Engine Mechanics for-VTC

Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY WDA
Ministry of Education Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707
Tel: (+250) 255113365
E-mail: info@wda.gov.rw
Web site: www.wda.gov.rw
MOTOR VEHICLE ENGINE MECHANIC CURRICULUM

VOCATIONAL TECHNICAL CENTERS
Kigali, February 2012
1
ACKNOWLEDGMENTS AND LIST OF PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING
PROGRAMME
The Workforce Development Authority wishes to thank the following persons who participated in the
development of this training programme:
1. HAVUGWEKONSILE Stanislas Head of Department IPRC Kigali
2. BUREGEYA Aaron Instructor IPRC Kigali
3. GENDANEZA Georges APAFORME Garage
4. MWISENEZA Albert ITH Hanika Garage
5. NIYITEGEKA Jean Claude Garage Diocese Kabgayi/ETEKA
6. HABIMANA Andr Instructor IPRC Kigali
7. HABIMANA Japhet Ecole Technique Muhima (ETM)
8. RUTABOBA Pierre Damien Instructor Kabarondo VTC / Mukarange Branch
9. HATEGEKIMANA Gratien WDA Curriculum Developer
10. MPAMO Aim WDA Head of Curriculum Development Unit (CDU)
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Table of Contents
SECTION 1 .......................................................................................................................................................................................................................... 5
GENERAL INTRODUCTION................................................................................................................................................................................................ 5
CONCEPTS AND DEFINITIONS .......................................................................................................................................................................................... 6
SECTION 2: QUALIFICATION .......................................................................................................................................................................................... 9
TITLE OF THE QUALIFICATION:......................................................................................................................................................................................... 9
RATIONALE OF THE QUALIFICATION ............................................................................................................................................................................. 10
ENTRY REQUIREMENTS TO THE QUALIFICATION .......................................................................................................................................................... 10
COMPLEMENTARY COMPETENCES ................................................................................................................................................................................ 11
SUPPLEMENTARY INFORMATION .................................................................................................................................................................................. 11
LIST OF MODULES .......................................................................................................................................................................................................... 12
NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS.................................................................................................................................. 13
SECTION 3: TRAINING PACKAGE ................................................................................................................................................................................. 14
COMPETENCES CHART ................................................................................................................................................................................................... 14
FLOWCHART................................................................................................................................................................................................................... 16
MODULE 1: Occupation and Learning process .............................................................................................................................................................. 18
MODULE 2: Communication on the workplace ............................................................................................................................................................. 23
MODULE 3: Health, safety and security on the workplace............................................................................................................................................ 30
3
MODULE 4: Computer literacy....................................................................................................................................................................................... 37
MODULE 5: Mechanical Sciences .................................................................................................................................................................................. 58
MODULE 6: Mechanical tools and equipment .............................................................................................................................................................. 68
MODULE 7: Basic technical drawing .............................................................................................................................................................................. 72
MODULE 8: Petrol engine .............................................................................................................................................................................................. 80
MODULE 9: Diesel engine .............................................................................................................................................................................................. 87
MODULE 10: Ignition system repairing.......................................................................................................................................................................... 99
MODULE 11: Motor vehicle engine repairing .............................................................................................................................................................. 112
MODULE 12: Cooling system repairing ........................................................................................................................................................................ 120
MODULE 13: Lubricating system repairing .................................................................................................................................................................. 124
MODULE 14: Engine faults diagnosis ........................................................................................................................................................................... 128
MODULE 15: Motor vehicle engine maintenance ....................................................................................................................................................... 136
MODULE 16: Entrepreneurship ................................................................................................................................................................................... 140
MODULE 17: Internship ............................................................................................................................................................................................... 147
Training Chronogram ................................................................................................................................................................................................... 156
4
SECTION 1
GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competences to acquire in order to perform the
occupation of a Motor Vehicle Engine Mechanic. The curriculum design approach has taken into account the
training needs, the work situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of training. They have a
direct influence on the choice of the theoretical and practical learning activities. The competences are the targets of
training: the acquisition of each is required for certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of learning are developed
on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature and goals of a
program and the key concepts and definitions used in the document. The second part presents the qualification, its
level in the qualification framework, its purpose, its rationale and the list of modules it comprises. The third part
deals with the training package. It includes the competences chart, the sequencing of module learning, the
description of each module and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the module, the length of
training, the amount of credits, the context in which the competence is performed, the prerequisite competences,
the learning units and the performance criteria.
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In each module, a course structure is provided. The course structure describes the learning outcomes (knowledge
and skills) and the learning contents related to each learning unit. Also, the learning activities and resources for
learning are suggested.
CONCEPTS AND DEFINITIONS
Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a
standard of performance. See also competency-based assessment.
Certification: the formal acknowledgement of successful achievement of a defined set of outcomes.
Competence: the ability to perform tasks and duties to the standard expected in employment.
Competences chart: a chart that shows the interrelationships between each of the competences deployed in the
execution of duties and tasks. This chart allows a relevant, coherent, applicable and feasible description of the
modules.
Complementary competences: (also known as employability skills or key skills) skills which are not specific to
work in a specific occupation or industry, but are important for work, education and life generally, such as
communication skills, mathematical skills, organisational skills, computer literacy, interpersonal competence and
analytical skills.
Credit: the acknowledgement that a person has satisfied the requirements of a module.
General competences : competences correspond to larger operations that go beyond the tasks, but generally
contribute to their implementation. These activities require more fundamental learning and are generally common
to several tasks and transferable to many work situations.
6
Internship: an opportunity for a learner to integrate career related experience by participating in planned,
supervised work.
Learning activities: suggested activities that can be developed during lesson planning and activity preparation.
The choice of learning activities must be tailored according to group size, available material resources and
communication tools.
Learning assumed to be in place: a requirement for the attainment of a specific module or modules prior to
commencement of another module.
Learning hours : amount of hours required to acquire the competence, including the time allocated to evaluation,
which is estimated between 5 and 10% of the total learning time of the competence.
Learning outcomes: are statements that indicate what learners will know or be able to do as a result of a
learning activity. Learning outcomes are usually expressed as knowledge, skills, or attitudes.
Learning unit: any of the basic building blocks of a module which describes the key activities or elements of the
work covered by the module.
Levels: are progressive stages of competence or achievement. The level is defined in the Qualification Framework.
Mandatory module : a module that an economic sector or sub-sector deems mandatory within a field or sub-field
of learning. These are the essential occupational skills that are required to meet employment needs.
Module: a unit of education or training which corresponds to one competence and can be completed on its own or
as part of a qualification.
Occupation: the principal business of ones life.
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Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.
Qualification: the formal recognition of the attainment of requirements at a specific level.
Qualifications framework: a social construct whereby learners acquired knowledge, skills and achievements,
either through formal, non-formal, informal or experiential means, can then be registered and recognized.
Specific competences : competences that are directly related to the tasks of the occupation in the workplace
context. They refer to concrete, practical, and focused aspects.
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SECTION 2: QUALIFICATION
TITLE OF THE QUALIFICATION:

The title of the Qualification must be unique at its level - i.e., different from any other title at that level.
The Qualification type must be in accordance with the approved naming conventions e.g. Certificate,
Diploma", "Bachelors Degree", "Honours", "Masters", "Doctorate" or PhD,.
The title must provide a pointed indication of the contents e.g. National Certificate: Fabrication: Welding
LEVEL:
CREDITS:
SECTOR:
SUB-SECTOR:
ISSUE DATE:
REVIEW DATE:
PURPOSE:
The Purpose should outline what the Qualification is intended to achieve.
It should succinctly capture what the qualifying learner will be able to do on achievement of the Qualification.
= the specific/particular competencies
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RATIONALE OF THE QUALIFICATION
The Rationale should indicate how the Qualification meets the specific needs in the sector for which it is
generated.
The range of typical learners should be clearly identified with an indication of the occupations, jobs or areas of
activity in which the qualifying learners will operate.
The Rationale should indicate how the Qualification meets the requirements that a Qualification is a planned
combination of learning outcomes which have a defined purpose and will provide qualifying learners:
with applied competence, and

a basis for further learning
The Rationale should give evidence as to how it will provide benefits to society and the economy.
An indication should be given of the learning pathway into which the Qualification falls, e.g. which
Qualifications start and end the learning pathway.
An indication should be given of how the Qualification will help achieve the objectives of the NQF.
ENTRY REQUIREMENTS TO THE QUALIFICATION

An indication should be given of which learners may access the Qualification. Such access should not be
subjected to any unnecessary restrictions. Any restrictions should be fully justified.
Consider variables such as :

physical traits or attributes and / or
learned skills and / or
learned knowledge and / or
attitudes that a learner should possess to be successful on the job but that he/she will not get as a result of
training
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This section should also capture and reflect the building blocks of knowledge, skill and understanding which are
assumed to be in place and which support the achievement of the Qualification by the learner. It should be
simple statements of acquired competencies that will help the learner be successful with the learning involved
with the Qualification.
COMPLEMENTARY COMPETENCES
Description of the complementary modules : communication in mother tongue, communication in another

relevant language, basic skills in mathematics, science and technology, ICT skills, learning with autonomy, skill to
develop interpersonal relationships and civic sense, entrepreneurship spirit and cultural expression
SUPPLEMENTARY INFORMATION
As required
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LIST OF MODULES
Module No Module title Type Credit Value

1. Occupation and learning process Complementary 2
2. Communication on the workplace Complementary 2
3. Health, safety and security on the workplace Complementary 2
4. Computer literacy Complementary 3
5. Mechanical sciences General 8
6. Tools and equipment General 4
7. Basic technical drawing General 10
8. Petrol engine Specific 7
9. Diesel engine Specific 8
10. Ignition system repairing Specific 9
11. Motor vehicle engine repairing Specific 10
12. Cooling system repairing Specific 5
13. Lubricating system repairing Specific 5
14. Engine faults diagnosis Specific 8
15. Motor vehicle engine maintenance Specific 3
16. Entrepreneurship Complementary 3
17. Internship Specific 30
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NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
Assessment shall focus on the modules.
For each of the modules, successful candidates shall be awarded an Award of Achievement
The National Qualification of . Level X will be attained through accumulation of the

Awards of Achievement for each the modules listed in the qualification section. Successful candidates
shall be awarded a National Certificate signed by the WDA Director General.
The following are qualified to apply for assessment and certification:
- Graduates of formal, non-formal and informal including enterprise-based training programs
- Experienced Workers (wage employed or self-employed)
The guidelines on assessment and certification are discussed in detail in the Procedures Manual on
Assessment and Certification.
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SECTION 3: TRAINING PACKAGE
The training package includes the competences chart, the sequencing of module learning, the description of each
module, and the course structure.
COMPETENCES CHART
The competences chart is a table that presents an overview of the specific competences, the general competences,
the work process and the time allocated to each competence. This table provides an overall view of the
competences of the training programme and allows to identify the logical sequence of the learning of these
competences.
The competences chart shows the relationship between general competences and specific competences that are
particular to the occupation, as well as the key stages of the work process. It shows the links between the elements
in the horizontally axis and those vertical axis. The symbol ( ) marks a relationship between a general competence
and specific competence. The symbol ( ) indicates a relationship between a specific competence and a step in
the process of work. When the symbols are darkened, it indicates that the link is taken into account in the
description of the specific competence.
The competences chart allows the trainer to consider the complexity of the competences in the organization of the
progress of learning. Therefore, the vertical axis shows the specific competences in the order they should be
acquired. This is the starting point of the presentation of the competences in the flowchart presented in the
following pages.
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PROCESS GENERIC COMPETENCIES
Operate tools and equipment

Prepare tools, materials and
Apply mechanical sciences
Create and manage a small

Understand the occupation
security procedures on the
TRAINING DURATION
ENGINE MECHANIC
Communicate effectively
Apply health, safety and
Demonstrate computer
Dismantle the system
Apply basic technical

and learning process
Inspect the system
Clean components
Adjust the system

Install the system
on the workplace
Test the system
equipment
workplace
DURATION
business
drawing
literacy
Particular competencies
NUMBER 1 3 5 7 6 2 4 16
NUMBER
DURATION 20 20 80 100 40 20 30 30 340
H
15 Maintain the motor vehicle engine 30
13 epair the lubricating system 50
12 Repair the cooling system 50
10 Repair the ignition system 9
14 Diagnose the engine faults 8
Supply the fuel and air system to
9 80
the diesel engine
Supply the fuel and air system to
8 70
the petrol engine
11 Repair the motor vehicle engine 100
17 Integrate the workplace 300
Total 850 1190 H
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FLOWCHART
The flowchart of sequencing of learning is a schematic representation of the order of acquisition of the
competences. It provides an overall planning of the entire training programme and shows the relationship between
the modules. This type of planning is to ensure consistency and progression of learning.
For each module, the flowchart shows the learning that is already in place, the learning that is to take in parallel or
later. The positions defined will have a decisive impact on all subsequent pedagogical choices.
The flowchart of the sequence of learning of the modules of the training programme is presented on the following
page.
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01. Occupation and Learning
process: 20h
02. Communication on the 03. Health, safety and security 04. Computer literacy: 30h
workplace: 20 h on the workplace: 20h
05. Mechanical sciences: 06. Mechanical tools and 07. Basic technical drawing:
80h equipment: 40h 100h
8. Petrol engine: 70h 9. Diesel engine: 80h
10. Ignition system

repairing: 90h
11. Motor vehicle engine

repairing: 100h
12. Cooling system 13. Lubricating system

repairing: 50h repairing: 50h
14. Engine faults diagnosis:

80h
15. Motor vehicle engine

maintenance: 30h
16. Entrepreneurship:
30h
17. Workplace Integration

/Internship: 300h
Total: 1190 hrs
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MODULE 1: Occupation and Learning process
Competence 1: Understand the occupation and the learning process
RTQF LEVEL: CREDITS: 2 LEARNING HOURS : 20
SECTOR: All SUB-SECTOR: All
ISSUE DATE: REVIEW DATE:
PURPOSE STATEMENT
This module is covered first. It allows the trainee to get to know the other participants to the training programme
and to understand himself/herself as part of a team. Also, the trainee will develop a comprehensive and clear vision
of the occupation and the training programme. The module will allow the participant to avoid mistakes of career
guidance and confirm or deny his/her choice from the start.
The training and learning methods are presented to the trainee. This approach encourages greater motivation and,
subsequently, a better integration of various learning.
LEARNING ASSUMED TO BE IN PLACE
Not applicable
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LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Learning unit Performance criteria

By the end of the module, the trainee will
be able to :
1.1. Understand oneself as part of a Know each other.

team and respect the rules of the Be part of a team and behave accordingly.
workshop Rules and requirements are agreed upon and known.
1.2. Learn about the occupation and The occupation is understood.

the training process The training required is known.
The training organisation is known.
1.3. Reflect upon the teaching and The active and participatory learning methods are applied.
learning methods The assessment method is understood.
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.
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Learning Unit 1.1: Understand oneself as part of a team and respect the Duration: 6 periods
rules of the workshop
Learning outcomes Contents Learning activities Resources
1.1.1.Introduce Introductions o Introduction

oneself and Expectations about the o Game
get to know training o Presentation of trainees
one another expectations
1.1.2.Work as a Working as a team o Games
team Building trust o Group discussions
1.1.3.Setting rules Rules of the classroom o Brainstorming
and Group responsibilities o Discussions
responsibilities
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Learning Unit 1.2: Learn about the occupation and the training process Duration: 12 periods
1.2.1. Understand Characteristics of the o Personal research - Pictures of people in

the occupation o Visit of a business in the working situation
occupation Working conditions neighbourhood - Documents
describing the
occupation
1.2.2. Obtain an Content of the training o Presentation by the teacher - Overview of the
understandin programme (modules) o Research training programme
g of the Importance of the initial - Testimonies of
goals of the and continuous training people performing
training the occupation
programme
1.2.3. Have a Presentation of the o Visits of the premises of the - School year calendar
common timetable school. - Timetable
understandin Presentation of the
g of the classrooms and
training workshops
organisation
21
Learning Unit 1.3: Reflect upon the teaching and learning methods Duration: 2 periods
1.3.1. Understand Overview of the active o Experience sharing.

the teaching and participatory o Presentation by the trainer
and learning teaching and learning
methods methods
1.3.2. Understand Assessment o Explanation by the trainer

the methodology and its
assessment purpose
methodology
Reference books :
1. Work Readiness Training Programme Trainers Manual, Akazi Kanoze Youth Livelihoods Project.
2. Work Readiness Training Programme Participants Manual, Akazi Kanoze Youth Livelihoods Project.
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MODULE 2: Communication on the workplace
Competence 2: Communicate effectively on the workplace
SECTOR: Technical Servicing SUB-SECTOR: Automotive
PURPOSE STATEMENT
This module describes the skills and knowledge required to communicate and get along well with others, in a
variety of settings and for a range of purposes. The module will allow the participant to speak and listen
actively and appropriately, one-on-one and in groups, to cooperate and work effectively within a group, to lead
a team and to provide good customer service.
Not applicable
23
By the end of the module, the trainee

will be able to :
2.1. Listen and speak effectively Strategies for effective listening are applied.
Instructions are adequately interpreted and followed.
Clear and accurate information and instructions are provided to

colleagues.
2.2. Cooperate and work as a team Team objectives are reached through effective cooperation.
member
Diversity of team members is respected.
Lead a team efficiently
Demonstrate problem solving and decision making skills
2.3. Apply customer care Importance and principles of good customer service are
understood.
Quality service is provided.
Clear verbal information is provided to customers face to face or
24
on the telephone.
Conflicts with customers are handled politely and adequately.
COURSE STRUCTURE
Learning Unit 2.1: Listen and speak effectively Duration: 6 periods

2.1.1.Apply effective Effective listening skills & o Role play - Role play scenarios
listen skills & strategies o Observing role play - List of effective
strategies Assess ones listening o Feedback from observers listening skills &
skills o discussion strategies
Model good listening - Effective Listening
skills Observation Form
2.1.2.Give and receive Importance of giving o individual work
instructions clear, concise o group discussion
instructions
Formulation of
instructions
Strategies to ask
questions for clarification
25
2.1.3.Identify non- Importance of non- o pair work
verbal verbal communication o large group discussion
communication Impacts of non-verbal
signs and the communication on how
impact on we give information and
peoples how we listen.
perceptions
2.1.4.Demonstrate Effective speaking skills o small group work - List of Effective

effective speaking and strategies o practice presentations Speaking Skills &
skills o large group discussion Strategies
- Speaking Scenarios
for group work
- Effective Speaking
Observation Form
Learning Unit 2.2: Cooperate and work as a team member Duration: 8 periods
2.2.1.Identify the Different personalities o Self-assessment

different and approaches that o large group activity - Working in Groups
personalities individuals bring to a (inner/outer circles) Self Assessment
group o Discussion - Cooperating with
Others Roles
- Elements of an
2.2.2.Handle different Strategies on how to Effective &
personalities in handle different Cooperative Team
a group personalities in a group Member
26
2.2.3.Cooperate with Characteristics of an o Large group activity
others to reach effective and cooperative o Large group discussion
the same team member o Individual reflection/journal
objective writing
o Pair work
2.2.4.Lead a team Qualities of an effective o large group discussion - Role play scenarios
efficiently leader o small group work
Different leadership o role plays
styles o small group activity
Appropriate leadership
style in a given context
Strategies to lead a team
efficiently
2.2.5.Demonstrate challenges and dynamics o Large group activity - Scenarios for
problem solving amongst people during o pair sharing problem solving
and decision the problem solving o small group work activity
making skills process o large group discussion
steps of problem solving o Task leadership competition
to work and community
related problems
Communication as a tool
for problem solving
27
Learning Unit 2.3: : Apply customer care Duration: 6 periods
2.3.1.Understand the Definition of customer o Experience sharing

importance of service o Brainstorming
good customer Levels of customer Presentation by trainer
care service
Customer care principles
Importance of customer
care
2.3.2.Provide Basic customer needs o individual reflection

exceptional Service to meet basic o large group discussion
quality service customer needs o role play
Definition of customers
perception
Meeting and exceeding
expectations
Getting feedback on the
provided service
2.3.3.Communicate Telephone tips o large group discussion - Role Play scenarios
effectively with Recording a telephone o skit for Communicating
customers by message o pair role plays with Customers
telephone and
face to face
2.3.4.Handle conflict Definition of conflict, o individual reflection
with difficult conflict o Brainstorming
customers resolution/management o large group discussion
28
Steps of conflict o role play
management with
difficult customers
Reference books:
29
MODULE 3: Health, safety and security on the workplace
Competence3: Apply health, safety and security procedures on the workplace
SECTOR: SUB-SECTOR:
PURPOSE STATEMENT
This module describes the skills and knowledge required to follow health, safety and security procedures, identify
hazards, assess the associated safety risks and take measures to eliminate or control and minimise the risk.
It is an obligation for each employee to participate in the management of their own health and safety and that of
their colleagues and anyone else in the workplace. They have a duty to cooperate with their employer's initiatives to
ensure safety at work.
Not applicable
30
By the end of the module, the trainee will

be able to :
3.1. Apply good personal care and Hands are washes at appropriate times and hand washing procedures
healthy habits at work are followed correctly and consistently according to organisation and
legal requirements.
Clothes are clean, required personal protective clothing are worn and
only organisation-approved bandages and dressings are used.
Food is not contaminated with any body fluids or tobacco product

from sneezing, coughing, blowing nose, spitting, smoking.
Clean materials and clothes are used and safe and hygienic practices
are respected to ensure that no cross-contamination of other items in
the workplace occurs.
3.2. Address unsafe situations on the Appropriate methods are used to identify actual or foreseeable
hazards that have the potential to harm the health and safety of
31
job workers or anyone else in the workplace.
Immediate work area is free from hazards.
Control measures are implemented according to individual level of

responsibility or appropriate personnel is referred to for permission or
further action.
3.3. Respond appropriately to Emergency and potential emergency situations are recognised
emergencies at work promptly and required actions are determined or taken within the
scope of individual responsibility.
Appropriately response to emergencies is provided.
Assistance from colleagues or other authorities is sought promptly

and when appropriate.
3.4. Prevent HIV/AIDS and sexual Reproductive health is understood.

violence
Transmission, prevention and treatment of HIV/AIDS and other STIs
are understood.
Sexual violence is understood and can be avoided.
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COURSE STRUCTURE
Learning Unit 3.1: Apply good personal care and healthy habits at work Duration: 4 periods.
1.3.1. Identify Healthy habits o Discussion - List of habits for good

important health o Individual work health
practices in the o Presentation - Health education
workplace material from Ministry
of Health or other
organisations
- Posters/pictures of
health habits
1.3.2.Describe the Definition of hygiene o Presentation by trainer - Handout: healthy
importance of Definition of sanitation o Group work and discussion hygiene and sanitation
personal and Importance of hygiene o Role play practices, food
public cleanliness and sanitation at work sanitation, clean water
and toilet facilities
1.3.3.Know how to Sources of germs, o Brainstorming
prevent the microbes
spread of illness Prevention techniques
and (Hygiene and sanitation
contamination at good practices)
work
33
1.3.4.Identify Healthy habits o Discussion - List of habits for good
important health o Individual work health
practices in the o Presentation - Health education
workplace material from Ministry
of Health or other
organisations
- Posters/pictures of
health habits
Learning Unit 3.2: Address unsafe situations on the job Duration: 4 periods
3.2.1.Identify the Types of hazards in the o Brainstorming - Pictures

primary hazards workplace (safety, o Group work
found in chemical, biological, o Discussion
workplaces other health hazards)
3.2.2.Understand why Hazardous situations
the situation or Dangerous substances
substance is
hazardous
3.2.3.Identify the best Control methods o Brainstorming - Stories and pictures
ways to address (remove hazard, work o Discussion
specific problem policies and procedures,
situations protective equipment)
34
Learning Unit 3.3: Respond appropriately to emergencies at work Duration: 6 periods
3.3.1.Identify Definition of emergency o Presentation by the trainer

emergencies Types of emergencies in o Experience sharing
a workplace
3.3.2.Handle Possible responses to o Disaster Blaster Game - Disaster Blaster Game
emergencies emergencies in the board, paper, marker,
workplace dice, game cards
Learning Unit 3.4: Prevent HIV/AIDS and sexual violence Duration: 6 periods
3.3.3.Understand Puberty and body o Small group discussions

reproductive change o Pair discussion
health Female reproduction
Male reproduction
Consequences of early
pregnancy
3.3.4.Be sensitized to Definition o HIV game - Scenarios for HIV
HIV /AIDS Transmission o Questions and answers game
Prevention (ABC) o True or false - True and false
Treatment o Group work statements
Other STIs o Demonstration (condom use)
Stigma and VCT o Role play (condom
negotiation)
3.3.5.Be sensitized to Definition of sexual o Story telling
sexual violence violence o Group discussion
35
Definition of rape o Large group discussion
Consequences of sexual
violence
Reference books:
3. HARE: Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.
36
MODULE 4: Computer literacy
Competence 4: Demonstrate computer literacy
PURPOSE STATEMENT
This is a complementary module which describes the performance outcomes, skills and knowledge required to
the computer literacy. Computer skills are very relevant to any work in our days.
Not applicable
37
Learning units Performance criteria
By the end of the module, the
trainee will be able to :
4.1. Apply computer Identification of Various connectors and ports
fundamentals
Use of different I/O devices
Use of Desktops elements
Scanning of Viruses in the computer and Different Storages Devices
4.2. Use a current word Text formatting

processing package
Table creation and editing
Text Editing
Printing
Saving
Inserting of header ,Footer and footnotes
4.3. Use current spreadsheet Using of basic excel tasks

package
Managing of Sheets in excel workbook
Formatting of cells and their contents
Using of functions and perform mathematical operations
38
Excel worksheet Printing
4.4. Use current Power Point Creating of a new presentation

Presentations
Creating , Inserting of a slide
Inserting of Graphics
Converting of word documents to PowerPoint presentation
Animation
Using of Different Presentation view
Presentation Printing
4.5. Use Internet/Intranet Definition and explanation of a website

(Outlook)
Interaction through instant messaging (Chatting)
Utilization of search Engines (example Google)
Creating , Managing of favorites using internet explorer
Browsing of the internet using the hyperlinks
Downloading and Uploading of files using internet
39
COURSE STRUCTURE
Learning Unit 4.1: Apply computer fundamentals Duration: 10 periods

4.1.1.Apply Computer Computer Definition o -Open a computer case -Computer Lab

basics and Observe different
Types of computers -Computer Tool Kit
types of memory
Laptops -CD, DVDs, Diskettes
o -Group Discussion on
Desktops each type of memory -White Board
Palm tops -Markers
PDA (Personnal
Digital
assistance)
Computer Hardware
Memory
Definition
40
Role of Memory
Features
- Capacity
- Speed
- Non Volativity
Types of Memory
- ROM (Read only

memory)
- RAM (Random
access memory)
- External/Internal
memories (Hard
disk,diskette,CD,
Flash disk,etc)
4.1.2.Identify Various Connectors and ports o -Observe different -Computer Lab

connectors connectors as well as
- Definition -Computer Tool Kit
and ports input and output ports
I/O (Input and -CD, DVDs, Diskettes
o -Exercises on ports
Output) Ports and
identifications -Different types of Cables,
connectors
41
- Serial ports Different types Connectors
- Parallel ports -White Board
- USB -Markers
- Keyboard,
Mouse
connectors
- VGA Connectors
4.1.3.Use different Peripherals o Practical exercises on -Computer Lab

I/O devices connecting the mouse,
- Definition -Computer Tool Kit
keyboard. Monitor to the
- Categories I/O CPU (Central processing -CD, DVDs, Diskettes
devices unit)
-Printer
Input
-Scanner
devices
(mouse, -White Board
Keyboard,
scanner,
CD/DVD-
ROM and
diskettes
drivers,
42
etc)
Output
devices
(Monitor,
Diskette,
CD/DVD-
ROM
Writer,
Printer,
etc)
Types of
keyboards
- AZER
TY
- QWE
RTY
4.1.4.Use Desktops Windows and its o -Brainstorming on -Computer Lab

elements components: Desktops elements
-Projector
- Desktop o -Use the desktop, the
tasks bar and the start
- Task bar
menu
43
- Start menu
- Minimize,
Maximize, Close
buttons
- My Computer
4.1.5.Scan Viruses in Antivirus definition o -Brainstorming the use of -Computer Lab

the antivirus
Importance of -Flash disks
computer
antivirus o -Practical exercises on
and -External Hard disk
Scanning viruses
Different Functionality
-Cds, DVDs
Storages o -Compile activities
Different Types of
Devices reports -Antivirus
antivirus
(Flash disk,
-White Board
External - Norton
Hard disk) -Markers
- Kaspersky
- Symantec
Storages to be
scanned
- Flash disk
- External hard
44
disk
- Memory card
- Computer hard
disk
Learning Unit 4.2: Use a word processing package Duration: 5 periods

4.2.1.Format a text Style,Font,Size,Colour o -Reproduce document -Computer Lab With

already formatted Current Word processing
Paragraph
Package installed in each
o -Various exercises to
Column computer
familiarize with
Tabulation formatting a text. -Projector
Paragraph spacing -White Board
Inserting -Markers
symbols:Special
characters,bullet and
numbering
Borders and
shading,header and
45
footer.
4.2.2.Create and edit Inserting a table o -Practical exercises on -Computer Lab With
a table creating, editing and Current Word processing
Inserting a column
handling a table Package installed in each
Inserting a row computer
Deleting table -Projector
Deleting row -White Board
Deleting column
Merging cells
Splitting cells
Drawing a table
Table auto format
Formula
4.2.3.Edit document Search/Find.Replace o -Brainstorming Editing -Computer Lab With

(Text) text Current Word processing
Deleting a range of text
Package installed in each
o -Perform practical
The undo command computer
exercises on the various
Spelling and grammar tips (options) -Projector
46
synonyms o -compile activities reports -White Board
-Markers
4.2.4.Print document Page setup o -Exercises on printing -Computer Lab With

one or more copies of a Current Word processing
Print preview
colored document, in Package installed in each
Print dialog box black and white computer
Selecting printer name o -printing in landscape, -Printer

portrait
Printer options -Projector
Printing one or more

copies
Printing in black/white
or color
Print page ranges
4.2.5.Save File management o -Practical Exercises on -Computer Lab With

documents creation of files, folders Current Word processing
- Creation of files
and file Saving Package installed in each
- Creation of computer
o -Compile activities
Folders
reports -Projector
- File Naming
47
- File Formats
4.2.6.Insert Header Footnotes o -Exercises on footnotes -Computer Lab With

,Footer and Current Word processing
Header and Footer o -Create a document
footnotes Package installed in each
containing several pages
- Automatic page computer
numbering o With elements such as
-Projector
the page number, date
- Total number of
automation.
pages
o -practical exercises.
- Automatic date
- Automatic
automatic
author;s name
Learning Unit 4.3: Use current spreadsheet package Duration: 5 periods
4.3.1.Use Some basic Basic excel tasks o -Practical exercises on the -Computer Lab With
excel tasks use of basic excel tasks Current spreadsheet
- Open
package installed in each
o -Compile activities reports
- Close computer
48
- New document -Projector
- Undo
- Save,save as.
- Sheet
- Selecting a cell
- Validating a cell
- Deleting cell
contents
- Modifying cell
contents
- Selecting group of
cells
- Increase and
reduce the cell
size
- Delete row and

column
- Duplicate cell
49
4.3.2.Manage Sheets Selecting a sheet o -Practical exercises -Computer Lab With
in excel Current spreadsheet
Renaming a sheet o On Managing sheets in
workbook package installed in each
excel workbook
Insert new sheets computer
Moving a sheet in a -Projector

workbook
Deleting a sheet
4.3.3.Format cells Formatting text and o -Practical exercises in -Computer Lab With
and their cells groups and individual Current spreadsheet
contents homework on formatting package installed in each
- Choosing
cells computer
font,size,colour
o -Compile activities reports -Projector
- Adjusting Cow
height
- Alignment of cell
- Number format
- Inserting rows
- Merging cells
- Creating borders
- patterns
50
4.3.4.Use some Numbers and o -Practical exercises in -Computer Lab With
functions and Mathematical groups and individual Current spreadsheet
perform calculations homework on formatting package installed in each
mathematical cells computer
- Addition
operations
o -Compile activities reports -Projector
- Multiplication
- Division
- Subtraction
- AutoSum
- Absolute and
relative Reference
- Function
Average
Minimum
Maximum
4.3.5.Print an excel Page setup o -Print one or more copies -Computer Lab With
worksheet of a worksheet Current spreadsheet
Print preview
package installed in each
o -Print colour or white and
Print dialogue box computer
black worksheet
51
Print options o -practical exercises -Projector
(individual and in group)
Print one or more -Printer
copies o -print
horizontally/vertically
Print in black/white or
color
Print page ranges
Printing a selection
Learning Unit 4.4: Use presentation application Duration: 5 periods
4.4.1.Launch Ms Power point Definition o -Using a power point -Computer Lab With
Power point presentation with Current presentation
Role
slide show,get Software installed in
Power point environment feedback from each computer
learners on the area
- Title Bar -Projector
of application of Ms
- Menu Bar power point
- Toolbars o -Launch powerpoint

and observe the
- Formatting tool bar
screen individual
52
- Title exercises.
- Sub title
4.4.2.Create a new Creating new presentation o Create presentation -Computer Lab With
presentation using the various Current presentation
Blank presentation
methods Software installed in
Design template each computer
o practical exercises
Auto content wizards (individual and in -Projector
groups)
4.4.3.Create, Insert a Creating a slide o -Exercises on creating, -Computer Lab With

slide inserting and modifying Current presentation
Inserting a slide
a slide Software installed in
Modifying a slide each computer
-Projector
4.4.4.Insert Graphics Graphics:Clip art,Word o Exercises on inserting -Computer Lab With

Art,Library Images,Inserting images in the slides Current presentation
image from file Software installed in
each computer
-Projector
4.4.5.Convert word Copy, Cut, Move o -Practical exercises on -Computer Lab With
documents to Current presentation
53
PowerPoint Process of conversion File transformation Software installed in
presentation each computer
-Projector
4.4.6.Animate a Animation o -Familiarize with -Computer Lab With

presentation animation of a Current presentation
Custom animation
presentation Software installed in
Slide transition each computer
-Projector
4.4.7.Use Different Normal View o -Switch between the -Computer Lab With
Presentation views to improve the Current presentation
Slide Sorter view
view presentation Software installed in
Slide show each computer
o -Group discussion and
brainstorming -Projector
4.4.8.Print a Printing a presentation o -Exercises on printing in -Computer Lab With

presentation black and white or in Current presentation
Print preview
colour, printing one or Software installed in
Printing a copy or multiple more copies of a each computer
copies presentation
-Projector
Printing one slide on a page
Printing more slides on a page
54
Learning Unit 4.5: Use Internet/Intranet (Outlook) Duration: 5 periods
4.5.1.Define and Introduction o -Visit web sites and -Internet Connection

explain a website browse different
World wide web -Computer Lab
pages.
Web page -projector
o -Group discussion
Web site based on
observation
4.5.2.Interact through Definition o -Group Discussion -Internet Connection

instant on Interacting
Steps to create a chat account -Computer Lab
messaging through instant
(Chatting) Chatting options messaging -projector
Instant messaging with or o -Exercises on

no web cam chatting in groups
Calling o -Compile activities

reports
Sending files
4.5.3.Use search Search engines o -Perform practical -Internet Connection

Engines exercises on the
- Definition -Computer Lab
(example use of search
55
Google) - Role engines -projector
- Some Types of search

engine
www.Google.com
www.Yahoo.com
4.5.4.Create, Manage Favorites o -Practical exercises -Internet Connection

favorites using on creating, moving
- Create Favorites -Computer Lab
internet explorer and renaming
- Rename, Move Favorites favorites -projector
4.5.5.Browse the Web Browser o -Open a web using -Internet Connection

internet using the address bar
- Browser buttons -Computer Lab
the hyperlinks
o -Browse different
- Address bar -projector
web pages
- Status bar
o -practical exercises
- Scroll bar On Browsing
internet using
- Home page
hyperlink
- Front/Back arrows
- Refresh button
56
- Start page
4.5.6.Download and Downloading o -Practical exercises -Internet Connection

Upload files on downloading and
File attachment -Computer Lab
using internet uploading files
using internet -projector
57
MODULE 5: Mechanical Sciences
Competence 5: Apply mechanical sciences
PURPOSE STATEMENT
This general module describes the performance outcomes, skills and knowledge required to apply mechanical
sciences. Mechanical sciences are applied when carrying out many mechanical tasks.
It may be assessed in parallel with the other following modules:
Module 6: Mechanical tools and equipment

Module 7: Basic technical drawing
58
5.1 Understand the concepts Construction of the parallelogram of forces
and effects of forces
Construction of the triangle and polygon of forces
5.2 Understand the effects of Definition of friction and coefficient of friction

friction and the laws
governing it. Determination of advantages and disadvantages of friction
5.3 Understand linear and Development of the relationship between angular and linear motions.
angular motions of bodies.
Definition of circular motion.
Explanation of centrifugal acceleration and centrifugal force.
5.4 Understand curvilinear Definition of Mass and Weight of a body.

motion of bodies.
Statement of Newtons Laws of motion.
Definition of Impulse and Momentum.

5.5 Understand Momentum of
bodies. Statement of the Law of Conservation of Momentum.
Definition of Angular Momentum and Radius of Gyration.
Explanation of Moment of inertia.
5.6 Understand the concepts Definition of Work, Energy and Power.

of Work, Energy, and Power.
Statement of the units of work, energy and power.
59
Development of Work, Energy and Power expressions.
Definition of Torque and work done by Torque.
Explanation of Tractive Force and driving Torque of a system.
Differentiation of Kinetic Energy and Potential Energy.
Explanation of Kinetic Energy of rotating bodies.
Explanation of Mechanical Efficiency in power transmission.
Explanation of Power transmission by flat belts, spur gearing and worm

gearing.
5.7 Understand general Definition of Simple machine.

principle of operation of
simple machines. Definition of Mechanical Advantage, Velocity Ratio and mechanical
Efficiency.
Development of the relationship for Mechanical Advantage, Velocity Ratio

and Efficiency of a wheel, pulley and screw jack.
COURSE STRUCTURE
60
Learning Unit 5.1: Understand the concepts and effects of forces Duration: 10 periods
5.1.1.Construct Types of force o Give examples - Recommended

parallelogram describing force textbook,
of forces Graphical representation of a - Chalkboard,
force o Explain in details the - Duster,
5.1.2.Drawn triangle
and Polygon of Addition of forces concept and effects - Chalk,
forces of forces and their - Lecture notes, etc.
Parallelogram of forces moments. - Drawing materials
Triangle of forces /instruments.
o Guide the students
Resolution of force to solve problems
relating to forces and
5.1.3.Apply Mass
its moments
hydraulic
principle Pressure
o Assess students
Pascals law assignments
Pressure in hydraulic systems o Demonstrate
Practical applications activities for the
students to learn and
o Ask them to carry

out all the activities
61
Learning Unit 5.2: Understand the effects of friction and the laws governing Duration: 10 periods
it.
5.2.1.Define friction Static friction o Explain in details the - Recommended

and coefficient principles and effects textbooks,
of friction Sliding friction - Chalkboard,
of friction and the law
5.2.2.Determine Making use of friction - Duster,
governing it.
advantages - Chalk,
and Belt drive o Guide the students to - Lecture notes.
disadvantages Angle of friction solve problems relating
of friction
to friction.
Inclined plane
Inclined plane without friction
Inclined plane with friction
Screw thread
V-thread
Friction in a journal bearing
62
Learning Unit 5.3: Understand linear and angular motions of bodies. Duration: 20 periods
5.3.1.Develop the Linear motion o Explain in details the - Chalk,

relationship concepts of linear - Chalkboard,
between Linear displacement and - Duster,
motion of bodies.
angular and distance - Recommended
linear motions o Guide the students to - textbooks,
Linear velocity and speed Lecture notes,
draw velocity - time -
Linear acceleration graph and solve - Graph sheets, etc.
problems relating to
Equations for linear uniformly
displacement, velocity
accelerated motion
and acceleration.
5.3.2.Define circular Angular motion
motion
Angular speed and velocity
5.3.3.Explain
centrifugal Angular acceleration
acceleration Relationship between linear
and centrifugal
and angular motion
force
Relationship between linear
speed and angular speed
Relationship between angular

speed and frequency of
rotation
63
Relationship between linear
acceleration and angular
acceleration
Uniform circular motion -

(acceleration)
Learning Unit 5.4: Determine curvilinear motion of bodies Duration: 10 periods

5.4.1.Define mass Mass and Weight of a body o Explain in details the - Chalk,
and Weight of concept of curvilinear - Chalkboard,
a body motion of bodies. - Duster,
5.4.2.State Newtons Newtons Laws of motion - Recommended
Laws of o Guide students to textbooks,
motion develop expressions for - Lecture notes, etc.
centripetal and
5.4.3.Define impulse Impulse and Momentum
centrifugal forces and
and
solve problems on
Momentum
them.
o Assess the students

reports.
64
Learning Unit 5.5: Understand Momentum of bodies Duration: 10 periods
5.5.1.State The Law The Law of Conservation of o Describe in details the - Chalk,
of Conservation Momentum concepts and principles - Chalkboard,
of Momentum of momentum. - Duster,
- Recommended
5.5.2.Define Angular Angular Momentum and o Guide the students to - textbooks,
Momentum and Radius of Gyration solve problems relating - Lecture notes, etc.
Radius of to momentum.
Gyration
5.5.3.Define Moment Moment of inertia o Assess students
of inertia assignments.
Learning Unit 5.6: Understand the concepts of Work, Energy, and Power Duration: 10 periods
5.6.1.Define Work, Work o Explain in details with - Chalk,

Energy and the concepts of work, - Chalkboard
Power Power - Duster,
energy, torque and
5.6.2.State The Work done by a torque - Recommended
power.
units of work, - textbooks,
energy and Work done by a constantly o Guide the students to - Lecture notes
power varying force
solve problems on work,
5.6.3.Develop
energy, power and
expressions for
Work, Energy torque.
and Power
65
o Assess the students
reports.
5.6.4.Define Torque Mid-ordinate method for

and work done calculating work done
by Torque
5.6.5.Explain
tractive force
and driving
torque of a
system
5.6.6.Differentiate Energy
kinetic energy
and potential Potential energy
energy Chemical energy
5.6.7.Explain Kinetic
Energy of Conservation of energy
rotating bodies Energy equation
5.6.8.Explain
Mechanical Kinetic energy
Efficiency in
Energy of a falling body
power
transmission Kinetic energy of rotation
5.6.9.Explain power
transmission
by flat belts,
spur gearing
and worm
gearing
66
Learning Unit 5.7: Understand general principle of operation of simple Duration: 10 periods
machines.
5.7.1.Define Simple Simple Machines o Explain in details the - Chalk,

machine features, types and - Chalkboard,
principle of operation - Duster,
- Recommended
of simple machines.
- textbooks,
5.7.2.Define Mechanical advantage o Give examples: - Lecture notes
Mechanical o Lever, Pulley, Screw
Advantage , Velocity ratio (movement Jack
Velocity Ratio ratio)
and o Guide the students to
mechanical Efficiency of a machine derive the expression
Efficiency Work done against friction for the Mechanical
5.7.3.Develop The
relationship for o Advantage, Velocity
Mechanical Ratio and Efficiency of
Advantage, wheel, pulley and
Velocity Ratio screw jack and solve
and Efficiency
problems on them.
of a wheel,
pulley and
screw jack.
67
MODULE 6: Mechanical tools and equipment
Competence 6: Operate tools and equipment
PURPOSE STATEMENT
This general module describes the performance outcomes, skills and knowledge required to operate tools and
equipment for an engine mechanic. Before every particular competence, a mechanic must identify the required
tools and equipment and know how to use them.
Module 5: Mechanical sciences

Module 7: Basic technical drawing
68
6.1 Identify tools and Selection of tooling and equipment according to the job requirements
equipment
Selection of suitable tooling and equipment for use within the workplace
environment
Selection of tooling and equipment according to enterprise

procedures/policies
6.2 Store and secure tooling Cleanness, checking and storing of tooling and equipment.
and equipment
Fulfillment of documents according to enterprise policies and procedures
COURSE STRUCTURE
Learning Unit 6.1: Identify tools and equipment Duration: 30 periods

6.1.1.Use tools and Introduction of tools and o Describe special - Chart

equipment equipment: conventional tools - Instructional material
- Hand tools o Guide students to: - Overhead projector
69
- Measuring tools - List the importance - Manuals
- Power tools of tools and - Models
- Special tools equipment. - Tools
- Identify the classes
of tools.
- Explain the major
difference between
classes.
o Ask students to state
the application of the
tools.
6.1.2.Service and Hand tools and equipment o Explain to students - Marker
maintain using different tools, - Chart
workplace, Power tools and equipment manual the - Manuals
tooling and requirements. - White board
Special tools and equipment
equipment o Guide students to: - Overhead projector
Selection and use of tools and
- Locate the legal - Model
equipment according to the
requirements in the - Instructional material
tasks
manual of a
Analysis of tools and
particular tool.
equipment.
- State the reasons
for maintenance.
70
Learning Unit 6.2: Store and secure tooling and equipment Duration: 10 periods
6.2.1.Arrange tools Techniques rules of arrange o Guide students to: - Marker

in store tools: - Chart
- Using computer - State the reason why - Manuals
- Using list tools/equipment - White board
- Using order of utilities. should be properly - Overhead projector
stored. - Model
- State the types of - Instructional material
storage system that
is commonly applied.
- List the advantages
and disadvantages of
6.2.2.Arrange and Techniques rules of install the storage system.
install equipment: o Use notes to explain
equipment why tools control is
- Electrical rules important.
- Hydraulic rules
- Mechanical rules
71
MODULE 7: Basic technical drawing
Competence 7: Apply basic technical drawing
PURPOSE STATEMENT
This general module describes the performance outcomes, skills and knowledge required to carry out basic
technical drawing for an engine mechanic. In order to perform many of particular competences successfully, a
mechanic must apply principles of technical drawing.

Module 5: Mechanical sciences
Module 6: Mechanical tools and equipment
72
7.1. Introduce technical Identification of the different types of drawing instruments, equipment
drawing and materials.
Understanding of graphic language techniques.
Classification of different types of drawing.
7.2. Apply principles of drawing Identification of drawing sheets.
Application of drawing scales.
Use of lines.
Respect of drawing lettering standard rules.
Design of sections.
Application of drawing conventional representations dimensioning and

standard abbreviations.
7.3. Apply orthographic Respect of principle of projections.

projections
Application of methods of obtaining orthographic views.
Use of presentation of views.
Achievement of designation and relative positions of views.
Representation of position of the objects.
73
7.4. Represent Sectionals views Representation of full sections and half sections.
Use of auxiliary sections.
COURSE STRUCTURE
Learning Unit 7.1: Introduce technical drawing Duration: 20 periods

7.1.1. Identify the Drawing instruments, o Present the students all - Black board ruler (1m)
different types equipment and materials drawing instruments: - Black board Tee-
of drawing - Drawing set Square
instruments, - T-Square - Black board compass
equipment and - Drawing board - Blackboard protector
materials. - Set squares - Adjustable setsquare
- Types of pencils (H to B) - 60 set square
o Show to demonstrate - 45 set square
and explain the uses of - French curve set
all of the above. - Templates
o Guide the students on - Duster
the manner to be - Chalk
followed for preservation - Complete drawing table
and precautions.
74
7.1.2. Understand Importance of Graphic o Ask students to discuss - Black board ruler (1m)
the graphic Language Need for Correct about the importance of - Black board Tee-
language Drawings graphic language and Square
techniques assess. - Black board compass
7.1.3. Classify Machine Drawing o Ask students to correct - Blackboard protector
different types Production Drawing some imperfect drawing - Adjustable setsquare
of drawing Part Drawing and assess. - 60 set square
Assembly Drawing o Ask students to - 45 set square
differentiate between - French curve set
hand drawing and - Templates
machine drawing and - Duster
assess. - Chalk
o Ask students to - Complete drawing table
represent and to use
different features of
assembly drawing and
assess.
Learning Unit 7.2: Apply principles of drawing Duration: 30 periods

7.2.1.Identify Lines o Ask the students to - Black board ruler (1m)

drawing sheets illustrate in a drawing - Black board Tee-
Sheet Sizes the various types of Square
Designation of Sizes lines and assess. - Black board compass
75
Title Block - Blackboard protector
o Ask the students to set - Adjustable setsquare
Borders and Frames drawing area on A1 - 60 set square
Centering Marks paper with a title block - 45 set square
and the boarder lines - French curve set
Metric Reference Graduation and assess. - Templates
Grid Reference System - Duster
o Ask students to - Chalk
(Zoning)
illustrate technical - Complete drawing table
Trimming Marks lettering in capital and
small letters, using, free
7.2.2.Apply drawing Designation hand and using letter
scales Recommended Scales stencils and assess.
Scale Specification
7.2.3.Use Lines Thickness of Lines o Ask students to identify
Order of Priority of Coinciding the various standard
Lines sheets A0 -A4 and
Termination of Leader Lines assess
7.2.4.Respect Dimensions
drawing o Ask student to draw
lettering conventional signs and
standard rules symbols and assess.
7.2.5.Apply General Principles
dimension Method of Execution o Print letters and figures
rules Termination and Origin of various forms and
Indication characters.
Methods of Indicating
Dimensions o Illustrate conventional
Arrangement of Dimensions signs, symbols and
76
Special Indications appropriate lettering
characters.
7.2.6.Design Hatching of Sections

sections Cutting Planes
Revolved or Removed Section
Half Section
Local Section
Arrangement of Successive
Sections
7.2.7.Apply drawing Materials
conventional Machine Components
representation
s dimensioning
and standard
abbreviations
Learning Unit 7.3: Apply orthographic projections Duration: 30 periods

7.3.1.Respect Principle of First Angle o Ask students to - Black board ruler (1m)
principle of Projection differentiate between - Black board Tee-
projections first and third angle Square
orthographic projection - Black board compass
7.3.2.Apply methods View from the Front and assess. - Blackboard protector
of obtaining View from Above o Ask students to explain - Adjustable setsquare
orthographic View from the Side the vertical and - 60 set square
views horizontal planes in - 45 set square
77
7.3.3.Use Presentation of Views orthographic projection - French curve set
Presentation of Designation and Relative and assess. - Templates
views Positions of Views o Ask students to - Duster
construct orthographic - Chalk
7.3.4.Achieve Hidden Lines projections of simple - Complete drawing
designation Curved Surfaces objects in first and third table
and relative angle orthographic
positions of projections and assess.
views o Ask student to
7.3.5.Represent One-view Drawings represent different
position of the Two-view Drawings views of a simple object
objects Three-view Drawings and complex object.
Development of Missing o Ask student to
Views represent the views of
Spacing the Views hidden details of a
complex object.
o Ask students to
construct parallel and
perpendicular lines and
assess.
o Ask students to
construct and bisect
lines, angles, circles and
areas and assess.
o Give assignment to
students on geometrical
constructions of circles.
78
Learning Unit 7.4: Represent Sectionals views Duration: 20 periods
7.4.1.Represent Introduction o Ask students to - Black board ruler (1m)

full differentiate between - Black board Tee-
sections Full Section Isometric and oblique Square
and half projections and assess. - Black board compass
Half Section
sections o Ask students to - Blackboard protector
Auxiliary Sections construct a square and - Adjustable setsquare
7.4.2.Use circle in isometric and - 60 set square
auxiliary oblique projections and - 45 set square
sections assess. - French curve set
o Ask students to - Templates
construct and dimension - Duster
holes circles, arcs and - Chalk
angles in isometric and - Complete drawing
oblique projection and table
label with appropriate
conventional symbols
and abbreviations and
assess.
o Ask students to
construct a full section
and auxiliary sections
and assess.
o Give assignment to
students.
79
MODULE 8: Petrol engine
Competence 8: Supply the fuel and air system to the petrol engine
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to supply the fuel and
air to the petrol engine. It is very core to every mechanic to understand the working principle of fuel and air
supply system for a petrol engine.
It may be taught in parallel with the following module:

Module 9: Diesel engine
80
8.1 Understand the working Understanding of the function and operation of air and fuel supply
principal of fuel and air components and systems
supply system
Understanding of the operating principle, types and of carburetor
Understanding of the operation of electronic control systems and

components
8.2 Dismantle the system Disassembling and arrangement of the fuel and Air supply system
components
Identification of components state
State of the causes and remedies of faults including checking fuel pump
pressure and fuel leakage.
Outline of the procedures for fuel injection system service.
Demonstration of procedures for the assembling and disassembling of

fuel injections system including cleaning of parts
Rectification of fuel injection faults.
Testing of functionality.
8.3 Set Idling Speed Definition of the term Idling Speed and RPM
Distinction between idling speed and RPM.
81
Knowledge of the importance of having correct idling speed.
Selection of idling speed from manufacturers specifications.
Application of procedures for setting idling speed.
8.4 Test the system Understanding of the methods used to test a fuel and air supply
system
Identification of faults and symptom on a fuel and air supply system
COURSE STRUCTURE
Learning Unit 8.1: Understand the working principle of fuel and air supply Duration: 30 periods
system
8.1.1.Understand the Function of fuel and air o Provide materials and - Chart
function and supply system guide students learning - Models
operation of - Tools
air and fuel Design of fuel and air supply o Assess the students - Instructional
supply system understanding materials
components - Overhead projector
Components of fuel and air o Guide students to
and systems - White marker board
supply system identify the main - Manual
82
Basic principles of mixture component parts of
formation electronics petrol
engine.
8.1.2.Understand the Basic operating principal of
operating carburetor o Demonstrate with
principle, Carburetor types modem the operating
types and of Designer of carburetor principles of electronics
carburetor Carburetor system
petrol engine.
8.1.3.Understand the Sensors, switches and
operation of actuators: o Allow students to try
electronic - sensors their hands.
control - switches
systems and - actuators
components Electronic Control Unit (ECU):
- input and output
processes;
- injector driver circuits;
- fuel mapping
Emission control principles
and components:
- Exhaust gas oxygen
sensing;
- Catalytic converter;
- Exhaust gas recirculation
(EGR) and components;
- Air injection and
components;
- Effect of engine operating
conditions
83
Learning Unit 8.2: Dismantle the system Duration: 20 periods
8.2.1.Disassemble and Dismantle procedures o Engage the students in - Whiteboard marker

arrange The fuel of fuel and Air supply group work. - Duster
and Air supply system on petrol - Instructional drawing
system engine o Assess the students - Text books
performances. - Journals
8.2.2.Identified components - Lecture notes
state o Give relevant printed
and non-printed
academic materials,
websites and manuals
8.2.3.State the causes and Causes and remedies as references to
remedies of faults of faults students.
including checking Checking fuel pump
o Demonstrate the
fuel pump pressure pressure
and fuel leakage. Checking fuel leakage. procedure to perform
8.2.4.Outline the procedures Procedures for fuel these practical works.
for fuel injection injection system
o Engage the students in
system service. service.
8.2.5.Demonstrate Procedures for the group work.
procedures for the assembling and
assembling and disassembling
disassembling of fuel
injections system
including cleaning of
parts.
84
8.2.6.Rectify fuel injection Fuel injection faults
faults.
8.2.7.Carry out functionality Testing methods

test.
Learning Unit 8.3: Set Idling Speed Duration: 10 periods

8.3.1.Define the term Idling Idling speed o Assess the - Whiteboard marker
Speed and RPM RPM students - Duster
performances. - Instructional drawing
8.3.2.Distinguish between - Text books
idling speed and o Give relevant - Journals
RPM. printed and non- - Lecture notes
8.3.3.State the importance of Importance of having
printed academic
having correct idling correct idling speed
materials,
speed.
8.3.4.Select idling speed Tools and instrument used websites and
from manufacturers in setting idling manuals as
specifications. references to
8.3.5.Apply procedures for Procedures for setting idling students.
setting idling speed. speed.
o Demonstrate the
procedure to
perform these
practical works.
85
Learning Unit 8.4: Test the system Duration: 10 periods
8.4.1.Understand the Diagnostic equipment, tests o Demonstrate the - Whiteboard marker

methods used to and adjustments: exhaust gas procedure to - Duster
test a fuel and air analysis; perform these - Instructional drawing
supply system - Text books
practical works.
On-board diagnostics (OBD); - Journals
- Lecture notes
Vacuum pump;
Pressure gauge;
Injector delivery and spray

pattern;
Oscilloscope
8.4.2.Identify faults and Injection systems faults

symptom on a and symptoms:
fuel and air - Throttle position sensor,
supply system - Mass air flow sensor,
- Coolant sensor,
- Crankshaft/camshaft
speed/position sensor,
- Exhaust oxygen sensor,
- Idle speed control valve
86
MODULE 9: Diesel engine
Competence 9: Supply the fuel and air system to the diesel engine
RTQF LEVEL: 1 CREDITS: 8 LEARNING HOURS : 80
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to supply the fuel
and air to the diesel engine. It is very core to every mechanic to understand the working principle of fuel and
air supply system for a petrol engine.
It can be taught in parallel with the Module 8: Petrol engine
This module must be assessed after the following prerequisite modules :
Module 3 Safety precautions in the engine workshop

Module 6 Mechanical tools and equipment
87

9.1. Understand the working Understanding of the operational differences of diesel injection systems
principal of
Understanding of the function and operation of air and diesel fuel supply
components and systems
Understanding of the process of Phasing and calibrating Diesel Injection

Pump.
Understanding of the operation of diesel engine control systems and

components
9.2. Maintain Diesel Fuel Outlining of procedures for dismantling and assembling of the injection
Injection Pump pump.
Knowledge of causes and remedies of faults.
Testing of the functionality of a diesel injection pump.
Dismantling and assembling of an injection pump
Timing of injection pump.
88
9.3. Service diesel fuel injector Knowledge of the functions of the injector nozzles.
Identification of the various types and their applications.
Knowledge of the components of diesel injector nozzles and their

functions.
Determining manufacturers specifications on the various nozzles types.
Outlining of the procedures injector nozzles servicing.
9.4. Service Electronic Diesel Visual inspection of conventional diesel engine and electronic diesel
Engines engine features.
visual inspection of electronically controlled diesel fuel injection pumps

and mechanical pump
Identification of the constructional features of the following types of

Electronic Diesel Control systems (EDC)
9.5. Rectify faults on Electronic Detection of the faults, symptoms and remedies of Common rail diesel
Diesel Engines. Injector (CDI) namely
Detection of Unit System (UPS) faults, symptoms and remedies.
Detection of the Unit Injector System (UIS) faults, systems and

remedies
Discussion of the electronic diesel engine service maintenance

procedures
89
COURSE STRUCTURE
Learning Unit 9.1: Understand the working principle of diesel injection Duration: 20 periods
systems
9.1.1. Understand Diesel injection system: o Provide materials and - Whiteboard marker
the guide students learning - Duster
operational Principles of diesel fuel - Instructional
differences combustion, combustion phases, o Assess the students drawing
of diesel turbulence and the compression understanding - Text books
injection of induced air, composition of - Journals
systems o Guide students to - Lecture notes
fuels used in diesel engines,
identify the main - Complete tool box,
abnormal combustion and its
component parts of - Injector pump
causes; conventional diesel fuel - Phasing and
electronics petrol
injection systems; operational calibrating machine,
engine.
factors - Injector pump and
o Demonstrate with nozzle service kits,
Diesel fuel supply: - Manufacturers
modem the operating
special tools.
Fuel supply pumps; means of principles of electronics
operation; fuel supply pressure petrol engine.
regulating valves (control of fuel
o Allow students to try
flow rates in high-pressure
90
systems); fuel heaters and their hands.
coolers; procedures for venting
diesel fuel injection systems; fuel
injection system settings
9.1.2. Understand Air supply system

the function components:
and Air cleaners; induction manifold
operation of design; use of resonance
air and chambers to improve engine
diesel fuel volumetric efficiency; variable
supply geometry induction manifolds
components and variable geometry turbo
and systems chargers
Diesel fuel supply

components:
Fuel tank ; filtration of the fuel ;
control valves ; injector nozzles ;
fuel injection pump; high and
low pressure pipes
9.1.3. Understand Phasing and Calibration
the process Appropriate tools and
of Phasing equipment for phasing and
and calibration.
calibrating Manufacturers specifications
Diesel to determine various types of
Injection pump.
Pump.
91
Phase the injection pump.
Calibrate the injection pump.
Perform functionality test.
9.1.4. Understand Sensors and actuators:
the sensors eg engine speed, air
operation of mass, coolant temperature,
diesel throttle position, fuel pressure
engine intake manifold pressure, intake
control manifold ; actuators eg
systems and electrical/hydraulic servo units,
components glow plugs (methods to reduce
diesel knock),
injectors, fuel pressure
regulating valve, rotary injection
pumps (distributor type
injection pumps, drive methods
and engine timing), auto-
advance system, method to
ensure correct firing order
Control systems:
common rail, electronically
controlled, low pressure
systems; common rail
electronically controlled high-
pressure system; diesel fuel
injection cold start devices
; single, two and variable speed
governing; hydraulic and
92
electrical
Electronic control unit
(ECU):
Input and output processes;
injector driver circuits;
fuel mapping
Emission control principles
and components:
Exhaust gas emissions under
normal and abnormal running
conditions; legal requirements
for emissions ; effect of diesel
engine operating conditions
Learning Unit 9.2: Maintain Diesel Fuel Injection Pump Duration: 20 periods
9.2.1.Outline Dismantle and assemble of o Engage the students in - Complete tool box,
procedures the injection pump group work. - Injector pump
for techniques. - Phasing and
dismantling o Assess the students calibrating machine,
and performances. Give - Injector pump and
assembling of relevant printed and nozzle service kits,
the injection non-printed academic - Manufacturers
pump. special tools.
materials, websites and
9.2.2.State causes and Causes and remedies of
remedies of manuals as references
faults.
faults.
93
9.2.3.Test the Test the diesel injection pump to students.
functionality techniques
of a diesel o Demonstrate the
injection Dismantle and assemble an procedure to perform
pump. injection pump techniques
these practical works.
9.2.4.Dismantle and
assemble an
injection
pump.
9.2.5.Carry out Injection pump timing
injection techniques
pump timing.
Learning Unit 9.3: Service diesel fuel injector Duration: 20 periods

9.3.1. State the Functions of the injector o Assess the students - Whiteboard marker
functions of nozzles. performances. - Duster
the injector - Instructional drawing
nozzles. o Give relevant printed
9.3.2. Identify the Types of the injector nozzles and non-printed - Text books
various academic materials,
Applications of the injector - Journals
types and websites and manuals
their nozzles - Lecture notes
as references to
applications. - Complete tool box,
9.3.3. State the The components of diesel students.
- Injector pump
components injector nozzles o Solve as many - Phasing and
of diesel calibrating machine,
problems as possible
injector
94
nozzles and for the students during - Injector pump and
their tutorial classes. nozzle service kits,
functions. - Manufacturers
9.3.4. Determining Manufacturers specifications o Engage the students in special tools.
manufacture on the various nozzles types. group work.
rs
specification o Assess the students
s on the performances.
various
nozzles o Give relevant printed
types. and non-printed
9.3.5. Outline the Procedures injector nozzles academic materials,
procedures servicing. websites and manuals
injector as references to
nozzles students.
servicing.
o -Demonstrate the
procedure to perform
these practical works.
9.3.6. Use Appropriate tools and o Engage the students

appropriate equipment for nozzles in group work.
tools and services.
equipment Dismantle and assemble o Assess the students
for nozzles injector nozzles procedures performances.
services.
9.3.7. Dismantle o Give relevant
and printed and non-
assemble
95
injector printed academic
nozzles. materials, websites
and manuals as
9.3.8. Demonstrate
references to
injector
nozzle students.
service
o Demonstrate the
according to
specification. procedure to
9.3.9. Carry out Tests on injector nozzles. perform these
tests on practical works.
injector
nozzles.
Learning Unit 9.4: Service Electronic Diesel Engines Duration: 10 periods

9.4.1. Identify by visual Features of conventional o Demonstrate the - Whiteboard marker

inspection diesel engine procedure to - Duster
different features perform these - Instructional drawing
of conventional Features of electronic practical works.
diesel engine and diesel engine - Text books
electronic diesel
- Journals
engine.
9.4.2. Identify by visual Electronically controlled - Lecture notes
inspection diesel fuel injection - Complete tool box,
electronically pumps - Injector pump
controlled diesel - Phasing and
fuel injection
96
pumps and calibrating machine,
mechanical - injector pump and
pump nozzle service kits,
9.4.3. Identify the Common rail - Manufacturers
constructional special tools.
features of the Diesel Injection (CDI)
following types of
Unit Pump
Electronic Diesel
Control systems System (UPS)
(EDC)
Unit Injector
System(UIS)
Learning Unit 9.5: Rectify faults on Electronic Diesel Engines. Duration: 10 periods
9.5.1. Detect the Low rail pressure o Assess the students - Whiteboard Marker
faults, performances. - Duster
symptoms and High rail pressure - Instructional drawing
remedies of o Give relevant printed
Common rail and non-printed - Text books
diesel Injector academic materials, - Journals
(CDI) namely websites and manuals
9.5.2. Detect Unit Unit System (UPS) faults - Lecture notes
as references to
System (UPS) - Complete tool box,
faults, students.
- Manufacturers
symptoms and special tools.
remedies.
97
9.5.3. Detect the Unit Unit Injector System
Injector System (UIS) faults
(UIS) faults,
systems and
remedies
9.5.4. Discuss to the Electronic diesel engine
electronic diesel service maintenance
engine service procedures
maintenance
procedures
98
MODULE 10: Ignition system repairing
Competence 10: Repair the ignition system
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to repair the ignition
system. It is very core to every engine mechanic to master the ignition system functionality.

99
Performance criteria describe the required performance needed to demonstrate achievement of the learning
unit.

10.1 Distinguish between Explanation of coil ignition system.
conventional coil and
transistorized ignition Description of the differences between conventional and transistorized
system. ignition system.
Composition of the operating principles of conventional and

transistorized ignition systems.
Demonstration of by physical inspection the different features of

conventional and transistorized ignition systems
10.2 Identify faults on a Description of the operating principles of a conventional coil ignition
conventional coil ignition system.
system
Identification of the different components of a conventional coil ignition
system and their functions.
Description of the principles of electromagnetism and electromagnetic

induction and their applications in conventional coil ignition systems.
100
Rectification of common faults on coil ignition systems.
Knowledge of the common faults on coil ignition systems, their causes

and effects.
Demonstration of the use of tools and equipment in servicing

conventional coil ignition system.
10.3 Rectify faults on Knowledge of the different methods used to rectify different faults on
conventional coil ignition conventional coil ignition systems.
systems.
Reading and interpretation manufacturers specifications relating to
fault diagnosis and rectification.
Application of procedures for rectifying faults.
Checking of for continuity of high tension leads.
Replacing and adjusting spark plugs.
Replacing and adjusting contact breaker point.
Replacing of capacitor.
Replacing of high tension leads.
10.4 Set Ignition Timing Distinguishing of between various types of transistorized ignition,
systems and their applications.
Using of the ignition timing tools and equipment.
101
Application of the procedures for ignition timing.
Application of procedures for ignition timing.
10.5 Rectify faults on Detection of common faults on transistorized ignition systems, their
transistorized ignition symptoms and remedies.
systems
Using of tools and equipment for identifying faults on transistorized
ignition systems.
Reading and interpretation of manufacturers specifications relating to

fault diagnosis and rectification.
Application of procedures for rectifying faults.
Testing of ignition System.
10.6 Understand the principles Identification of vehicles fitted with the static and dynamic ignition coil.
of operation of electronic
ignition system Discussion of the electronic ignition components, their functions and
operating principles.
10.7 Know how to set the Detection of faults in electronic ignition system.
electronic ignition system
parameter Knowledge of maintenance of electronic ignition systems using
appropriate diagnostic tools.
102
COURSE STRUCTURE
Learning Unit 10.1: Distinguish between conventional coil and Duration: 20 periods
transistorized ignition system.
10.1.1. Explain coil ignition Designer of coil o Assess the students - Whiteboard Marker
system. ignition system performances.
- Duster
10.1.2. Describe the differences Differences o Give relevant printed
between conventional between - Instructional drawing
and non-printed
and transistorized conventional and academic materials, - Text books
ignition system. transistorized websites and manuals
ignition system. as references to - Journals
10.1.3. Compose the operating Operating students.
principles of principles of - Lecture notes
conventional and conventional and o Solve as many problems
- Live vehicles with
transistorized ignition transistorized as possible for the
systems. ignition systems. conventional and
103
10.1.4. Demonstrate by physical Different features students during tutorial transistorized ignition
inspection the different of conventional classes. systems
features of conventional and transistorized
and transistorized ignition systems o Demonstrate the
ignition systems procedure to perform
the practical works
Learning Unit 10.2: Identify faults on a conventional coil ignition system Duration: 20 periods
10.2.1. Describe the The operating principles of a o Assess the students - Complete tool box,
operating conventional coil ignition performances.
principles of a system. - Multimeter,
conventional o Give relevant printed
- Test lamp,
coil ignition and non-printed
system. The different components of academic materials, - Feeler gauge,
10.2.2. Identify the a conventional coil ignition websites and manuals
different system and their functions. as references to - Capacitor,
components students.
of a - Wire brush
conventional o Solve as many problems
- Ignition coil tester,
coil ignition as possible for the
system and students during tutorial - Stroboscopic lamp
their classes.
functions.
104
10.2.3. Describe the The principles of o Demonstrate the
principles of electromagnetism and procedure to perform
electromagnet electromagnetic induction the practical works
ism and
electromagnet Applications of
ic induction electromagnetism and
and their electromagnetic induction in
applications in conventional coil ignition
conventional systems.
coil ignition
systems.
10.2.4. Rectify Procedures of rectify faults
common on coil ignition systems.
faults on coil
ignition Causes and effects of
systems. common faults on coil
10.2.5. State the ignition systems
common
faults on coil
ignition Use of tools and equipment
systems, their in servicing conventional coil
causes and ignition system
effects.
10.2.6. Demonstrate
the use of
tools and
equipment in
servicing
conventional
105
coil ignition
system.
Learning Unit 10.3: Rectify faults on conventional coil ignition systems. Duration: 20 periods
10.3.1. State the Different methods used to o Assess the students - Complete tool box,
different rectify different faults on performances.
methods used conventional coil ignition - Multimeter,
to rectify systems. o Give relevant printed
- Test lamp,
different faults and non-printed
on Manufacturers specifications academic materials, - Feeler gauge,
conventional websites and manuals
coil ignition as references to - Capacitor,
systems. students.
10.3.2. Read and - Wire brush
interpret o Solve as many problems
- Ignition coil tester,
manufacturers as possible for the
specifications students during tutorial - Stroboscopic lamp
relating to classes.
fault diagnosis
and o Demonstrate the
rectification. procedure to perform
10.3.3. Apply Procedures for rectifying the practical works
procedures for faults
rectifying
faults.
106
10.3.4. Check for Procedures for checking
continuity of continuity of high tension
high tension leads
leads.
Procedures Replacing and
10.3.5. Replace and adjust spark plugs
adjust spark
plugs. Procedures for replacing
10.3.6. Replace and and adjusting contact
adjust contact breaker point
breaker point.
10.3.7. Replace Procedures for replacing
capacitor. capacitor
10.3.8. Replace high
tension leads.
Procedures for replacing
high tension leads.
Learning Unit 10.4: Set Ignition Timing Duration: 5 periods

10.4.1. Distinguish Define ignition timing. o Assess the students - Complete toolbox,
between performances.
various types State the purpose of ignition - Multimeter,
of timing o Give relevant printed
- Stroboscopic lamp,
transistorized and non-printed
ignition, academic materials, - Dwell angle tester,
systems and websites and manuals
107
their as references to - Ignition coil tester
applications. students.
10.4.2. Use ignition
o Solve as many problems
timing tools
as possible for the
and
students during tutorial
equipment.
classes.
10.4.3. Apply the Outline procedures for
procedures ignition timing.
for
ignition
timing.
10.4.4. Apply
procedures
for ignition
timing.
Learning Unit 10.5: Rectify faults on transistorized ignition systems Duration: 5 periods
10.5.1. Detect common Faults on transistorized o Assess the students - Complete toolbox,
faults on ignition systems, their performances.
transistorized o Give relevant printed - Multimeter,
symptoms
ignition and non-printed
and remedies. - Stroboscopic lamp,
systems, their academic materials,
symptoms Tools and equipment for websites and manuals - Dwell angle tester,
and remedies. as references to
108
10.5.2. Use tools and identifying faults on students. - Ignition coil tester
equipment for transistorized ignition o Solve as many problems
identifying systems. as possible for the
faults on students during tutorial
transistorized classes.
ignition
systems.
10.5.3. Read and Manufacturers
interpret specifications relating to
manufacturers fault diagnosis and
specifications
rectification
relating to fault
diagnosis and Procedures for rectifying
rectification. faults
10.5.4. Apply
procedures for
rectifying
faults.
10.5.5. Test ignition Procedures for test ignition
System. System
109
Learning Unit 10.6: Understand the principles of operation of electronic Duration: 10 periods
ignition system
10.6.1. Identify o Assess the students

Discuss the justification for - Complete tool box,
vehicles the electronic system in performances.
fitted with o Give relevant printed - Scan
modern vehicles
the static and and non-printed tools/diagnostics
dynamic academic materials,
The limitations of coil ignition equipment,
ignition coil. systems. websites and manuals
as references to - Computer
Describe the transistorized students.
- printers,
ignition system o Solve as many problems
as possible for the - live vehicle with
10.6.2. Discuss the The constructional features of students during tutorial
electronic ignition
electronic the following electronic classes.
ignition system,
ignition systems and their
components,
applications, namely: static - simulation/demons
their
functions and and dynamic. tration board
operating
principles.
110
Learning Unit 10.7: Set the electronic ignition system parameter Duration: 10 periods
10.7.1. Detect faults Highlight common, electronic o Assess the students - Whiteboard marker
in electronic ignition system faults, causes, performances.
ignition o Give relevant printed - Duster
symptoms and remedies.
system. and non-printed
- Instructional drawing
Different types the electronic academic materials,
ignition maintenance and websites and manuals - Text books
diagnostic tools. as references to
students. - Journals
o Solve as many problems
as possible for the - Lecture notes
10.7.2. Carry out Right selection of tools students during tutorial
maintenance - Complete toolbox,
classes.
of electronic Adherence to manufacturers
- Scan tools /diagnostic
ignition specifications
equipment,
systems
using Testing and replacement of
- Multimeters,
appropriate worm components
diagnostic - Computer
tools.
- Printers
111
MODULE 11: Motor vehicle engine repairing
Competence 11: Repair the motor vehicle engine
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to repair the motor
vehicle engine. It is very core to every mechanic to understand the working principle of fuel and air supply
system for a petrol engine.

Module 8 Petrol engine
Module 9 Diesel engine
112

11.1. Understand the working Understanding of the spark ignition engine
principle of the engine Understanding of the functioning diesel engine
Understanding of general physical and chemical principles
11.2. Disassemble the engine Separation of all the engine components.

components
Arrangement of all the engine components.
Cleanness of the engine components.
11.3. Inspect the engine Determination of the engine components state.

components
Replacement of the engine worn components.
11.4. Assemble the engine Assemblage of the engine components.
Reassembling of the engine.
11.5. Test the engine Starting up of the engine.
Running/progress of the engine.
113
COURSE STRUCTURE
Learning Unit 11.1: Understand the working principle of the engine Duration: 45 periods
11.1.1. Understand Spark ignition engine o Describe the action of - Lesson plan
the design Diesel engine the components of the - Chalkboard
and General physical and chemical four stroke cycle - Overhead projector
operating principles engines. and transparencies
principle of o State the functions of - Inlet valves
a four the three piston rings. - Exhaust valves
stroke o Explain the role of the - Valve timing diagrams
engine dudgeon pin in - Live engine both
coupling the piston and petrol and diesel.
the connecting rod - Spark ignition system
together. model
o Explain the - Tool box
constructional - Feeler gauge
differences between a
two stroke and a four
stroke engines.
o List the advantages
each engine.
114
o Explain the operation
of constant choke and
variable choke
carburetors.
o Explain the importance
of correct gap setting
o Explain the meaning of
the term phasing.
o Explain the effects on
engine performance.
11.1.2. Identify engine case o Explain the function of - Lesson plan

engine Crankshaft drive valves, valve - Chalk board
mechanical Engine timing construction and valve - Overhead projector
components timing. and transparencies
o Explain the meaning of - Complete tool box
the term phasing.
o Assess students.
11.1.3. Understand Design of a two stroke engine o Give reasons for - Lesson plan
the design Operating principle of a two differences in the - Chalkboard
and stroke engine physical construction of - Live diesel and
operating Types of control for a two main engine petrol engine
principle of stroke engine components of petrol - Lesson note books
a two Particular design features and diesel two strokes - Dead petrol and
stroke Application of a two stroke engines. diesel engine
engine engine o Sketch each - Complete tool box.
component part neatly - Transparencies
on the chalkboard.
o Explain the
115
constructional
differences between a
two stroke and a four
stroke engines.
o List the advantages
each engine.
o Assess students
Learning Unit 11.2: Disassemble the engine components Duration: 10 periods

11.2.1. Remove the Auxiliary installations (cooling o Guide students to: - Diesel engine,
engine system, lubricating system, - Apply correct - Spanners and
fuel supply system, ignition procedures and - Screw drivers.
system, starting system, Techniques for lifting. - Different types of fuel
charging system, exhaust - Demonstrate correct pump
system, air condition, gauge use of different - Injector nozzles
and indicators, steering protective wears and - Pressure gauge
system). Equipment. - Assorted hand tools
General remove procedures - Explain engine
removal process
- Use appropriate tools

and equipment for
removing engine.
11.2.2. Dismantle General cleaning procedures o Guide students to: - Whiteboard
116
and clean Techniques to dismantle the - Dismantle the - Marker
the engine engine components engine component - Duster
components arrange the engine component - Demonstrate engine - Instructional drawing
components services - Text books
according to - Journals
manufacturers - Lecture notes
specification.
- Carry out tests on
the engine
Learning Unit 11.3: Inspect the engine components Duration: 20 periods

11.3.1. Assess Assessment methods(visual o Guide students to: - Spanners and screw
engine and functional check) drivers.
parts Measurement check - Identify the - Different types of
Record measurements components of an engine.
engine and their - Instructional drawing
11.3.2. Recondition Replacing techniques functions. - Text books
components Repair techniques - Demonstrate correct - Journals
Work report use of different - Lecture notes
protective wears
and equipment.
- Observe workshop
safety rules and
regulations.
- Test the
functionality of
engine
117
Learning Unit 11.4: Assemble the engine Duration: 20 periods
11.4.1. Assemble Assembling techniques o Guide students to: - Spanners and screw
the Reassembling techniques - Demonstrate the drivers.
correspondi Tightening torque tightening sequence - Different types of
ng engine Adjustment (engine timing) of bolts. engine.
components - Demonstrate engine - Instructional drawing
and servicing and timing. - Text books
reassemble - Demonstrate - Journals
the engine procedures for the - Lecture notes
assembling of
engine.
- Rectify engine
faults.
11.4.2. Install the Engine installation techniques o Guide students to: - Spanners and screw
engine - Explain engine drivers.
installing process - Different types of
engine.
- Use appropriate - Instructional drawing
tools and equipment - Text books
for installing engine. - Journals
- Lecture notes
118
Learning Unit 11.5: Test the engine Duration: 5 periods
11.5.1. Start the Starting methods

engine Engine indicators
Engine checks(leaks, exhaust
11.5.2. Check the gas, noise, )
engine
119
MODULE 12: Cooling system repairing
Competence 12: Repair the cooling system
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to repair the cooling
system. Before running an engine, it is very important to check and handle the cooling system if necessary.
It can be taught in parallel with the Module 13: Lubricating system repairing.

120

12.1. Perform heat transfer Treatment of water,
Treatment of air
Application of different types for checking cooling system.
12.2. Rectify faulty components Replacing, adjusting and welding of cooling system component.
Installation and Testing of cooling system
COURSE STRUCTURE
Learning Unit 12.1: Understand the working principles of cooling system. Duration: 10 periods
12.1.1. Treat Introduction of cooling o Give detailed notes - Flip chart

water and air. system with diagram that will - Hand tool
Water treatment: show the main - Wet model
- Thermo syphon components of water cylinder
121
- Water pressure cooling system - Dry cylinder
Air treatment : model
- Air flow
- Air pressure
12.1.2. Apply Visual inspection: o Guide students to state - Dismantling tools
different types - Level the function of the - Wet cylinder
for checking - color component. model
cooling system. - Leak o Using the model, - Dry cylinder
- condition of belt and dismantle to show the model
hoses main components of - Work bench
Radiator pressure cap test the cooling/heating - Flip chart.
Proper thermostat opening systems for air and
and closing check water.
Engine fan test o Demonstrate on the
Cooling system power flush dismantled model how
and refill heat can be dissipated
in the sytem.
o Test the student
understanding
Learning Unit 12.2: Rectify faulty components Duration: 40 periods

12.2.1. Replace, Techniques of replacement: o Give detailed notes and - Flip chart
adjust and (Radiator, Belt, water pump explanation in each - White board marker
weld cooling /Fan, thermostat, cap, hoses and case. - Models
system coolant ) o Use questions and - Overhead projector.
component. Techniques of adjustment: answers to determine
122
(Belt and Hoses Clamp ) comprehension.
Techniques of welding: o Assess the students
Radiator
12.2.2. Install and Techniques of installation: Guide students to: - Vehicles with
Test cooling standard ignition
system - Water pump/Fan - Describe the process system, feeler
of installing and gauges and dwell
- Radiator
Testing the meters
- Thermostat thermostat, water - Modern engine
pump for effective diagnostic equipment
Techniques of testing system: operations
- Explain what
- Level happens to the
boiling point of
- Tension
water when it is
- Leakage under pressure (e.g.
increase in pressure
increase the boiling
point of water.)
123
MODULE 13: Lubricating system repairing
Competence 13: Repair the lubricating system
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to repair the
lubricating system. Before running an engine, it is very important to check and handle the lubricating system if
necessary.
It can be taught in parallel with the Module 12: Cooling system repairing.

124

13.1. Perform different tasks - Identification of different tasks of lubricating system
of lubricating system
- Application of different types of lubricating system
13.2. Rectify lubricating - Replacing, adjusting the lubricating system components

system faulty - Installation and Testing of lubricating system
COURSE STRUCTURE
Learning Unit 13.1: Understand the working principles of lubricating Duration: 10 periods
system
13.1.1. Identify Introduction of lubricating o Guide students to - Recommended

different tasks system explain in details the textbook,
of lubricating Tasks of lubricating system: principles and effects - Chalkboard
system - Anti-friction of friction and the law - duster
125
- Sealing governing it. - Chalk
- Cleaning o Guide the students to - Lecture notes
- Cooling solve problems relating
- Reducing noise to friction
13.1.2. Apply Types of lubricating system: o List the main
different types - Oil pressure component of a
of lubricating - Mixte lubrication system.
system - Splash o Use lesson note to
- Direct lubrication explain the function of
Engine Oil: the main components.
- Synthetic o Explain the viscosity,
- Semi synthetic index and classification
- Mineral of lubricant.
o Show students the
main parts and state
their functions.
o Show students the
different grades of
lubricant.
o Name and sketch types
of fuel pumps
o Name and sketch types
of oil pumps
o Differentiate each
application.
126
Learning Unit 13.2: Rectify lubricating system faulty Duration: 40 periods
13.2.1. Replace, Techniques of replacement oil o Guide students to: - Dismantling tools.
adjust and pump - Class of lubricant.
lubricating Techniques of replacement - Explain the functions of - Models
system Gaskets fuel in motor vehicles - Chart
components Techniques of replacement oil - List functions of oil in - Overhead projector
filter. the motor vehicle - Red wood
- Explain steps in
changing engine oil.
- List application of each
system.
- Identify each type.
o Assess the students.
13.2.2. Install and Techniques of installation: o Demonstrate how to - Lubrication bay,
Test install lubricating - grease gum,
lubricating - Oil pump system and - grease,
system o Demonstrate how to
- Radiator
carry out a lubricating
- Filters test
o Assign the students
- Oil sump into group to carry
out lubrication.
Techniques of testing system:
- Level
- Leakage
127
MODULE 14: Engine faults diagnosis
Competence 14: Diagnose the engine faults
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to diagnose the
engine faults. When running an engine, it is very core to a mechanic, to be able to diagnose the engine faults.

128

14.1. Understand vehicle State the purpose of vehicle specification for models and components
specifications
State the advantages of vehicle specification for models and components
Demonstrate procedures for checking/adjusting

Demonstrate the procedures for fitting a new timing belt/chain/gear
Checking valve timing with and without manufacturers timing marks.
Read faults code on diagnostic scan tool.
14.2. Understand application of Explication of safety notes/warning notes signal test. Design and
Engine diagnostic maintenance worksheet.
equipment
Explication of how to carry out maintenance inspection of an engine using
engine test bench or endoscope.
Description of the application of Engine/Analyser scan tools
Descriptions of the application of Engine/Analyser scan tools.
Explacation of how to carry out a familiarisation visit to a standard engine

maintenance shop.
Testing to diagnose the following: Serviceability, Correct ignition timing,
129
correct mixture adjustment, Leaking induction system, Exhaust systems,
EGR Exhaust gas recirculation and Exhaust gas analyzer.
14.3. Understand Fuel Injection Description of the concept of engine fuel economy and emission systems.
System Diagnosis.
Discussion of factors affecting fuel consumption.
Description of the diagnostic and repair techniques of modern petrol

engines and fuel system using: analyzers, gauges, Meters etc.
Demonstration of the procedures for remedying the following faults:

Difficult cold starting
Lack of acceleration
High fuel consumption
Poor control of exhaust gas emission.
Demonstration of checking/adjusting mixture strength CO emission

methods (with specialized equipment).
COURSE STRUCTURE
130
Learning Unit 14.1: Understand vehicle specifications Duration: 20 periods
14.1.1. State the Purpose of vehicle o Guide the students to - Diagnostic Equipment
purpose of vehicle specifications for models and carry out the
specifications for components - Live Vehicle Engine
procedures
models and
- White Board & Maker
components o Explain causes of fault
14.1.2. State the advantages of vehicle read from scan tool. - Recommended
advantages of specifications for models and textbooks
vehicle components o Explain the various
specifications for warning signs. - Models of engine
models and
components o Discuss when to apply - Lecture notes.
14.1.3. Demonstrate Incorrect mixture setting warning signs.
- Workshop Manual
procedures for
checking/adjusting Incorrect valve clearance o Classify models and
components
Exhaust gas leakage
o Explain the purpose of
Oil pressure
vehicle specification for
Compression test models and
14.1.4. Demonstrate Procedures for fitting a new components
the procedures for timing belt/chain/gear
fitting a new o Ask the students to
timing state the reasons for
belt/chain/gear
131
14.1.5. Checking valve timing specification for model
valve timing with and components
and without
manufacturers o Guide the students to
timing marks. carry out the
14.1.6. Read faults Read faults code procedures of
code on diagnostic identification of the
scan tool.
various safety
precautions and signs.
o Explain causes of fault

read
o From scan tool.
Learning Unit 14.2: Understand application of Engine diagnostic equipment Duration: 30 periods
14.2.1. Explain safety Safety notes/warning o Perform a signal test - Signal tester
notes/warning notes notes signal test. on safety notes/
signal test. Design Design and maintenance - Worksheet
warning notes.
and maintenance worksheet.
- Engine test bench
worksheet. o Ask the students to
14.2.2. Explain how to Maintenance inspection of calculate maintenance - Endoscope
carry out an engine using engine
maintenance test bench or endoscope
132
inspection of an interval. - Hand tools etc
engine using engine
test bench or o Perform routine test - Engine analyzer
endoscope. using engine test
- Engine CAN Tool
14.2.3. Describe the Application of bench
application of engine/analyzer scan - Diagnostic Equipment
Engine/Analyser scan tools. o Take the students out
tools. to visit a standard - Live Vehicle Engine
14.2.4. Explain how to Familiarization visit to a automobile workshop.
carry out a standard engine - White Board & Maker
familiarisation visit maintenance shop. o Guide the students to
- Compression Tester
to a standard engine identified hand tools
maintenance shop. and equipment use in - Exhaust Gas analyzer
14.2.5. Test to diagnose Serviceability
the Correct ignition timing o engine maintenance.
following: Correct mixture
o Assign them to carry
Serviceability adjustment
Correct ignition Leaking induction system out tests procedure for
timing Exhaust systems each item.
Correct mixture EGR Exhaust gas
adjustment recirculating
Leaking induction Exhaust gas analyser.
system
Exhaust systems
EGR Exhaust gas
recirculating
Exhaust gas
analyser.
133
Learning Unit 14.3: Understand Fuel Injection System Diagnosis. Duration: 30 periods
14.3.1. Describe the The concept of engine o Explain (EGR) - White Board & Maker
concept of engine fuel economy and
fuel economy and emission systems. o Explain catalyst convert - Recommended
emission systems. Textbooks
o Explain Hydro carbon
14.3.2. Discuss factors Factors affecting fuel
affecting fuel consumption. emission. - Workshop Manual
consumption. o Compare the modern - Vehicle Owner
14.3.3. Describe the Diagnostic and repair
diagnostic and repair Handbook
diagnostic and techniques of modern
repair techniques petrol engines and fuel techniques with the
- Flip chart Board
of modern petrol system using: analyzers, current practice
engines and fuel gauges, Meters etc. - Live Vehicle
o List various test to be
system using:
analyzers, gauges, performed. - Engine
Meters etc. o Assign students on - Exhaust Gas analyzer
14.3.4. Diagnose the Diagnose using electronic
engine tester and
following engine tester
using electronic demand report
engine tester: appropriately.
Injectors, cold
o Assess students ability
start injectors
Thermal sensors to detect faults in
Pressure starting vehicles.
regulators
134
14.3.5. Demonstrate Difficult cold starting
the procedures Lack of acceleration
for remedying the High fuel consumption
following faults: Poor control of exhaust
Difficult cold gas emission
starting
Lack of
acceleration
High fuel
consumption
Poor control of
exhaust gas
emission.
14.3.6. Demonstrate Methods of
methods of checking/adjusting
checking/adjusting mixture strength CO
mixture strength emission
CO emission (with
specialised
equipment).
135
MODULE 15: Motor vehicle engine maintenance
Competence 15: Maintain the motor vehicle engine
PURPOSE STATEMENT
This particular module describes the performance outcomes, skills and knowledge required to maintain the
motor vehicle engine. Maintenance prevents from accidents and leads to the engine long lasting.

136

15.1. Understand the basic Explication of the basic construction of a battery and its components.
construction of a battery
and carry out preventive Top up battery electrolyte of correct specific gravity
maintenance
Checking of specific gravity of a battery with an hydrometer
Checking, cleaning or replacing and tighten battery of terminals if

necessary.
15.2. Explain the basic processes Introduction and list basic processes of routine engine maintenance
of routine engine
maintenance Demonstration of the basic processes of routine engine maintenance.
COURSE STRUCTURE
137
Learning Unit 15.1: Understand the basic construction of a battery and Duration: 10 periods
carry out preventive maintenance
15.1.1. Explain the Basic construction of a Explain the functions of Lesson plan
basic battery and its components. battery cells and
construction of construction Chalkboard
a battery and Techniques of Top up a Describe using diagram
Used battery model
its components. battery or chart hydrometer
15.1.2. Top up and its use Hydrometer
battery List battery faults and
electrolyte of remedies
correct specific Assess students
gravity
15.1.3. Check Use of an hydrometer Teacher to
specific gravity demonstrate for
of a battery Check, clean or replace students to practice till
with an battery terminals they become
hydrometer competent
15.1.4. Check, Tighten battery terminals. Assess the students
clean or
replace if
necessary and
tighten battery
terminals.
138
Learning Unit 15.2: Explain the basic processes of routine engine Duration: 20 periods
maintenance
15.2.1. Introduce Techniques of: Manufacturers Tools and oil

and list basic specifications/recomme
processes of - Check burnt electrical Other lubricants
components ndations
routine engine
maintenance - Clean air filter Guide students to
15.2.2. Demonstr understand the
ate the basic - Service carburetor
manufacturers manual
processes of - Check of radiator leakage or specifications
routine engine
maintenance. - Methods of replacing fan belt Assess and correct the
- Change oil filter students
- Change or clean spark plugs

- Change engine oil
- Check distributor and contact
point
139
MODULE 16: Entrepreneurship
Competence 16: Create and manage a small business
SECTOR: SUB-SECTOR:
PURPOSE STATEMENT
This module describes the skills and knowledge required to prepare a business plan for a small business and
operate a small business. At the end of this module, the participants understand the principles and tools behind
personal and family money-management. They are able to understand the importance of saving and reducing
expenses. They are able to organize and manage personal and household finances. They can create a personal
budget and think strategically about their finances. They can evaluate their options for earning money and are
familiar with ways to establish and maintain personal credit. They are aware of the risks associated with credit.
The participants simulate income-generating activities after which they are familiar with the basic cycles of
business. They can plan for income-generating activity expenses and loan repayments. They can keep basic
business financial records. They are able to evaluate the risks and opportunities of using credit in income
generating contexts. They are able to distinguish between money to be used for investment into their income-
generating activities, for their family expenses, and for savings. They learn about different market actors.
140
Not applicable
By the end of the module, the trainee

will be able to :
16.1. Manage money Personal financial needs in different life situations are identified.
The required amount of money for different needs is acquired.
Money is managed effectively and waste of money is avoided.
Money is saved in the appropriate manner and within

appropriate institution.
Debts are managed effectively.
16.2. Keep record and budget Basic record-keeping is performed adequately.
141
A financial plan over a defined period of time is developed.
16.3. Manage a small business The basic business cycle is understood.
Credit risks and unexpected costs are dealt with appropriately.
Record-keeping is done on time and adequately.
16.4. Prepare a business plan for a The objectives of the small business are realistic, clearly stated
micro business and measurable.
The business plan template is filled in appropriately.
The simulated small business has brought benefits.
COURSE STRUCTURE
142
Learning Unit 16.1: Manage money Duration: 10 periods
16.1.1. Analyze Identify things they need o small group discussion

financial needs money for o brainstorming
Identify how the things they o large group discussion
need money for change as
their life situations change
16.1.2. Access money Plan how to get money o small group discussion - Role play scenarios
Ways to access money o brainstorming
(borrowing, saving and o prioritizing
working to earn money) o role-play
o large group discussion
16.1.3. Manage Good ways to manage money o exercise - Role play scenarios
money Ways that they waste money o role-play
effectively Ways to cut costs through o large group discussion
reducing, recycling, repairing,
and reusing
16.1.4. Save money Definition of the concept of o Brainstorming

saving o large group discussion
Recognize that not only rich o role-play
people can save o individual goal setting
Reasons for saving o guest speakers
(unexpected events and
specific needs)
Savings goals
Saving possibilities and
institutions
143
16.1.5. Manage debts Definition of the concept of o large group discussion - Role play scenarios
debt o group work
Risks of getting into debt o prioritizing
Strategies to avoid debt
Strategies to get out of debt
Learning Unit 16.2: Keep record and budget Duration: 5 periods

16.2.1. Keep basic Income o group work

personal Expenses o case study
financial Balance calculations
records
16.2.2. Perform basic Definition of budget o group work

budgeting Definition of the concept of o case study
budgeting o individual work
Principle of budgeting
16.2.3. Develop a structure of a financial plan o Brainstorming - Financial fitness plan

financial o large group discussion
strategic plan o individual work
144
Learning Unit 16.3: Manage a small business Duration: 5 periods
16.3.1. Understand Basic cycle of business: o simulation game - Entrepreneurs profiles

the business buying, adding value, selling o large group discussion - Entrepreneurs Cycle
cycle for profit Chart
Allocation of income between
the business, personal
expenses and savings
Importance of maintaining
positive cash flow
16.3.2. Deal with List of possible unexpected o simulation game - Life cards for
unexpected expenses or financial events o large group discussion simulation game
costs Plan for, and deal with,
unexpected financial events
16.3.3. Identify the Risks and potential benefits of o simulation game - Life cards for
risks of credits selling to customers on credit o large group discussion simulation game
Financial risks involved with
extending credit to friends
and family members
16.3.4. Fill in a record- Value of keeping records o simulation game, - Record-keeping
keeping sheet Sections of a record-keeping o large group discussion template
sheet
145
Learning Unit 16.4: Prepare a business plan for a micro business Duration: 10 periods
16.3.5. Understand Value of a business plan o simulation game - Entrepreneurs Cycle

the value of a Flexibility of a business plan o large group discussion Chart
business plan Importance of realistic goals - Record-keeping
Sections of a business plan template
16.3.6. Identify the - Business plan template
profit to
achieve
16.3.7. Prepare a
business plan
16.3.8. Operate a
business
according to
the plan
Reference books:
146
MODULE 17: Internship
Competence 17: Integrate the workplace
SECTOR: SUB-SECTOR:
PURPOSE STATEMENT
This module describes the skills and knowledge required to integrate the workplace for an internship or
employment. At the end of this module, participants know how to apply for and present themselves for
employment. They demonstrate good time management and show up for work on time. They demonstrate
behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and
procedures that need to be followed. They take initiative and responsibility for their own work and know how to
work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and
employers and have explored ways to exercise rights in the workplace.
Not applicable
147
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 :
17.1. Apply for internship / employment Appropriate resources in the community or nationwide
are used to find employment information.
A basic CV that is accurate and neat is written.
Application letters that target specific jobs or types of

jobs are written.
Effective interviewing skills are demonstrated.
17.2. Demonstrate appropriate workplace behaviour Appropriate workplace habits and attitudes are
and attitudes observed.
Strategies to manage time effectively are implemented.
Personal and work lives are managed efficiently.
17.3. Have a good understanding of workers and Workers and employers obligations according to the
employers rights and responsibilities Rwandan Labour code are understood.
148
The workers responsibilities are performed on the
workplace.
Exercise rights on the workplace.
17.4. Organise and evaluate ones internship The internship agreement is concluded with the
enterprise.
The internship report contains all the required

elements as well as ones own findings and experience.
Active participation in the assessment of ones

internship.
17.5. Develop ones competences on the workplace The tasks assigned according the agreement with the
enterprise are performed adequately.
Positive response and active participation in meetings

with the matre de stage
Adequate work behaviour and attitudes are

demonstrated
149
COURSE STRUCTURE
Learning Unit 17.1: Apply for internship / employment. Duration: 8 periods

17.1.1. Identify and Resources to find o small group work - Job announcements
use employment in the and information:
resources to community and at o panel discussion
newspaper
find a job national level
o large group discussion advertisements;
Identify contact persons
information from
o speakers
recruitment agencies,
youth organizations
such as YES Rwanda
and government
agencies such as the
RDB, WDA; sample
advertisements posted
on business walls or
bulletin boards,
internet websites,
150
through cooperatives
17.1.2. Write a Differences between a o large group discussion - sample CVs and
Curriculum CV and an application application letters
Vitae (CV) letter o individual work
and an Types of application - format of an
o pair work
application letters application letter
letter Elements of a well
written CV
Elements of an
application letter
17.1.3. Take part in Main parts of an o small group work - Interview Observation
an interview interview Tool
Interviewing tips : what o interview role plays
to do before, during and
after the interview
Typical questions asked
during an interview
Learning Unit 17.2: Demonstrate appropriate workplace behavior and Duration: 5 periods
attitudes
17.2.1. Identify Appropriate workplace o small group work - Workplace behaviour

appropriate behaviours and attitudes scenarios
workplace (dress code, time o large group discussion
behaviours management, respect, - Work habits inventory
and attitudes honesty, integrity, work
151
as a team member) o brainstorming
Work habits
(cooperation, initiative,
courtesy, constructive
criticism, supervision,
accuracy, pace of work,
time usage, adaptability,
personal appearance,
attendance, punctuality)
17.2.2. Manage time Importance of task o large group discussion
planning and managing
time o small group activity (tower
Strategies to better building)
manage time
o reflection
o pair sharing
17.2.3. Balance work Common situations that o large group discussion - Scenarios: Did S/he
and personal make it challenging to Do the Right Thing?
life balance work & personal o individual work
life
o self assessment
Tips to manage personal
and work lives o pair sharing
152
Learning Unit 17.3: Have a good understanding of workers and Duration: 8 periods
employers rights and responsibilities
17.3.1. Be familiar Definition of right and o small group work - Universal Declaration
with the human right of Human Rights
universal Universal Declaration of o large group discussion
human rights Human Rights - plain language version
17.3.2. Explore ones Definition of o individual work

personal responsibility
rights and Relationship between o pair share
responsibilitie rights and responsibilities
o large group brainstorming
s
and discussion
17.3.3. Identify ones rights (what you can o large group discussion - Worksheet on Rights
rights and expect your employer to and Responsibilities at
responsibilitie provide) o small group work
Work.
s at work responsibilities (what
o skits
your employer can
expect that you will do)
17.3.4. Become legal obligations of o large group activity - Statements and

familiar with employers Answers for
some of the legal obligations of o discussion
Agree/Disagree Game
provisions of workers
o small group work on Rwandan Labour
the Rwandan
Labour Law Law
o observation
- Articles 47 and 48 of
153
the Labour Code
17.3.5. React Possible solutions or o small group work - Labour Code Scenarios
appropriately responses in case the
when the Labour Code is broken o scenario analysis - Labour Code Excerpts
Labour Code
is broken
Learning Unit 17.4: Organise and evaluate ones internship Duration: 9 periods
17.4.1. Conclude an Definition of the concept o Brainstorming - Sample internship

internship internship agreement
agreement Objectives of the o Group discussion
internship
o Presentation by the trainer
Presentation of
internship agreement
17.4.2. Outline ones Presentation of the o Presentation by the trainer - Logbook

findings and logbook
experience Tips to fill in the
logbook
17.4.3. Write and Contents of the o Group discussion - Sample internship
present the internship report report
report of the Presentation techniques o Role play
internship
17.4.4. Participate Internship assessment o Group discussion
actively to and self-assessment
154
the guidelines o Presentation by the trainer
assessment
of ones
internship
Learning Unit 17.5: Develop ones competences on the workplace Duration: 270 periods
Reference books:
155
Training Chronogram
Specific competences General Complementary

competences competences
No 08 09 10 11 12 13 14 15 17 05 06 07 01 02 03 04 16
Duration 70 80 90 100 50 50 80 30 30 80 40 100 20 20 20 30 30
Weeks
1. 20
2. 8 8 4
3. 6 6 8
4. 6 6 8
5. 8 2 10
6. 8 8 4
7. 8 8 4
8. 8 8 4
9. 8 8 4
10. 8 6 6
11. 8 12
12. 8 12
13. 8 12
14. 8 12
15. 20
16. 6 4 10
156
17. 10 10
18. 10 10
19. 10 10
20. 10 10
21. 10 10
22. 10 10
23. 4 10 6
24. 6 14
25. 20
26. 20
27. 20
28. 10 10
29. 20
30. 20
31. 20
32. 20
33. 10 6 4
34. 10 10
35. 10 10
36. 10 10
37. 10 10
38. 4 6 10
157
39. 20
40. 20
41. 20
42. 10 10
43. 20
44. 20
45. 10 10
46. 20
158

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Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY WDA

MOTOR VEHICLE ENGINE MECHANIC CURRICULUM

Kigali, February 2012

1. HAVUGWEKONSILE Stanislas Head of Department IPRC Kigali

2. BUREGEYA Aaron Instructor IPRC Kigali

3. GENDANEZA Georges APAFORME Garage

4. MWISENEZA Albert ITH Hanika Garage

5. NIYITEGEKA Jean Claude Garage Diocese Kabgayi/ETEKA

6. HABIMANA Andr Instructor IPRC Kigali

7. HABIMANA Japhet Ecole Technique Muhima (ETM)

8. RUTABOBA Pierre Damien Instructor Kabarondo VTC / Mukarange Branch

9. HATEGEKIMANA Gratien WDA Curriculum Developer

10. MPAMO Aim WDA Head of Curriculum Development Unit (CDU)

CONCEPTS AND DEFINITIONS .......................................................................................................................................................................................... 6

SECTION 2: QUALIFICATION .......................................................................................................................................................................................... 9

TITLE OF THE QUALIFICATION:......................................................................................................................................................................................... 9

RATIONALE OF THE QUALIFICATION ............................................................................................................................................................................. 10

ENTRY REQUIREMENTS TO THE QUALIFICATION .......................................................................................................................................................... 10

COMPLEMENTARY COMPETENCES ................................................................................................................................................................................ 11

SUPPLEMENTARY INFORMATION .................................................................................................................................................................................. 11

LIST OF MODULES .......................................................................................................................................................................................................... 12

NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS.................................................................................................................................. 13

SECTION 3: TRAINING PACKAGE ................................................................................................................................................................................. 14

COMPETENCES CHART ................................................................................................................................................................................................... 14

MODULE 1: Occupation and Learning process .............................................................................................................................................................. 18

MODULE 2: Communication on the workplace ............................................................................................................................................................. 23

MODULE 3: Health, safety and security on the workplace............................................................................................................................................ 30

MODULE 5: Mechanical Sciences .................................................................................................................................................................................. 58

MODULE 6: Mechanical tools and equipment .............................................................................................................................................................. 68

MODULE 7: Basic technical drawing .............................................................................................................................................................................. 72

MODULE 8: Petrol engine .............................................................................................................................................................................................. 80

MODULE 9: Diesel engine .............................................................................................................................................................................................. 87

MODULE 10: Ignition system repairing.......................................................................................................................................................................... 99

MODULE 11: Motor vehicle engine repairing .............................................................................................................................................................. 112

MODULE 12: Cooling system repairing ........................................................................................................................................................................ 120

MODULE 13: Lubricating system repairing .................................................................................................................................................................. 124

MODULE 14: Engine faults diagnosis ........................................................................................................................................................................... 128

MODULE 15: Motor vehicle engine maintenance ....................................................................................................................................................... 136

MODULE 16: Entrepreneurship ................................................................................................................................................................................... 140

MODULE 17: Internship ............................................................................................................................................................................................... 147

Training Chronogram ................................................................................................................................................................................................... 156

CONCEPTS AND DEFINITIONS

Certification: the formal acknowledgement of successful achievement of a defined set of outcomes.

Occupation: the principal business of ones life.

Qualification: the formal recognition of the attainment of requirements at a specific level.

TITLE OF THE QUALIFICATION:

with applied competence, and

ENTRY REQUIREMENTS TO THE QUALIFICATION

Consider variables such as :

Description of the complementary modules : communication in mother tongue, communication in another

Module No Module title Type Credit Value

Assessment shall focus on the modules.

The National Qualification of . Level X will be attained through accumulation of the

The following are qualified to apply for assessment and certification:

- Graduates of formal, non-formal and informal including enterprise-based training programs

- Experienced Workers (wage employed or self-employed)

Operate tools and equipment

Apply mechanical sciences

Create and manage a small

security procedures on the

Apply basic technical

Adjust the system

DURATION 20 20 80 100 40 20 30 30 340

8. Petrol engine: 70h 9. Diesel engine: 80h