual to mount more than one on a sheet. If so, distribute them evenly on the sheet with the largest towards the base.

Mounting techniques Stitching Total Adhesion Point Adhesion Linen tape strapping Strapping and adhesion

Advantages and disadvantage

Accessioning (Cataloguing)



Mount and label plant specimens





Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Plant specimens are well labelled and mounted

Identification technique is explained

Plant labeling guidelines are highlighted

Important elements of specimen labels are enumerated

Tips for label preparation are enumerated

Definition of mounting specimen is provided

Several points to be kept in mind when mounting specimens are

enumerated

Mounting techniques are described

Mounting plant specimen is demonstrated

Advantages and disadvantage of mounting specimens are highlighted

Accessioning (Cataloguing) process is explained

Observation


LEARNING UNIT 2 - MANAGE PLANT COLLECTIONS

Learning Outcomes:

2.1. Prepare storage place for botanical specimens

2.2. Preserve herbarium materials

2.3. Maintain plant collections

2.4. Implement business program


Learning Outcome 2.1: Prepare storage place for botanical specimens


Laboratory standards and guidelines

The main objectives of herbaria making To preserve plant specimens for

reference. To identify plants on the basis of

herbarium specimens. To study the vegetation of

different localities at of various times intervals.

Role of herbarium

The equipment used in the preparation of herbaria:

Herbarium Press Vasculum Scissors One sharp knife One pair of forceps Hand lens and pocket lens pocket diary

Herbarium techniques: Collection Pressing Drying and poisoning Mounting and stitching Labelling Filling and storing Deposition

Storage procedures The conditions for specimens

storage: Low temperature (from 50–

65ºF)

Brainstorming


Group discussion

Presentations


Field visits to an herbarium and a museum

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Specimen covers

Cupboards

Cardboard or plastic

boxes

Plastic bags

Chest freezer

Herbarium

cabinets/shelves

Shoe boxes (for

bryophytes and

lichens)

Species covers/genus

covers (MO type 1¤2²

double score)

Coloured markers or

labels




Prepare storage place for botanical specimens

Low humidity, Low light, and Infrequent handling.

Storage systems and filing Tips to proper storage of

specimens Herbarium organization, Handling specimens, and Maintenance of the

collection Insects Moisture

Agents of Deterioration Physical Forces Disaster Recovery Pests

Silverfish book lice (psocids) cigarette or tobacco

beetles (Lasioderna), depending on geographic location

dermestids drugstore beetles

(Stegobium paniceum.) Fungal attack Light Theft Pollutants Disassociation

Pests and their control (The most common and acceptable specimen treatments for insect control):

Freezing Microwave Poisoning Anoxia Insect deterrents

Hygrothermograph

Custom-made stamps

for special collections





Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Storage place for botanical specimens is well prepared

Laboratory standards and guidelines are highlighted

The main objectives of herbaria making are enumerated

Role of herbarium is explained

The equipment used in the preparation of herbaria are listed

Herbarium techniques are described

The conditions for specimens storage are enumerated

Tips to proper storage of specimens are described

Storage systems of specimens are described

Storage and filing of specimens are demonstrated

Agents of Deterioration are described

Pests and their control are described

Observation

Learning Outcome 2.2: Preserve herbarium materials


Protocols for the long-term storage of specimens

Tasks to be followed when preserving the specimens in the field

Preserving plants before drying

Brainstorming


Group discussion

Flipcharts

Markers


Preserving Plant Specimens: Pressing and drying Alternative drying techniques

Techniques Silica gel/other desiccants freeze drying

Disadvantages and special conservation problems

Special preservation and processing techniques for:

Wet or spirit collections Small algae Succulent plants Bulky specimens Orchids Water plants Large algae Tropical conditions

Special preservation techniques: Glycerine Skeletonizing

Mounting Long-term preservation and storage

Pests and their control Fungal pests Storage Filing

Other risks to herbarium material: Specimen handling Transportation of specimens

The effect of preservation methods on plant morphology

Presentations

Field visits (Trip to an herbarium and a museum)


Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport



Preserve herbarium materials




Written evidence

Multiple choice




Matching question



Open question



Checklist Score

Yes No

Indicator: Herbarium materials are well preserved

Protocols for the long-term storage of specimens are highlighted

Tasks to be followed when preserving the specimens in the field are

enumerated

Preserving plants before drying is explained

Alternative drying techniques are explained

Disadvantages and special conservation problems of drying techniques

are enumerated

Special preservation and processing techniques are described

The effect of preservation methods on plant morphology is highlighted

Long-term preservation and storage is explained

Pests and their control

Fungal pests

Storage

Filing

Observation

Learning Outcome 2.3: Maintain plant collections


Botanical laboratory procedures

Restoration of specimens

Best practices and standards in the care of botanical materials and herbaria Why does use of the collection affect

preservation? How do we preserve collections and what data

sets are we trying to maintain? Important features to preserve

Brainstorming


Group discussion

Presentations


Flipcharts

Markers

Flipcharts stand

Training room

Projector


DNA Chemistry Label data Associated organisms with specimens Substrate (mosses) Colour (although not a high priority for

taxonomic work) Cell structure Historic mount papers/watermarks

Recording Data Destructive Sampling Remounting of specimens

Material science of plant materials Degradation Processes Structural and Mechanical Deterioration Other causes of deterioration

Incorrect use of adhesives, Incorrect processing, Packaging and transportation into the

herbarium is damaging to the collection If alkaline adhesives are used on pith

paper especially wheat starch paste this will cause cell structure degradation

Biocides and pest treatments Damage due to Pest Treatments Other Deterioration Mechanisms:

Embrittlement of e.g. rushes due to salt contact as against fresh water

Rotting on rushes due to iron corrosion High Nitrous Oxide content can lead to

increased oxidation Blackening – some plant fibres more

susceptible to oxidation Family Scrophulariaceae will go black Fleshy plants difficult to press Mosses and Lichens will tend to go

mouldy if not dried properly Timber specimens suffer at too low an

RH for prolonged periods of time– 50% too low – 55% - 80%

Plants 18-20oC High protein and sugar species will be

more sensitive to pests Lighting – changes natural colours and

can raise oxidation rates

Environmental Standards and materials for Herbarium Collections

Laptop

Internet


Relative Humidity Packaging and Storage Systems Herbarium Sheet Folders and capture enclosures

Health and Safety Risks to Personnel from handling

Mechanical Chemical Phototoxicity in Plants Allergenic Plants Handling toxic and sensitive plants

Precautions

Handling instructions and guidelines

Examination Guidelines

Documentation

Disaster recovery planning



Maintain plant collections




Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Plant collections are well maintained

Botanical laboratory procedures are highlighted


Restoration of specimens is explained

Best practices and standards in the care of botanical materials and

herbaria are explained and demonstrated

Causes of specimen degradation and processes are described

Structural and mechanical deterioration are explained

Environmental Standards and materials for Herbarium Collections are

enumerated

Guidelines on Health and Safety are enumerated

Elements of a disaster recovery plan are enumerated

Observation

Learning Outcome 2.4: Implement business program


Elements of business development plan

Opportunity for growth

Funding plan

Financial goals

Sales and marketing activity

Team needs

Format of business development plan

Business development stages

Start up

Growth

Maturity


Inputs to successful execution of Business plan

Vision and mission

Case for action

Visibility

Alignment

Road map

Stakeholder management

Release planning

Steps to develop a marketing Plan

Document Your Business Goals.

Develop A SWOT & Set your Budget.

Define your Target Personas.

Develop Your Marketing Goals.

Brainstorming


Group discussion

Presentations


Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Sample of business

structure

Business development

plan template

Sample of business

development plan


Create your campaigns & Build Your

Activity Plan



Implement business program




Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Business program is well implemented

Elements of business development plan are well explained:


Funding plan

Financial goals


Team needs

Business development plan is developed

Business development stages are explained

Inputs to successful execution of Business plan are clearly explained

Critical steps to develop a marketing plan is clearly undertaken

Documentation of business goal is done

SWOT development is done

Budget is set

Target persons are defined


Marketing goals are developed

Campaigns are created

Activity plan is built

Marketing plan is well developed

Business program is implemented

Observation


LEARNING UNIT 3 – COLLECT ANIMAL SPECIMENS

Learning Outcomes:

3.1. Collect animal specimens

3.2 Prepare animal specimens

3.3 Label animal specimens


Learning Outcome 3.1: Collect animal specimens


Definition of key terms: Zoological collection Carcass Zoological specimens

The purpose of collecting zoological specimens

Examples of zoological specimens: bird and mammal study skins, mounted specimens, skeletal material, casts, pinned and card mounted insects, dried material, animals preserved in liquid

preservatives, microscope slides

Factors to Consider Before Specimen Collection Biosafety in the Field The environmental regulation and

licensing procedures of the country Ethical issues on field collecting

Animal collection guidelines

General issues concerning animal collections in the field

Types of collecting methods General Specific

Sampling or Collecting Methods for Vertebrates

Active searching (which is also known as general or visual searching)

Passive sampling (using different types of traps)

Collecting methods for diverse groups of animals

Sampling or collecting methods for fishes

Types of fishing equipment

Brainstorming


Group discussion

Presentations


Field visit to a museum and protected areas

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Binoculars

Data recording:

field notebook, tags,

pencils, Markers

GPS

Digital cameras

Protective apparel:

Rubber gloves,

disposable shoe

covers and coveralls,

Mask

rubber boots

eye protection

long-sleeved shirts

and long pants and a

hat

Necropsy equipment:


selective

nonselective

Fish trapping techniques

Fish netting

Hand fish catching

Hook fish catching

Bait/bottom fishing

Spinning fishing

Procedures to follow when collecting fish samples

Sampling or collecting methods for herptiles

Basic methods used for capturing

amphibians and reptiles

active capturing

General

Systemized

audio strip-transects

transect sampling

quadrant

sampling

passive capturing

straight-line drift fences

pitfall traps

Herptile trapping techniques

Pitfall traps

Funnel traps

Cage traps (“Tomahawk” and

“Sherman”)

Hand collection

Procedures to follow when collecting herptiles samples

Sampling or collecting methods for birds

Objectives of collecting bird specimens Bird trapping techniques

Bird netting

Hand bird catching

Hook bird catching

Bait/bottom birding

Spinning birding

Procedures to follow when collecting bird samples

disinfectant for

cleaning instruments,

scrub brush, heavy

shears, forceps,

scissors, scalpel

handle and blades

Measuring equipment:

Hanging scale

Calipers, Ruler

Weighing balance

Altimeter

Densiometer

Sampling materials:

microscope slides,

syringes, needles,

swabs, blood tubes,

aluminum foil,

plastic bags,

wide mouth plastic

jars, Killing jars

Sampling bottles

Hand lenses

Buckets (for pitfall)

Mist nets

Acoustic detector

Camera traps

Tomahawk traps

Havahart traps

Sherman traps

Ultrasonic bat

detector

Pitfall traps


Sampling or collecting methods for mammals

Objectives of collecting mammal

specimens

Capturing protocols

Mammal trapping techniques

Live mammal trapping

Live traps

Pitfall traps

Mist netting

Killing mammal trapping

Snap traps

Handling and distortion

Procedures to follow when collecting mammal samples

Primary recording data Sex and reproductive status Selected body measurements

Body mass Total Length Tail Length Head-Body Length Ear length Hind foot length

Age categories

Sampling or collecting methods for insects

Insect trapping techniques

Live trapping

Sweeping

Intercepting

Hand catching

Net trapping

Killing trapping

Pinning

Fluid killing

Snap collection

Capture-recapture

Capture and release

Capture-mark-recapture

Procedures to follow when collecting insect samples

Collection and preservation of carcasses

Drift nets

Sweep nets

Pheromone traps

Bait traps

knife or machete

hand-held flashlights

or head lamps

extra batteries

slingshots,

large tweezers (35 cm

long)

Compressed air

pistols with 4.5 mm

lead shot

Lutz lassos and poles

with hooks

Wooden boxes

Cloth, plastic sacks

36 caliber or larger

shotgun

22 caliber rifles

Tweezers, Cotton,

sewing thread, arsenic

borax (sodium borate)

or taxidermy paste,

wire, pliers, brushes

sawdust or cornmeal

pins and wooden or

cork boards

Preservatives:

Ethanol

Formalin


Decontamination/ Disinfection of field equipment



Collect animal specimens




Written evidence



Multiple choice

Matching question



Open question


Report with assessor’s completed quality

checklist

Checklist Score

Yes No

Indicator: Animal specimens are well collected

Key terms are defined

The purposes of collecting zoological specimens are enumerated

Examples of zoological specimens are enumerated

Factors to consider before specimen collection are enumerated

Types of collecting methods are described

Sampling or collecting methods for vertebrates are explained

Collecting equipment of zoological collections are listed

Collecting methods for diverse groups of animals are described

Fishes

Herptiles

Mammals

Birds


Insects

Trapping techniques for diverse groups of animals are described

Fishes

Herptiles

Mammals

Birds

Insects

Procedures to follow when collecting diverse groups of animal samples

are explained

Fishes

Birds

Mammals

Herptiles

Insects

Diverse groups of animals are collected

Decontamination/ Disinfection of field equipment is done

Observation

Learning Outcome 3.2: Prepare animal specimens


Definition of key terms: Taxidermy Zoonosis

Principal types of preparation Liquid Dry techniques

Specimen preparation Study skins Skulls Skeletons Fluid-preserved specimens

Protocol for freezing animal specimens

Skinning and stuffing diverse groups of animals Tools and supplies used

Labels for skins Labels for skulls Higgins eternal ink Dip pen or fountain pen 30cm ruler Sewing needles White cotton thread

Brainstorming


Group discussion

Presentations

Field visits to museum


Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field

equipment

Transport

Formaldehyde

Formalin

Alcohol at 75°

GL


Pliers with clean- cutting jaws and wire- gripping ends on jaws

Forceps with fine sharp points Scalpel or razor- sharp knife blade Scissors Arsenical powder One shallow pie tin White cornmeal or fine hardwood sawdust

Procedures to be followed while skinning and stuffing animals

Tanning of animal specimen skins

Preparation of skulls

Preparation of skeletons Processing skeletal material

Simmering Maceration Dermestid beetle colony

Precautions Post-dermestid Cleaning

Numbering bones

Tissue sampling procedures

Packing and shipping animal specimens

Handling new material Specimens usually come to the Museum in one of

these conditions Raw or frozen carcasses Dried skins or fluid-preserved carcasses,

either of which may be accompanied by dried skeletal material

Completely prepared specimens Preparation of new material

Fumigation

Mounting Specimens Objectives of mounting animal specimens Preparing Dry Specimens for Mounting Preparing Liquid-Preserved Specimens Direct Pinning

Standard methods of pinning some of the commoner types of insects

Double Mounts Spreading Boards and Blocks

Construction of Spreading Boards Using the Spreading Boards Construction of Spreading Blocks

Riker Mounts Inflation of Larvae Artificial Drying

hypodermic

syringe

Sharp scalpel,

razor blade or

scissors

Tags

Plastic bag

Forceps

a pinning block,

pins

paper points,

glue, and

specimen

holder

a few small

cards of

blotting paper


Embedding Mounting Specimens for Microscopic Examination



Prepare animal specimens




Written evidence



Multiple choice

Matching question



Open question



checklist

Checklist Score

Yes No

Indicator: Animal specimens are well prepared

Definition of key terms are provided

Principal types of animal specimen preparation are described

Animal specimen preparations are explained

Protocol for freezing animal specimens is given

Tools and supplies used in skinning and stuffing diverse groups of

animals are enumerated

Procedures to be followed while skinning and stuffing animals are

enumerated

Tanning process of animal specimen skins is described

Preparation of skulls is described


Processing skeletal material is described

Simmering

Maceration

Dermestid beetle colony

Numbering bones of animal specimens is explained

Tissue sampling procedures are explained

The process of packing and shipping animal specimens is explained

The process of mounting animal specimens is explained

Animal specimens preparation is demonstrated

Observation

Learning Outcome 3.3: Label animal specimens


Animal labelling protocol and guidelines

Preparation of labels

Important elements of specimen labels: Scientific name (binomial) of the

animal (Identity of the specimen) the locality where the material was

collected (farm, stream, river, lake, beach, etc.)

GPS coordinates, altitude Detailed location (Name of the

district or municipality, state, country, precise area)

Habitat Collector name Other collectors Collection number Date of collection (day, month and

year) Field measurements Reproductive condition Other data may be included,

for instance: in bird

collections the bird’s breeding

condition, weight, colours of

its eyes, bills and legs and

nature of the stomach

contents.

Brainstorming


Group discussion

Presentations

Field visits


Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Tags

India ink


In amphibian and reptile

collections, it is desirable to

make careful descriptions of

color and pattern from

individuals before they are

killed, since color often fades

rapidly after death.

Data to be collected in a field notebook Road log: time checks, mileage,

and important landmarks Participant list General site description – habitat

(i.e. riparian zone, alpine tundra), plant species, % cover, height of under and overstory.

A description of the climatic conditions and

notes on behavior, such as the voice of calling frogs or toads, or a reference to an audiotaped call

Trapline information Species list for the trip Any ancillary information

Preparation of catalogue Unique, consecutive preparators

number Gender and reproductive

information Standard mammalian/ other

animal measurements (in mm; total length, tail length, hind foot length, ear length, plus tragus and forearm lengths for bats; and (in g) mass)

Collection date Locality information from general

to specific: country, state, county, specific locality, and geographic coordinates, elevation.

Collector, preparator and prep number

Nature of specimen (skin, skeleton, alcoholic, tissues, endoparasites, ectoparasites, karyotype, blood, baculum, etc.)

Accession number


A Museum number will be added when the specimen is catalogued.

Maintenance of field note collection

Placing the Labels

Labels for fluid-preserved specimen



Label animal specimens




Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Animal specimens are well labelled

Animal labelling protocol and guidelines are enumerated

Preparation of labels is explained

Important elements of specimen labels are enumerated

Data to be collected in a field notebook are enumerated

Elements of a field catalogue are highlighted

Maintenance of field note collection is explained

The process of placing the Labels is demonstrated

Labeling fluid-preserved specimen is explained

Observation


LEARNING UNIT 4 - MANAGE ANIMAL COLLECTIONS

Learning Outcomes:

4.1 Prepare storage place for zoological specimens

4.2 Preserve zoological materials

4.3 Maintain animal collections

4.4 Implement a business program


Learning Outcome 4.1: Prepare storage place for zoological specimens


Collections management objectives

Zoological laboratory standards and guidelines

Tips to proper storage of specimens Museum/institution organization, Handling specimens, and Maintenance of the collection

Insects Moisture The flammable nature of the

chemicals

Temporary storage of specimens Refrigeration and Freezing Dry Preservation Papering Liquid Preservation

Aquatic invertebrates (mollusks, crustaceans, etc.)

Herpetology (reptiles and amphibians)

Ichthyology (fish) Some entomology specimens

Storage systems and filing Setting the right environment for the

zoological specimens Damp can cause a numberof

different problems: Pests Mould growth Verdigris Byne’s disease

Methods to dealing with Pests: Freezing Insecticide Anoxia

Arrangement of the collection

Brainstorming


Group discussion

Presentations


Flipcharts

Markers

Flipcharts

stand

Training

room

Projector

Laptop

Internet

Borosilicate glass

boxes or trays


Taxonomic arrangement Storage containers Installation of specimens Suggestions to promote protection of the

specimens and museum staff in the storage areas:

Storage shelves should be flat and level, preferably with a lip on the edge to keep containers from falling off and breaking.

Do not overcrowd storage shelves.

Ensure that all staff working with the specimens know proper handling techniques.

Use flammable materials signage in storage spaces. Set up appropriate fire equipment (such as sprinklers and fire extinguishers).

Wear personal protection equipment (PPE) to protect clothes and the body, such as disposable gloves, eye goggles, and when working with a large amount of solvent, a lab coat.

Install an eye wash station in storage areas.

Keep storage areas well-ventilated.

Keep formaldehyde spill kits accessible in storage areas.

Disposal of animal waste Non-hazardous wastes Hazardous wastes



Prepare storage place for zoological specimens





Written evidence



Multiple choice

Matching question



Open question



checklist

Checklist Score

Yes No

Indicator: Storage place for zoological specimens is well prepared

Collections management objectives are enumerated

Zoological laboratory standards and guidelines are enumerated

Tips to proper storage of specimens are highlighted

Temporary storage of specimens is explained Refrigeration and Freezing Dry Preservation Papering Liquid Preservation

Arrangement of the collection is explained

Installation of specimens is explained

Methods to dealing with Pests are described

Setting the right environment for the zoological specimens is done

Suggestions to promote protection of the specimens and museum staff in

the storage areas are enumerated

Observation

Learning Outcome 4.2: Preserve zoological materials


Definition of specimen preservation

The importance of collecting and preserving animal specimens

Brainstorming


Group discussion

Flipcharts

Markers


Long-term storage considerations for zoological materials:

Effects of light

Effects of humidity

Insecticides

Preserving Solutions and their usage

Formalin

Alcohol

Industrial alcohol

Isopropyl alcohol

Ethyl alcohol

Methods of preservation

Flat skins

Study skins

Flat skins of animals mounted on cardboard

Liquid agents/preservatives

Cryopreservation

Steps for the preservation of specimens for scientific study:

Euthanizing

Injection and slitting

Fixing

Labeling

Storage

Presentations

Field visits (Trip to biological museum)


Flipcharts

stand

Training room

Projector

Laptop

Internet

Field

equipment

Transport

borosilicate glass



Preserve zoological materials




Written evidence

Multiple choice

Matching question






Open question



Checklist Score

Yes No

Indicator: Zoological materials are well preserved

Definition of specimen preservation is given

The importance of collecting and preserving animal specimens is

enumerated

Long-term storage considerations for zoological materials are described

Preserving solutions and their usage are enumerated

Different methods of zoological specimens preservation are described

Steps for the preservation of specimens for scientific study are

enumerated

Zoological specimens are preserved

Observation

Learning Outcome 4.3: Maintain animal collections


Standards in the museum care of biological collections

Transportation Methods for Specimens and Data Fluid-preserved specimens Skins and skulls Skeletons Data

Collection Maintenance Housing the collection Protecting specimens from pests and mold

Freezing of storage containers Fumigation Vacuuming and sweeping Using artificial dehumidification

Integrated pest management Definition of Integrated Pest Management Types of deterioration to museum collections

Insects Rodents Birds

Brainstorming


Group discussion

Presentations

Field visits


Flipcharts

Markers

Flipcharts

stand

Training room

Projector

Laptop

Internet

Field

equipment

Transport


Mold Preventive techniques to minimize food, moisture

and environmental conditions required for pest survival:

Building inspection and maintenance Climate control Restriction of food and plants Regular cleaning Proper storage Control over incoming collections to avoid

infestation of existing collections Routine monitoring for pests

Monitoring activities include regularly checking sticky traps, using pheromone and light traps to target pest species, and actively inspecting at-risk parts of the collections.

Instructions to users of collection specimens Dry collections Wet collections

Disposal of animal waste Non-hazardous wastes Hazardous wastes



Maintain animal collections




Written evidence



Multiple choice

Matching question



Open question




Checklist Score

Yes No

Indicator: Animal collections are well maintained

Transportation methods for specimens and data are described Fluid-preserved specimens Skins and skulls Skeletons Data

Ways of protecting specimens from pests and mold are described

Definition of Integrated Pest Management is provided

Types of deterioration to museum collections are enumerated

Preventive techniques to minimize food, moisture and environmental

conditions required for pest survival are enumerated

Instructions to users of collection specimens are highlighted

Dry collections

Wet collections

Disposal methods of animal waste are described

Non-hazardous wastes

Hazardous wastes

Observation

Learning Outcome 4.4: Implement a business program




Funding plan

Financial goals


Team needs


Business development stages

Start up

Growth

Maturity


Inputs to successful execution of Business plan

Vision and mission

Case for action

Visibility

Brainstorming


Group discussion

Presentations


Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Sample of business

structure

Business development

plan template


Alignment

Road map

Stakeholder management

Release planning

Steps to develop a marketing Plan

Document Your Business Goals.

Develop A SWOT & Set your Budget.

Define your Target Personas.

Develop Your Marketing Goals.

Create your campaigns & Build Your

Activity Plan

Sample of business

development plan



Implement a business program




Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: A business program is well implemented

Elements of business development plan are well explained:


Funding plan

Financial goals


Team needs


Business development plan is developed

Business development stages are explained

Inputs to successful execution of Business plan are clearly explained

Critical steps to develop a marketing plan is clearly undertaken

Documentation of business goal is done

SWOT development is done

Budget is set

Target persons are defined

Marketing goals are developed

Campaigns are created

Activity plan is built

Marketing plan is well developed

Business program is implemented

Observation



Rwanda Development Board wants to establish a biological

museum near the college of IPRC Kitabi. This museum would

have a collection of preserved plants and animal specimens

for study and reference. All groups of animals such as

mammals, amphibians, reptiles, fishes, birds, invertebrates

including insects should be represented in this museum. You

are hired as an expert to undertake this project. You will be

provided with proper field tools and equipment and will be

demonstrating the acquired wildlife field skills to the

museum visitors. Your tasks would be including:

Selecting the plant material for collection Perform proper trapping techniques in the protected

areas and around the college

Demonstrate the procedure of animal capture and

handling for each captured animals

Proceed to the techniques of identifying the species

Collecting, prepare, and preserve plant specimens

Collecting, prepare and preserve diverse groups of

animal specimens such as mammals, fish, birds,

herptiles, invertebrates (mainly Mollusks, Annelids,

Arthropods)

Ropes, GPS, Clip board, Datasheets, Pencils, Plant press, Plastic sheets Labels, Plant clippers Newspapers, Cardboard Study area maps Cooling boxes, Compass Plot frames, Pruning shears Shovels and hand trowels Field guides to native plants, Botanical field guide and/or local knowledge Topographic maps, Buckets, Sherman traps, Havahart traps Ultrasonic detector, Mist nets Kick nets, Acoustic sensor Calipers, Ruler, Camera traps, Harp traps, Peanut butter, Fried sardines, Fresh sardines, Live earthworms, Digital cameras, Wired animal cage


Labeling the specimens in accordance with the

labeling protocols

Preparing storage place and maintenance of the

collected specimens

Developing a business development plan to

generate revenues

The tools/ equipment and materials are available on the

field. You are requested to perform this activity in 30 days.


Checklist Score

Yes No

Indicator: Field work plan is elaborated

Factors to consider before specimen collection Biosafety in the field Environmental regulations and licensing procedures of the country Ethical issues on field collecting

Description of plant collection guidelines

Description of the methodology (tools, equipment and procedures)

appropriate for trapping diverse groups of animals

Indicator: Trapping techniques for diverse groups of animals are performed

Identification and selection of trapping materials, tools and equipment

Preparation of trapping sites and equipment

Placement of different traps for diverse groups of animals

Indicator: Animal capture and handling is performed

Timely visit(s) to the traps according to their types

Removal from traps of captured animals and their handling

Procedures to follow when collecting animal samples

Types of specimen preparation depending on the specimen is selected and

applied

Indicator: Animal identification techniques are applied

Record of morphometric measurements on captured animals

Record observations of other non-morphometric information


Using identification tools (field guide books or identification keys)

Indicator: Animal specimens are preserved

Mounting animal specimens is performed

Label animal specimens

Preparing storage place for zoological specimens is performed

Disposal of animal wastes

Hazardous waste

Non-hazardous waste

Methods of preservation of animal specimens are applied

Steps for the preservation of specimens are followed

Transportation methods for specimens and data are applied

Preventive techniques to protecting specimens from pests and mold are

applied

Indicator: Plant specimens are well collected and preserved

Selecting the plant material for collection

Basic procedures to follow when collecting plant samples in the field

How to collect specimens


Presssed and dried collections

Record data to accompany plant collections

Basic techniques of pressing and drying plant specimens are applied

Special processing treatments of some groups of plants are applied

Mounting and labelling plant specimens is done

Preparing storage place for botanical specimens

Best practices and standards in the care of botanical materials are applied

Indicator: Business development plan is developed


Observation


Checklist Score

Yes No


Indicator: Field work plan well elaborated

Proper chronology of activities

Concise description of proper methodologies for both plant and animal

specimens

Indicator: Animals are well trapped and handled

Prevention of damage on animals due to inaccurate trapping

Prevention of damage on animals due to inaccurate handling

Indicator: Animals are correctly identified

Check the updates and source of identification tools

Good photograph apparatus for clarifying images necessary for identification

Accuracy of the illustrative information and species annotation

Indicator: plant specimens are well collected and preserved

The selection of plant material to be collected

Recorded data to accompany plant collections

Specimens well pressed, dried, mounted and labelled

Indicator: Business development plan is developed

Format of a business development plan is respected

Observation


Checklist Score

Yes No

Indicator: Critical points in the identification process are well checked

Indication of relevant methodologies for each species of plant and animal

Identification of resources (tools, equipment) used update and matched with

site

Observation

Assessment Criterion 4: Safety

Checklist Score

Yes No



Reading instructive measures for use and handling of all field equipment/tools

used

Proper disposal of all waste materials generated during performed activities

Ensure safety of animals by respecting the code of trapping and animal

handling

Ensure one’s safety in front of captured animals by using cautious measures

Ensure one’s safety while preparing and preserving wildlife collections

Apply wildlife survival techniques whenever necessary

Observation

References:

1. Alberta Native Plant Council. 2006. Plant Collection Guidelines for Researchers, Students and

Consultants. Published by the Alberta Native Plant Council on line at

http://www.anpc.ab.ca/)

2. British Columbia Ministry of Forests. 1996. Techniques and procedures for collecting,

preserving, processing, and storing botanical specimens. Res. Br., B.C. Min. For., Victoria, B.C.

Work. Pap. 18/1996.

3. Engelmann, G. (1986). Instructions for the Collection and Preservation of Botanical

Specimens. Annals of the Missouri Botanical Garden, 73(3), 504-507. doi:10.2307/2399189

4. Forest Practices Authority (2009). Collecting and preserving plant specimens. Flora Technical

Note No. 3. Forest Practices Authority, Hobart.

5. Hartman, Thomas. (2019). Fluid Preservation of Zoological Specimens: Methods and

Protocols. 10.1007/978-1-4939-8935-5_14.

6. Page, C. (1979). The Herbarium Preservation of Conifer Specimens. Taxon, 28(4), 375-379.

doi:10.2307/1219750

7. Queensland Herbarium, (2013) Collection and preserving plant specimens, a manual.

Department of Science, Information Technology, Innovation and the Arts.

8. Queensland Herbarium, (2016). Collection and preserving plant specimens, a manual. 2nd

edition. Department of Science, Information Technology and Innovation, Brisbane.

9. Sherman, Andrew J. The Complete Guide to Running and GrowingYour Business. New York: Times Business, 1997

10. Smith, Bonnie & Chinnappa, Chendanda. (2015). Plant Collection, Identification, and

Herbarium Procedures. 10.1007/978-3-319-19944-3_30.

11. Vieira, Kleber & Vieira, Washington & Alves, Rômulo. (2015). An Introduction to Zoological Taxonomy and the Collection and Preparation of Zoological Specimens.


12. White, C.L. and Dusek, R.J., 2015, Wildlife specimen collection, preservation, and shipment,

in Franson, J.C., Friend, M., Gibbs, S.E.J., and Wild, M.A., eds., Field manual of wildlife

diseases: U.S. Geological Survey Techniques and Methods 15–C4, 24 p.,

http://dx.doi.org/10.3133/tm15c4.

Websites

1. https://www.rbgsyd.nsw.gov.au/getmedia/36d07669-629a-45c1-b39a-

66b5961dca48/How-to-collect-plants.pdf.aspx

2. https://www.oshibana.com/herbarium/en/index.php/about-plant-specimens/purpose-of-

making-a-plant-specimen

3. https://www.nps.gov/museum/publications/conserveogram/11-12.pdf

http://www.fao.org/fileadmin/templates/mountain_partnership/doc/Biodiversity_and_RE

DD_/Manuals/LABORATORY_MANUAL_FOR_COLLECTING_AND_PROCESSING_PLANT_SPECI

ES.pdf

4. https://www.rbgsyd.nsw.gov.au/Science/Plants/Plant-Information/Preserving-Plant-

Specimens

5. http://www.wbnsou.ac.in/student_zone/courses/science/laboratory/botany/20200204_M

anual_for_Botany_Laboratory.pdf

6. A sample business development plan. August28,2020. Retrieved from

https://www.xero.com/us/resources/small-business-guides/business-management/guide-

to-growing-your-business/write-a-business-development-

plan/#:~:text=What%20is%20a%20business%20development,growth%20over%20the%20c

oming%20years

7. http://museum2.utep.edu/mammalogy/vertebratespecimens.pdf

8. http://www.accumulatus.com/images/MammalSpecimenPreparationGuide.pdf

9. https://msb.unm.edu/divisions/mammals/_pdf/procedures-manual.pdf

10. https://www.mammalogy.jp/en/guideline.pdf

11. https://www.amnh.org/research/natural-science-collections-conservation/general-

conservation/health-safety/fluid-preserved-specimens

12. https://icon.org.uk/system/files/documents/care_and_conservation_of_zoological_specim

ens.pdf

http://dx.doi.org/10.3133/tm15c4

https://www.rbgsyd.nsw.gov.au/getmedia/36d07669-629a-45c1-b39a-66b5961dca48/How-to-collect-plants.pdf.aspx

https://www.rbgsyd.nsw.gov.au/getmedia/36d07669-629a-45c1-b39a-66b5961dca48/How-to-collect-plants.pdf.aspx

https://www.oshibana.com/herbarium/en/index.php/about-plant-specimens/purpose-of-making-a-plant-specimen

https://www.oshibana.com/herbarium/en/index.php/about-plant-specimens/purpose-of-making-a-plant-specimen

http://www.fao.org/fileadmin/templates/mountain_partnership/doc/Biodiversity_and_REDD_/Manuals/LABORATORY_MANUAL_FOR_COLLECTING_AND_PROCESSING_PLANT_SPECIES.pdf



https://www.rbgsyd.nsw.gov.au/Science/Plants/Plant-Information/Preserving-Plant-Specimens

https://www.rbgsyd.nsw.gov.au/Science/Plants/Plant-Information/Preserving-Plant-Specimens

http://www.wbnsou.ac.in/student_zone/courses/science/laboratory/botany/20200204_Manual_for_Botany_Laboratory.pdf

http://www.wbnsou.ac.in/student_zone/courses/science/laboratory/botany/20200204_Manual_for_Botany_Laboratory.pdf

https://www.xero.com/us/resources/small-business-guides/business-management/guide-to-growing-your-business/write-a-business-development-plan/#:~:text=What%20is%20a%20business%20development,growth%20over%20the%20coming%20years




http://museum2.utep.edu/mammalogy/vertebratespecimens.pdf

http://www.accumulatus.com/images/MammalSpecimenPreparationGuide.pdf

https://msb.unm.edu/divisions/mammals/_pdf/procedures-manual.pdf

https://www.mammalogy.jp/en/guideline.pdf

https://www.amnh.org/research/natural-science-collections-conservation/general-conservation/health-safety/fluid-preserved-specimens

https://www.amnh.org/research/natural-science-collections-conservation/general-conservation/health-safety/fluid-preserved-specimens

https://icon.org.uk/system/files/documents/care_and_conservation_of_zoological_specimens.pdf

https://icon.org.uk/system/files/documents/care_and_conservation_of_zoological_specimens.pdf


WCTBG701


80

Credits: 8

Sector:

Environment



Purpose statement

WCTBG701 BOTANICAL GARDEN ESTABLISHMENT

Establish a botanical garden

Botanical gardens worldwide play major roles in science, horticulture and education. In the last

few decades, they have also become important centres for biodiversity conservation, playing a

role in integrating conservation and development. Hence, this module is intended to students

pursuing TVET diploma in Nature conservation. It describes the skills and knowledge required to

design a botanical garden plan, establish a nursery, plant and maintain a botanical garden.



Plant diversity







1. Design a botanical garden plan

1.1 Select properly type of botanical garden in line with

the purpose of botanical garden

1.2 Determine correctly goals and objectives of botanical

garden in line with existing botanical garden practices

1.3 Design appropriately an implementation plan based

on the selected type of botanical garden.

2. Establish a tree nursery

2.1 Select and prepare properly site for the tree nursery

establishment according to the site characteristics

2.2 Select adequately plant sources based on the type of

plant materials

2.3 Apply relevant plant material collection techniques

according to the type of plant material

2.4 Apply relevant seed pre-treatment techniques

according to the targeted plant species

2.5 Prepare adequately seedbed according to the selected

site and plant species

2.6 Sow properly tree seeds according to sowing methods

and techniques

2.7 Maintain appropriately tree nursery according to the purpose of the botanical garden

3. Plant a botanical garden

3.1 Prepare properly a botanical garden site according to

the type of botanical garden

3.2. Select properly plant species seedlings according to

the purpose of the botanical garden

3.3 Plant methodically the seedlings in accordance to tree

planting standards


4. Maintain a botanical garden

4.1 Select properly watering system in accordance with

the availability of water and materials

4.2 Apply appropriately fertilizers in accordance with

biodiversity conservation principles

4.3 Apply appropriately techniques for weeding and pest

management in line with biodiversity conservation

principles

4.4. Design relevant harvesting system in line with the

intended use of plant materials

4.5. Design adequately interpretation master plan

according to the targeted audience


LEARNING UNIT 1 – DESIGN A BOTANICAL GARDEN PLAN

Learning Outcomes:

1.1 Select type of botanical garden

1.2 Determine goals and objectives of botanical garden

1.3 Design an implementation plan


Learning Outcome 1.1: Select type of botanical garden


Definitions of key terms:

Plant specimen Botanical material Botanical garden Herbarium Introduction Reintroduction/ restitution Translocation Restoration Ex-situ conservation In-situ conservation Integrated conservation

The purpose of botanical garden

The functions of botanical gardens

Scientific research In/ex situ conservation and utilization Citizen science and popularization

Defining characteristics of a botanic garden adequate labelling of the plants an underlying scientific basis for the collections communication of information to other

gardens, institutions, organisations and the public

exchange of seeds or other materials with other botanic gardens, arboreta or research stations (within the guidelines of international conventions and national laws and customs regulations)

long term commitment to, and responsibility for, the maintenance of plant collections

maintenance of research programmes in plant taxonomy in associated herbaria

monitoring of the plants in the collection open to the public

Brainstorming

Group discussion

Research

Presentations


Botanical garden visit

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment


promoting conservation through extension and environmental education activities

proper documentation of the collections, including wild origin

undertaking scientific or technical research on plants in the collections

The types of botanical gardens ‘Classic’ multi-purpose gardens Ornamental gardens Historical gardens Conservation gardens University gardens Combined botanical and zoological gardens Agro-botanical and germplasm gardens Alpine or mountain gardens Natural or wild gardens Horticultural gardens Thematic gardens Community gardens



Select type of botanical garden




Written evidence

Multiple choice

Matching question



Open question

Checklist Score

Yes No

Indicator: Type of botanical garden is well selected

Botanical garden is well defined

The purposes of botanical garden are enumerated

The functions of botanical gardens are described


Characteristics of a botanical garden are enumerated

The types of botanical gardens are described

Observation

Learning Outcome 1.2: Determine goals and objectives of botanical garden


Policies and legislation relevant to botanical gardens

Convention on Biologic al Diversity (CBD)

CITES - The Convention on International Trade in

Endangered Species of Wild Fauna and Flora

The United Nations Convention to Combat

Desertification (UNCCD)

The United Nations Framework Convention on

Climate Change (UNFCCC)

Convention Concerning the Protection of World

Cultural and Natural Heritage

The Convention on Wetlands

Agenda 21: Programme of Action for Sustainable

Development

The Global Plan of Action for the Conservation

and Sustainable Utilization of Plant Genetic

Resources for Food and Agriculture

National legislation on conservation,

environmental protection, protected areas and

sustainable use

Major activities of botanical gardens

Arboriculture

City and town planning, resource allocation and

land use

Conservation biology

Cultivar conservation and maintenance

Dendrology

Empowering and building the capacity of local and

rural communities for conservation

Environmental education programmes

Environmental impact assessment

Ethnobiological research

Field genebanks

Brainstorming

Documentary

research and

group discussion

Presentations

Individual or

group work

/presentation

Flipcharts

Markers

Flipcharts

stand

Training

room

Projector

Laptop

Internet


Herbarium studies and plant taxonomy

Horticultural research

Horticultural training

Integrated pest control management

Laboratory research, including in vitro (tissue

culture) plant cultivation

Library services and information centres

New crop genetic resource introduction and

assessment

Ornamental horticulture and floriculture

Plant reintroductions and research in habitat

restoration

Pollution abatement and monitoring programmes

Public recreation

Remedial training and therapy

Seed store and tissue banking

Conservation networks and community groups

Systematics

Teacher training

Tourism

Wild plant species research, conservation and

management ex situ and in situ

Defining the mission of the botanical garden

The goals and objectives of botanical garden

Goals of botanical gardens

Education

Stewardship and Conservation

Research

Display and Enjoyment



Determine goals and objectives of botanical garden





Written evidence

Multiple choice

Matching question



Open question

Checklist Score

Yes No

Indicator: Goals and objectives of botanical garden are well determined

Policies and legislation relevant to botanical gardens are enumerated

Major activities of botanical gardens are explained

The mission of the botanical garden is defined

The goals and objectives of botanical garden are highlighted

Observation

Learning Outcome 1.3: Design an implementation plan


Definition of key terms Implementation plan

Main elements of an implementation plan: The work plan, resources and budget, stakeholders, risk assessment, and quality control

Project implementation plan format PROJECT DEFINITION

Background Objectives Scope Assumptions Constraints Dependencies

PROJECT ORGANISATION AND GOVERNANCE Roles and Responsibilities

STAKEHOLDER MANAGEMENT AND COMMUNICATIONS

Brainstorming


Group discussion

Presentations


Flipcharts

Markers

Flipcharts

stand

Training room

Projector

Laptop

Internet

Samples of

project

implementati

on plan


Stakeholder Management Communications Management Plan Accessibility and Inclusion Plan

IMPLEMENTATION STRATEGY Description Methodology

SCHEDULE AND MILESTONES PLAN Project schedule baseline

PROCUREMENT PLAN BUDGET AND COST MANAGEMENT PLAN PROJECT MONITORING AND CONTROL

Project Reporting CRID (Change, Risk, Issues and

Deliverables) Management Change Control Risk Management Issues Management Quality Assurance and Control WHS, Environmental, Social and

Economic Controls

Key roles of the Project Manager: Establishing and monitoring the budget; Establishing and monitoring project schedules and

timelines; Procurement of the appropriate consultants

and/or contractors Monitoring risks and quality; Overseeing and managing the project scope,

keeping a close watch on ‘scope creep’; Ensuring effort and expenditure are appropriate

to expectations; Resolving differences and disagreements during

the project development process.

Tips to building and sustaining the institution (Botanical garden)

Be part of an appropriate national or regional network organisation.

Search for new ways to broaden their financial base

Work with new partners outside the institution. Undertake work that has an ecological and

socioeconomic context Identify strengths and benefits and communicate

these to stakeholders.




Design an implementation plan




Written evidence


Multiple choice

Matching questions



Open question


Checklist Score

Yes No

Indicator: An implementation plan is well designed

Implementation plan is defined

Main elements of an implementation plan are described

Tips to building and sustaining the Botanical garden are enumerated

Botanical garden project implementation plan is developed

Key roles of the Project Manager are enumerated

Observation


LEARNING UNIT 2 – ESTABLISH A TREE NURSERY

Learning Outcomes:

2.1 Select and prepare site for the tree nursery establishment 2.2 Select plant sources 2.3 Apply plant material collection techniques 2.4 Apply seed pre-treatment techniques 2.5 Prepare seedbed 2.6 Sow tree seeds 2.7 Maintain tree nursery


Learning Outcome 2.1: Select and prepare site for the tree nursery establishment


Definition of key terms: Tree nursery Seed quality Dormancy Germination Clone Seed Seedling Seedbed Scarification Stratification Pot Damping off Hardening-off Sowing Root pruning Mychorrization Plant propagation

Classification of different types of tree nursery:

Based on duration (time)

Permenant tree nursery

Temporary tree nursery

Flying tree nursery

Based on purpose of seedling production

Commercial tree nursery

Community tree nursery

Research tree nursery

Brainstorming


Group discussion

Presentations


Field visit to a tree nursery

Practical exercise

Flipcharts

Markers

Flipcharts

stand

Training room

Projector

Laptop

Internet

Field

equipment

Slasher

Panga

Hoe

Axes

Chainsaw

PPE


Description of criteria for tree nursery site selection: Soil Water supply Topography (Terrain) Exposure to frost, strong winds and

flooding Area/ availability of land Accessibility and nursery roads Preparation of media Labour availability Near to the plantation site Number of seedlings to be produced

Nursery site preparation Design of the nursery

Size of the Nursery Nursery water supply

Water quality Water quantity

Clearing Fencing

The Conventional Fence Electric Fencing

Lining

Application of techniques for tree nursery site

cleaning:

Slashing

Burning

Debarking

Chemicals

Stump uprooting



Select and prepare site for the tree nursery establishment





Written evidence


Multiple choice

Matching question



Open question


Checklist Score

Yes No

Indicator: Site for the tree nursery establishment is well selected

Key terms are defined

Classification of different types of tree nursery are described

Criteria for tree nursery site selection are described

Indicator: Site for the tree nursery establishment is well prepared

Nursery site preparation is explained

Techniques for tree nursery site cleaning are applied

Observation

Learning Outcome 2.2: Select plant sources


Types of plant material:

Seeds Cuttings Plants

Selecting the plant material for collection

Select vigorous, typical specimens

Avoid insect-damaged plants

Choose individuals that show the variation

in leaf, flower and fruit size

Collect at least two sets of specimens

(duplicates) and number each set.

Size of the specimen

Brainstorming


Group discussion

Presentations

Field visits to tree nurseries and arboretum

Individual or Group work/presentation

Flipcharts

Markers

Flipcharts

stand

Training room

Projector

Laptop

Internet

Field

equipment


Features of the plant

The principles on which concept of proper seed

selection is based on:

A parent tree with desired qualities is capable of producing offspring with similar performance

The performance of the seedlings may be predicted based on the performance of the parent materials.

Characteristics of good seeds:

Must be well-ripened, healthy and true to type.

Must be pure and free from inert materials and weed seeds.

Must be viable and have good germination capacity.

Must be uniform in texture, structure and look.

Must not be damaged, broken or affected by pests and diseases

The sources of different plant materials Seeds

In the wild from native stands of grasses, forbs, shrubs, trees, and wetland plants

Local collectors Seed Production Areas Seed orchards Seed trees

Cuttings In the wild and taken from stems,

roots, or other plant parts Plants

Nursery or agricultural setting

Comparison of plant material types for nursery establishment

Transport




Select plant sources




Written evidence

Multiple choice

Matching question



Open question

Checklist Score

Yes No

Indicator:Plant sources are well selected

Types of plant material are explained

Tips to selecting the plant material for collection are enumerated

The principles on which concept of proper seed selection are based on

are enumerated

Characteristics of good seeds are enumerated

The sources of different plant materials are enumerated

Comparison of plant material types for nursery establishment is made

Observation

Learning Outcome 2.3: Apply plant material collection techniques


Basic procedures to follow when collecting plant samples in the field

Description of tree seed collection methods

Collecting seed from the forest floor/ground

Collection after natural seed fall

Collection after shaking

Brainstorming


Group discussion

Presentations

Field visits to

Flipcharts

Markers

Flipcharts stand

Training room


Collection from the crown of felled trees

Seed collection from crown

Description of tree seed collection techniques Shaking the branches by light weight poles Use nets and other local materials Pruning off seed bearing branches Throwing a rope with weighted end to

break off a seed bearing branch Seed collection by climbing tree

Description of tree seed collection tools and equipment

Tree shaking Hooks Poles/sticks, Rackets, Ropes Tarpaulins

Cutting off branches and fruits Telescopic poles or bamboo poles Pruners (secateurs) Flex-saws, Thin wire saws Chain saws Banana hook Cutting hook

Shooting devices Bow and arrow Cross-bow Catapult (fishing wheel) Small sandbag to throw

Climbing Rope Climbing belt Carabiner Spur Extra picking bags Belt Helmet Ladder

Collection from the ground Net funnel

Plant parts used for cuttings Stem cuttings

herbaceous, softwood, semi-hardwood, and hardwood


Projector

Laptop

Internet

Field equipment

Transport

Blue silica gel

Plastic bags (Large

and small)

Tape measure

Secateurs

Labels/sticky

notes

Pens/pencils

GPS

a field notebook

and pencil

Camera

Small brown paper

bags

Hand lens

Gloves

Tie-on

tags/jewellers tags

Felt tipped pens

and pencils

Trowel

Throwing rope

Hard hat

Binoculars

Tree climbing gear

Ribbon

Collecting pick


Leaf cuttings Root cuttings Fruit cuttings

Procedures for rooting stem cuttings

Transplanting

Documentation of collections Voucher herbarium specimens, where

possible Collector(s), number and institute, date Geographical and topographical details

(Latitude, longitude, map references & satellite position, etc.)

Full habitat notes Characteristics and numbers of populations

and individuals Any threats

Strong knife or

machete

Water

Rubber bands

Altimeter

Shovel

User guide of tools

and equipment for

tree seed

collection

pot, polybags,

vase



Apply plant material collection techniques




Written evidence



Multiple choice

Matching question



Open question



checklist


Checklist Score

Yes No

Indicator: Plant material collection techniques are well applied

Basic procedures to follow when collecting plant samples in the field are

enumerated

Tree seed collection methods are described

Tree seed collection techniques are described

Tree seed collection tools and equipment are enumerated

Plant parts used for cuttings are described

Procedures for rooting stem cuttings are enumerated

Transplanting is explained

Recorded data to accompany plant collections are highlighted

Observation

Learning Outcome 2.4: Apply seed pre-treatment techniques


Description of different categories of tree seeds

Orthodox seeds

Recalcitrant seeds

Identification of different categories of tree seeds

dormancy

Physical seed dormancy

Physiological dormancy

Chemical seed dormancy

Mechanical Dormancy

Photodormancy

Thermodormancy

Application of different tree seeds pretreatment

techniques

Mechanical seeds pretreatment

Chemical seeds pretreatment

Sulfuric acid

Biological seeds pretreatment

Hot and cold water seed pretreatment

Physical seeds pretreatment

Cut

Drill a small hole

Hammering

o Brainstorming o Documentary

research o Group discussion o Presentations o Field visits (Trip to

Nurseries) o Individual or Group

work /presentation

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Seeds

Buckets of water

Secateurs


Sand paper scarification

Preparation of tree seed sample from tree seed store

Mixing Mixing with the aid of a mechanical

divider Handmixing

Use of seed triers Reducing the size of composite samples Non-mechanical methods of dividing

Halving method Random cup method

Mechanical methods of dividing Weight of sample



Apply seed pre-treatment techniques




Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Seed pre-treatment techniques are well applied

Different categories of tree seeds are well described

Different categories of tree seeds dormancy are well described

Different tree seeds pretreatment techniques are well applied

Tree seed samples from tree seed store are prepared


Observation

Learning Outcome 2.5: Prepare seedbed


The characteristics of a good seedbed

uniformly firm soil to depth of 5 inches (12.7 centimeters),

adequate soil moisture, weed free

Description of different types and standards of tree

nursery beds:

seed bed

Seedling bed

Layout of tree nursery beds and facilities

Ploughing tree nursery site through:

First Tillage (Initial)

Second Tillage (Deep)

Leveling of site

Design of seedbed

Length

Width

alleyways

Brainstorming


Group discussion

Presentations

Field visits (Trip to nurseries)


Practical exercise

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Hoes

Tractor

Pick

Forked hoe

shovels

turning forks

rakes



Prepare seedbed




Written evidence

Multiple choice

Matching question





Open question


Checklist Score

Yes No

Indicator: Seedbed is well prepared

The characteristics of a good seedbed are enumerated

Different types and standards of tree nursery beds are described

Tree nursery beds and facilities are well arranged

Tree nursery site is well ploughed

Site is well levelled

Seedbed is well designed

Observation

Learning Outcome 2.6: Sow tree seeds


Identification of tree seeds sowing methods:

Broadcasting method

Linning methods

Identification of tree seeds sowing types:

Direct sowing

Indirect sowing

Application of tree seed sowing techniques:

Depth

Space

Covering

Seed position

Application of mulch

characteristics of tree nursery mulching materials (types and quality)

Watering of seed bed

Brainstorming


Group discussion

Presentations

Field visits (Trip to nurseries)


Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

PPE

Sowing tools and

equipments


Frequency

Time

Quantity and quality



Sow tree seeds




Written evidence


Multiple choice

Matching question



Open question


Checklist Score

Yes No

Indicator: Tree seeds are well sown

Tree seeds sowing methods are explained

Tree seeds sowing types are explained

Tree seed sowing techniques are described and applied

Characteristics of tree nursery mulching materials are enumerated

Mulching is done

Tree seeds are sown

Observation


Learning Outcome 2.7: Maintain tree nursery


Determination of water quality to be used in tree nursery

Carry out tree nursery watering time Early morning watering Evening watering

Weeding tree nursery through the following procedures:

Select weeds Uproot weed Collect and dispose uprooted weeds

Application of tree nursery fertilisation techniques: Broadcasting

Fertiligation

Placement

Foliar application

Classsification of tree nursery diseases based on causes Non-infectious or non-parasitic or

physiological disease, infectious or pathogenic disease

Classification of diseases on the basis of parts affected Root diseases

Root rot Stem diseases

Collar rot Dieback

Foliage diseases Rust

Whole parts Damping off,

Description of different tree nursery pests Animals Insects

Termites (Macrotermes spp.) Root-feeding grubs (Leucopholis

irrorata Chev.) Micro organisms

Application of pest control techniques Integrated Pest Management (IPM) Biological Physical Chemical

Actions to prevent nursery contamination plant health status

Brainstorming


Group discussion

Presentations


Practical exercise

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Watering can

Tanks

Jercans

Point stick

Hoe

Knife

Knapsack

sprayer

Glyphosate

herbicides

Mulching

materials


plant density hardening resistant species or cultivars cleanliness in vegetative propagation staff training



Maintain tree nursery




Written evidence


Multiple choice

Matching question



Open question


Checklist Score

Yes No

Indicator: Tree nursery is maintained

Water quality to be used in tree nursery is determined

Procedures of weeding tree nursery are explained

Tree nursery fertilisation techniques are applied

Tree nursery diseases based on causes are classified

Diseases on the basis of parts affected are classified

Different tree nursery pests are described

Pest control techniques are explained and applied

Actions to prevent nursery contamination are described

Observation


LEARNING UNIT 3 - PLANT A BOTANICAL GARDEN

Learning Outcomes:

3.1. Prepare a botanical garden site

3.2. Select plant species seedlings

3.3. Plant the seedlings


Learning Outcome 3.1: Prepare a botanical garden site


Gathering of tools and equipment for

a botanical garden site cleaning

Manual/Hand tools

Slashing tools

Ploughing tools

Mechanical

Slashing tools

Ploughing tools

Criteria for the assessment and

selection of botanical garden site:

Availbility of the land

Existing bylaws, zoning or legal

restrictions on site uses

Access and suitability for visitor

and operational access

Existing buildings and

infrastructures

Biophysical site conditions:

climate, topography, solar aspect,

soils, geology, hydrology,

vegetation, wildlife habitat

Key views into and out of the site

into the surrounding landscape;

Special or distinctive attributes of

a particular site

Sensory experiences (views,

sounds, seasonality)

Size (and scope for expansion in

the future).

Prepare a botanical garden site

through the following methods:

Brainstorming

Documentary

research

Group discussion

Presentations

Individual or Group

work /presentation

Individual and Group

practice

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Mattock/Pickaxe

Wheelbarrow/Ga

rden Cart

Hoes

Pitchfork/Manure

Fork

Square-nosed

Shovel

Bow or Garden

Rake

PPE

Axe/Hatchet

Panga/machete


Mechanical

Mechanized removal of

woody vegetation by felling

operations

Felling single trees by

bulldozer blade

Clearing of bushy

vegetation by mechanized

choppers

Combined method of

vegetation clearing and

soil cultivation on brush

land

Mechanized clearing of

woody

Vegetation combined with

root extraction

Vegetation clearing by

chain techniques

Manual

Manual land preparation

methods on grass or shrub-

covered sites

Manual strip and patch

clearing

Controled burning on

grass or shrub-covered

sites

Manual land preparation

methods on bush or forest

covered sites

Manual clear felling and

land clearing

Manual strip clearing

Application of techniques for

preparation of a botanical site:

Cut and grind

Pushover

Pullover

Pile and burn








Written evidence

Performance

eveidence

Product evidence

Multiple choice

Matching question



Product checklist

Performance checklist

Checklist Score

Yes No

Indicator 1: Tools and equipment for preparing a botanical garden site are well gathered

Manual/Hand tools

Mechanical tools

Indictor 2: Criteria for the assessment and selection of botanical garden site are well described

Availbility of the land is highlighted

Existing bylaws, zoning or legal restrictions on site uses are described

Access and suitability for visitor and operational access are identified

Existing buildings and infrastructures are highlighted

Biophysical site conditions are enumerated

Key views into and out of the site into the surrounding landscape are

highlighted

distinctive attributes of a particular site are identified

Sensory experiences (views, sounds, seasonality) are highlighted

Size (and scope for expansion in the future) of the is determined

Indictor 3: a botanical garden site is prepared

Mechanical

Manual


Indictor 4: techniques for preparation of a botanical site are well applied

Cut and grind

Pushover

Pullover

Pile and burn

Observation

Learning Outcome 3.2: Select plant species seedlings


Identification of plant species

seedling based on purpose of

botanical garden

Plant species seedlings

selection criteria

Straight seedlings

Free from pests and Not

susceptible to pests

High growth rate

Tolerant of local growing

conditions

Have adequate space to

reach its natural form at

maturity

Not prone to branch

failure or windthrow

Not possessing significant

nuisance problems (large

nuts, allergenic properties)

Not requiring excessive

maintenance

Identification of major site

conditions to consider before

selecting a tree for planting

Location

Soil conditions

Exposure (sun and wind)

Human activity

Drainage

Space constraints

Brainstorming


Group discussion

Presentations

Field visits to tree nursery

to select plant species

seedlings

Individual or Group work

practice

Flipcharts

Markers

Flipcharts

stand

Training

room

Projector

Laptop

Internet

Field

equipment

Transport


Carry out grading of seedling



Select plant species seedlings




Written evidence


Product eveidence

Multiple choice

Matching question



Product checklist

Performance checklist

Checklist Score

Yes No

Indicator 1: plant species seedling based on purpose of botanical garden are well selected

Indicator 2: Plant species seedlings selection criteria are well enumerated

Straight seedlings

Free from pests and Not susceptible to pests

High growth rate

Tolerant of local growing conditions

Have adequate space to reach its natural form at maturity

Not prone to branch failure or windthrow

Not possessing significant nuisance problems

Not requiring excessive maintenance

Indicator 3: major site conditions to consider before selecting a seedling for planting are well identified

Location

Soil conditions

Exposure (sun and wind)

Human activity


Drainage

Space constraints

Indicator 4: grading of seedling is carried out

Observation

Learning Outcome 3.3: Plant the seedlings


Transportation of tree seedlings

Packing tree seedlings

Stripping

Trimming

Grading

Transportation techniques

Store seedlings

Plantation of tree seedlings through the

following procedure

Digasmallholeintothecentreofthepla

nting pit.

Removetheplasticsleeve

fromtheseedling,

Placetheseedling,uprightinthehole

Replacethesoilintotheholearoundth

eroots

Plantation of tree seedlings through the

following techniques:

“V” notch

“L” notch

“T” notch

Firmthesoilwithyourfingertips

Collection of used plastic pots following

these procedures

Putting together all used pots

Packing used pots

Bringing used pots to the recycling

plant

Brainstorming

Documentary

research

Group discussion

Presentations

Individual or Group

practice

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Prepared botanical

garden

Hoe

Seedlings

PPE

Seedlings

transportation

tools and

equipment




Plant the seedlings




Written evidence



Multiple choice

Matching question



Open question

Task: A site with planted seedling with assessor’s

completed quality checklist

Task : learner demonstrating skill and knowledge in

planting tree seedlings

Checklist Score

Yes No

Indicator: Tree seedlings are well transported

Packing tree seedlings

Stripping

Trimming

Grading

Transportation techniques

Store seedlings

Indicator 2: Procedures for tree seedlings Plantation well followed

Digasmallholeintothecentreoftheplanting pit.

Removetheplasticsleevefromtheseedling

Placetheseedling,uprightinthehole

Replacethesoilintotheholearoundtheroots

Indicator 3: Techniques for Plantation tree seedlings through well followed

“V” notch


“L” notch

“T” notch

Firmthesoilwithyourfingertips

Indicator 4: Used pots well collected

Observation


LEARNING UNIT 4 - MAINTAIN A BOTANICAL GARDEN

Learning Outcomes:

4.1 Select watering system

4.2 Apply fertilizers

4.3 Apply techniques for weeding and pest management

4.4 Design harvesting system

4.5 Design an interpretation master plan


Learning Outcome 4.1: Select watering system


Definition of key terms related to water system

design parameters:

Maximum Pressure Limits

Safe Yield

Negative or Low Pressure Head

Velocity Limits

Natural Flow

Residual Head

Air-block

Cost

Description of the types of irrigation

Surface irrigation

Localized irrigation

Drip irrigation

Sprinkler irrigation

Center pivot irrigation

Lateral move irrigation

Sub-irrigation

Manual irrigation

Criteria for evaluating water quality for

irrigation purposes

Total content of soluble salts (salinity

hazard)

Relative proportion of sodium (Na+) to

calcium (Ca2+) and magnesium (Mg2+)

ions – sodium adsorption ratio (sodium

hazard)

Residual sodium carbonates

(RSC) – bicarbonate (HCO3−) and

Brainstorming

Documentary

research

Group discussion

Presentations

Individual or

Group work

/presentation

Flipcharts

Markers

Flipcharts

stand

Training

room

Projector

Laptop

Internet

Watering

can

pipes


carbonate (CO32−) anions concentration,

as it relates to Ca 2+ plus Mg2+ ions.

Excessive concentrations of elements

that cause an ionic imbalance in plants

or plant toxicity.



Select watering system




Written evidence

Multiple choice

Matching question



Open question

Checklist Score

Yes No

Indicator: Watering system is well selected

key terms related to water system design parameters are defined

Criteria for evaluating water quality for irrigation purposes are described

Types of irrigation are described

Observation

Learning Outcome 4.2: Apply fertilizers


Identification of plant nutrients deficiency

symptoms

Macro nutrients (Nitrogen, Phospholus

and Potassium)

Brainstorming

Field practices

Group discussion

documentation

Flipcharts

Markers

Flipcharts stand


Micro nutrients (Magnesium, Copper,

Calcium, Manganese, Iron , Zinc,

Chlorine)

Identification of different types of tree nursery

fertilizers

Organic fertilizaers

Green manure

Compost

Inorganic fertilizers

NPK

DAP

Urea

Determination of fertiliser application, dose

and time

Describing the fertilisation techniques:

Broadcasting

Fertiligation

Placement.

Foliar application

Students

presentations

Practical exercise

Simulation

Training room

Projector

Laptop

Internet

Field

equipment

Transport



Apply fertilizers




Written evidence


Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Fertilisers are well applied

Plant nutrients deficiency symptoms are identified

Different types of tree nursery fertilizers are identified

Fertilisation techniques are described and applied

Observation

Learning Outcome 4.3: Apply techniques for weeding and pest management


Characterisation of weeds in garden:

Early germination

Fast growth

Invasivity

Persistency

Description of tools and equipments for weeding

Point stick

Hoe (small hand hoe)

Knife

Procedures of weeding botanical garden:

Select weeds

Uproot weed

Collect and dispose uprooted weeds

Brainstorming

Documentary

research

Group discussion

Presentations

Field visits to

botanical gardens

Individual or Group

work /presentation

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Point stick

Hoe (small hand

hoe)

Knife



Apply techniques for weeding and pest management





Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Weeding and pest management techniques are applied

Weeds in garden are characterised

Tools and equipment for weeding are described

Procedures of weeding botanical garden are described

Weeding and pest management techniques are applied

Observation

Learning Outcome 4.4: Design harvesting system


Flora components of botanical garden:

Trees

Shrubs

Herbs

Fungi

Algae

Microflora

Describing the plant materials

Seeds

Cuttings

Plants

Description of guidelines of harvesting plant

material

Guidelines for root harvesting

Guidelines for bark harvesting

Brainstorming

Documentary

research

Group discussion

Presentations

Field visits (Trip to

botanical gardens)

Individual or Group

work /presentation

Flipcharts

Markers

Flipcharts stand

Training room

Projector

Laptop

Internet

Field equipment

Transport

Equipment :

Hoe


Guidelines for leaf harvesting

Guidelines for fruit harvesting

Machete

Plastic containers



Design harvesting system




Written evidence



Multiple choice

Matching question



Open question



Checklist Score

Yes No

Indicator: Harvesting systems are well designed

Flora components of botanical garden are described

Guidelines of harvesting plant materials are described

Harvesting systems are designed

Observation


Learning Outcome 4.5: Design an interpretation master plan

Content Learning activities

Resources

Outline of key stakeholders:

Local communities

Decision makers and politicians

The national and local media

International funding sources

Description of the management planning

process

Preparation of a Management Plan

Implementation of the plan

Monitoring and review of the plan

Description of the interpretive resources

Botanical Garden interior

displays/exhibits

Botanical Garden outdoor displays

and experiences

Parking lot to entrance wayfinding

Brainstorming

Documentary

research

Group

discussion

Presentations

Individual or

Group work

/presentation

Flipcharts

Markers

Flipcharts

stand

Training

room

Projector

Laptop

Internet



Design an interpretation master plan




Written evidence


Multiple choice



Open question



Checklist Score

Yes No

Indicator: Interpretation master plan is designed

Key stakeholders are outlined

The management planning process is described

The interpretive resources are described

Interpretation master plan is designed

Observation



Dedicated to plant conservation and environmental

education, Botanic Gardens Conservation International

wants to establish IPRC Kitabi Botanical Garden. BGCI is

working to conserve plant diversity worldwide and

tackle the threats that are endangering the survival of

many species. This botanical garden would play major

role in science, horticulture and education. A major

objective of this botanical garden is to maintain

extensive collections of plants of Albertine Rift Region,

labelled with common and scientific names and regions

of origin. Thus, you are hired as an expert to undertake

this project. You will be provided with proper field tools

and equipment and will be demonstrating the acquired

wildlife field skills to the botanical garden visitors. Your

tasks will include:

Design a botanical garden plan

Establish a tree nursery


Plant a botanical garden, and

Maintain a botanical garden

Note that the tools/ equipment and materials are

available on the field. Also, you are requested to

perform this activity in 30 days.

- Slasher; Hoe; Chainsaw - Blue silica gel; Plastic bags (Large and small) - Tape measure; Secateurs; Labels/sticky notes; Pens/pencils; GPS - a field notebook and pencil - Hand lens; Gloves; Tie-on tags/jewellers tags - Trowel; Throwing rope - Hard hat; Binoculars; Tree climbing gear - Collecting pick; Strong knife or machete; Water; Rubber bands - Altimeter; Shovel; pot, polybags, vase; Seeds - Buckets; Tractor; Pick; Forked hoe; turning forks - Watering can; Jercans; Point stick; Knapsack sprayer - Glyphosate herbicides - Mattock/Pickaxe - Wheelbarrow/Garden Cart - Pitchfork/Manure Fork - Bow or Garden Rake - PPE; Axe/Hatchet - Field guides to native plants, Botanical field guide and/or local knowledge; Digital cameras



Checklist Score

Yes No

Indicator: Field work plan is elaborated

Factors to consider before plant material collection Biosafety in the field Environmental regulations and licensing procedures of the country Ethical issues on field collecting

Description of the methodology (tools, equipment and procedures)

appropriate for botanical garden establishment

Indicator: An implementation plan is well designed and developed

Elements of implementation plan

Indication: The site for the tree nursery establishment is well selected

Criteria for tree nursery site selection are described

Indicator: Nursery site is well prepared

The nursery is designed

Size

Nursery water supply

The nursery site is cleared

Tree nursery site cleaning techniques are applied

The nursery site is fenced

The nursery site is lined

Indicator: Plant materials for collection are well selected

Tips to selecting the plant material for collection are followed

Indicator: Plant material collection techniques are applied

Basic procedures when collecting plant samples in the field are followed

Tree seed collection tools and equipment are selected

Tree seed collection techniques are applied

Procedures for rooting stem cuttings are followed

Record data to accompany plant collections

Indicator: Tree seeds pretreatment techniques are well applied

Indicator: Seedbed is well designed and prepared



Design of seedbed

Length

Width

Alleyways

Indicator: Tree seed sowing techniques are well applied

Indicator: Tree nursery is well maintained

Procedures of weeding tree nursery are well followed

Pest control techniques are applied

Actions to prevent nursery contamination are undertaken

Indicator: Botanical garden is well planted

Botanical garden site is prepared

Plant species seedlings are selected

Seedlings are planted

Indicator: Botanical garden is well maintained

Watering system is selected

Fertilizers are applied


Harvesting system is designed


Observation


Checklist Score

Yes No

Indicator: Field work plan is well elaborated

Proper chronology of activities

Concise description of proper methodologies

Indicator: Implementation plan is designed and developed

Format of an implementation plan is respected

Indicator: Nursery site is well prepared

Design of the nursery

Nursery is cleared


Nursery is fenced

Nursery is lined

Indicator: Plant materials are well collected

The selection of plant material to be collected

Recorded data to accompany plant collections

Plant materials are well labelled

Indicator: Tree seeds pretreatment techniques are well applied

Indicator: Seedbed is well designed and prepared


Design of seedbed

Length

Width

Alleyways

Indicator: Tree seed sowing techniques are well applied

Indicator: Tree nursery is well maintained

The status and conditions of tree nursery

Indicator: Botanical garden is well planted

Botanical garden site is prepared

Selected plant species seedlings

Seedlings are planted

Indicator: Botanical garden is well maintained

Watering system is selected

Fertilizers are applied


Harvesting system is designed


Observation


Checklist Score

Yes No


Indicator: Critical points in the identification, selection, collection and preparation process are

well checked

Indication of relevant methodologies for each type of plant material

Selection of resources (tools, equipment) used

Criteria for tree nursery site selection

Design of the nursery

Tree seeds pretreatment techniques applied


Observation

Assessment Criterion 4: Safety

Checklist Score

Yes No

Indicator: All safety measures are well respected

Reading instructive measures for use and handling of all field equipment/tools used

Proper disposal of all waste materials generated during performed activities

Cleaning of the tools and equipment used

Ensure one’s safety while preparing plant material collections

Ensure one’s safety while handling chemicals

Apply wildlife survival techniques whenever necessary

Observation

References:

1. Wyse Jackson, P.S.and Sutherland, L.A. (2000) International Agenda for Botanic Gardens

in Conservation. Botanic Gardens Conservation International, U.K.

2. Patzelt, Annette & Anderson, Andrew. (2016). Planning and Implementing Botanic

Garden Design Projects.

3. Munjuga MR, Gachuiri AN, Ofori DA, Mpanda MM, Muriuki JK, Jamnadass RH, Mowo JG.

2013.Nursery management, tree propagation and marketing: A training manual for

smallholder farmers and nursery operators. Nairobi: World Agroforestry Centre

4. Howard, B.H., Harrison-Murray, R.S., Vasek, J. and Jones, O.P. (1988). TECHNIQUES TO

ENHANCE ROOTING POTENTIAL BEFORE CUTTING COLLECTION. Acta Hortic. 227, 176-


186DOI: 10.17660/ActaHortic.1988.227.29

https://doi.org/10.17660/ActaHortic.1988.227.29

5. Landis TD, Tinus RW, McDonald SE and Barnett JP. 1989. The Biological Component:

Nursery pests and mycorrhizae. vol. 5, The container tree nurserymanual. Agriculture

Handbook 674. Washington, DC, USA: US Departmentof Agriculture, Forest Service. 171

pp.

6. Sing Rathore, MP. 1995. Insect pests in agroforestry. ICRAF Working Paper no. 70.

Nairobi, Kenya: ICRAF. 73 pp.

7. DeYoe, D. (1986). Guidelines for handling seeds and seedlings to ensure vigorous stock.

February, 25. https://ir.library.oregonstate.edu/downloads/gt54kn907

8. FAO. (1987). A guide to forest seed handling (pp. 1–16). www.fao.org

9. FAO. (2007). Collection, Storage and Treatment of Tree Seeds (Issue Fm 1, pp. 143–197).

https://doi.org/10.1007/978-3-540-68864-8_4

10. Nasri, M. I., Corps, A. C., & Aziz, S. (n.d.). Seed collection, handling , storage and

management.

11. Harada, J. (2019). Seed biology. Journal of Integrative Plant Biology, 61(5), 530–532.

https://doi.org/10.1111/jipb.12808

12. Mbonye, Arsen and Kihisa Kiambe 1986. How to Collect, Handle, and Store Seeds. KENGO. Nairobi, Kenya.

Websites

13. http://www.botanicgardens.eu/downloads/Handbookonreintroduction.pdf

14. https://www.sciencedirect.com/science/article/pii/S2468265918300787

15. https://oursay-files.s3-ap-southeast-2.amazonaws.com/production/fm/osp-ug-

73/dence_park/dence_park_masterplan_implementation_plan.pdf

16. http://www.aarsb.com.my/nursery-site-selection-preparation

https://doi.org/10.17660/ActaHortic.1988.227.29

https://ir.library.oregonstate.edu/downloads/gt54kn907

https://doi.org/10.1007/978-3-540-68864-8_4

https://doi.org/10.1111/jipb.12808

http://www.botanicgardens.eu/downloads/Handbookonreintroduction.pdf

https://www.sciencedirect.com/science/article/pii/S2468265918300787

https://oursay-files.s3-ap-southeast-2.amazonaws.com/production/fm/osp-ug-73/dence_park/dence_park_masterplan_implementation_plan.pdf

https://oursay-files.s3-ap-southeast-2.amazonaws.com/production/fm/osp-ug-73/dence_park/dence_park_masterplan_implementation_plan.pdf


WCTAB701 Apply apiculture in biodiversity conservation


100

Credits: 10

Sector:

Environment


Issue date:October , 2020

Purpose statement

This module describes the skills and knowledge required for trainees to use traditional

bee hives and local techniques to harvest honey. She/he is able to set-up an apiary with

the sole aim of collecting honey by applying beekeeping techniques. She/he is able to

apply apiary management practices to produce hive products such as honey, beeswax

and propolis. Trainees will be able to apply modern apiary management practices such

as queen rearing and bee feed preparation and provision to the bees. She/he harvests a

variety of bee hive products and performs advanced entrepreneurial tasks. Trainees will

also be able to process honey and beeswax to semi processed products and markets

them. They will process bee hive products (honey, beeswax, propolis) to various forms

using improved technology.

WCTAB701 APPLICATION OF APICULTURE IN BIODIVERSITY CONSERVATION



General biology

Plant diversity

Animal diversity







1. Use beekeeping tools and

equipment

1.1 Identify properly beekeeping tools and equipment

according to their characteristics

1.2 Select properly beekeeping tools and equipment regarding

the task to be done

1.3 Handle efficiently beekeeping tools and equipment

referring to the standards

1.4 Utilize correctly beekeeping tools and equipment

according to the catalogue

2. Install an apiary 2.1 Select correctly an apiary site based on key factors for an

apiary site

2.2 Clear properly an apiary site according to the apiary

standards

2.3 Prepare adequately the bee hives based on beehive

standards

2.4 Install properly the bee hives in reference with Rwandan

beekeeping policies and regulations

2.5 Fence off correctly an apiary as per standards

2.6 Label correctly an apiary in accordance with standards


3. Populate a beehive 3.1 Bait properly bee hives according to melt baiting materials

3.2 Catch effectively the bee swarms in accordance with bee

swarm collection procedure

3.3 Divide correctly bee colonies based on the size of bee

colony

3.4 Unite correctly bee colonies according to the size of bee

colony

3.5 Feed adequately honey bees according to the apiary

conditions.

4. Manage insects, diseases

and nuisances in beehive

4.1 Identify correctly the common insects, diseases and

nuisances in beehive as per beehive

4.2 Take appropriate preventive steps/methods to overcome

insects, diseases and nuisances in beehive as per beehive

4.3 Use appropriately the required tools, equipments and

other materials in relation to insects, diseases and

nuisances in beehive in line with beehive management

5. Harvest, storage, process

and market the produce

5.1 Determine correctly the honey maturity based on honey

quality standards

5.2 Harvest adequate honey in accordance with honey

harvesting procedures

5.3 Determine correctly the moisture content of honey based

on honey quality standards

5.4 Perform properly harvesting and storage of beehives

products as per havesting and storage conditions

5.5 Strain methodically honey as per procedures

5.6 Press correctly honey combs according to the honey

processing procedure

5.7 Identify correctly the honey and bee related by-products

traders as per market need


5.8 Plan efficiently a good supply chain according to honey

and by products

6. Transform beehive products 6.1 Produce appropriate honey based product based on

market need

6.2 Make properly beeswax based product based on market

need

6.3 Make properly propolis based product based on market

need


LEARNING UNIT 1 - USE BEEKEEPING TOOLS AND EQUIPMENT

Learning Outcomes:

1.1. Identify beekeeping tools and equipment

1.2. Select beekeeping tools and equipment

1.3. Handle beekeeping tools and equipment

1.4. Utilize beekeeping tools and equipment


Learning Outcome 1.1: Identify beekeping tools and equipment


Basic protective wear

bee suit

foot wear

hand gloves

Basic harvesting tools

bird quill (feather) brush

soft tree leaf brush

Traditional smoker

tin bee smoker

grass bee smoker

clay pot bee smoker

Traditional hives

log bee hive

clay bee hive

woven bee hive

bamboo bee hive (fixed

comb hive)

Transitional hives

top bar bee hive

Johnson bee hive

improved traditional bee

hive

Bellow smokers (bee

smokers) with protective wire

grid

Bee hive tools

bee brush

Brainstorming

Group discussion

Research

Presentations

Jigsaw

Whiteboard

Markers

Projector

Computer

Workshop


hive tool

Frame bee hives

Two in one bee suit (jacket

and trouser)

Bee processing Equipment

Air-tight buckets

Food grade drums

Refractometer

Weighing scale

Straining cloth

Centrifuge extractor

Honey settling Tank

Honey Press

Honey jars

Honey collection and

processing premises



Identify beekeping tools and equipment






Matching

Checklist Score

Yes No

Indicator: beekeping tools and equipment are well Identified

Basic protective wear are enumerated

Basic harvesting tools are listed

Traditional smoker is explained

Traditional hives are highlighted

Transitional hives are identified


Bellow smokers (bee smokers) with protective wire grid is highlighted

Bee hive tools are listed

Frame bee hives are identified

Observation

Learning Outcome 1.2: Select beekeeping tools and equipment


Describe the task to be done

Criteria of selecting tools

Criteria of selecting equipment

Brainstorming


group discussion

Individual practice

Equipped

workshop with

beekeeping tools

and equipment



Select beekeeping tools and equipment






Matching

Checklist Score

Yes No

Indicator: beekeeping tools and equipment are well selected

Tasks to be done are described

Criteria for selecting tools are enumerated

Criteria for selecting equipment are highlighted

Observation


Learning Outcome 1.3: Handle beekeeping tools and equipment


Holding position of tools

Holding position of equipment

Manipilate the tools and

equipment

Individual practice Group work Discussion Research Presentations

PPE

Protective wear

Basic harvesting tools

Traditional smoker

Traditional hives

Transitional hives

bee smokers with protective wire grid

Bee hive tools

Frame bee hives

Two in one bee suit (jacket and trouser)



Handle beekeeping tools and equipment




Performance

evidence


Checklist Score

Yes No

Indicator: work clothing or Personal Protective Equipment are chosen and put on

Holding position of tools is verified

Holding position of equipment is respected

tools and equipment are manipilated

Observation


Learning Outcome 1.4: Utilize beekeeping tools and equipment


Explanation of how beekeeping

tools and equipment work

Use of beekeeping tools

Use of beekeeping equipment

Individual practice

Group work

Discussion

Protective wear

Harvesting tools

Traditional smoker

Traditional hives

Transitional hives

bee smokers with

protective wire grid

Bee hive tools

Frame bee hives

Two in one bee suit

User guide



Utilize beekeeping tools and equipment




Performance

evidence


Checklist Score

Yes No

Indicator: beekeeping tools and equipment are well utilized

Explanations on how beekeeping tools and equipment work are given

beekeeping tools are used

beekeeping equipment are used

Observation


LEARNING UNIT 2 – INSTALL AN APIARY

Learning Outcomes:

2.1. Select an apiary site

2.2. Clear an apiary site

2.3. Prepare the bee hives

2.4. Install the bee hives

2.5. Fence off an apiary

2.6. Label an apiary


Learning Outcome 2.1: Select an apiary site


Identification of key factors for an apiary site Availability of forage plant Availability of clean and

freshwater Site having sufficient

shade Site not water logged Accessibility of the site Proximity (away from

other utilities e.g; schools, residential estates, hospitals, etc

Pests – avoid areas that are heavily infested

Fire Hazards – avoid areas with frequent bush fires

Distance between Apiaries

Pesticides – site the apiary far from fields which are sprayed with pesticides

Visiting different areas

Selecting (choosing ) the most appropriate apiary site based on the observation(s) above

Brainstorming

Group discussion/group work

Research

Group presentations

Whiteboard

Markers

Training room

Projector

Computer

Internet

Notebooks

Pens

Machetes

/pangas

Gumboots




Select an apiary site




Performance

evidence


Checklist Score

Yes No

Indicator: an apiary site is well select

key factors for an apiary site are Identified

different areas are visited

the most appropriate apiary site based on the observation(s) is

selected

Observation

Learning Outcome 2.2: Clear an apiary site


Explanation of the importance of clearing an apiary site

Slashing of selected apiary site

Pruning of overhanging tree branches

Removing of cut grasses, tree branches and dry wood

Leveling of the ground e.g. by filling holes

Group practice of clearing the apiary site

PPEs (Gumboots,

hand gloves, etc

Machete/Pangas

Slashers

Hoes

Rakes

Gumboots

Apron

Shovel




Clear an apiary site




Performance

evidence


Checklist Score

Yes No

Indicator : clearing an apiary site is well performed

Importance of clearing an apiary site is outlined

Selected apiary site is well slashed

Overhanging tree branches are well pruned

Cut grasses, tree branches and dry wood are well removed

Ground for an apiary site is well leveled

Observation

Learning Outcome 2.3: Prepare bee hives


Explaining the importance of preparing bee hives

Cleaning bee hives e.g. by brushing or burning grass inside

Labeling beehives

Baiting bee hives

Closing openings on the bee hives apart from bee entrances

Individual practice

Group work

Work clothing or PPE

Traditional hives log bee hive

clay bee hive

woven bee hive

bamboo bee hive

Transitional hives top bar bee hive

Johnson bee hive

improved traditional

bee hive




Prepare bee hives




Performance

evidence


Checklist Score

Yes No

Indicator: Bee hives are well prepared

Importance of preparing bee hives is given

Beehives are well cleaned and free from unwanted materials

Beehives are well labeled

Beehives are well baited

Openings on the bee hives apart from bee entrances are well closed

Observation

Learning Outcome 2.4: Install bee hives


Fix hive stands/platforms

Hang or place bee hives on stands

or platforms

Slightly incline or tilt the bee hives

(downwards) at entrances

Cover bee hives

Individual practice

Group work

PPE (gumboots, gloves and apron)

Bee hives

Hive stands

Cover

Machete/Pangas

Hoes

Poles

Pickaxe Hammer Nails Grease/burnt oil

Rat guard




Install bee hives




Performance

evidence


Checklist Score

Yes No

Indicator: Bee hives are well prepared

Hive stands/platforms are well fixed

Bee hives are well place on stands or platforms

Bee hives are slightly inclined at entrances

Bee hives are well covered

Observation

Learning Outcome 2.5: Fence off an apiary


Demarcating the apiary

Fixing the poles

Fixing the barbed wires

Planting live fence

Fixing and locking door

Individual practice

Group work

PPE (gumboots, gloves and apron, overall)

Machete/Pangas

Hoes

Poles Pickaxe

Hammer Nails Grease/burnt oil Rat guard

barbed wire/fencing wires

Planting materials e.g. seeds, seedlings, cuttings, watering can, water.




Fence off an apiary




Performance

evidence


Checklist Score

Yes No

Indicator: An apiary is well fence

Apiary is well demarcated

Poles are well fixed

Barbed wires are well fixed

Live fence is well planted

Door of an is well fixed and locked

Observation

Learning Outcome 2.6: Label the apiary


Stating the reasons for labelling the

apiary

Designing appropriate labels/sign

posts

Making the labels/sign posts

Fixing labels/sign posts

Individual practice

Group work

PPE (gumboots, gloves and apron)

Machete/Pangas

Hoes

Poles Timber Pickaxe Nails

Paint

Brush

Cement

Gravel

Sand




Label the apiary




Performance

evidence


Checklist Score

Yes No

Indicator: An apiary is well labelled

Reasons for labelling the apiary are well enumerated

Labels/sign posts are well designed

Labels/sign posts are well made

Labels/sign posts are well fixed

Observation


LEARNING UNIT 3 – POPULATE BEEHIVE

Learning Outcomes:

3.1. Bait bee hives

3.2.Catch the bee swarms

3.3.Divide bee colonies

3.4.Unite bee colonies

3.5. Feed honey bees


Learning Outcome 3.1: Bait bee hives


Differenciate types of bee baits

Description of bait application techniques

Cleaning the bee hives e.g. by burning inside or by brushing

Melting baiting materials e.g. bees wax and propolis

Smearing baiting material on the top bars/fix wax foundation on top bars in the center

Placing baited top bars back in the bee hive and close it

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Whiteboard

Markers

Projector

Computer

Baiting materials e.g.

beeswax and propolis

fire/heat source

top bars

wax foundation sheet

knife

PPE



Bait bee hives






Checklist Score

Yes No

Indicator: Beehive is well baited

Types of bee baits are enumerated

Bait application techniques are highlighted

Bee hives are cleaned

Baiting materials are melted

Smearing baiting material on the top bars/fix wax foundation on top

bars in the center is performed

Placing baited top bars back in the bee hive and close it is well done

Observation

Learning Outcome 3.2: Catch the bee swarms


Locating bee swarms

Preparing an empty bee hive by cleaning and baiting

Putting on protective gear

Calming the bee swarms e.g. by sprinkling cold water or sugar syrup on the bees

Collecting the bee swarm e.g. by shaking the branch so that the bees fall in the box/skep container

Closing the container and turn it upside down after collecting bees

Allowing the bees to settle in the box/skep for about 20 minutes before transferring to shade/dark place

Carrying the bee swarm to the apiary at night

Opening half of the bee hive

Pouring the bees gently into the bee hive

Closing the bee hive and ensure that it is well positioned/placed

Brainstorming

Group discussion

Presentations

Individual practice

Group work /practice

PPE

Bee swarm

Container e.g.

bucket/pot/skep

Ladder

Empty bee hive

and include

Cold water or

sugar syrup

Record book

Pen


Feeding the bees with supplementary feeds e.g. honey or sugar syrup

Fixing queen includer at the hive entrance

Removing the queen includer after 3 days

Recording and monitoring performance of the new colony



Catch the bee swarms




Performance

evidence


Checklist Score

Yes No

Indicator: Bee swarms are well caught

Bee swarms are located

Empty bee hive is prepared by cleaning and baiting

Protective gear is putting on

Bee swarms are calmed

Bee swarm is collected

Container is close and turn it upside down after collecting bees

Bees are allowed to settle in the box/skep for about 20 minutes before

transferring to shade/dark place

Bee swarm is carried to the apiary at night

Half of the bee hive is opened

Bees are gently poured into the bee hive

Bee hive is closed and ensured that it is well positioned/placed

Bees are fed with supplementary feeds


Queen includer is fixed at the hive entrance

Queen includer is removed the after 3 days

Performance of the new colony is recorded and monitored

Observation

Learning Outcome 3.3: Divide bee colonies


Identifying a strong bee colony to divide

Preparing an empty bee hive

Lighting the bee smoker

Collecting smoking material

Opening the bee smoker

Putting some little smoking material in the smoker

Lighting the material in the bee smoker and puff gently for the fire to catch well

Addition more smoking material

Closing the bee smoker

Continuing puffing to retain the fire in the smoker

After using, pour out the remaining smoking material in the bee smoker and extinguish the fire by either covering it with soil or pouring water

Ensure that the fire is completely put off before leaving the site

Putting on protective wear

Removing some top bars from the empty bee

hive

Gently calming the bee by smoking

Opening the bee hive with a strong bee colony

Identifying two combs with sealed and

unsealed brood

Transfering the two open brood combs in to

the empty bee hive and ensure that some

unsealed brood combs remain in the old hive

Individual practice

Group work/Practice

Group Discussion

Presentations

PPE

Strong bee

colony

new empty

bee hive

hive tool

bee smoker

and smoking

material

match box/fire

source

bee brush

torch and a

container e.g.

a plastic cup,

record book,

pen


Identifying two combs with pollen and

transfer them to either sides of the brood

combs in the new hive

Also identifying two combs with honey and

transfer them to either sides of the pollen

combs

Scooping about half of the worker bees from

the old bee hive into the new bee hive

Replacing top bars in both bee hives to ensure

that no space is left

Closing both bee hives

Placing the new bee hive on the position of the

old bee hive. Then place the old bee hive at

least 1 meter from its original position or place

it on top of the new bee hive with the entrance

facing the opposite direction

Recording and monitoring performance of the

two colonies



Divide bee colonies




Performance

evidence


Checklist Score

Yes No

Indicator: Bee colonies is well divided

Strong bee colony to divide is identified

Empty bee hive is prepared

Bee smoker is lightned


Protective wear is put on

Some top bars from the empty bee hive are removed

Bees are calmed by smoking

Bee hive with a strong bee colony is opened

Two combs with sealed and unsealed brood are identified

Two open brood combs are transferred in to the empty bee hive and

ensured that some unsealed brood combs remain in the old hive

Two combs with pollen are identified and transferred to either sides of

the brood combs in the new hive

Two combs with honey are identified and transferred to either sides of

the pollen combs

Scooping about half of the worker bees from the old bee hive into the

new bee hive

Top bars in both bee hives are replaced to ensure that no space is left

Both bee hives closed

New bee hive is placed on the position of the old bee hive. Then place

the old bee hive at least 1 meter from its original position or place it on

top of the new bee hive with the entrance facing the opposite

direction

Performance of the two colonies is recorded and monitored

Observation

Learning Outcome 3.4: Unite colonies


Identifying weak colonies

Lighting the bee smoker


Calming the bees by gently

smoking

Opening the two weak bee

colonies in the two bee hives to

be united

Making critical observations

Identifying stronger queen and

cage it

Removing weaker queen and kill

it

Individual practice

Group work

Discussion

Protective wear

Queen cage

Two weak bee colonies

Hive tools

Bee smoker and

smoking materials

Fire

Sugar dough/ sugar

syrup/ honey


Transfering all the brood, honey

and pollen combs, and bees to

one bee hive after not more than

1 hour

Reintroduce the selected queen

into the bee hive to ensure that

she will be accepted within 1

hour

Closing the bee hive

Checking for acceptance of the

queen after three days

Recording and monitoring

performance of the new colony



Unite colonies





Checklist Score

Yes No

Indicator: Bee colonies are correctly united

Weak colonies are identified

Bee smoker is lighted



Two weak bee colonies in the two bee hives to be united are opened

Critical observations is making to identify strong queen

Stronger queen is identified and caged

Weaker queen is removed and killed


All the brood, honey and pollen combs, and bees are transferred to

one bee hive after not more than 1 hour

Selected queen is reintroduced into the bee hive to ensure that she will

be accepted within 1 hour

Bee hive is closed

Acceptance of the queen is checked after three days

Performance of the new colony is recording and monitored

Observation

Learning Outcome 3.5: Feed honey bees


Establishment bee forage

Provision of water

Cleaning utensils for feeding bees

Identification of natural bee

forage plants

Protection of natural bee forage

plants

Individual practice

Group work

Group discussion

PPE (gumboots, gloves, apron)

Bee forage planting materials e.g. seeds or seedlings

Hoes

machete/panga/slasher

watering can

secateurs

rake

Water troughs

Water

stones/pieces of sticks

jerry can/watering can

Mild detergent

Brush

Bee feeding utensils

Wiper

pen, paper, camera/phone with camera

labels, photographs /samples of natural bee forage plants

slasher, poles, barbed wire, nails, hammer, labels/sign posts




Feed honey bees





Checklist Score

Yes No

Indicator: Bee colonies are correctly united

Bee forage is established

Water is provided

Utensils for feeding bees are cleaned

Natural bee forage plants are identified

Natural bee forage plants is protected

Observation


LEARNING UNIT 4 – MANAGE INSECTS, DISEASES AND PREDATORS IN BEEHIVE

Learning Outcomes:

4.1.Identify common insects, diseases and predators in beehive

4.2.Take preventive steps/methods to overcome insects, diseases

and predators in beehive

4.3. General measures for bee protection


Learning Outcome 4.1: Identify common insects, diseases and predators in beehive


Collect sample and take picture of common bee pests, predators and diseased bees or brood

Microbial diseases Bacterial diseases Fungal diseases Viral diseases Protozoa diseases

Parasitic bee mites Varroa mite Tropilaelaps mite Tracheal mite

Insect Beetles Ants Wasps and hornets Wax moth and other lepidoptera

Vertebrates Amphibians Reptiles Birds Mammals

Observe and identify the pests, predators and diseases

Identify the causes and symptoms

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Protective wear

Sample of pests,

predators and

diseases,

bees/brood or

pictures

Magnifying glass

Bee smoker



Identify common insects, diseases and predators in beehive





Written evidence

Performance

evidence



Matching


Problem solving



Checklist Score

Yes No

Indicator: Common insects, diseases and predators in beehive are well identified

Sample of common bee pests, predators and diseased bees or brood

are collected and pictures are taken

Pests, predators and diseases are observed and identified

Causes and symptoms are identified

Observation

Learning Outcome 4.2: Take preventive steps/methods to overcome insects, diseases and predators in beehive


Lighting a bee smoker


Calming the bees by smoking gently

Opening the bee hive

Checking for bee pest and predator infestation or presence within the apiary e.g. by observing bee activity

Brainstorming

Group discussion

Presentations

Individual practice


Protective gear

bee smoker

smoking materials

fire

hive tool

magnifying glass

grease


Administering the appropriate control (grease, rat guard, bio pesticide)

Closing the hive

Putting off the bee smoker

rat guard

hive disinfectants



Take preventive steps/methods to overcome insects, diseases and predators in beehive




Written evidence

Performance

evidence



Matching


Checklist Score

Yes No

Indicator: Preventive steps/methods to overcome insects, diseases and predators in beehive are well taken




Bee hive is opened

Bee pest and predator infestation or presence within the apiary is

checked

Appropriate control (grease, rat guard, bio pesticide) is administered

Hive is closed

Bee smoker is putting off

Observation


Learning Outcome 4.3: General measures for bee protection


Strenuous efforts should be made to maintain

vigorous colonies, with large, healthy worker

populations, good laying queens and

adequate honey and pollen stores.

The number of hive boxes and combs should

be adapted to the colony strength.

Diseases, parasites and predators likely to

significantly weaken colonies should be

properly controlled.

Apiary sites should be selected with much care

Colonies must be protected against poisoning

by pesticides

All hive parts and equipment should be kept

clean and in good working order.

Hives should be kept on stands, and apiaries

should be securely fenced

Hives should be manipulated with great care

Other measures

good beekeeping practices are the best

prevention

Mechanical control

Raising awareness about the benefits of

the bees

Hive disturbance should be kept to the

absolute minimum.

Use of organic beekeeping methods

Brainstorming

Trainer presentation

Trainees presentations

Goup Discussion

Computer

Whiteboard

Markers

Projector



General measures for bee protection







Matching


Problem solving


Checklist Score

Yes No

Indicator: General measures for bee protection are well stated

Measures for bee protection are enumerated

Measures for bee protection are implemented

Observation


LEARNING UNIT 5 – HARVEST, STORAGE, PROCESS AND MARKET THE PRODUCE

Learning Outcomes:

5.1.Determine the honey maturity

5.2. Harvest honey

5.3. Determine the moisture content of honey

5.4. Perform harvesting and storage of beehives products

5.5. Strain honey

5.6. Press honey combs

5.7. Identify the honey and bee related by-products traders

5.8. Plan a good supply chain


Learning Outcome 5.1: Determine the honey maturity




Going to the apiary and make observations on bee flight activities, smell of honey in bee hive, bees crowding at the hive entrance and check the weight of the bee hive

Then calming the bees by smoking gently


Making observation on combs (sealed/unsealed combs) and record

Closing the bee hive after putting back the top bars in their positions

Putting off the fire in the smoker before leaving the apiary

The sealed/capped honey is mature for harvesting, you can now plan to harvest if most of the honey combs are capped. Otherwise do not harvest

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Protective wear

bee smoker and

smoking material

fire source

hive tools

torch

air tight buckets




Determine the honey maturity





Checklist Score

Yes No

Indicator: Honey maturity is well determined


Protective gear is put on

Observations on bee flight activities, smelling of honey in bee hive,

bees crowding at the hive entrance and checking the weight of the bee

hive are made


Bee hive is opened

Observation on combs (sealed/unsealed combs) and recording is made

Bee hive after putting back the top bars in their positions is closed

Fire in the smoker before leaving the apiary is put off

Harvesting is planned if most of the honey combs are capped.

Otherwise do not harvest

Observation

Learning Outcome 5.2: Harvest honey


Preparing harvesting equipment e.g. by cleaning buckets, hive tools and protective wear


Wearing protective gear

Brainstorming

Group discussion

Individual practice


Protective wear

airtight buckets

bee smoker

smoking material

(cow dung,


Approaching the bee hive from behind or from the sides

Calming the bees by smoking gently


Loosening and lifting the combs in top bars/frames

Brushing off the bees back into the bee hive

Cutting sealed combs into the bucket and cover and put the top bars aside

Rearranging the top bars

Covering the bee hive

Smoking the bee hive gently to calm the bees

Brushing off bees from your clothing and smoke if necessary

Extinguishing the fire before living the apiary

Carrying honey combs in the airtight buckets, label and store in a cool dry place

wood shavings,

sisal sack, grass

etc)

fire source

bee brush

knife

a torch/lamp.



Harvest honey





Checklist Score

Yes No

Indicator: Honey is well harvested

Harvesting equipment are prepared



Protective gear is worn

Bee hive is approched from behind or from the sides


Bee hive is opened

Combs in top bars/frames are loosened and lifted

Bees are brushed off and back into the bee hive

Sealed combs are cut and put into the bucket and covered and put the

top bars aside

Top bars are rearranged

Bee hive is covered

Bee hive is smoked gently to calm the bees

Bees from your clothing are brushed off

Fire is extinguished the before living the apiary

Honey combs are carryied in the airtight buckets, labeled and stored in

a cool dry place

Observation

Learning Outcome 5.3: Determine the moisture content of honey


Resources

Description of the characteristics of honey

Explanation of the effects of high water content

in honey

Explanation of the best moisture range in honey

Collecting honey samples

Opening the refractometer

Placing a drop of honey on the refractometer

slide and cover

Reading the refractometer carefully facing the

direction of light

Recording the refractometer reading

Cleaning the slide thoroughly e.g. by wiping with

a soft cloth

Covering the slide and store the refractometer

in a dust free, dry room

Brainstorming



Goup Discussion

Individual practice

Group practice

Computer

Projector

Whiteboard

Marker

Refractomete

r

Honey

Scooping tool

e.g. spoon

Wiper e.g.

tissue paper

Gloves




Moisture content of honey noted and honey graded according to moisture content




Written evidence




Matching


Problem solving


Checklist Score

Yes No

Indicator: Moisture content of honey is determined

Characteristics of honey are described

Effects of high water content in honey are explained

Best moisture range in honey are explained

Honey samples are collected

Refractometer is opened

A drop of honey is placed on the refractometer slide and covered

Refractometer is read carefully facing the direction of light

Refractometer reading is recorded

Slide are thoroughly cleaned

Slide are covered and stored the refractometer in a dust free, dry room

Observation


Learning Outcome 5.4: Perform harvesting and storage of beehive products


Explanation of honey bee behavior, botany and physiology

Explanation of the dangers and uses of bee venom

discussion on why bees sting

Discussion on the duration of bee venon collection

Discussion on the factors that affecting quality of bee venom collected

Explanation of the effects of collecting bee venom from a bee hive placed near other colonized bee hives

Harvesting and storing bee venom

Preparing bee venom collecting equipment


Assembling venom collector e.g. by connecting the wires to power

Placing the venom collector at the entrance of the bee hive

Switching on the collector and leave for about 30 minutes

Scraping off venom into a collecting bottle using a sharp tool e.g. razor blade

Sealing the bottle containing the venom tightly and store in a refrigerator

Explanation of the materials for making pollen traps and how the traps work

Discusion on the duration of the use of the pollen trap

Explaining bee forage for pollen production

Discuss uses of pollen to bees and man

Explaining floral calendar

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Jigsaw

Protective gear

Venom collector

power source

sharp tools e.g.

razor blade

storage bottle

freezer

controller

labels

Pollen trap

bee smoker

smoking

materials

fire source

collection

polythene bags

drier

Grafting tool

queen cells

strong colonies

queen cell holder

frames

pump/syringe

bottles

hive tool


Harvesting and storing bee pollen



Calming the bees by gently smoking

Placing a pollen trap at the bee hive entrance and collect pollen in the evenings into collection bags

Drying the pollen

Packing pollen in polythene bags, label and store at room temperature

Description of honey bee life cycle and different honey bee castes/types

Definition of royal jelly and explanation its uses to bees and humans

Explanation the factors that affect royal jelly production

Description of the procedures of harvesting royal jelly

Harvest and store royal jelly

Identification of strong colonies

Preparing nuclei boxes

Lighting bee smoker


Preparing the nuclei boxes by transferring some bees and frames to these nucs

Making the honey bee colony queenless

Grafting eggs using the grafting tool into queen cells on the frames

Introducing the queen cells with grafted eggs into the queen less colony

Monitoring the performance and ensure that there is enough honey/ food in the bee hive

On fourth day, extracting royal jelly using a syringe/royal jelly harvesting pump and put in a bottle


Putting off the fire in the smoker before leaving the apiary

Sealing royal jelly in the bottle, label and store in a refrigerator



Quality bee venom, bee pollen and royal jelly harvested




Written evidence




Matching




Checklist Score

Yes No

Indicator: Common insects, diseases and predators in beehive are well identified

Honey bee behavior, botany and physiology is explained

Dangers and uses of bee venom are explained

The reasons why bees sting are enumerated

Duration of bee venon collection is discussed

Factors that affecting quality of bee venom are discussed

Effects of collecting bee venom from a bee hive placed near other

colonized bee hives are enumerated

Bee venom are harvested and stored

Materials for making pollen traps and how the traps work are

explained

Duration of the use of the pollen trap is discussed

Bee forage for pollen production is explained


Uses of pollen to bees and man are discussed

Floral calendar is explained

Harvesting and storing bee pollen

Honey bee life cycle and different honey bee castes/types are

described

Royal jelly is defined and its uses to bees and humans are explained

factors that affect royal jelly production are explained

procedures of harvesting royal jelly is described

Royal jelly is harvest and stored

Observation

Learning Outcome 5.5: Strain honey


Explanationof the properties of honey

Discussion on the methods of processing honey

Definition of honey straining

Description of the process of honey straining

Preparing equipment

separating dark and light/white honey combs

Removing all dead bees and any other unwanted materials

Uncaping the honey combs and break them before filtering with straining cloth tied over a bucket

Settling the honey in settling tanks or buckets for at least 12 hours

Removing the scum e.g. by scooping with a cup

Testing the moisture content of honey

Pack honey in food grade containers, label and store in a cool dry room

Stating the values of honey

Brainstorming

Group discussion

Individual practice


Food grade

straining buckets

cloth for honey

straining

rubber band for

tying straining

cloth on bucket,

tables

food grade gloves

apron

gumboots

cap and face mask

honey combs

labels


Description of the factors that affect the quality of honey



Strain honey




Written evidence




Matching




Checklist Score

Yes No

Indicator: Honey is well strained

Properties of honey are explained

Methods of processing honey are discussed

honey straining is defined

Process of honey straining is described

values of honey are stated

Factors that affect the quality of honey are described

Observation


Learning Outcome 5.6: Press honey combs


Discussion of the methods of processing

honey

Listing of advantages and disadvantages of

the honey press method

Description of the honey press method of

processing honey

Description of steps involved in honey

press method

Preparing equipment

Sorting honey combs

Removing all dead bees and other

foreign materials from the honey

combs

Uncaping and breaking the honey

combs, put them in cloth bags and

place them in the honey press

Pressing the honey combs

Pouring the honey in tanks and allow

it to settle for at least 12 hours

Removing the scum

Testing the moisture content of the

honey

Packing it in food grade containers

before labelling and storing in dry

rooms

Brainstorming



Goup Discussion

Individual practice

Group practice

Computer

Projector

Whiteboard

Marker

A honey press machine

straining cloth

sieves and collection/ settling tanks/buckets

tables where buckets are placed

air tight food grade buckets for packaging

honey refractometer

protective wear

water

clean towel

uncapping knife/ comb

honey combs

labels



Press honey combs





Written evidence




Matching


Problem solving


Checklist Score

Yes No

Indicator: General measures for bee protection are well stated

Methods of processing honey are discussed

Advantages and disadvantages of the honey press are listed

Honey press method of processing honey is described

All steps involved in honey press method are described

Observation


LEARNING UNIT 6 – TRANSFORM BEEHIVE PRODUCTS

Learning Outcomes:

6.1.Produce honey-based products

6.2.Make beeswax-based products

6.3.Make propolis-based products


Learning Outcome 6.1: Produce honey-based products


Making honey wine Explaining process of wine

fermentation Explaining different ingredients for

wine formation and their uses Discussing other raw materials

combined with honey to make good wine

Making honey vinegar Explaining the process of making

honey vinegar Discussion the uses of honey vinegar

Make honey body cream Explaining the process of making the

honey cream Explanation of different ingredients

for making the honey cream Discussion on the uses of the honey

cream Explanation of different steps of

making honey body cream

Preparing ingredients Weighing ingredients and put in a container

Briefly warming and mix the ingredients thoroughly (do not warm honey beyond 45 0c)

Adding additives Cooling, packing and labelling before storing in a cool dry place

Group discussion

Presentations

Individual practice

Group work

Fermentation bins

alcohol meter

honey

Yeast

Cleanser

Hydrometer

Weighing scale

Saucepans/water heaters

Wine bottles

Wine filters

Capping machine

Wine cellars

Food protective wear

PH meter

Siphoning tube

Corks/stoppers

Shrink capsules

Labels

Saucepan heat source- fuel

(charcoal stove) ingredients e.g.

honey, essential oils, glycerin, colour and aroma,

protective wear stirring rod water

mother vinegar honey wine

buckets


bottles



Produce honey-based products




Written evidence




Matching


Problem solving


Checklist Score

Yes No

Indicator 1: The process of making honey wine is well explained

The process of wine fermentation is explained

Different ingredients for wine formation and their uses are explained

Other raw materials combined with honey to make good wine are

discussed

Indicator 2: The process of making honey vinegar iswell explained

The process of making honey vinegar is well explained

The uses of honey vinegar is discussed

Indicator 3: Honey body cream is well made

the process of making the honey cream is explained

different ingredients for making the honey cream are listed and

explained

the uses of the honey cream are discussed

different steps of making honey body cream are explained

Observation


Learning Outcome 6.2: Make beeswax-based products


Resources

Discussion on the properties of beeswax

Explanation of the process of beeswax production by bees

Mentioning of other materials that can add value to beeswax candle making e.g. insect repellent and scent

Discussion on different sizes and shapes of candles for different occasions e.g. birthday, Christmas, Easter, etc

Explanation of the process of beeswax candle making

Melting good quantity beeswax in double boiler

Preparing the mould by rubbing the inside with soap so the wax does not stick to the mould

Position the wick carefully in the centre of the candle mould

The wick should be clipped at the top so that it rests on the top of the mould to keep it in place. Two small pieces of stick cut part way through are sufficient to keep the wick in the middle of the mould from the bottom

Putting the mould securely in place where it will not be disturbed before the wax is set. This will be several hours

It may be helpful to stand the mould in a tin of cold water. This will give it stability and also help it to set

Pouring in the molten beeswax carefully until the mould is full to the top.

Watching the wax level and if it drops then add a little more wax immediately

Leaving undisturbed until it is set. This is best left until the next day

Removing the supporting stick at the top and release the candle from the mould by removing the bottom block and pushing it out

Brainstorming

Group discussion

Individual practice


Candle wick

Beeswax

Mould

Saucepan

rubber band

fuel

source of fire

wick holder (2

pieces of stick)

scent

mosquito

repellent

protective

wear

2 pieces of

sticks

essential oil

packaging

materials

heat source

herbs

water

aroma

colour

stirring rod

labels

Turpentine

Container

sieving

material


Making beewax ointment

Explaining the process of making beeswax ointment

Listing other materials used to add value to the beeswax ointment

Discussion the uses of the beeswax ointment

Explanation of the steps involved in beeswax ointment

Making beeswax floor/furniture polish

Explanation the process of making beeswax floor/furniture polish

Description the properties of beeswax floor/furniture polish

Steps involved in beeswax floor:

Measure materials e.g. beeswax, genuine turpentine

Melt beeswax in double boiler

When melted, pour quickly into a container

Quickly stir the turpentine into the wax

Keep stirring fast and do not stop stirring until the mixture thickens

Pour into suitable containers and label attractively



Make beeswax-based products




Written evidence



Matching


Problem solving



Checklist Score

Yes No

Indicator: Beeswax-based products are made

The properties of beeswax are discussed

The process of beeswax production by bees is explained

Other materials that can add value to beeswax candle making are

mentionned

Different sizes and shapes of candles for different occasions are

discussed

The process of beeswax candle making is explained

Beewax ointment is made

Beeswax floor/furniture polish is made

Observation

Learning Outcome 6.3: Make propolis-based products


Discussion on the sources of propolis

Explanation of the process of colleting

propolis

Explain the uses of propolis tincture

Explanation the steps taken to make

propolis tincture

Clean crude propolis

Break propolis in to small pieces

Soak propolis in ethanol (ethanol 96%

for topical uses and 75% for oral)

Keep the mixture in dark room and

shake daily at least three times for one

month

Filter, package and label after at least 3

weeks

Store propolis tincture in a dark

room/containers

Discussion of the uses of propolis ointment

Brainstorming



Goup Discussion

Individual practice

Group practice

Computer

Projector

Whiteboard

Marker

Soaking

container

(food grade)

Knife

pieces of

wood

hammer

ethanol

alcohol-

meter

strainer


Explanation of the steps taken in making

propolis ointment

Preparing materials e.g. a pan of boiling

water over the fire

Putting all the ingredients except

water, in a clean pan

Heating the pan until all the oils and

wax are melted together (double

boiling method)

In a second clean pan mix the propolis

tincture, and scented herbal water

Heating the wax pan in the double

boiler until the wax mixture is ready

Preparing another clean pan and pour

the molten beeswax and oil there after

followed by the propolis tincture

mixture

Stiring the mixtures continuously

without stopping until the mixture

becomes thick

Packing the ointment into small packs

before it cools

Labeling the ointment in the packs

filter papers

bottling

containers

protective

wear

propolis

labels

Saucepans

propolis

tincture

heat source

essential oils

colour

aroma

packaging

containers



Make propolis-based products




Written evidence



Matching


Problem solving



Checklist Score

Yes No

Indicator: Propolis-based products are made

The sources of propolis are discussed

The process of colleting propolis is explained

The uses of propolis tincture are explained

The steps taken to make propolis tincture is explained

The uses of propolis ointment are discussed

The steps taken in making propolis ointment are explained

Observation



Nyungwe National Park is an Afromontane tropical

forest located in Rwanda. It is surrounded by

beekeepers grouped in Ubwiza bwa Nyungwe

Beekeeper Union, who mostly rely on this forest for

their survival. This Union has a tender of

determining honey maturity, harvest honey,

determine moisture content of honey, make honey

cream, and make beeswax candles. You as an

experienced beekeeper who won this tender you

are requested to complete this work within 8hours.

Determine honey maturity in top bar hive

Harvest honey in top bar hive

Determine the moisture content of the

honey

Make honey body cream

Make beeswax candles

All equipment and tools will be provided by Ubwiza

bwa Nyungwe Beekeeper Union.

- protective wear (bee suit, foot wear,

hand gloves)

- Transitional hives (top bar bee hive,

Johnson bee hive, improved

traditional bee hive)

- Bee hive tools (bee brush, hive tool)

- Frame bee hives

- bee smoker and smoking material, fire

source

- torch, air tight buckets, knife

- Refractometer, Honey, Scooping tool

- Wiper, saucepan, heat source,

weighing scale, packaging jar,

essential oils, glycerin, colour and

aroma.

- Candle wick, beeswax, mould, rubber

band, fuel, wick holder, scent,

mosquito repellent, protective wear, 2

pieces of sticks



Checklist Score

Yes No

Indicator 1: Honey maturity is well determined


Protective gear is put on

Observations on bee flight activities, smelling of honey in bee hive, bees

crowding at the hive entrance and checking the weight of the bee hive are

made


Bee hive is opened

Observation on combs (sealed/unsealed combs) and recording is made

Bee hive after putting back the top bars in their positions is closed

Fire in the smoker before leaving the apiary is put off

Harvesting is planned if most of the honey combs are capped. Otherwise

do not harvest

Indicator 2: Mature honey is well harvested

Harvesting equipment are prepared



Bee hive is approched from behind or from the sides


Bee hive is opened

Combs in top bars/frames are loosened and lifted

Bees are brushed off and back into the bee hive

Sealed combs are cut and put into the bucket and covered and put the top

bars aside

Top bars are rearranged

Bee hive is covered

Bee hive is smoked gently to calm the bees

Bees from your clothing are brushed off

Fire is extinguished the before living the apiary

Honey combs are carryied in the airtight buckets, labeled and stored in a

cool dry place

Indicator 3: Moisture content of honey is well determined

Characteristics of honey are described

Effects of high water content in honey are explained

Best moisture range in honey are explained


Honey samples are collected

Refractometer is opened

A drop of honey is placed on the refractometer slide and covered

Refractometer is read carefully facing the direction of light

Refractometer reading is recorded

Slide are thoroughly cleaned

Slide are covered and stored the refractometer in a dust free, dry room


Explaining the process of making the honey cream Explanation of different ingredients for making the honey cream Discussion on the uses of the honey cream Explanation of different steps of making honey body cream

Preparing ingredients Weighing ingredients and put in a container Briefly warming and mix the ingredients thoroughly (do not warm honey beyond 45 0c)

Adding additives Cooling, packing and labelling before storing in a cool dry place

Indicator 5: Beeswax candles are well made

Melting good quantity beeswax in double boiler

Preparing the mould by rubbing the inside with soap so the wax does not stick to the mould

Position the wick carefully in the centre of the candle mould

The wick should be clipped at the top so that it rests on the top of the mould to keep it in place. Two small pieces of stick cut part way through are sufficient to keep the wick in the middle of the mould from the bottom

Putting the mould securely in place where it will not be disturbed before the wax is set. This will be several hours

It may be helpful to stand the mould in a tin of cold water. This will give it stability and also help it to set

Pouring in the molten beeswax carefully until the mould is full to the top.

Watching the wax level and if it drops then add a little more wax immediately

Leaving undisturbed until it is set. This is best left until the next day

Removing the supporting stick at the top and release the candle from the mould by removing the bottom block and pushing it out


Observation


Checklist Score

Yes No

Indicator 1: Honey maturity is determined

Sealed/capped combs are abserved and identified

Mature honey is harvest

Indicator 2: Honey is well harvest

Quality honey is harvested

Bee death is minimized


Moisture content of honey noted and honey graded


Attractive aroma is added

Smooth texture is performed


Candles which are free from impurities are made

Wick is placed in the middle of the candle

Size of the candles are in conformity with the size of the wick

Observation


Checklist Score

Yes No

Indicator 1: Tools and equipment are well identified, checked and calibrated

Tools and equipment for determing honey maturity

Tools and equipment for honey harvesting

Tools and equipment for testing moisture content of honey

Tools and equipment for making honey body cream

Tools and equipment for beeswax candles making

Materials for lighting bee smoker are listed

Indicator 2: Adequate honey to be harvested is determined

Ripe and unripe honey are differenciated

Appropriate time for harvesting honey is established


Indicators of ripe honey are described

Indicator3: Quality honey is well harvested

Quality honey is harvested

Honey bee colony is retained


The range of moisture content of honey is discussed

Indicator 5: Impurity in honey body cream is well detected

Appearance is considered

State is considered


Beeswax extraction is discussed

Good beeswax candles are made

Observation


Checklist Score

Yes No

Indicator 1: Honey maturity is well determined

Protected wear is worn

Operations in the apiary are conducting in calm and gentle manner

Bee smoker is lighted to calm bees

After completing apiary operations, the fire is put off

Indicator 2: Operations of honey harvesting are safely conducted


Bee smoker is lighted to calm bees

Operations in the apiary are conducting in calm and gentle manner

After completing apiary operations, the fire is put off

Indicator 3: Testing for moisture content of honey is well done


Honey is not contaminated

Activity is carried out away from the apiary to avoid robber bees

Indicator 4: Dangers associated with honey body cream making process are avoided

Protective wear is worn

Good working environment is prepared

Getting burnt by hot substances is avoided


Indicator 5: Dangers related to beeswax candles making process are avoided

Beeswax is flammable and precaution are taken to not overheat

Touching molten beeswax is avoided

Spilling molten beeswax is avoided

Working environment is cleaned

Entry to the processing room is restricted

Protection gear is put on

Observation

References:

Bailey l & Ball BV (1991). Honey bee pathology (second edition). Academic press. London.

Coggshall WL & Morse RA (1984). Beeswax production, harvesting, processing and

products. Wicwas press, Ithaca. New york.

Honey Bee Health Coalition (2019). Best management practices for hive health. A guide for

beekeepers.

Maaif (2012). National beekeeping training and extension manual, uganda

Morse RA & Flottum K (1997). Honey bee pests, predators and diseases (third edition). Ai

root company. Medina, ohio.

RIRDC (2014). Australian Beekeeping Guide.

ROR (2009). National Beekeeping Guidelines. Ministry Of Agriculture And Animal

Resources, Kigali- Rwanda

Sammataro D & Avitabile A (1998). The beekeeper’s handbook (third edition). Cornell

University Press. Ithaca, New york.

David Cramp (2008). A practical guide of beekeeping. How to keep bees and develop your

full potential as an apiarist. Spring Hill, United Kingdom.


WCTRP701 Establish a recreational park


80

Credits: 8

Sector:

Environment


Issue date: October , 2020

Purpose statement

This module is intended for a learner in Level 7, Advanced TVET Diploma, where learner

acquires skills, knowledge and attitudes required to manage a recreational park entity.

The module will help the learner to be able to design a business plan for a recreational park, prepare site for a recreational park, populate a recreational park,manage a recreational park andimplement a business plan for a recreational park.

WCTRP701 RECREATIONAL PARK ESTABLISHMENT



Plant diversity

Animal diversity

Botanical garden







1. Design a business plan

for a recreational park

1.1. Select precise type of recreational park in line with the business

purpose

1.2. Identify appropriate needs for the recreational park in

accordance with its intended use

1.3. Design accurately an implementation road map of recreational

park based on available resources

1.4. Engage relevant stakeholders according to their inputs to the

business

1.5. Produce a concise technical business plan based on the business

goals

2. Construct site for a

recreational park

2.1. Select appropriately the site for recreational park according to

the type of recreational park

2.2. Design an appropriate landscape of the site for recreational park

according to their types

2.3. Prepare correctly the site for recreational park based on

landscape design

2.4. Construct adequately the site for recreational park in reference

with landscape design

2.5. Create adequately briefing points according to the services in

recreational park

3. Populate a

recreational park

3.1. Identify correctly recreational resources in recreational park

based on targeted groups


3.2. Select appropriate animal and plant species to put in

recreational park according to their roles

3.3. Populate correctly recreational park according to its

architectural design

4. Manage a recreational

park

4.1. Manage efficiently animal and plant species in recreation park

based on their ecological requirements

4.2. Manage efficiently business finance in accordance with recorded

Business Transactions

4.3. Manage appropriately human resource in accordance with in

accordance with business structure

4.4. Manage correctly marketing operations of park and recreation

services in accordance with market analysis


LEARNING UNIT 1 – DESIGN A BUSINESS PLAN FOR A RECREATIONAL PARK

Learning Outcomes:

1.1 Select type of recreational park

1.2 Identify needs for the recreational park

1.3 Design an implementation road map of recreational park

1.4 Engage stakeholders in recreation park

1.5 Produce a concise technical business plan


Learning Outcome 1.1: Select type of recreational park


Defintion of key terms Recreation

Park

Recreational park

Types of recreation Play

Recreation and leisure

Recreation and health

Recreation-culture

Defining and Selecting the types of recreation park Mini-Park

Neighborhood Park

School-Park

Community Park

Large Urban Park

Natural Resource Areas

Greenways

Sport complex

Special Use

Private Park/Recreation Facility

Identification of parks and recreation values Economic value Health and Environmental benefits Social importance

Brainstorming

Group discussion

Research

Presentations

Jigsaw

Whiteboard

Markers

Projector

Computer




Select type of recreational park






Matching

Checklist Score

Yes No

Indicator: type of recreational park is well selected

Recreational park is defined

Types of recreation are enumerated

Types of recreation parks are identified and selected

Observation

Learning Outcome 1.2: Identify needs for the recreational park


Purpose of recreation Recreation to meet physical needs

Recreation to meet social needs

Recreation to meet emotional needs

Providing Education with Recreation

Criteria for good standards for recreation park Relevance

People orientation

Performance standards

Feasibility

Brainstorming


Group discussion

Whiteboard

Markers

Projector

Computer


Practicality

Identification of needs for the recreational

park

Identification of required human resources

Identification of required physical asset (for example land)

Sources of finance Equity financing

Debt financing

Factors to consider when selecting sources of finance

Cash flow position

Mobilization cycle



Identify needs for the recreational park






Matching

Sequencing


Problem solving


concept / mind map

Checklist Score

Yes No

Indicator: The needs for the recreational park are well identified

Purpose of recreation


Criteria for good standards for recreation park

Identification of needs for the recreational park

Observation

Learning Outcome 1.3: Design an implementation road map of recreational park


Identification of High-quality design and

location

Establishment of safe, clean and attractive

condition

Engagement of local community

Development of business plans

Identification of potential partnerships

Establishment of flexible, age-friendly and

barrier-free design

Bulding public spaces that allow for year-

round use

Conversion of under-utilized facilities

Consideration of new facility provision

models

Identification of co-location opportunities

Group work

Discussion

Research

Presentations

Whiteboard

Markers

Projector

Computer



Design an implementation road map






Matching

Sequencing



Problem solving


Checklist Score

Yes No

Indicator: implementation road map is designed

High-quality design and location is identified

safe, clean and attractive condition are established

local community is engage

business plans are developed

potential partners are identified

flexible, age-friendly and barrier-free design is established

public spaces that allow for year-round use are built

under-utilized facilities is converted

new facility provision models are considered

co-location opportunities are identified

Observation

Learning Outcome 1.4: Engage stakeholders in recreation park


Assessment of the characteristics, interest and intentions of the different Stakeholders. Identificqtion of potential stakeholders

for collaboration

Mapping stakeholders’ interest in

collaboration

Validating stakeholder’s profiles and

positions

Organization of collaboration process with

stakeholders

Developping strategic partnership plan

for promoting stakeholder collaboration

Preparation of cost-benefit analysis for

stakeholder

Engaging partners in collaboration process

Brainstorming

Group discussion

Research

Presentations

Jigsaw

Whiteboard

Markers

Projector

Computer


Participation in the implementation of

Collaboration process with Stakeholders

Collaboration with stakeholders

Encouraging meaningful collaboration

Evaluating and reporting on collaboration



Engage stakeholders in recreation park






Matching

Problem solving

Checklist Score

Yes No

Indicator: Stakeholders in recreation park are well engaged

Characteristics, interest and intentions of the different stakeholders

assessed

Collaboration process with stakeholders is organized

Participation in the implementation of collaboration process with

Stakeholders is performed

Observation

Learning Outcome 1.5: Produce a concise technical business plan


Assess business environment for business opportunities

Analyze business

environment

Generate business idea

Brainstorming on Business

environment

Sample of

business

structure


Forms of business Sole proprietorship

Partnership

Corporation

Limited Liabilities

Companies

Franchises

Business structure Main departments

Organogram

Elements of business development plan Opportunity for growth

Funding plan

Financial goals

Sales and marketing

activity

Team needs


Business

development plan

Discussion on forms of business

Discussion on business structure

Brainstorming on elements of business development plan

Discussion on format of business development plan

Practical work on business development plan

Business

development

plan template

Sample of

business

development

plan

Projector

Computer

Flip chart

Markers

Papers

Board



Produce a concise technical business plan




Written evidence

Product evidence

Essay (short responses)

Product Checklist

Task : Develop business development plan focusing on

given business structure.

Checklist Score

Yes No

Indicator 1: Key terms are well Explained

Business development is explained


Business development plan is explained

Indicator2: Business structure is well identified

Business main departments are identified

Organogram is demonstrated

Indicator3: Elements of business development plan are well explained

Opportunity for growth is explained

Funding plan is explained

Financial goals is explained

Sales and marketing activity is explained

Team needs is explained

Observation


LEARNING UNIT 2 – CONSTRUCT SITE FOR A RECREATION PARK

Learning Outcomes:

2.1 Select the site for recreational park

2.2 Design landscape of the site for recreation park

2.3 Prepare site for recreational park

2.4 Construct the site for recreational park

2.5 Contruct briefing points in recreational park


Learning Outcome 2.1: Select the site for recreational park


Identification of key factors for a recreational park Soil Topography Accessibility safety Wind Flora Fauna Land ownership Distribution of the site Bridge Open water and cover

location Climate Legal, Policy and

Institutional Framework

Visiting different areas

Selecting (choosing ) the most appropriate site for recreational park based on the observation(s) above

Brainstorming

Group discussion/group work

Research

Group presentations

Whiteboard

Markers

Training room

Projector

Computer

Internet

Notebooks

Pens

Machetes

/pangas

Gumboots



Select the site for recreational park





Performance

evidence


Checklist Score

Yes No

Indicator: Site for recreational site is well selected

key factors for selecting a site for recreational park are identified

different areas are visited

the most appropriate recreational site based on the key factors is

selected

Observation

Learning Outcome 2.2: Design landscape of the site for recreational park


Designing conceptual plan relevant to recreational park

Concept of recreational park and Arts

Factors in Landscaping and Architectural design of recreational park General layout of your space Existing slopes, banks and flat spaces

enhance the native feel of your park. There are far too many “parking-lot”

parks Vistas or view corridors (placing your

playground equipment in an area that doesn’t block desirable viewpoints) urban development pattern zoning densities in the respective

neighborhoods being served

Landscape design of parks Green spaces with color

compositions from trees and shrubs Sanitary-hygienic (protection from

dust, noise reduction, climate control)

Discussion on conceptual plan for recreational park

Case study /Field visit on local recreational park

Presentation on factors in landscape and architectural design

Discussion on landscape design of park

Discussion on placing small architectural forms in the park

Discussion on the design of recreational park in the modern world

o Practical work on the design of the architectural

Projector

Computer

Papers

Flip chart

Markers

Archicad

software

Autocad

software

Referencing

books

/Journals


Spatial planning solution (creation of spatial structure, separation of functional zones)

Decorative - artistic (creation of compositional accents and background for the park, decoration of objects);

updating of existing zones with maximum preservation of natural landscapes

Placing small architectural forms in the park: stairs, retaining walls, paths, etc

Design of recreational park in the modern world (covers more and more spheres of human activity). Use of high-tech materials. Use of modern technologies (solar

power sources, Wi-Fi, rainwater and meltwater collection and utilization systems) in the park, connectivity in the park to sources for charging mobile devices.

Innovative technologies and methods of landscape construction

transforming of degraded urban areas

forming modern landscape and town-planning facilities and complexes that provide eco-stability and improve the environment

appearance of the site



Design the architectural appearance of the site






Checklist Score

Yes No

Indicator: The architectural appearance of the site is well designed

conceptual plan relevant to recreational park is designed

factors in Landscaping and Architectural design of recreational park are

enumerated

landscape design of parks is performed

small architectural forms in the park are placed

recreational park in the modern world is designed

Observation

Learning Outcome 2.3: Prepare site for recreational park


Explaining the importance of preparing a site for recreation park

Slashing of selected recreational site

Pruning of overhanging tree branches

Removing of cut grasses, tree branches and dry wood

Leveling of the ground e.g. by filling holes

Establishment of drainage and stormwater facicilties

An on-site soil analysis for nutrients and organics to determine type and quantity of soil amendments necessary

Individual practice

Group discussion

Group work

PPE

Machete/Pangas

Hoes

Poles Pickaxe Hammer Nails Goil

Bulldozer

Truck

Land

Laboratory for soil analysis



Prepare site for recreational park






Checklist Score

Yes No

Indicator : Site for recreational park is well prepared

Importance of preparing the site for recreational park is site is outlined

Selected recreational site is well slashed

Overhanging tree/or tree branches are well cut/pruned

Cut grasses, tree branches and dry wood are well removed

Ground for recreational site is well leveled

drainage and stormwater facicilties are established

An on-site soil analysis for nutrients and organics is determined

Observation

Learning Outcome 2.4: Construct the site for recreational park


Designing develppment and construction documents Preparation of contruction

document Plans Specifications Estimates

Submission of construction documents to agency for approval

Bidding and awarding contract Advertisement of bid and bid

opening Reviewing of bids for compliance Awarding the contract to the lowest

responsible bidder

Construction of recreational park Signing agreement Analysing the insurance Arranging pre-construction meeting

Individual practice

Group discussion

Group work

PPE

Machete/Pangas

Hoes

Poles

Pickaxe

Hammer

Nails

barbed wire/fencing wires

water

ladder

cement

concrete mixer

dust collection

sand, gravel and stones

shovel

compaction equipment


Contractor on the site building the park

Plumbing material

Concrete hand finishing tools

Caulk, adhesives and sealers

Concrete powder finishing tools

Ground protection materials

Paints

Measuring tape

Head pan

Masonary trowel

Wheel barrow

Wooden float

Line level

Earth rammer

Hand saw

Digging bar



Construct the site for recreational park





Checklist Score

Yes No

Indicator: the site for recreational park is well constructed

development and construction documents are designed

construction documents are submitted to agency for approval

Bidding and awarding contract

recreational park is constructed

Observation


Learning Outcome 2.5: Create briefing points in recreational park


Create map showing different parts and sites to be visited within a recreational park

Development of visiting plan within a recreational park

Selecting strategic area/place for demonstration of different parts and sites to be visited within a recreational park

Display maps of recreational park in selected area/place

Individual practice on how to create map

Group discussion on visiting plan

Computer

GPS

GIS Software

Printer

Bilboard



Create briefing points in recreational park





Checklist Score

Yes No

Indicator: the site for recreational park is well constructed

map showing different parts and sites to be visited within a

recreational park is created

visiting plan within a recreational park is developed

strategic area/place for demonstration of different parts and sites to

be visited within a recreational park is selected

maps of recreational park are displayed

Observation


LEARNING UNIT 3 – POPULATE A RECREATIONAL PARK

Learning Outcomes:

3.1. Identify recreational resources in recreational park

3.2. Select animal and plant species to put in recreational park

3.3. Populate a recreational park


Learning Outcome 3.1: Identify recreational resources in recreational park


Definition of recreational resources

4 main types/ categories of recreational resources

Recreational recognitive (for example, historic and cultural attractions- historic monuments, parks, and cultural sites)

Recreational therapeutic (for example, treatment with mineral water)

Recreational sport/trails (for example, mountain skiing base, pedestrian hikes, mountain bike trails, boonie stomping)

Recreational health (for example, beaches and parks areas- including conservation areas, preserves, and refuges)

Identification of recreational resources within a particular recreational park

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Documentation

Field study for identifying recreational resources within a given recreational park

Whiteboard

Markers

Projector

Computer



Identify recreational resources in recreational park




Written evidence






Matching

Problem solving



Checklist Score

Yes No

Indicator: recreational resources in recreational park are well identified

recreational resources is defined

4 main types categories of recreational resources are enumerated

recreational resources within a particular recreational park are

identified

Observation

Learning Outcome 3.2: Select animal and plant species to put in recreational park


Exploring significance between native and exotic vegetation in Recreational park

Importance of vegetation in recreational park

Vegetation is natural protection for environment including human from extreme micro climate, pollutions and erosion

Vegetation enhance and maintain the ecology for a better living quality

Vegetation as habitat for selective animal species

Physical characteristic of selected vegetation

habit that fall either in trees, shrubs, palms, climbers, ferns or cycads group.

Similarity with shape, size, canopy, branch, leave, flower, fruit and rate growth.

Categories of vegetation used in recreational park

Native vegetation

Naturalistic vegetation

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Documentation

Whiteboard

Markers

Projector

Computer


Exotic vegetation

Description of the characteristics of native, naturalistic and exotic vegetation

Origin

Condition

Contribution

Food and shelter

Pest and diseases

Maintenance level

Description of the value and influence between native and exotic vegetation in recreational park

Environmental and productivity value and influence

Aesthetic value

Educational and recreational benefits

Economic (maintainance)

Recreational parks as selective bird community habitat

Food plants

Shelter

Recreational parks as selective insect community habitat

Small apiary site for apitourism with stingless bees/meliponines

Butterfly



Select animal and plant species to put in recreational park




Written evidence Observation checklist




Matching

Problem solving


Checklist Score

Yes No

Indicator: animal and plant species to put in recreational park are well selected

significance between native and exotic vegetation in Recreational park

is explored

Importance of vegetation in recreational park are enumerated

Physical characteristic of selected vegetation are described

Categories of vegetation used in recreational park are highlighted

characteristics of native, naturalistic and exotic vegetation are

described

the value and influence between native and exotic vegetation in

recreational park are given

bird community for recreational parks is selected

insect community for recreational parks is selective

Observation

Learning Outcome 3.3: Populate a recreational park


Explanation of criteria for selecting location for tree planting

Soil

Water

Topograph

Accessibility

Labor availability

Near to the nursery

Determination of various spacing betweeng seedlings

Seedling handling

seedling storage

transit

field handling

Brainstorming

Group discussion

Presentations

Individual practice


Whiteboard

Markers

Projector

Computer

Tree nursery

Water source

Watering materials e.g. watring can, watering system

Plant planting materials e.g.


seedling planting

hand planting

machine planting

Planting various tree species attacting butterfly

Installation of butterfly cages

Identification of natural bee forage plants

Installation of beehives

Populating beehives with stingless bees

Monitoring of animal dynamic in recreational park

hoes, Fertilizer, compost, or manure,

Bee

Beehives

PPE

Shovel

Butterfly cages

Binoculars

Hand trowels

Stakes

Plant label



Populate a recreational park





Checklist Score

Yes No

Indicator: Recreational park is populated

criteria for selecting location for tree planting are explained

spacing betweeng seedlings is respected

Seedlings are handled

seedling are planted

various tree species attacting butterfly are planting

butterfly cages are installed

natural bee forage plants are identified

beehives are installed


beehives are populated with stingless bees

animal dynamic in recreational park are monitored

Observation


LEARNING UNIT 4 – MANAGE A RECREATIONAL PARK

Learning Outcomes:

4.1. Manage animal, plant species and other resources in recreation

park

4.2. Manage business finance in recreational park

4.3. Manage human resource in recreational park

4.4. Manage marketing operations of park and recreation services


Learning Outcome 4.1: Manage animal and plant species in recreation park


Weeding in recreational park

Definition of a weed Explanation of importance of weed

control in recreational park Identification of weeding time in

recreational park Pre-plant weed control Post-plant weeding

Identification of weed control methods in forest:

Chemical Mechanical Manual

Gethering of recreational park weeding tools and equipment

Handled Motorised

Describing weeding scheme

Characterisation of weeds classes in recreational park

Fast growing, annual broad-leaved weeds

Annual grasses Perennial, shrubby broad-leaved weeds

Perennial grass weeds Woody weeds Sedges

Explanation of forest weeding scheme Spot weeding Intra-row weeding Inter-row weeding

Individual practice

Group work/Practice

Group Discussion

Presentations

PPE

Trees

hoe

Spade

Shovel

Machete

Saws

Axe

Pick Sticks

Slasher

manure fork

rope

steel tape

A-frame level N-frame level

carpentry level

Spading

Tridents/Forked hoe


Full site weeding Carrying out weeding in recreational park

Mechanical weed control Chemical weed control Manual weed control

Fertilizing tree in recreational park

Classification of tree nutrient:

Macronutrients: P,N and K Micronutrient: Cu, Mg, Ca etc

Explanation of tree nutrient deficiency

symptomes:

Macronutrient deficiency symptomes (in P,N, K)

Micronutrients deficiency symptomes (in Cu,Mg, Ca)

Selecting fertilizer: Organic and inorganic

fertilizer

Gathering tools and equipment for

fertilization: Manual and mechanical

Application of selected fertilizer

Comparison between tree with nutrient

and tree without nutrient deficiency in

terms of:

Tree Growth Color of leaves

Evaluate extent to which tree deficiency

symptoms are disappearing in time

Check if there is no trace of tree nutrient

deffiency symptoms remained

Selecting tree pruning tools and equipment in

recreational park

Expanation of reason behind tree

prunning and timing

Gathering of tree pruning tools and

equipment: hand pruners (bypass and

anvil), lopping shears, pruning saws, pole

pruners, chain saw, hedge clippers

Explanation of tree pruning principles

Explanation of tree pruning techniques

Pruning tree by following up tree pruning

guide


Explanation of tree thinning glossary, reason

behind tree thinning and timing

Explanation of factors affecting the response

of a tree to be thinned: Age of the tree,

Canopy position, Shade tolerance.

Explanation of systematic and selective

thinning types: Negative selection and positive

selection

Explanation of tree thinning interventions

Monitoring of animal population

Monitoring and maintenance of other

resources within the park (Monuments, etc)



Maintain animal and plant species in recreation park




Written evidence




Matching

Sequencing



Checklist Score

Yes No

Indicator: animal and plant species are well maintained in recreation park

recreational park is weeded

weeding scheme is described

tree in recreational park are fertilized

tree pruning tools and equipment in recreational park are selected


tree pruning principles are explained

tree pruning techniques are explained

tree are prunned following up tree pruning guide

tree thinning glossary, reason behind tree thinning and timing are

explained

factors affecting the response of a tree to be thinned are explained

systematic and selective thinning types are explained

tree thinning interventions are explained

animal population is monitored

Observation

Learning Outcome 4.2: Manage business finance in recreational park


Identification of services in recreational park

Exhibition Children’s amusement

center Guided tour Bird watching Medecinal and aromatic

plant garden Butterfly garden Apitourism Children’s holiday camp

activities Conservation story

Telling

Identification of operating cost/ budgets of different services in recreational park

Budgeting for each service in recreational park

Understanding of the components of budget implementation system

Execution of budgeting process

Keeping accounting records of business transactions

Brainstorming

Group discussion

Presentations

Individual practice

Group work

Papers

Flip chart

Markers

Board

Computer

Projector

Profit and loss account

template

Cashflow template

Balance sheet template

Samples of

Business plan evaluation

report

Balance sheet ratios

evaluation report

Business rentability

evaluation report

Budget templates

Budget samples

Budget execution report


Preparation of financial statements

Evaluation of recreation park rentabilty

Referencing books



Manage business finance in recreational park




Written evidence

Product evidence


True-false questions

Problem solving

Essay (Short answers)

Product checklist

Checklist Score

Yes No

Indicator: business finance in recreational park is well managed

services in recreational park are identified

operating cost/ budgets of different services in recreational parkare

identified

each service in recreational park is budgetedfor

components of budget implementation system is understood

budgeting process is executed

accounting records of business transactions is kept

financial statements are prepared

recreation park rentabilty is evaluated

Observation


Learning Outcome 4.3: Manage human resource in recreational park


Explanation of human resource management process

Defining functions of employees

Factors influencing employees’ performance in recreational park

Explaining strategies to build good working relationshipwith your colleagues

Managing conflict among employees

Brainstorming

Group discussion

Presentations

Referencing books

Papers

Flip chart

Markers

Board

Computer

Projector



Manage human resource in recreational park




Written evidence



Matching

Checklist Score

Yes No

Indicator: human resource in recreational park is well managed

human resource management process is explained

functions of employees are defined

Factors influencing employees’ performance in recreational park are

enumerated

strategies to build good working relationship among colleagues are

explained

conflict among employees are managed


Observation

Learning Outcome 4.4: Manage marketing operation of park and recreation services


Analyzing market competition

Development of marketing Plan

Implementation of marketing plan

Application of marketing promotion strategies

Developpimg strategies in advertising

Creation of promotional activities

Identification of marketing promotion tools

Development of promotional Strategies

Management of customer relations

Brainstorming

Goup Discussion

Presentations

Individual practice

Group work

Computer

Whiteboard

Markers

Projector

Papers

Flip chart

Marketing plan

template

Samples of

marketing plan



Manage marketing operations in recreational park




Written evidence

Product evidence

Essay (Short question)



Matching questions

Product checklist


Checklist Score

Yes No

Indicator: Marketing operation of park and recreational services are well managed

market competition is analyzed

marketing Plan is developed

marketing plan is implemented

marketing promotion strategies are applied

strategies in advertising are developed

promotional activities are created

marketing promotion tools are identified

Promotional Strategies are developed

customer relations are managed

Observation

References:

1. ARPA (2010). The Role of Recreation, Parks and Open Space in Regional Planning. Working

guidelines report. Government of Alberta.

2. Business development plal. https://www.xero.com/us/resources/small-business-

guides/business-management/guide-to-growing-your-business/write-a-business-

development-plan/ [Accessed on October 18, 2020).

3. County of San Diego (2020). Park design manual. Department of Parks and Recreation

4. EPA (2010). Sustainable Design and Green Building Toolkit for Local Governments. U.S.

5. Gibson, R.B. Hassan, S., Holtz, S., Tansey, J., Whitelaw, G. (2005). Sustainability

Assessment: Criteria and Processes. London: Earthscan.

6. Goodbody, I., & Smith, D. (2002). Recreational Use of Natural Resources.

https://www.researchgate.net/publication/276289512

7. Haider J., Aeschbacher P., Bose M. (2010). Planning and design strategies for Healthy

Living, Parks, and Recreation in the Pottstown Area. Preparing for implementation:

strategies and guidelines phase ii report 2010.

8. Hailegiorgis Y.G. (2017). Recreational Parks: Practices and Challenges in Hawassa City.

School of Hotel and Tourism, Hawassa University College of Business and Economics,

Hawassa, Ethiopia.

9. Hammitt, W. E. and Cole, D. N. (1998). Wildland recreation: Ecology and management

(2nd ed.). New York, NY: John Wiley & Sons.

https://www.researchgate.net/publication/276289512


10. Meseneva, N.V., & Milova, N.P. (2018). Design of urban parks. IOP Conf. Ser.: Mater. Sci.

Eng. 463 022015.

11. Porter, D. (2011). State and Local Financing and Incentives for Green Development.

12. Public Technologies Inc. (1996). Sustainable Building Technical Manual (SBTM), USGBC,

U.S. Department of Energy and U.S. Environmental Protection Agency

13. REMA (2012). Study for Establishing Urban Wetland Recreation and Eco-tourism Park in

Nyandungu Valley, Kigali City (Rwanda).

14. Sherer, P., M. (2006).The benefits of parks: Why America needs more city parks and open

space.

15. Sternloff, R. E., & Roger, W. (1998).Park & recreation maintenance management. Addison

Wesley Longman; Facsimile Edition.

16. Sulaimana S., Mohamadb NHN, Idilfitrib S. (2013). Contribution of Vegetation in Urban

Parks as Habitat for Selective Bird Community. Procedia - Social and Behavioral Sciences

85 (2013) 267 – 281. Available online at www.sciencedirect.com

17. Susan E. Landes (2004). Community Recreation and Parks. A Handbook for Pennsylvania

Municipalities. USA

18. Top Ten Promotional Strategies. https://smallbusiness.chron.com/top-ten-promotional-

strategies-10193.html [Accessed on October 18, 2020).

19. WHO (2017). Urban Green Space Interventions and Health- A review of impacts and

effectiveness.(http://www.euro.who.int/pubrequest)

20. Zabelshski G B, Minervin, G B, Rappaport A. G. Somov G. Yu. (1985). Architecture and

Emotional World of a Person (Moscow: Stroyizdat) 208 p.

http://www.sciencedirect.com/

http://www.euro.who.int/pubrequest


CCMMB701 Monitor, evaluate and audit business


50

Credits: 5

Sector: All

Sub-sector: All

Issue date:September,2020

Purpose statement

This module describes the skills, knowledge and right attitudes required to design a monitoring and evaluation system of the business, establish an M&E System of the business and take informed decision or inform decision makers on the required change to improve and/or sustain a business. This module will provide learners with opportunities to explore different business scenarios which can help them to monitor, evaluate and audit their own business or other’s business.

CCMMB701- BUSINESS MONITORING, EVALUATION AND AUDITING


Learning assumed to be in place Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency. Performance criteria describe the required performance needed to demonstrate the achievement of the learning unit.


Elements of competency Performance criteria

1. Design M & E system of a business

1.1. Adequate formulation of M&E business goals,

outcomes, output, activities to be carried out, ,

indicators, means of verification and assumptions

of the system in accordance with a business plan

1.2. Proper selection and design of the M & E tools to

measure indicators in accordance with the goals

1.3. Accurate definition of the responsibility, data flow

and data management as per organizational

structure

2. Apply M&E system 2.1. Proper collection of data according to the

evaluation goals using the appropriate techniques

2.2. Proper analysis of data using the appropriate

tools and interpretation of the results in line with

the M & E goals and sector indicators

2.3. Appropriate reporting of findings and formulation

of recommendations according to data results

against baseline using the recommended

template

3. Make informed decision 3.1 Proper analysis and reviewing of

recommendations in line with the business goals

and identified specific problem

3.2 Proper choice of the decision in regard to

predetermined criteria and assessment of various

generated alternatives

3.3 Appropriate designing of an implementation plan

of the selected decision in accordance to the

business goals

4. Conduct business audit

4.1. Proper Planning for business auditing in line

with the business requirements


4.2. Proper reviewing of relevant documents and

consultation with concerned personnel

according to audit plan

4.3. Thorough Analysis of business logic to match

the established standards

4.4. Appropriate reporting of audit findings and

recommendations to the management team


LEARNING UNIT 1 – DESIGN AN M&E SYSTEM AND TOOLS

Learning Outcomes:

1.1 Formulate M&E business goals, outcomes, output, activities to be carried out, indicators, means of verification and assumptions of the system

1.2 Select and design M&E tools 1.3 Define responsibility, data flow and management.

Learning Hours: 15 Hours

Learning Outcome 1.1: Formulate M&E business goals, outcomes, output, activities to be carried out, indicators, means of verification and assumptions of the system


Description of the business Vision Objectives Core activities

M& E system Definition M&E goals Components Structure

Define M&E Process Using Logical framework Goal /Targets Baseline Activities Output Outcome

Characteristics of Indicators Specific Measurable Achievable Realistic Time bound

Business performance indicators Profitability ratios Efficiency ratio Liquidity ratio Solvency ratio Non financial measures

o Learners brainstorm and have a group discussion on business M&E

o Presentation on M&E system

o Learners are given assignment to develop logical framework of simple business in groups and discuss in large group

o Learners will brainstorm on the meaning and Characteristics of indicators.

o Learners will be given a case study and be asked to demonstrate business performance indicators.

o Learners will be given a

sample of a business and

set adequate indicators

as per type of the

business

- Logical framework Sample

- Computer - Whiteboard - Marker - Baseline tools - Sample of

indicators - Projector - Sample of

ratios formulas

- Case study on

business

performance.




Adequate formulation of M&E business goals, outcomes, output, activities to be carried

out , indicators, means of verification and assumptions of the system in accordance with a

business plan

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not.


Written evidence

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Matching exercises Task on formulation of M&E business goals, outcomes,

output, activities to be carried out , indicators, means of verification and assumptions of the system

Checklist Score

Yes No

Indicator: SMART M&E Goals are well formulated

Indicator M&E SMART indicators in line with business goals are well formulated

Solvency ratio is determined

Liquidity ratio is determined

Efficiency ratio is determine

Profitability ratios is determined

Non financial measures is determined

Indicator : Outputs are well formulated

Indicator: Activities to be done are well identified

Indicato : Indicators are correctly set

Specific

Measurable

Achievable

Time bound

Indicator : Means of verification are formulated

Indicator : Assumptions/ Risks are identified

Logical framework in line with goals

Observation


Learning Outcome 1.2: Select and design M&E tools


M&E Tools Classification Strategic Financial Administration

M&E Data collection tools Strategic Tools Risks Monitoring Questionnaire Financial tools

Cashbook

Financial analysis and reporting tools Profit &Loss Balance sheet Cash flow statement Bank statement

Administration reporting tools

Strategic Reporting tools Strategic reports template

there is no content reflecting on designing of M&E tools .

o In small groups learners are given business cases to identify appropriate data collection tools and Brainstorm results in groups

o Learners are given a business scenario and asked to design relevant M&E tools in groups.

o Learners in group sessions will be given task to develop data collection tools to measure the business performance in accordance with set goals.

- Projector - Computer - Whiteboard - Marker - Scenarios - Data collection

samples - Reporting

template



Proper selection and design of the M & E tools to measure indicators in accordance with

the goals



Written

Product

Multiple choice exercises Essay &case study Matching exercises True or false questioning Sentence completion Project exercises Observation checklist

Task : desining of M&E tools ……..


Checklist Score

Yes No

Indicator: M&E tools for a given business are properly identified

Strategic tools are identified

Finance tools are identified

Administration tools are identified

Data analysis tools are identified

Data collection tools are identified

Relevance of the tools are identified

there is no content and indicators reflecting on designing of M&E tools .

Observation


Learning Outcome 1.3: Define responsibility, data flow and management.


Organizational structure Functions Hierarchy and reporting

flow

M&E Business Structure Responsible: Who does

what Frequency: When Information needed:

What Methodology: How

o Learners are given a sample of a business organizational structure and have a group discussion.

o Learners will identify existing businesses of peer learners or in the community and develop an M&E business structure, then have a plenary presentation.

- Sample of a business organizational structure

- Projector - Computer - Whiteboard - Marker - Blackboard - Chalks - Internet


Performance criterion Accurate definition of the responsibility, data flow and data management as per organizational

structure


Types of evidence

Portfolio assessment tools

Written

evidence

Product

evidence

Multiple choice exercises

Essay &case study

Merging Exercises

Matching exercises

True or false questioning

Project exercises

Sentence completion

Observation checklist Task on Definition of responsibility, data flow and management.

Checklist Score

Yes No

Indicator: Organizational structure is well developed

functions are intified

hierarchy of command is indified

Reporting flow is identied

Indicator: M&E Business Structure is properly developed

Observation


LEARNING UNIT 2 : APPLY M&E SYSTEM

Learning Outcomes:

2.1 Collect data according to the evaluation goals

2.2 Analyze data using the appropriate tools and interpret

results in line with the M & E goals and sector indicators

2.3 Report findings and formulate recommendations


Learning Outcome 2.1 Collect data according to the evaluation goals


Profession ethics related to data collection

Data collection techniques Desk review Observation Interview Questionnaire Focus group

Data collection process Identification of types of

data Target respondents Collect data/

administration

o In different groups, learners will choose a technique in accordance with selected business and collect data in their neighborhoods or within the institution.

o Based on the previous activity Learners will analyze and interpret the collected data respectively, interpret based on the evaluation standards.

- white board - marker pens - books - computer - flip chart - a sample case

study



Proper collection of data according to the evaluation goals using the appropriate

techniques



Written evidence


Essay(extended answers)Essay(Short answers) Observation checklist Task: Use different hand embroidery tools


Checklist Score

Yes No

Indicator1: Professional ethics related to data collection are well identified

Confidentiality is identified

Privacy is identified

Informed consent is identified

Anonymity is identified

Indicator2: Data collection techniques are well described

Desk review is described

Observation is described

Interview is described

Questionnaire is described

Focus group is described

Indicator3: data collection process are properly applied

Identification of types of data is done

Target respondents are selected

Collect data/ administration is done

Observation

Learning Outcome 2.2- Analyze data using the appropriate tools and interpret results in line with the M & E goals and sector indicators.


Data analysis tools numerical value data by

quantitative analysis issues and incidents grasped

through qualitative analysis

Data interpretation/evaluation standards

judgments based on each of the five evaluation

criteria: relevance effectiveness efficiency impact sustainability

o In different groups, learners will choose a technique in accordance with selected business and collect data in their neighborhood or within the institution.

o Based on the previous activity Learners will analyze and interpret the collected data respectively, interpret based on the evaluation standards.

- Computer - Data

analysis software (SPSS)

- flip chart - markers - projector - white

board - pens - note books




Proper analysis of data using the appropriate tools and interpretation of the results in line

with the M & E goals and sector indicators



Proper analysis of data using the appropriate tools and interpretation of the results in line with the M & E goals and sector indicators

Proper analysis of data using the appropriate tools and interpretation of the results in line with the M & E goals and sector indicators

Checklist Score

Yes No

Indicator1: Data analysis tools are properly identified

Quantitative analysis is identified

Qualitative analysis is identified

Indicator2: Data interpretation standards are properly explained

Relevance is explained

Effectiveness is explained

Efficiency is explained

Impact is explained

Sustainability is explained

Observation


Learning Outcome 2.3- Report findings and formulate recommendations.


Report tool/template Goals Planned activities Achievements Constraints Proposed solutions

Report/Data presentation Graphics Tabulation Info graphics Power point

Key elements to write a report Avoiding redundancy. keeping the length of the main part Being sure to make a summary of the

evaluation results. Writing a report using specific expressions

in a simple manner, emphasizing issues to be conveyed.

Avoiding using technical terms too often. Using tables and figures in an appropriate

and simple manner when explaining data, so that the readers can receive messages to be conveyed through the data.

Stating the limitation of the evaluation study.

Providing the grounds for judgments in the evaluation of survey results.

Stipulating the sources of quoted data. Placing the evaluation grid, contents of

the questionnaire, and collected data in an appendix.

o Based on the previous activity, Learners/groups will write report findings and formulate relevant recommendations.

- Samples of report template

- computer - pens - books



Appropriate reporting of findings and formulation of recommendations according to data

results against baseline using the recommended template




Product evidence Product observation checklist

Checklist Score

Yes No

Indicator1: Reporting tool/template is properly selected

Goals are identified

Planned activities are identified

Achievements are identified

Constraints are identified

Proposed solutions are highlighted

Indicator2: Report/Data presentation is Done

Graphics are used

Tabulation is used

Info graphics are used

Power point is used

Indicator3: Key elements to write a report are explained

Redundancy is avoided

Length of the main part is kept

Specific expressions are explained

Observation


LEARNING UNIT 3 – MAKE AN INFORMED DECISION

Learning Outcomes:

3.1. Analyze and review recommendations

3.2. Select the best decision

3.3. Design an implementation plan


Learning Outcome 3.1: Analyze and review recommendations


Recommendations analysis Relevance Implementation scenario

Human resources Timeframe Costs, Means and conditions Effect, Impact

Effectiveness Feasibility

o Learners will be given different case analysis’ results with recommendations then they are asked to analyze and review it and make presentation.

- Books - Notebook - Projector - Pictures - Computer - White board - Sample of Case

analysis results



Proper analysis and review of recommendations in line with the business goals and

identified specific problem



Written evidence

Essay(short responses) Task: Case study analysis and review of recommendations

exercises


Checklist Score

Yes No

Indicator1: Proper analysis and review of recommendations is done

List of alternatives is done

Match the business goals is done

Pros (benefits) and cons (risks) of the options are identified

Uncertainties associated with the decision are identified

Feasibility is analysed

Relevance is analysed

Observation

Learning Outcome 3.2: Select the best decision.


Decision making approaches Up down Bottom up

Decision making process Defining the problem Gathering information

and collecting data Developing and

weighing the options Choosing best possible

option Plan and execute Take follow up action

o Learners brainstorm on decision making skills in groups

o Reference to activity from learning outcome 2.3,Learners will be asked to select the best decision and provides facts

- Books - Notebook - Projector - Pictures - Computer - White board - Report

findings/Recommendation from Learning outcome



Proper choice of the decision in regard to predetermined criteria and assessment of

various generated alternatives.



Written evidence

Essay(short answers)


Checklist Score

Yes No

Indicator1: Decision making approaches are explained

Up down is explained

Bottom up is explained

Indicator2: Decision making process is described

The problem is defined

Information and collecting data is gathered

Developing and weighing the options is defined

Choosing best possible option is explained

Plan and execute is explained

Take follow up action is explained

Observation

Learning Outcome 3.3: Design an implementation plan


Implementation plan Activities Resources Timeframe Risks and risk Mitigation

o Reference to a previous activity, Learners will design implementation plan using appropriate tool such as Gantt chart and have a plenary presentation.

- Books - Notebook - Projector - Pictures - Computer - Scenarios - Project

implementation planning tools



Appropriate implementation, supervision and evaluation of the decision made in

accordance to the business goalswork



Performance

evidence

Simulation observation checklist

True /galse questions

Matching questions


Written evidence

Checklist Score

Yes No

it is not reflecting on L.O

Implementation plan

Empowering individuals

Level of decision making and implementation

Independence

Competence

Professional Judgment

Efficiency

Effectiveness

Reporting

Observation


LEARNING UNIT 4 – CONDUCT BUSINESS AUDIT

Learning Outcomes:

4.1 Plan for audit in line with the business needs

4.2 Review relevant documents and consult with concerned

people according to audit plan

4.3 Analyze business logic to match the established

standards

4.4 Report audit findings and recommendations to the

management team


Learning Outcome 4.1: Plan for audit in line with the business needs


Audit Meaning Types of audit

Audit plan Meaning Objectives Benefits Factors to be considered

Steps

o Learners will be given a scenario and asked to determine which type of audit and to make an audit plan that contains factors to be considered during the audit

- Books - Notebook - Projector - Computer



Proper Planning of business audit in line with business requirements



Product evidence Product checklist

Checklist Score

Yes No

Indicator:

Meaning is defined

Objectives are set

Benefits are identified


Factors to be considered are indicated

Observation

Learning Outcome 4.2: Review relevant documents and consult with concerned people according to audit plan


Reviewing relevant documents Identifying relevant

documents Requesting basic

business documents

Consulting with concerned people Meeting with concerned

people Seeking for clarification on identified issues

o Brainstorming on relevant documents

o Group discussion on relevant document and consultation methodology

o Role play on relevant document and consultation methodology

o Analysis of a case study

- Books on auditing - Sample of a case

study - Possible documents: Business plan, strategic plan, operations manual, HR manual,)



Proper reviewing of relevant documents and consultation with concerned personnel

according to audit plan



Written evidence

Product evidence

Essay& Cases study True or false questioning Sentence completion Product checklist

Checklist Score

Yes No

Indicator : review of relavant documents is effectively done

basic business documents are identified

basic business documents are requested

shortcoming and weakness in the existing materials are identified


Indicator : consultancy of concerned peaples is well done

Observation

Learning Outcome 4.3: Analyse business logic to match the established standards


Business model canvas Purpose Basic components Steps involved in

designing Business model canvas

Making business benchmarking

o Learners are given a sample of a business model and have a group discussion.

o In small groups, Learners will be facilitated in carrying out business field visits to companies to acquire knowledge in business standards

o Learners will fill own or any business model canvas according to the experience acquired from field visits

o In small groups, learners are asked to make presentations in plenary session.

- Sample of a business model canvas

- Projector - Computer - Whiteboard - Marker - Blackboard - Chalks



Proper analysis of business logic to match the established standards



Written evidence

Product evidence

Essay& Cases study Observation checklist

Checklist Score

Yes No

Indicator: business model canvas is properly developed

business vision

core business activity


Determination of efficient business model canvas indicators

Indicator : Business benchmarking is made

Observation

Learning Outcome 4.3: Report audit findings and recommendations to the management team


Audit report procedures Audits findings

presentation Audit

recommendations formulation

Types of audit reports

Audit report presentation

A sample of audit report template

o Brainstorming o Based on the previous

activity, learners will write a report findings and formulate relevant recommendations

o Group discussion o Role play

- Sample of audit report template

- Flip chart - Marker pen - Books - Computer - Case study - Paper - Pen - Chair - Table

Formative Assessment 4.4 Performance criterion

Appropriate reporting of audit findings and recommendations to the management team



Product evidence

Written

Written report True/ false questions Product checklist

Checklist Score

Yes No

Indicator: audit report is well prepared

Findings of analyzed documents are presented

Recommendations are formulated

Reporting formatting is respected

x audit report is presented

Observation


Integrate workplace

REQF Level: 7 Learning hours

300

Credits: 30

Sector:

All

Sub-sector: All

Issue date:October, 2020

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate learners

in workplace for an industrial attachment program to gain work-based experience for

future employment. The module will allow the learner to analyze own professional gaps

in line with industry demands for better enhancement of innovation during IAP program

and be able to promote professional skills transfer.

CCMIA701 INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA701



All specific, general and complementary modules



Performance criteria describe the required performance needed to demonstrate

achievement of the learning unit.



1.Analyze own professional

gaps in line with industry

demands

1.1. Proper identification of professional gaps in own carrier

based on labor market demand

1.2. Proper establishment of strategies to fill the professional

gaps in accordance with labor market opportunities

1.3. Proper selection of relevant placement based on identified

gaps

2.Enhance innovation during IAP program

2.1. Proper explanation of innovation based on core values

related to IAP

2.2. Proper description of innovation strategies duringIAP based

on industry assigned duties.

2.3. Effective integration of innovation process during IAP

program based on industry assigned duties

3.Promote professional skills transfer

3.4. Proper elaboration of the implementation plan of

competences acquired during IAP in accordance with labor

market needs.

3.5. Effective application of skills, knowledge and attitudes

acquired during IAP based on developed implementation

plan

3.6. Effective impact assessment of applied competences

acquired during the continuous professional development

programs


4.Report IAP activities

4.1. Proper preparation of IAP douments based on the work

done

4.2. Proper description of gained work experience during IAP

4.3. Proper description of skills transfer based on acquired

competences


LEARNING UNIT 1 - ANALYZE OWN PROFESSIONAL GAPS IN LINE WITH INDUSTRY DEMANDS

Learning Outcomes:

1.1. Identification of professional gaps in own career

1.2. Establishment of strategies to fill the professional gaps

1.3. Selection of relevant placement


Learning Outcome 1.1:Identification of professional gaps in own career


Key terms

Professional gap

Labor market

Labor market Demand Labor market role in

training Labor market

opportunities

Techiques of identifying professional gaps SWOT Analysis Benchmarking

competences Identify important skills

Discussion on key terms

Discussion on Labor Market Demand

Practical work on identifying professional gaps

Reference books

Handout notes

White/chalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotche

Papers

Pens / Pencil

Posters



Proper identification of professional gaps in own career based on labor market demand





Written evidence

Performance

evidence



Matching

Essay questions

Task: Perform SWOT analysis based on Labor market

Checklist Score

Yes No

Indicator1: Key terms arewell described

Professional gap is well described

Labor market is well described

Indicator2: Labor market Demand is well described

Labor market role in training is well described

Labor market opportunities are well identified

Indicator3:Techiques of identifying professional gaps are well applied

SWOT Analysis is performed

Competences are benchmarked

Important skills are identified

Observation

Learning Outcome1.2: Establishment of strategies to fill the professional gaps


Strategies to fill the

professional gaps

Online Training

IAP

Volunteering

Attending seminars

Market opportunity is defined

Matching strategies with labor

market opportunities

Identifying occupational

trends

Anticipating and

matching skills and jobs

o Discussion on strategies to fill the professional

o Discussion on matching strategies with labor market opportunities

Reference books

Handout notes

White/chalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil




Proper establishment of strategies to fill the professional gaps in accordance with labor market opportunities

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

the performance criterion has been achieved or not.


Writtenevidence



Matching

Essay questions

Checklist Score

Yes No

Indicator1: Strategies to fill the professional are well identified

Online Training is identified

IAPis identified

Volunteeringis identified

Attending seminarsis identified

Indicator2: Market opportunity is defined

Indicator3: Strategies are well matched with labor market opportunities

Occupational trends are identified

Skills and jobs are anticipated

Skills and jobs are matched

IAP is matched with labor market opportunities

Observation


Learning Outcome1.3: Selection of relevant placement


Identifying IAP stakeholders Relevant workplaces

Responsibilities of the industrial attachment’s stakeholders

Responsibilities of trainer Responsibilities of learner Responsibilities of host

Industry

IAP placement process Select Relevant workplaces Making requests

o Mandmaping stakeholders

o Practical work on selecting IAP placement

Reference books

Handout notes

White/chalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotches

Papers

Pens / Pencil



Proper selection of relevant placement based on identified gaps




Written evidence



Matching

Essay questions

Task: Select relevant placement of IAP

Checklist Score

Yes No

Indicator1: IAP stakeholders are well identified

Relevant workplaces are well identified

Indicator2: Responsibilities of the industrial attachment’s stakeholders are well identified

Trainer responsibilities are identified


Learner responsibilities are identified

Host Industry responsibilities are identified

Indicator3: IAP placement process is well respected

Relevant workplaces are selected

Placement requests are made

Observation


LEARNING UNIT 2– ENHANCE INNOVATION DURING IAP PROGRAM

Learning Outcomes:

2.1. Explanation of innovation

2.2. Description of innovation strategies during IAP

2.3. Integration of innovation process during IAP program


Learning Outcome 2.1: Explanation of innovation


Description of Innovation Definition

Types of innovation Radical Incremental Disruptive Architecture

Core values related to IAP Competences acquired Innovation process Skills transfer

o Discussion on Innovation and its types

o Discussion on IAP Core values

Reference books

Handout notes

White/chalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Papers

Pens / Pencil



Proper explanation of innovation based on core values related to IAP




Written evidence



Matching

Essay questions


Checklist Score

Yes No

Indicator1: Innovation is well described

Innovation is defined

Indicator 2:Types of innovation are described

Radical

Incremental

Disruptive

Architecture

Indicator3: IAP Core values are well exprained

Competences acquired are explained

Skills transfer is explained

Process of Innovation is described

Observation

Learning Outcome2.2: Description of innovation strategies during IAP


Key term

Innovation strategies

Types of innovation strategies

Proactive

Active

Reactive

Passive

Examples of Innovation

strategies

Discussion on Innovation strategies

Research and presentation on Examples of Innovation strategies

Reference books

Handout

White/ChalkBoa

rd

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers



Proper description of innovation strategies during IAP based on industry assigned duties.





Written evidence



Matching

Essay questions

Checklist Score

Yes No

Indicator1:Key term is well explained

Innovation strategies

Indicator2: Types of Innovation strategies are described

Proactive strategy is described

Actives trategy is described

Reactive strategy is described

Passives trategy is described

Indicator3: Examples of Innovation strategies are given

Observation

Learning Outcome2.3: Integration of innovation process during IAP program


Integration of Innovation

process

Idea Generation and

Mobilization

Advocacy and

Screening

Experimentation

Commercialization

Diffusion and

Implementation

o Discussion on

Integration of innovation process

Reference books

Handout

White/ChalkBoard

Markers/Chalks

Computer

Projector

Flip Chart

Index cards

Stickers

Paper scotche

Papers

Pens / Pencil




Effective integration of innovation process during IAP program based on industry assigned duties




Writtenevidence



Matching

Essay questions

Checklist Score

Yes No

Indicator1: Innovation process is well respected

Idea Generation and Mobilization is done

Advocacy and Screening is done

Experimentation is done

Commercialization is done

Diffusion and Implementation is done

Observation


LEARNING UNIT 3 - IMPLEMENT PROFESSIONAL SKILLS TRANSFER

Learning Outcomes:

3.1 Elaboration of the implementation plan of competences

acquired during IAP

3.2 Application of skills, knowledge and attitudes acquired during

IAP

3.3 Impact assessment of applied competences acquired during

the continuous professional development programs


Learning Outcome 3.1 Elaboration of the implementation plan of competences acquired during IAP


Definition of

implementation plan

Description of components

of implementation plan

Task to be performed

Steps required

Ressources needed

Risks identification

Schedules

Task Verification

o Group discussion on implementation plan

o Practical Exercises on preparation of implementation plan

o Individual research and presentation on implementation plan samples

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil



Proper elaboration of the implementation plan of competences acquired during IAPin

accordance with labor market needs




Writtenevidence

Oral evidence



Matching


Essay questions


Task: Elaborate implementation plan

Checklist Score

Yes No

Indicator:implementation plan is well defined

Indicator: Components of implementation plan are described

Task to be performed is described

Steps required are described

Ressources needed are described

Risks identificationis described

Scheduleis described

Task Verification is described

Observation

Learning Outcome 3.2: Application of skills, knowledge and attitudes acquired during IAP


Execution of implementation plan

Performance test of the task carried out

Preparation of report on the work done

o Tutorials on preparation of work report

o Individual exercise on task implementation plan

o Research based Internet

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Papers

-Pens / Pencil

-Video Aid

-Internet

-Books



Effective application of skills, knowledge and attitudes acquired during IAP based on

developed implementation plan





Writtenevidence

Perfomanceevidence



Matching

Essay questions


Task: Execute your implementation plan

Checklist Score

Yes No

Indicator 1: Implementation plan is well excuted

Test of the task carried out isperformed

Report on the work done is prepared

Observation

Learning Outcome 3.3: Impact assessment of applied competences acquired during the continuous professional development programs


Definition of impact assessment

Description of impact assessment components

Social impacts assesment Environmental impact

assessment Policy impact

assesment Financial impacts

o Personal reasearch o Brainstorming o Internet research

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil




Effective impact assessment of applied competences acquired during the continuous

professional development programs




Written evidence

Oral evidence



Matching

Essay questions

Task: Describe the impact assessment components

Checklist Score

Yes No

Indicator 1: Impact assessment is defined

Indicator 2: Impact assessment components are described

Social impact is assessed

Environmental impact is assessed

Policy impact is assessed

Financial impact is assessed

Observation


LEARNING UNIT 4 - REPORT IAP ACTIVITIES

Learning Outcomes:

4.1 Description of IA documents

4.2 Description of gained work experience during IAP

4.3 Description of skills transfer


Learning Outcome 4.1 Description of IA documents


Description of Types of IA

documents

Trainee’s documents

Logbook

IA report format

IA Code of conduct

IA system

Company’s Trainer

documents

Joining report of

attachment

General

Departmental

information to

companies

Training assesment

form

IPRC supervisor’s

form

o Group discussion on the types of IA documents

o Brain storming on the types of IA documents

o Individual work on Filling up trainee logbook

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil



Proper Description of IA documents based on the work done




Written evidence




Matching

Essay questions

Checklist Score

Yes No

Indicator: Types of IA documents are well described

Trainee’s documentsare described

Logbook is described

IA report formatis described

IA Code of conductis described

IA systemis described

Company’s Trainer documents are described

Joining report of attachmentis described

General Departmental information to companiesis described

Training assesment formis described

IPRC supervisor’s report formis described

Observation

Learning Outcome 4.2: Description of gained work experience during IAP


Description of IA work carried out

Description of the competences aquired during IA

Description of challenges encountered in IA Technical challenges Social Challenges

Explanation of the approaches used to address challenges

Clarification of Recommendations toward

Company College

o IA report writting o Presentation of the

work performed during IA

o Interaction with Audiences

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil



Proper description of gained work experience during IAP





Writtenevidence

Oral evidence

Essay questions


Task: Explain the most challenge encountered during your IAP

Checklist Score

Yes No

Indicator1: IA work carried out is well presentented

Competences aquired during IAP are described

Challenges encountered in IAP are explained

Approaches to address challenges are clarified

Indicator 2: Recommendations to IAP stakeholders are well clarified

Recommendations to trainers are clarified

Recommendations to host industry are clarified

Observation

Learning Outcome 4.3: Description of skills transfer


Definition of skills transfer

Explanation of types of transferable skills Social skills Profesional skills

Descriptions of utilisation of skills acquired during IA

o Presentation on acquired skills during IA

o Interaction with Audiences

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil

-Manuals



Proper description of skills transfer based on acquired competences





Written evidence

Oral evidence

Essay questions

Task: Eplain how you will use gained skills to create your own

job.

Checklist Score

Yes No

Indicator 1: Skills transfer is well defined

Indicator 2: Types of transferable skills are well explained

Social skills areexplained

Profesional skillsare explained

Indicator 3: Utilisation of skills acquired during IA are well explained

Observation

REFERENCES

AFL-CIO. “Training and Apprenticeships.” http://www.aflcio.org/Learn-About-Unions/Training-and-Apprenticeships.

Central Intelligence Agency. “The World Factbook.” https://www.cia.gov/library/publications/the-world-factbook/index.html.

Clark, John Bates. Essentials of Economic Theory: As Applied to Modern Problems of Industry and Public Policy. New York: A. M. Kelley, 1907, 501

Dodgson, Mark, Gann, David and Salter, Ammon. 2008. The Management of Technological Innovation: Strategy and Practice. Completely rev. and updated. Oxford: Oxford University Press


RP701 Perform final year research project


200

Credits: 20

Sector: All

Sub-sector: All

Issue date:September, 2020

Purpose statement

This module describes the knowledge, skills and attitudes required to conduct final year

research project. At the end of this module, the trainee of Level seven will be able to

develop ideation of research project, develop project prototype and present research

project.

RP701 FINAL YEAR RESEARCH PROJECT



Introduction to research methodology



Performance criteria describe the required performance needed to demonstrate

achievement of the learning unit.



1. Design ideation of a

research project

1.1. Determine properly research project topic based on the area of

study

1.2. Describe properly anti-plagiarism techniques with reference to

institutional anti- plagiarism guidelines

1.3. Develop correctly research project proposal based on RP research

guidelines

1. Develop a project prototype

Perform properly the experimental model based on the objective of

the research project

Analyse properly the prototype according to analysing techniques

Interpret correctly the research results in line with research

objectives

2. Present research project

Develop properly the research project manuscript in reference with

institutional final research project guidelines

Perform appropriately reporting system in reference with research

guidelines

Perform appropriately research project presentation in accordance

with presentation techniques


Learning unit 1 – DESIGN IDEATION OF RESEARCH PROJECT

Learning Outcomes:

1.1. Determine research project topic

1.2. Describe anti-plagiarism techniques

1.3.Develop research project proposal


Learning Outcome 1.1: Determine research project topic


● Steps process of finding

quality research project topic

Ideation methodology

Brainstorming

Braindump

Challenges assumption

Mind map

Sketch or sketchstorm

Storyboard

Brain write

Current research in the

field of study

Issues in the field of study

Future trends in the field

of study

● Critical question in the field of

study

● Good research project topic

Research varibles

Independent variable

Dependent variable

Research project topic concept

note

Introduction

Rationale for the proposed

research project

Purpose statement

Research project activities

Expected results

Attending seminar on

ideation methodology


current research in the

field of study

Self- directed reading

related current research in

the field


issues and trends in the

field of study

Self-directed reading

related to issues and

trends in the field of study

Attending seminar related

to formulation of topics,

to assessing critical

questions in the field of

study, formulation of

research topic and

research topic rationale of

the topic.

Assess critical question in

the field of study

Formulate research topic

related to the field of

study


research project topic

concept note

Develop research project

topic concept note

Reference books,

Journals,

Dissertation and

Thesis

Computer

White/chalkboard

Markers

Chalk

Projector

Flip chart




Develop properly research topic based on the area of study




Written evidence

-Product evidence/

checklist

Essay (short responses / extended responses) concept / mind

map

-Report with assessor’s completed quality checklist

Task 1: Determine the research project topic

Task 2: Establish concept note of research topic

Checklist Score

Yes No

Indicator: Research topic is well developed

Ideation methodology is applied

Current research in the field of study are identified

Issues in the field of study are identified

Future trends in the field of study are identified

Critical questions in the field of study are identified

Research project topic is formulated

Research project concept note is developed

Observation

Learning Outcome 1.2: Describe anti-plagiarism techniques


● Form of plagiarism ✔ Oral plagiarism

✔ Written plagiarism

● Types of Plagiarism ✔ Direct plagiarism

✔ Self plagiarism

✔ Mosaic plagiarism

✔ Accidental plagiarism

● Steps to avoid plagiarism

o Attending seminar on

anti- plagiarism

practices

o Identifying forms of

plagiarism

o Understanding

plagiarism types

o Practicing anti-

plagiarism techniques

Reference books,

Journals,

Dissertation and

Thesis

Papers

Computer

White/chalkboard


✔ paraphrase practice

✔ sources citation

✔ plagiarism checking

● APA references ✔ Spacing

✔ Page headers and numbers

✔ page margination

✔ text structure

✔ text character

✔ text citation

✔ Quotation and paraphrasin

Markers

Chalk

Projector

Flip chart

Internet



Describe properly anti-plagiarism techniques with reference to institutional anti-

plagiarism guideline




Written evidence

Product evidence/

checklist

-Essay (short responses / extended responses)concept / mind

map


Task : Describe anti-plagialism techniques

Checklist Score

Yes No

Indicator 1: Plagiarism forms are well stated

✔ Oral plagiarism is prevented

✔ Written plagiarism is prevented

Indicator 2: Types of plagiarism are well identified

✔ Direct plagiarism is identified

✔ Self plagiarism is identified

✔ Mosaic plagiarism is identified

✔ Accidental plagiarism is identified Indicator3: Steps to avoid plagiarism is well stated

✔ Paraphrase practice is identified

✔ Sources of citation is identified


✔ Plagiarism checking process is identified Indicator4: APA references is well provided

✔ Spacing is provided

✔ Page headers and numbers are provided

✔ Page margination is provided

✔ Text structure is provided

✔ Text character is provided

✔ Text citation is provided

Quotation and paraphrasing is provided

Observation

Learning Outcome 1.3: Develop research project proposal


Research project introduction

Background of the study

Problem statement

Purpose statement

General objectives

Specific objectives

Research questions

/research hypothesis

Scope of the study

Significant of the study

Literature review

Theorical review

Empirical review

Conceptual framework

Research gap

Research project methodology

Research design

target population

Sampling strategies

sample size

Research instrument

Pilot of study

Validity of reseach

instrument

Reliability of research

instrument

Ethical consideration


developing research

introduction

o Developing research

introduction


developing literature

revie

o Developing literature

review

o Attending seminar of developing research methodology

o Identify target population

o Determine sampling strategies

o Determine sample size

o Design research instrument

o Attending seminar related to research schedule and budget

o Developing research

schedule and budget

Reference books,

Journals,

Dissertation and

Thesis

Papers

Computer

White/chalk board

Markers

Chalk

Projector

Flip chart Internet


APA References

Research schedule

Activity

Research budget

Cost of item in research

budget

Personel

Travel and accomodation

Stationnaries

Sources of research fund

Allocate research budget



Develop correctly research project proposal based on research objectives and research

questions




- Written evidence

-Product evidence/

checklist

--Essay (short responses / extended responses)concept / mind

map


Task : Develop research project proposal

Checklist Score

Yes No

Indicator 1: Introduction to research is well developed

Background of the study is developed

Problem statement is formulated

Purpose statement (General objectives and Specific objectives) is

formulated

Research questions /research hypothesis is formulated

Scope of the study is determined


Significant of the study is determined

Indicator 2:Literature review is well developed

Theorical review is developed

Empirical review is developed

Conceptual framework is formulated

Research gap is determined

Indicator 3 : Research methodology is well developed

Research designer is identified

Target population is identified

Sampling strategies is selected

Sample size is determined

Research instrument is designed

Pilot study, validity and reliability of research instrument is determined

Ethical consideration of research is applied

Indicator 4: Research schedule and budget is well planned

Research schedule is planned

Research budget is determined

Resources of budget is determined

Budget is reallocated

Observation


Learning unit 2 – DEVELOP A PROJECT PROTOTYPE

Learning Outcomes:

2.1. Perform experimental model

2.2. Analyse prototype

2. 3. Interpret the research project results


Learning Outcome 2.1: Perform experimental model


Types of experimental

model

✔ Mathematical model

✔ Concrete model

✔ Computer model

✔ Logical model

Model techniques application

✔ Data flow modelling

✔ Entity relationship

modelling

✔ Event-driven process

chain

✔ Joint application

development

✔ Transition model

Data collection process

✔ Use of research

instrument

✔ Select data collection tools ✔ Collection of data ✔ Manage data collected

o Attending data on experimental model

o Use research instrument

o Select types of experimental model

o Develop model techniques application

o Conduct data

collection process

Reference books,

Journals,

Dissertation and

Thesis

Papers

Computer

White/chalk board

Markers

Chalk

Projector

Flip chart

Internet

Formative Assessment 2.1.


Perform properly the experimental model based on the objective of the research

project





- Written evidence

- Product evidence/

checklist

Essay (short responses / extended responses) concept /

mind map


Task : Perform experimental data

Checklist Score

Yes No

Indicator1: Experimental model is well selected

✔ Mathematical model is selected

✔ Concrete model is selected ✔ Computer model is selected

✔ Logical model is selected Indicator 2: Model techniques application is well selected

✔ Data flow modelling is selected

✔ Entity relationship modelling is selected

✔ Event-driven process chain is selected

✔ Joint application development is selected

✔ Transition model is selected Indicator 3: Data collection process is well performed

✔ Use of research instrument is performed

✔ Select data collection tools is performed

✔ Collection of data is performed

✔ Data collected is managed

Observation

Learning Outcome 2.2: Analyse prototype


● Plan of a model testing

✔ Development stage

✔ Stage prior to the

implementation

● Conditions for testing

✔ Type of prototype

✔ Testing objectives

✔ Time constraint

● Steps for prototypes testing

✔ Testing tasks

✔ Testing process

o Attend seminar on

analysis of protype

data collected

o Develop plan of model

testing

o Select condition for

testing

Reference books,

Journals,

Dissertation and

Thesis

Papers

Computer

White/chalk board

Markers


✔ Prototype obtained

Data analysis process

Data analysis tools

Data visualization tools

Data analysis per each

objectives

o Use steps for

protypyes testing

o Develop data analysis

process

Chalk

Projector

Flip chart

Internet



Analyse properly the prototype of collected data according to testing techniques




Written evidence

Product evidence/

checklist


mind map


Task: Perform experimental model

Checklist Score

Yes No

Indicator 1. Plan of a model testing is well selected

✔ Development stage is selected ✔ Stage prior to the implementation is selected

Indicator2. Conditions for testing is well selected ✔ Type of prototype is done

✔ Testing objectives are identified

Time constraint is managed

Indicator 3. Steps for prototypes testing are well identified Tasks are identified

✔ Testing process are identified

✔ Prototype is identified Indicator 4. Data analysis process are well conducted

Data analysis tools are selected

Data visualization tools are seleted Data analaysis per each objectives are done


Observation

Learning Outcome 2.3: Interpret research project data


Conclusion of findings

Interpretation of data per

each specific objectives

Reject or accept the

hypothesis

Recommendation on

research results

Recommendation for further

study

Interpretation report

o Attend seminar on

data interpretation

o Interpret data

o Assess hypothesis test

per each objectives

o Develop interpretation

report

Reference books,

Journals,

Dissertation and

Thesis

Papers

Computer

White/chalk board

Markers

Chalk

Projector

Flip chart



Interpret correctly the research project results in line with research objectives




- Written evidence

- Product evidence/

checklist


mind map


Task: Interpret research project data per each objective

Checklist Score

Yes No


Indicator : Research data are well interpreted

✔ Conclusion of findings is developed

✔ Interpretation of data per each specific objectives is conducted

✔ Research hypothesis are assessed

✔ Recommendation of the research results are provided

✔ Recommendation for further study is provided

✔ Interpretation report is developed

Observation


LEARNING UNIT 3 – PRESENT RESEARCH PROJECT

Learning Outcomes:

3.1. Write the research final project manuscript

3.2. Perform reporting system

3.3.Perform research project presentation

Learning hours: a. Hours

Learning Outcome 3.1: Write the research final project manuscript


● Manuscript preliminary pages ✔ Title page

✔ Declaration

✔ Approval page

✔ Dedication

✔ Acknowledgment

✔ Table of content

✔ List of figures

✔ List of tables

✔ Abbreviation and Acronyms

✔ Abstract

● Manuscript main body

✔ General introduction

✔ Literature review

✔ Research methodology

✔ Presentation and analysis of

results

✔ Summary, conclusion and

recommendation

● Other pages ✔ References

✔ Appendices

o Attending a seminar on academic writing

o Writing the preliminary pages of the research project document

o Identifying and writing the main body of the document

o Citing the borrowed resources

o Name and attach the appendices

o Reference

books,

Journals,

Dissertation

and Thesis

o Chromosome

chart

o Computers

o Projector

o White board

o Flip charts

o Markers

o Internet



Write properly the research project manuscript in reference with institutional final research project structure





-Written evidence

-Product evidence

Essay/open-ended questions (short and extended answer)

-Observation checklist

- Recordings

Task : Write the research project manucript

Checklist Score

Yes No

Indicator 1: Manuscript preliminary pages are well written

✔ Title page is done

✔ Declaration is done

✔ Approval page is done

✔ Dedication is done

✔ Acknowledgment is done

✔ Table of content is done

✔ List of figures is done

✔ List of table is done

✔ Abbreviation and Acronyms are done

✔ Abstract is done

Indicator 2: Manuscript main body is well written

✔ Genal introduction is written

✔ Literature review is summarized

✔ Research methodology is described

✔ Results are presented

✔ Results are analysed

✔ Summary of findings is done

✔ Conclusion are formulated

✔ Recommendation on practice are formulated

✔ Recommendation for futher studies are suggested

Indicator 3: References are well stated

Reference list in line with APA is done


Indicator 4: Appendices are well done

Appendices are done

Observation

Learning Outcome 3.2: Perform reporting system


● Power point preparation ● Reporting system forms ✔ Oral presentation

✔ Written Report

✔ Video Report

● Findings presentation forms ✔ Bar-Charts

✔ Table

✔ Diagram

✔ Figure

o Attending seminar on reporting system

o Choosing a reporting system form

o Designing findings presentation way

o Statein-text citation and references

Reference books,

Journals,

Dissertation and

Thesis

Sample Video clip

Computers

Projector

Printer

Flip chart



Perform appropriately reporting system in reference with research findings




Written evidence

Product evidence

- Essay/open-ended questions (short and extended answer)

- Observation checklist

- Task: Perform reporting system

Checklist Score

Yes No

Indicator 1. Power point preparation is well done


✔ Power point is prepared

Indicator 2: Reporting system is well developed

✔ Oral presentation is prepared

✔ Written Report is done ✔ Video Report is done

Indicator 3: Research findings are well presented ✔ Research findings presentation forms (Bar-Charts, Table, Diagram and

Figure) is done

Observation

Learning Outcome 3.3: Perform research project presentation


● Structure of an oral presentation

Introduction Body Conclusion

● Oral presentation techniques ✔ Time management

✔ Content prioritization

✔ Audience consideration

✔ Acknowledgement

Presentation skills

Organization of

thoughts

PPT slides

Practices

Check lists

Audience questions

Tell stories, etc

Attending a seminar on research project presentation

Presenting results in standard form

Performing a quality oral presentation

Making a soft copy (CD, college website) and hard copy (library)

Reference books,

Journals,

Dissertation and

Thesis

Projector

Flipcharts /

blackboard

Markers

Computer

Sheets of paper

Pens

Internet

Research project

presentation

format



Perform appropriately research project presentation in accordance with the presentation

techniques





Oral evidence

Performance

evidence

Observational checklist

Recordings

Task: Present the research project in accordance with

presentation qualities.

Checklist Score

Yes No

Indicator1. Structure of an oral presentation is well presented

Introduction is presented

Body is presented

Conclusion is presented Indicator 2: Quality presentation is well performed ✔ Time management is respected

✔ Content prioritization is performed

✔ Audience consideration is respected

✔ Acknowledgement is done

Indicator 3: Presentation skills are applied

Organization of thoughts is respected

Simple presentation is done

PPT slides is designed

Effective notes is prepared

Check list is done

Audience questions are answered

Observation



The trainees in Rwanda polytechnics are encouraged to carry out research project based on his/her field of study.

As finalist trainee in Rwanda polytechnics you are called upon to conduct research project as a solution of issues or trends in your field of study and present the findings as per Rwanda Polytechnics research project guidelines. The duration of the task is 200 hours equivalent to two months.

The activities to be carried out are: -Formulate a research topic

-Develop Research project proposal

-Analyse and interpret data

-Write research report

-Present your research report

All materials are provided by Rwanda Polytechnics and you will select the materials based on your research topic

-RP Research Guidelines

- RPanti-plagialism guidelines

-Pens/wax crayons

-Field notebook

-Report format

-Computer

-Consummebles

-Tools and equipments

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator1: Standard procedure of designing ideation of a research project is well applied

Standard procedure of formulating research project topic is respected

Standard procedure of developing research project proposal is respected

Standard procedure anti-plagialism techniques is respected

Indicator2: Standard procedures of developing a project prototype are respected

Standard procedure of developing experimental model is respected

Standard procedure of analysing prototype are respected

Standard procedure of interpration of research project results are respected

Indicator3: Standard procedures of presenting research project are respected

Standard procedure of writing final year research project manusrcipt is respected

Standad procedure of reporting system is respected

Standard procedure of presentation of research project findings is respected.



Checklist Score

Yes No

Indicator1: General introduction is well developed

Background is good

Problem statement is good

Purpose statement is good

Research questions/research hypothesis are good

Scope is good

Significance is good

Indicator 2. Literature review is well developed

Theoritical review is good

Empirical reviwe is good

Conceptual framework is good

Research gap is good

Indicator3. Research methododology has been well developed

Research design is good

Research population is good

Research sample is good

Research instrument is good

Piloty study is good

Indicator 4. Anysisis of prototype is well done

Data collection is good

Data anlysis is good

Data interpretation is good

Indicator 5. Conclusion andrecommendation is well done

Summary of findings is good

Conclusion of findings is good

Recommendation on practices is good

Recommendation for futhers studies is good

Prelimary pages is good

References is good

Appindices has been well mentionned

Report writing is good

Presentation of finding is good


Audience questions are well answered

Observation


Checklist Score

Yes No

Indicator: Status of research findings are well developed

Appropriate tools and equipment are well used

All processes have been resepected

Time has been respected

Research topic is relevant in the field of study

Research results produce positive impact on society

Observation


Checklist Score

Yes No


Research instrument measures are respected

Tools and equipments are used correctilly

Standard operating procedures for taking and analysing data are used

Standard procedure for presentation of findings are used

All required tools and equipment have been well selected

Observation

Decision for external assessors : Competent Not yet competent


References

A. BOOKS AND JOURNALS

Adventist University of the Philippines. Thesis and Dissertation Manual (2014):

Centre for Undergraduate

Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed). Boston: Allyn & Bacon.

Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 15(2), 195–207.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

Creswell, J. W., & Maietta, R. C. (2002). Qualitative research. In D. C. Miller & N. J. Salkind (Eds.), Handbook of social research (pp. 143–184). Thousand Oaks, CA: Sage.

Creswell, John W. (2012). Educational research: Planning, Conducting, and evaluating quantitative and qualitative Research-Fourth edition, ISBN-13: 978-0-13-136739-5 (alk. paper), ISBN-10: 0-13-136739-0 (alk. paper).

Dawson, C. (2002). “Practical Research Methods”, New Delhi, UBS Publishers Distributors, 2002. Denzin, N. & Lincoln, Y. 1994. “Handbook of Qualitative Research”, SAGE Publications, London, UK, 1994.

Flick Uwe, (2015). Introducing Research Methodology: A Beginner's Guide to Doing a Research Project, SAGE Publication.

Gie, R., & Beyers, N. (2014). Getting started in clinical research: Guidance for junior researchers. Cape Town: Department of Paediatrics and Child Health, Faculty of Medicine and Health Sciences, Stellenbosch University.

Jeremy Holland (Editor) (2005): Methods in Development Research: Combining Qualitative and Quantitative Approaches, Practical Action.

Kitsakorn Locharoenrat, (2017). Research Methodologies for Beginners, Pan Stanford Publishing.

Kothari. C.R. (2004). Research Methodology: Methods and Techniques-second edition, New Age International (P) Limited, Publishers; ISBN (13): 978-81-224-2488-1.

Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd Ed.). Thousand Oaks, CA: Sage.

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GLOSSARY

1. Assessment: A process of gathering and judging evidence in order to decide whether

a person has attained a standard of performance.

1. Assessment criteria: Statements which describe performances and place them in

context with sufficient precision to allow valid and reliable assessment.

2. Best practice: Management practices and work processes that lead to outstanding or

top-class performance and provide examples for others.

3. Competency standard: An industry-determined specification of performance which

sets out the skills, knowledge and attitudes required to operate effectively in

employment. Competency standards are made up of units of competency, which are

themselves made up of elements of competency, together with performance

criteria, a range of variables, and an evidence guide.

4. Competency:means the ability to apply knowledge, skills and personal, social

and methodological skills in the workplace or during learning, as well as in personal

and professional development. This ability or capacity is acquired through leaning,

exposure to the tasks and series of training allowing one to perform specific task

autonomously. Reason why in the context of the CBE Framework competencies are

described as responsibility and independence.

5. Competency-based assessment (or CBA): The gathering and judging of evidence in

order to decide whether a person has achieved a standard of competency.

6. Complementary competencies: Set of knowledge, skills and attitudes which are not

directly linked to a specific occupation or industry, but which are important for work,

education and life in general, such as communication, mathematics, organizational

aptitude, and computer literacy, interpersonal and analytical competency.

7. Core modules: Modules leading to competencies’ acquisition that an industry sector

has agreed upon as essential for a person to be accepted as competent at a

particular level. All modules may be core, but in many cases competency at a level

will involve core modules plus optional or specialization modules. Core

competencies are normally those central to work in a particular industry.

8. Credential: Formal certification issued for successful achievement of a defined set of

outcomes, e.g. successful completion of a course in recognition of having achieved

particular knowledge, skills or competencies; successful completion of an

apprenticeship or traineeship.

9. Credit: The acknowledgement that a person has satisfied the requirements of a

module.

10. Curriculum: The specifications for a course or subject (module) which describe all

the learning experiences a learner undergoes, generally including objectives,

content, intended learning outcomes, teaching methodology, recommended or

prescribed assessment tasks, assessment exemplars, etc.

11. Evidence guide: The part of a competency standard which provides a guide to the

interpretation and assessment of the unit of competency, including the aspects


which need to be emphasized in assessment, relationships to other units, and the

required evidence of competency.

12. Flexible delivery: A range of approaches to providing education and training, giving

learners greater choice of when, where and how they learn. Flexible delivery may

involve distance education, mixed-mode delivery, online education, self-paced

learning, self-directed learning, etc.

13. Formal education: Also formal training education or training provided in educational

institutions such as schools, universities, colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or instructor.

14. General competencies: competencies correspond to larger operations that go

beyond the tasks, but generally contribute to their implementation. These activities

require more fundamental learning and are generally common to several tasks and

transferable to many work situations.

15. Generic modules: Modules leading to the attainment of complementary

competencies.

16. Informal education: The acquisition of knowledge and skills through experience,

reading, social contact, etc.

17. Internship: An opportunity for a learner to integrate career related experience by

participating in planned, supervised work.

18. Key competencies: Any of several generic skills or competencies considered

essential for people to participate effectively in the workforce. Key competencies

apply to work generally, rather than being specific to work in a particular occupation

or industry. The following are key areas of competency which were developed into

seven key competencies: collecting, analyzing and organizing information;

communicating ideas and information; planning and organizing activities; working

with others and in teams; using mathematical ideas and techniques; solving

problems; and using technology.

19. Knowledge: means the result of the adoption of information through the learning

process. Knowledge is a set of facts, principles, theories and practices related to area

of work or study. In CBE context lifelong learning knowledge is described as

theoretical and / or factual.

20. Learning outcomes: are statements of what learner knows, understands and can

perform, based on the completion of the learning process, defined by

knowledge, skill and competency.

21. 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.

22. Learning hours: Amount of hours required to acquire the competency, including the

time allocated to evaluation, which is estimated between 5 and 10% of the total

learning time of the competency.

23. Learning outcomes: Statements that indicate what learners will know or be able to

do as a result of a learning activity. Learning outcomes are usually expressed as

knowledge, skills, or attitudes.


24. Learning unit: Any of the basic building blocks of a module, which describes the key

activities or the elements of the work covered by the module

25. Module: A unit of training which corresponds to one competency and which can be

completed on its own or linked to others.

26. Occupation: The principal business of one’s life.

27. Performance criteria:The part of a competency standard specifying the required

level of performance in terms of a set of outcomes which need to be achieved in

order to be deemed competent. It describes the quality requirements of the result

obtained in labor performance.

28. Qualification: means the formal name for the result of a process of assessment and

validation, which is obtained when a competent body determines that an individual

has achieved learning outcomes to the standards laid down.

29. Quality assurance: The systems and procedures designed and implemented by an

organization to ensure that its products and services are of a consistent standard and

are being continuously improved.

30. Recognition of prior learning (or RPL): The acknowledgement of a person’s skills and

knowledge acquired through previous training, work or life experience, which may

be used to grant status or credit in a subject or module.

31. Skills: are the ability to apply knowledge and use the principle of “know how” to

perform a specific task and to solve the problem. In the context of the CBE

Framework, skills are defined as cognitive (involving the use of logical, intuitive and

creative thinking), practical (including physical skill and use of methods, materials,

devices and instruments) and social skills (communication and cooperation

skills, emotional intelligence and other).

32. Specific competencies: Competencies that are directly related to the tasks of the

occupation in the workplace context. They refer to concrete, practical, and focused

aspects

33. Traineeship: A system of vocational training combining off-the-job training at an

approved training provider with on-the-job training and practical work experience.

Traineeships generally take one to two years and are now a part of the New

Apprenticeships system.

34. Unit of competency: A component of a competency standard. A unit of competency

is a statement of a key function or role in a particular job or occupation. See also

element of competency, performance criteria, range of variables.

Skills for a better destiny

RWANDA POLYTECHNIC – RP

Kigali-Rwanda

Email : [email protected]

Website : www.rp.ac.rw

P.O. Box 164 Kigali, Rwanda

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