Engine Mechanics for-VTC

Republic of Rwanda
Ministry of Education
WORKFORCE DEVELOPMENT AUTHORITY WDA
Empowering people with employable skills and entrepreneurship capacity

P. O. BOX 2707
Tel: (+250) 255113365
E-mail: info@wda.gov.rw
Web site: www.wda.gov.rw
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)
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
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.
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.
7
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.
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
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
10
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
11
LIST OF MODULES
Module No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Module title
Occupation and learning process
Communication on the workplace
Health, safety and security on the workplace
Computer literacy
Mechanical sciences
Tools and equipment
Basic technical drawing
Petrol engine
Diesel engine
Ignition system repairing
Motor vehicle engine repairing
Cooling system repairing
Lubricating system repairing
Engine faults diagnosis
Motor vehicle engine maintenance
Entrepreneurship
Internship
Type
Complementary
Complementary
Complementary
Complementary
General
General
General
Specific
Specific
Specific
Specific
Specific
Specific
Specific
Specific
Complementary
Specific
12
Credit Value
2
2
2
3
8
4
10
7
8
9
10
5
5
8
3
3
30
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.
13
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.
14
Create and manage a small

business
16
80 100
40
20
30
30
H
30
50
50
10
Maintain the motor vehicle engine

epair the lubricating system
Repair the cooling system
Repair the ignition system
14
Diagnose the engine faults
80
15
13
12
70
11
Supply the fuel and air system to

the diesel engine
Supply the fuel and air system to
the petrol engine
Repair the motor vehicle engine
100
17
Integrate the workplace
300
9
8
Total
TRAINING DURATION
Demonstrate computer
literacy
Apply basic technical

drawing
DURATION
Communicate effectively
on the workplace
Apply mechanical sciences
20
Operate tools and equipment
Apply health, safety and

security procedures on the
workplace
20
Test the system
DURATION
Adjust the system
Install the system
Clean components
Dismantle the system
Particular competencies
Inspect the system
Understand the occupation

and learning process
GENERIC COMPETENCIES
NUMBER
ENGINE MECHANIC
NUMBER
Prepare tools, materials and

equipment
PROCESS
340
1190 H
850
15
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.
16
01. Occupation and Learning

process: 20h
02. Communication on the
workplace: 20 h
03. Health, safety and security

on the workplace: 20h
04. Computer literacy: 30h
05. Mechanical sciences:

80h
06. Mechanical tools and

equipment: 40h
07. Basic technical drawing:

100h
8. Petrol engine: 70h
9. Diesel engine: 80h
10. Ignition system

repairing: 90h
11. Motor vehicle engine

repairing: 100h
12. Cooling system
repairing: 50h
13. Lubricating system

repairing: 50h
14. Engine faults diagnosis:

80h
15. Motor vehicle engine

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

/Internship: 300h
Total: 1190 hrs
17
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
18
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
By the end of the module, the trainee will
be able to :
Performance criteria
1.1. Understand oneself as part of a

team and respect the rules of the
workshop
Know each other.

Be part of a team and behave accordingly.
Rules and requirements are agreed upon and known.
1.2. Learn about the occupation and

the training process
The occupation is understood.

The training required is known.
The training organisation is known.
1.3. Reflect upon the teaching and

learning methods
The active and participatory learning methods are applied.

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.
19
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
oneself and
get to know
one another
Introductions
Expectations about the
training
o Introduction
o Game
o Presentation of trainees
expectations
1.1.2.Work as a
team
Working as a team
Building trust
o Games
o Group discussions
1.1.3.Setting rules
and
responsibilities
Rules of the classroom

Group responsibilities
o Brainstorming
o Discussions
20
Learning Unit 1.2: Learn about the occupation and the training process
Duration: 12 periods
Learning outcomes
Resources
Contents
1.2.1.
Understand
the
occupation
Characteristics of the
occupation
Working conditions
1.2.2.
Obtain an
understandin
g of the
goals of the
training
programme
Content of the training

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

and participatory
teaching and learning
methods
o Experience sharing.
o Presentation by the trainer
1.3.2.
Understand
the
assessment
methodology
Assessment
methodology and its
purpose
o Explanation by the trainer
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.
22
MODULE 2: Communication on the workplace

Competence 2: Communicate effectively on the workplace
RTQF LEVEL:
CREDITS: 2
LEARNING HOURS : 20
SECTOR: Technical Servicing
SUB-SECTOR: Automotive
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to communicate and get along well with others, in a
variety of settings and for a range of purposes. The module will allow the participant to speak and listen
actively and appropriately, one-on-one and in groups, to cooperate and work effectively within a group, to lead
a team and to provide good customer service.
Not applicable
23
Learning unit
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

member
Team objectives are reached through effective cooperation.

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
Learning outcomes
Contents
Learning activities
2.1.1.Apply effective
listen skills &
strategies
Effective listening skills &

strategies
Assess ones listening
skills
Model good listening
skills
Importance of giving
clear, concise
instructions
Formulation of
instructions
Strategies to ask
questions for clarification
o
o
o
o
2.1.2.Give and receive

instructions
Role play
Observing role play
Feedback from observers
discussion
o individual work
o group discussion
25
Resources
- Role play scenarios
- List of effective
listening skills &
strategies
- Effective Listening
Observation Form
2.1.3.Identify nonverbal
communication
signs and the
impact on
peoples
perceptions
Importance of nonverbal communication

Impacts of non-verbal
communication on how
we give information and
how we listen.
2.1.4.Demonstrate
Effective speaking skills
effective speaking
and strategies
skills
o pair work
o large group discussion
o small group work

o practice presentations
- List of Effective
Speaking Skills &
Strategies
- Speaking Scenarios
for group work
- Effective Speaking
Observation Form
Learning Unit 2.2: Cooperate and work as a team member
Duration: 8 periods
Learning outcomes
Contents
Learning activities
Resources
2.2.1.Identify the
different
personalities
Different personalities
and approaches that
individuals bring to a
group
o Self-assessment
o large group activity
(inner/outer circles)
o Discussion
2.2.2.Handle different
Strategies on how to
personalities in
handle different
a group
personalities in a group
26
- Working in Groups
Self Assessment
- Cooperating with
Others Roles
- Elements of an
Effective &
Cooperative Team
Member
2.2.3.Cooperate with
others to reach
the same
objective
Characteristics of an
effective and cooperative
team member
2.2.4.Lead a team
efficiently
Qualities of an effective
leader
Different leadership
styles
Appropriate leadership
style in a given context
Strategies to lead a team
efficiently
challenges and dynamics
amongst people during
the problem solving
process
steps of problem solving
to work and community
related problems
Communication as a tool
for problem solving
2.2.5.Demonstrate
problem solving
and decision
making skills
o Large group activity

o Large group discussion
o Individual reflection/journal
writing
o Pair work
o small group work
o role plays
o small group activity
o
o
o
o
o
Large group activity

pair sharing
small group work
large group discussion
Task leadership competition
27
- Scenarios for
problem solving
activity
Learning Unit 2.3: : Apply customer care
Duration: 6 periods
Learning outcomes
Contents
Learning activities
2.3.1.Understand the
importance of
good customer
care
Definition of customer
service
Levels of customer
service
Customer care principles
Importance of customer
care
o Experience sharing
o Brainstorming
Presentation by trainer
2.3.2.Provide
exceptional
quality service
Basic customer needs

Service to meet basic
customer needs
Definition of customers
perception
Meeting and exceeding
expectations
Getting feedback on the
provided service
Telephone tips
Recording a telephone
message
o individual reflection
o role play
Definition of conflict,
conflict
resolution/management
o individual reflection
o Brainstorming
2.3.3.Communicate
effectively with
customers by
telephone and
face to face
2.3.4.Handle conflict
with difficult
customers

o skit
o pair role plays
28
Resources
- Role Play scenarios

for Communicating
with Customers
Steps of conflict
management with
difficult customers
o role play
Reference books:
29
MODULE 3: Health, safety and security on the workplace

Competence3: Apply health, safety and security procedures on the workplace
RTQF LEVEL:
CREDITS: 2
LEARNING HOURS : 20
SECTOR:
SUB-SECTOR:
ISSUE DATE:
REVIEW DATE:
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

Learning unit
By the end of the module, the trainee will

be able to :
3.1. Apply good personal care and
healthy habits at work
Hands are washes at appropriate times and hand washing procedures

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

emergencies at work
Emergency and potential emergency situations are recognised

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

violence
Reproductive health is understood.

Transmission, prevention and treatment of HIV/AIDS and other STIs
are understood.
Sexual violence is understood and can be avoided.
32
COURSE STRUCTURE
Learning Unit 3.1: Apply good personal care and healthy habits at work
Duration: 4 periods.
Learning outcomes
Contents
Learning activities
Resources
Healthy habits
o Discussion
o Individual work
o Presentation
1.3.2.Describe the
importance of
personal and
public cleanliness
Definition of hygiene
Definition of sanitation
Importance of hygiene
and sanitation at work
o Presentation by trainer
o Group work and discussion
o Role play
- List of habits for good

health
- Health education
material from Ministry
of Health or other
organisations
- Posters/pictures of
health habits
- Handout: healthy
hygiene and sanitation
practices, food
sanitation, clean water
and toilet facilities
1.3.3.Know how to
prevent the
spread of illness
and
contamination at
work
Sources of germs,
microbes
Prevention techniques
(Hygiene and sanitation
good practices)
o Brainstorming
1.3.1. Identify
important health
practices in the
workplace
33
1.3.4.Identify
important health
practices in the
workplace
Healthy habits
o Discussion
o Individual work
o Presentation
- List of habits for good

health
- Health education
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
Learning outcomes
Contents
Learning activities
Resources
3.2.1.Identify the
primary hazards
found in
workplaces
3.2.2.Understand why
the situation or
substance is
hazardous
3.2.3.Identify the best
ways to address
specific problem
situations
Types of hazards in the

workplace (safety,
chemical, biological,
other health hazards)
Hazardous situations
Dangerous substances
o Brainstorming
o Group work
o Discussion
- Pictures
Control methods
(remove hazard, work
policies and procedures,
protective equipment)
o Brainstorming
o Discussion
- Stories and pictures
34
Learning Unit 3.3: Respond appropriately to emergencies at work
Duration: 6 periods
Learning outcomes
Contents
Learning activities
Resources
3.3.1.Identify
emergencies
Definition of emergency
Types of emergencies in
a workplace
Possible responses to
emergencies in the
workplace

o Experience sharing
3.3.2.Handle
emergencies
o Disaster Blaster Game
- Disaster Blaster Game

board, paper, marker,
dice, game cards
Learning Unit 3.4: Prevent HIV/AIDS and sexual violence
Duration: 6 periods
Learning outcomes
Contents
Learning activities
Resources
3.3.3.Understand
reproductive
health
Puberty and body

change
Female reproduction
Male reproduction
Consequences of early
pregnancy
Definition
Transmission
Prevention (ABC)
Treatment
Other STIs
Stigma and VCT
o Small group discussions

o Pair discussion
3.3.4.Be sensitized to
HIV /AIDS
3.3.5.Be sensitized to
sexual violence
Definition of sexual
violence
o HIV game
- Scenarios for HIV
o Questions and answers
game
o True or false
- True and false
o Group work
statements
o Demonstration (condom use)
o Role play (condom
negotiation)
o Story telling
o Group discussion
35
Definition of rape
Consequences of sexual
violence
o Large group discussion
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
RTQF LEVEL:
CREDITS: 3
LEARNING HOURS : 30
ISSUE DATE:
REVIEW DATE:
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
By the end of the module, the
trainee will be able to :
4.1. Apply computer
fundamentals
Identification of Various connectors and ports
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

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

package
Using of basic excel tasks
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
Presentations
Creating of a new presentation

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

(Outlook)
Definition and explanation of a website

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
Resources
4.1.1.Apply Computer
basics
Computer Definition
Types of computers
Laptops
Desktops
Learning activities
o -Open a computer case
and Observe different
types of memory
o -Group Discussion on
each type of memory
-Computer Lab
-Computer Tool Kit
-CD, DVDs, Diskettes
-White Board
-Markers
Palm tops
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
Connectors and ports

- Definition
I/O (Input and
Output) Ports and
connectors
o -Observe different
connectors as well as
input and output ports
o -Exercises on ports
identifications
41
-Computer Lab
-Computer Tool Kit
-Different types of Cables,
- Serial ports
Different types Connectors
- Parallel ports
-White Board
- USB
-Markers
- Keyboard,
Mouse
connectors
- VGA Connectors
4.1.3.Use different
I/O devices
Peripherals
- Definition
- Categories I/O
devices
o Practical exercises on
connecting the mouse,
keyboard. Monitor to the
CPU (Central processing
unit)
Input
devices
(mouse,
Keyboard,
scanner,
CD/DVDROM and
diskettes
drivers,
-Computer Lab
-Computer Tool Kit
-Printer
-Scanner
-White Board
42
etc)
Output
devices
(Monitor,
Diskette,
CD/DVDROM
Writer,
Printer,
etc)
Types of
keyboards
- AZER
TY
- QWE
RTY
4.1.4.Use Desktops
elements
Windows and its

components:
- Desktop
- Task bar
o -Brainstorming on
Desktops elements
o -Use the desktop, the
tasks bar and the start
menu
43
-Computer Lab
-Projector
- Start menu
- Minimize,
Maximize, Close
buttons
- My Computer
4.1.5.Scan Viruses in
the
computer
and
Different
Storages
Devices
(Flash disk,
External
Hard disk)
Antivirus definition
Importance of
antivirus
Functionality
Different Types of
antivirus
o -Brainstorming the use of -Computer Lab

antivirus
-Flash disks
o -Practical exercises on
-External Hard disk
Scanning viruses
-Cds, DVDs
o -Compile activities
reports
-Antivirus
-White Board
- Norton
-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
Resources
4.2.1.Format a text
Style,Font,Size,Colour
Paragraph
Column
Tabulation
Learning activities
o -Reproduce document
already formatted
o -Various exercises to
familiarize with
formatting a text.
-Computer Lab With

Current Word processing
Package installed in each
computer
-Projector
Paragraph spacing
-White Board
Inserting
symbols:Special
characters,bullet and
numbering
-Markers
Borders and
shading,header and
45
footer.
4.2.2.Create and edit
a table
Inserting a row
-Computer Lab With

computer
Deleting table
-Projector
Deleting row
-White Board
Inserting a table
Inserting a column
creating, editing and
handling a table
Deleting column
Merging cells
Splitting cells
Drawing a table
Table auto format
Formula
4.2.3.Edit document
(Text)
Search/Find.Replace
Deleting a range of text
The undo command
Spelling and grammar
o -Brainstorming Editing
text
o -Perform practical
exercises on the various
tips (options)
46
-Computer Lab With

computer
-Projector
synonyms
o -compile activities reports -White Board

-Markers
4.2.4.Print document
Page setup
Print preview
Print dialog box
Selecting printer name
Printer options
o -Exercises on printing
one or more copies of a
colored document, in
black and white
-Computer Lab With

computer
o -printing in landscape,
portrait
-Printer
o -Practical Exercises on
creation of files, folders
and file Saving
-Computer Lab With

computer
-Projector
Printing one or more

copies
Printing in black/white
or color
Print page ranges
4.2.5.Save
documents
File management
- Creation of files
- Creation of
Folders
reports
- File Naming
47
-Projector
- File Formats
4.2.6.Insert Header
,Footer and
footnotes
Footnotes
o -Exercises on footnotes
Header and Footer
o -Create a document
containing several pages
- Automatic page
numbering
- Total number of
pages
- Automatic date
o With elements such as

the page number, date
automation.
-Computer Lab With

computer
-Projector
o -practical exercises.
- Automatic
automatic
author;s name
Learning Unit 4.3: Use current spreadsheet package

Learning outcomes
4.3.1.Use Some basic
excel tasks
Contents
Basic excel tasks
- Open
- Close
Duration: 5 periods
Learning activities
Resources
o -Practical exercises on the -Computer Lab With

Current spreadsheet
use of basic excel tasks
package installed in each
o -Compile activities reports
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
in excel
workbook
Selecting a sheet
o -Practical exercises
Renaming a sheet
o On Managing sheets in
excel workbook
Insert new sheets
-Computer Lab With

Current spreadsheet
computer
-Projector
Moving a sheet in a
workbook
Deleting a sheet
4.3.3.Format cells
and their
contents
Formatting text and

cells
- Choosing
font,size,colour
- Adjusting Cow
height
o -Practical exercises in
groups and individual
homework on formatting
cells
-Computer Lab With

Current spreadsheet
computer
o -Compile activities reports -Projector
- Alignment of cell
- Number format
- Inserting rows
- Merging cells
- Creating borders
- patterns
50
4.3.4.Use some
functions and
perform
mathematical
operations
Numbers and
Mathematical
calculations
- Addition
- Multiplication
o -Practical exercises in
groups and individual
homework on formatting
cells
-Computer Lab With

Current spreadsheet
computer
o -Compile activities reports -Projector
- Division
- Subtraction
- AutoSum
- Absolute and
relative Reference
- Function
Average
Minimum
Maximum
4.3.5.Print an excel
worksheet
Page setup
Print preview
Print dialogue box
o -Print one or more copies

of a worksheet
o -Print colour or white and
black worksheet
51
-Computer Lab With

Current spreadsheet
computer
Print options
Print one or more
copies
Print in black/white or
color
o -practical exercises
(individual and in group)
-Projector
-Printer
o -print
horizontally/vertically
Print page ranges

Printing a selection
Learning Unit 4.4: Use presentation application
Duration: 5 periods

4.4.1.Launch Ms
Power point
Learning activities
o -Using a power point
presentation with
slide show,get
feedback from
learners on the area
of application of Ms
power point
Power point Definition

Role
Power point environment
- Title Bar
- Menu Bar
o -Launch powerpoint
and observe the
screen individual
- Toolbars
- Formatting tool bar
52
Resources
-Computer Lab With
Current presentation
Software installed in
each computer
-Projector
- Title
exercises.
- Sub title
4.4.2.Create a new
presentation
o Create presentation
using the various
methods
Creating new presentation

Blank presentation
Design template
o practical exercises
(individual and in
groups)
Auto content wizards
4.4.3.Create, Insert a
slide
o -Exercises on creating,
inserting and modifying
a slide
Creating a slide
Inserting a slide
Modifying a slide
-Computer Lab With

each computer
-Projector
-Computer Lab With

each computer
-Projector
4.4.4.Insert Graphics
Graphics:Clip art,Word
Art,Library Images,Inserting
image from file
o Exercises on inserting
images in the slides
-Computer Lab With

each computer
-Projector
4.4.5.Convert word
documents to
Copy, Cut, Move
53
-Computer Lab With

PowerPoint
presentation
Process of conversion
File transformation
each computer
-Projector
4.4.6.Animate a
presentation
o -Familiarize with
animation of a
presentation
Animation
Custom animation
Slide transition
-Computer Lab With

each computer
-Projector
4.4.7.Use Different
Presentation
view
o -Switch between the

views to improve the
presentation
Normal View
Slide Sorter view
Slide show
4.4.8.Print a
presentation
o -Group discussion and

brainstorming
o -Exercises on printing in
black and white or in
colour, printing one or
more copies of a
presentation
Printing a presentation
Print preview
Printing a copy or multiple
copies
Printing one slide on a page
Printing more slides on a page
54
-Computer Lab With

each computer
-Projector
-Computer Lab With
each computer
-Projector
Learning Unit 4.5: Use Internet/Intranet (Outlook)

Learning outcomes
4.5.1.Define and
explain a website
Contents
Learning activities
o -Visit web sites and
browse different
pages.
Introduction
World wide web
Web page
o -Group discussion
based on
observation
Web site
4.5.2.Interact through
instant
messaging
(Chatting)
Definition
Steps to create a chat account
Chatting options
o -Group Discussion
on Interacting
through instant
messaging
Instant messaging with or

no web cam
o -Exercises on
chatting in groups
Calling
reports
Sending files
4.5.3.Use search
Engines
(example
Duration: 5 periods
o -Perform practical
exercises on the
use of search
Search engines
- Definition
55
Resources
-Internet Connection
-Computer Lab
-projector
-Computer Lab
-projector
-Computer Lab
Google)
- Role
engines
-projector
- Some Types of search

engine
www.Google.com
www.Yahoo.com
4.5.4.Create, Manage
favorites using
internet explorer
Favorites
- Create Favorites
- Rename, Move Favorites
4.5.5.Browse the
internet using
the hyperlinks
o -Practical exercises -Internet Connection

on creating, moving
-Computer Lab
and renaming
favorites
-projector
o -Open a web using
the address bar
Web Browser
- Browser buttons
o -Browse different
web pages
- Address bar
- Status bar
o -practical exercises
On Browsing
internet using
hyperlink
- Scroll bar
- Home page
- Front/Back arrows
- Refresh button
56
-Computer Lab
-projector
- Start page
4.5.6.Download and
Upload files
using internet
o -Practical exercises -Internet Connection

on downloading and
-Computer Lab
uploading files
using internet
-projector
Downloading
File attachment
57
MODULE 5: Mechanical Sciences

Competence 5: Apply mechanical sciences
RTQF LEVEL:
CREDITS: 8
LEARNING HOURS : 80
ISSUE DATE:
REVIEW DATE:
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
Learning units
5.1 Understand the concepts
and effects of forces
5.2 Understand the effects of

friction and the laws
governing it.
Definition of friction and coefficient of friction
5.3 Understand linear and

angular motions of bodies.
Development of the relationship between angular and linear motions.
Construction of the parallelogram of forces

Construction of the triangle and polygon of forces
Determination of advantages and disadvantages of friction
Definition of circular motion.

Explanation of centrifugal acceleration and centrifugal force.
5.4 Understand curvilinear

motion of bodies.
5.5 Understand Momentum of
bodies.
Definition of Mass and Weight of a body.

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

of Work, Energy, and Power.
Definition 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
principle of operation of
simple machines.
Definition of Simple machine.

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
Learning outcomes
Resources
Contents
Learning activities
5.1.1.Construct
Types of force
parallelogram
Graphical representation of a
of forces
force
5.1.2.Drawn triangle
and Polygon of Addition of forces
forces
Parallelogram of forces
o Give examples
describing force
o Explain in details the
concept and effects
of forces and their
moments.
Triangle of forces
o Guide the students

to solve problems
relating to forces and
its moments
Resolution of force
5.1.3.Apply
hydraulic
principle
Mass
Pressure
o Assess students
assignments
Pascals law
Pressure in hydraulic systems
o Demonstrate
activities for the
students to learn and
Practical applications
o Ask them to carry

out all the activities
61
- Recommended
textbook,
- Chalkboard,
- Duster,
- Chalk,
- Lecture notes, etc.
- Drawing materials
/instruments.
Learning Unit 5.2: Understand the effects of friction and the laws governing Duration: 10 periods
it.
Learning activities
Resources
5.2.1.Define friction
and coefficient
of friction
5.2.2.Determine
advantages
and
disadvantages
of friction

principles and effects
of friction and the law
governing it.
Static friction
Sliding friction
Making use of friction
Belt drive
o Guide the students to

solve problems relating
to friction.
Angle of friction
Inclined plane
Inclined plane without friction
Inclined plane with friction
Screw thread
V-thread
Friction in a journal bearing
62
- Recommended
textbooks,
- Chalkboard,
- Duster,
- Chalk,
- Lecture notes.
Learning Unit 5.3: Understand linear and angular motions of bodies.
Learning outcomes
5.3.1.Develop the
relationship
between
angular and
linear motions
Contents
Learning activities
Resources
Linear motion

concepts of linear
motion of bodies.
Linear displacement and

distance

draw velocity - time
graph and solve
problems relating to
displacement, velocity
and acceleration.
Linear velocity and speed

Linear acceleration
Equations for linear uniformly
accelerated motion
5.3.2.Define circular
motion
Angular motion
Angular speed and velocity
5.3.3.Explain
Angular acceleration
centrifugal
acceleration
Relationship between linear
and centrifugal
and angular motion
force
speed and angular speed
Relationship between angular
speed and frequency of
rotation
63
Chalk,
Chalkboard,
Duster,
Recommended
textbooks,
Lecture notes,
Graph sheets, etc.

acceleration and angular
acceleration
Uniform circular motion (acceleration)
Learning Unit 5.4: Determine curvilinear motion of bodies
Learning outcomes
Learning activities
Resources

concept of curvilinear
motion of bodies.
Contents
5.4.1.Define mass
Mass and Weight of a body
and Weight of
a body
5.4.2.State Newtons Newtons Laws of motion
Laws of
motion
o Guide students to
develop expressions for
centripetal and
centrifugal forces and
solve problems on
them.
5.4.3.Define impulse Impulse and Momentum

and
Momentum
o Assess the students

reports.
64
Chalk,
Chalkboard,
Duster,
Recommended
textbooks,
- Lecture notes, etc.
Learning Unit 5.5: Understand Momentum of bodies
Learning outcomes
Contents
Learning activities
Resources
5.5.1.State The Law

of Conservation
of Momentum
The Law of Conservation of

Momentum
o Describe in details the

concepts and principles
of momentum.
5.5.2.Define Angular
Momentum and
Radius of
Gyration
5.5.3.Define Moment
of inertia
Angular Momentum and

Radius of Gyration

to momentum.
Moment of inertia
o Assess students
assignments.
Chalk,
Chalkboard,
Duster,
Recommended
textbooks,
Lecture notes, etc.
Learning Unit 5.6: Understand the concepts of Work, Energy, and Power
Learning outcomes
Resources
5.6.1.Define Work,
Energy and
Power
5.6.2.State The
units of work,
energy and
power
5.6.3.Develop
expressions for
Work, Energy
and Power
Contents
Learning activities
Work
o Explain in details with

the concepts of work,
energy, torque and
power.
Power
Work done by a torque
Work done by a constantly
varying force

solve problems on work,
energy, power and
torque.
65
Chalk,
Chalkboard
Duster,
Recommended
textbooks,
Lecture notes

reports.
5.6.4.Define Torque
and work done
by Torque
5.6.5.Explain
tractive force
and driving
torque of a
system
5.6.6.Differentiate
kinetic energy
and potential
energy
5.6.7.Explain Kinetic
Energy of
rotating bodies
5.6.8.Explain
Mechanical
Efficiency in
power
transmission
Mid-ordinate method for

calculating work done
Energy
Potential energy
Chemical energy
Conservation of energy
Energy equation
Kinetic energy
Energy of a falling body
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

machines.
Learning activities
5.7.1.Define Simple
machine
Simple Machines

features, types and
principle of operation
of simple machines.
5.7.2.Define
Mechanical
Advantage ,
Velocity Ratio
and
mechanical
Efficiency
5.7.3.Develop The
relationship for
Mechanical
Advantage,
Velocity Ratio
and Efficiency
of a wheel,
pulley and
screw jack.
Mechanical advantage
o Give examples:
o Lever, Pulley, Screw
Jack
Velocity ratio (movement

ratio)

derive the expression
for the Mechanical
Efficiency of a machine
Work done against friction
o Advantage, Velocity
Ratio and Efficiency of
wheel, pulley and
screw jack and solve
problems on them.
67
Resources
-
Chalk,
Chalkboard,
Duster,
Recommended
textbooks,
Lecture notes
MODULE 6: Mechanical tools and equipment

Competence 6: Operate tools and equipment
RTQF LEVEL:
CREDITS: 4
LEARNING HOURS : 40
ISSUE DATE:
REVIEW DATE:
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
Learning units
6.1 Identify tools and
equipment
Selection of tooling and equipment according to the job requirements
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

and equipment
Cleanness, checking and storing of tooling and equipment.

Fulfillment of documents according to enterprise policies and procedures
COURSE STRUCTURE
Learning Unit 6.1: Identify tools and equipment
Learning outcomes
6.1.1.Use tools and
equipment
Contents
Learning activities
Resources
Introduction of tools and

equipment:
- Hand tools
o Describe special
conventional tools
o Guide students to:
- Chart
- Instructional material
- Overhead projector
69
- Measuring tools
- Power tools
- Special tools
6.1.2.Service and
maintain
workplace,
tooling and
equipment
- List the importance

of tools and
equipment.
- Identify the classes
of tools.
- Explain the major
difference between
classes.
o Ask students to state
the application of the
tools.
o Explain to students
Hand tools and equipment
using different tools,
Power tools and equipment
manual the
requirements.
Special tools and equipment
Selection and use of tools and
- Locate the legal
equipment according to the
requirements in the
tasks
manual of a
Analysis of tools and
particular tool.
equipment.
- State the reasons
for maintenance.
70
- Manuals
- Models
- Tools
Marker
Chart
Manuals
White board
Overhead projector
Model
Instructional material
Learning Unit 6.2: Store and secure tooling and equipment
Learning outcomes
Resources
Contents
6.2.1.Arrange tools
in store
Techniques rules of arrange

tools:
- Using computer
- Using list
- Using order of utilities.
6.2.2.Arrange and
install
equipment
Techniques rules of install

equipment:
Learning activities
- Electrical rules
- Hydraulic rules
- Mechanical rules
71
- State the reason why tools/equipment

should be properly
stored.
- State the types of
storage system that
is commonly applied.
- List the advantages
and disadvantages of
the storage system.
Use notes to explain
why tools control is
important.
Marker
Chart
Manuals
White board
Overhead projector
Model
Instructional material
MODULE 7: Basic technical drawing

Competence 7: Apply basic technical drawing
RTQF LEVEL:
CREDITS: 10
LEARNING HOURS : 100
ISSUE DATE:
REVIEW DATE:
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
Learning units
7.1. Introduce technical
drawing
Identification of the different types of drawing instruments, equipment
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

projections
Respect of principle of 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
Learning outcomes
7.1.1.
Contents
Identify the
Drawing instruments,
different types
equipment and materials
of drawing
instruments,
equipment and
materials.
Learning activities
Resources
o Present the students all

drawing instruments:
- Drawing set
- T-Square
- Drawing board
- Set squares
- Types of pencils (H to B)
o Show to demonstrate
and explain the uses of
all of the above.
o Guide the students on
the manner to be
followed for preservation
and precautions.
- Black board ruler (1m)

- Black board TeeSquare
- Black board compass
- Blackboard protector
- Adjustable setsquare
- 60 set square
- 45 set square
- French curve set
- Templates
- Duster
- Chalk
- Complete drawing table
74
7.1.2.
7.1.3.
Understand
the graphic
language
techniques
Classify
different types
of drawing
Importance of Graphic
Language Need for Correct
Drawings
Machine Drawing
Production Drawing
Part Drawing
Assembly Drawing
o Ask students to discuss

about the importance of
graphic language and
assess.
o Ask students to correct
some imperfect drawing
and assess.
o Ask students to
differentiate between
hand drawing and
machine drawing and
assess.
o Ask students to
represent and to use
different features of
assembly drawing and
assess.
Learning Unit 7.2: Apply principles of drawing

Learning outcomes

- 60 set square
- 45 set square
- French curve set
- Templates
- Duster
- Chalk
- Complete drawing table
Contents
7.2.1.Identify
Lines
drawing sheets
Sheet Sizes
Designation of Sizes
75
Learning activities
Resources
o Ask the students to

illustrate in a drawing
the various types of
lines and assess.

Title Block
o Ask the students to set

drawing area on A1
paper with a title block
and the boarder lines
and assess.
Borders and Frames

Centering Marks
Metric Reference Graduation
Grid Reference System
(Zoning)
Trimming Marks
7.2.2.Apply drawing
scales
7.2.3.Use Lines
7.2.4.Respect
drawing
lettering
standard rules
7.2.5.Apply
dimension
rules
Designation
Recommended Scales
Scale Specification
Thickness of Lines
Order of Priority of Coinciding
Lines
Termination of Leader Lines
Dimensions
General Principles
Method of Execution
Termination and Origin
Indication
Methods of Indicating
Dimensions
Arrangement of Dimensions
o Ask students to
illustrate technical
lettering in capital and
small letters, using, free
hand and using letter
stencils and assess.
o Ask students to identify
the various standard
sheets A0 -A4 and
assess
o Ask student to draw
conventional signs and
symbols and assess.
o Print letters and figures
of various forms and
characters.
o Illustrate conventional
signs, symbols and
76
Blackboard protector
Adjustable setsquare
60 set square
45 set square
French curve set
Templates
Duster
Chalk
Complete drawing table
appropriate lettering
characters.
Special Indications
7.2.6.Design
sections
7.2.7.Apply drawing
conventional
representation
s dimensioning
and standard
abbreviations
Hatching of Sections
Cutting Planes
Revolved or Removed Section
Half Section
Local Section
Arrangement of Successive
Sections
Materials
Machine Components
Learning Unit 7.3: Apply orthographic projections

Learning outcomes
7.3.1.Respect
principle of
projections
Contents
Learning activities
Principle of First Angle

Projection
o Ask students to
first and third angle
orthographic projection
and assess.
o Ask students to explain
the vertical and
horizontal planes in
7.3.2.Apply methods View from the Front

of obtaining
View from Above
orthographic
View from the Side
views
77
Resources
- 60 set square
- 45 set square
7.3.3.Use
Presentation of Views
Presentation of
Designation and Relative
views
Positions of Views
7.3.4.Achieve
designation
and relative
positions of
views
7.3.5.Represent
position of the
objects
Hidden Lines
Curved Surfaces
One-view Drawings
Two-view Drawings
Three-view Drawings
Development of Missing
Views
Spacing the Views
78
orthographic projection
and assess.
Ask students to
construct orthographic
projections of simple
objects in first and third
angle orthographic
projections and assess.
Ask student to
represent different
views of a simple object
and complex object.
Ask student to
represent the views of
hidden details of a
complex object.
Ask students to
construct parallel and
perpendicular lines and
assess.
Ask students to
construct and bisect
lines, angles, circles and
areas and assess.
Give assignment to
students on geometrical
constructions of circles.
French curve set

Templates
Duster
Chalk
Complete drawing
table
Learning Unit 7.4: Represent Sectionals views

Learning outcomes
7.4.1.Represent
full
sections
and half
sections
7.4.2.Use
auxiliary
sections
Contents
Learning activities
Introduction
o Ask students to
Isometric and oblique
projections and assess.
o Ask students to
construct a square and
circle in isometric and
oblique projections and
assess.
o Ask students to
construct and dimension
holes circles, arcs and
angles in isometric and
oblique projection and
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.
Full Section
Half Section
Auxiliary Sections
79
Resources
- 60 set square
- 45 set square
- French curve set
- Templates
- Duster
- Chalk
- Complete drawing
table
MODULE 8: Petrol engine

Competence 8: Supply the fuel and air system to the petrol engine
RTQF LEVEL:
CREDITS: 7
LEARNING HOURS : 70
ISSUE DATE:
REVIEW DATE:
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
Learning units
8.1 Understand the working
principal of fuel and air
supply system
Understanding of the function and operation of air and fuel supply
components and systems
Understanding of the operating principle, types and of carburetor
8.2
Dismantle the system
Understanding of the operation of electronic control systems and

components
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
Learning activities
Resources
function and
operation of
air and fuel
supply
components
and systems
Function of fuel and air

supply system
o Provide materials and

guide students learning
Design of fuel and air supply

system

understanding
Components of fuel and air

supply system
o Guide students to
identify the main
82
Chart
Models
Tools
Instructional
materials
- White marker board
- Manual
-
Basic principles of mixture

formation
operating
principle,
types and of
carburetor
operation of
electronic
control
systems and
components
Basic operating principal of

carburetor
Carburetor types
Designer of carburetor
Carburetor system
Sensors, switches and
actuators:
- sensors
- switches
- actuators
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
component parts of
electronics petrol
engine.
o Demonstrate with
modem the operating
principles of electronics
petrol engine.
o Allow students to try
their hands.
Learning Unit 8.2: Dismantle the system
Learning outcomes
Contents
Learning activities
Resources
8.2.1.Disassemble and
arrange The fuel
and Air supply
system
Dismantle procedures
of fuel and Air supply
system on petrol
engine
o Engage the students in

group work.

performances.
8.2.2.Identified components
state
8.2.3.State the causes and

remedies of faults
including checking
fuel pump pressure
and fuel leakage.
8.2.4.Outline the procedures
for fuel injection
system service.
8.2.5.Demonstrate
procedures for the
assembling and
disassembling of fuel
injections system
including cleaning of
parts.
o Give relevant printed

and non-printed
academic materials,
websites and manuals
as references to
students.
Causes and remedies

of faults
Checking fuel pump
o Demonstrate the
pressure
procedure to perform
Checking fuel leakage.
these practical works.
Procedures for fuel
injection system
service.
group work.
Procedures for the
assembling and
disassembling
84
Whiteboard marker
Duster
Instructional drawing
Text books
Journals
Lecture notes
8.2.6.Rectify fuel injection

faults.
Fuel injection faults
8.2.7.Carry out functionality

test.
Testing methods
Learning Unit 8.3: Set Idling Speed

Learning outcomes
Contents
8.3.1.Define the term Idling

Speed and RPM
Idling speed
RPM
Learning activities
8.3.2.Distinguish between
idling speed and
RPM.
8.3.3.State the importance of Importance of having
having correct idling
correct idling speed
speed.
8.3.4.Select idling speed
Tools and instrument used
from manufacturers
in setting idling
specifications.
8.3.5.Apply procedures for
Procedures for setting idling
setting idling speed.
speed.
85
o Assess the
students
performances.
o Give relevant
printed and nonprinted academic
materials,
websites and
manuals as
references to
students.
o Demonstrate the
procedure to
perform these
practical works.
Resources
-
Whiteboard marker
Duster
Text books
Journals
Lecture notes
Learning Unit 8.4: Test the system
Learning outcomes
Contents
Learning activities
Resources
methods used to
test a fuel and air
supply system
Diagnostic equipment, tests

and adjustments: exhaust gas
analysis;
o Demonstrate the
procedure to
perform these
practical works.
On-board diagnostics (OBD);

Vacuum pump;
Pressure gauge;
Injector delivery and spray
pattern;
Oscilloscope
8.4.2.Identify faults and
symptom on a
fuel and air
supply system
Injection systems faults

and symptoms:
- Throttle position sensor,
- Mass air flow sensor,
- Coolant sensor,
- Crankshaft/camshaft
speed/position sensor,
- Exhaust oxygen sensor,
- Idle speed control valve
86
Whiteboard marker
Duster
Text books
Journals
Lecture notes
MODULE 9: Diesel engine

Competence 9: Supply the fuel and air system to the diesel engine
RTQF LEVEL: 1
CREDITS: 8
LEARNING HOURS : 80
ISSUE DATE:
REVIEW DATE:
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

Learning units
9.1. Understand the working
principal of
Understanding of the operational differences of diesel injection systems
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

Injection Pump
Outlining of procedures for dismantling and assembling of the injection

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

Engines
Visual inspection of conventional diesel engine and electronic diesel

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

Diesel Engines.
Detection of the faults, symptoms and remedies of Common rail diesel

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
Learning activities
Resources
9.1.1.
Understand
the
operational
differences
of diesel
injection
systems
Diesel injection system:

Principles of diesel fuel
combustion, combustion phases,
turbulence and the compression
of induced air, composition of
fuels used in diesel engines,
abnormal combustion and its
causes; conventional diesel fuel
injection systems; operational
factors
Diesel fuel supply:
Fuel supply pumps; means of
operation; fuel supply pressure
regulating valves (control of fuel
flow rates in high-pressure
90
o Provide materials and

- Whiteboard marker
guide students learning - Duster
- Instructional
drawing
- Text books
understanding
- Journals
o Guide students to
- Lecture notes
identify the main
- Complete tool box,
- Injector pump
component parts of
- Phasing and
electronics petrol
calibrating machine,
engine.
- Injector pump and
nozzle service kits,
o Demonstrate with
- Manufacturers
modem the operating
special tools.
principles of electronics
petrol engine.
o Allow students to try
systems); fuel heaters and

coolers; procedures for venting
diesel fuel injection systems; fuel
injection system settings
9.1.2.
9.1.3.
Understand
the function
and
operation of
air and
diesel fuel
supply
components
and systems
Understand
the process
of Phasing
and
calibrating
Diesel
Injection
Pump.
Air supply system

components:
Air cleaners; induction manifold
design; use of resonance
chambers to improve engine
volumetric efficiency; variable
geometry induction manifolds
and variable geometry turbo
chargers
Diesel fuel supply
components:
Fuel tank ; filtration of the fuel ;
control valves ; injector nozzles ;
fuel injection pump; high and
low pressure pipes
Phasing and Calibration
Appropriate
tools
and
equipment for phasing and
calibration.
Manufacturers specifications
to determine various types of
pump.
91
their hands.
Phase the injection pump.

Calibrate the injection pump.
Perform functionality test.
9.1.4.
Understand
the
operation of
diesel
engine
control
systems and
components
Sensors and actuators:

sensors eg engine speed, air
mass, coolant temperature,
throttle position, fuel pressure
intake manifold pressure, intake
manifold ; actuators eg
electrical/hydraulic servo units,
glow plugs (methods to reduce
diesel knock),
injectors, fuel pressure
regulating valve, rotary injection
pumps (distributor type
injection pumps, drive methods
and engine timing), autoadvance system, method to
ensure correct firing order
Control systems:
common rail, electronically
controlled, low pressure
systems; common rail
electronically controlled highpressure 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
Learning outcomes
Learning activities
Resources

group work.

- Injector pump
- Phasing and
- Injector pump and
- Manufacturers
special tools.
Contents
9.2.1.Outline
Dismantle and assemble of
procedures
the injection pump
for
techniques.
dismantling
and
assembling of
the injection
pump.
9.2.2.State causes and Causes and remedies of
remedies of
faults.
faults.

performances. Give
relevant printed and
non-printed academic
materials, websites and
manuals as references
93
9.2.3.Test the
functionality
of a diesel
injection
pump.
9.2.4.Dismantle and
assemble an
injection
pump.
9.2.5.Carry out
injection
pump timing.
Test the diesel injection pump

techniques
Dismantle and assemble an
injection pump techniques
to students.
o Demonstrate the
Injection pump timing

techniques
Learning Unit 9.3: Service diesel fuel injector

Learning outcomes
9.3.1.
9.3.2.
9.3.3.
State the
functions of
the injector
nozzles.
Identify the
various
types and
their
applications.
State the
components
of diesel
injector
Contents
Learning activities
Resources
Functions of the injector

nozzles.

performances.
- Whiteboard marker
- Duster
- Instructional drawing

and non-printed
academic materials,
as references to
students.
Types of the injector nozzles

Applications of the injector
nozzles
The components of diesel
injector nozzles
o Solve as many
problems as possible
94
- Text books
- Journals
-
Lecture notes
Complete tool box,
Injector pump
Phasing and
9.3.4.
9.3.5.
nozzles and
their
functions.
Determining Manufacturers specifications
manufacture
on the various nozzles types.
rs
specification
s on the
various
nozzles
types.
Outline the
Procedures injector nozzles
procedures
servicing.
injector
nozzles
servicing.
for the students during

tutorial classes.
group work.
performances.
and non-printed
academic materials,
as references to
students.
o -Demonstrate the
9.3.6.
9.3.7.
Use
appropriate
tools and
equipment
for nozzles
services.
Dismantle
and
assemble
o Engage the students

in group work.
Appropriate tools and

equipment for nozzles
services.
Dismantle and assemble
injector nozzles procedures

performances.
o Give relevant
printed and non-
95
- Injector pump and

- Manufacturers
special tools.
injector
nozzles.
9.3.8.
9.3.9.
printed academic
materials, websites
and manuals as
references to
students.
Demonstrate
injector
nozzle
service
according to
specification.
Carry out
Tests on injector nozzles.
tests on
injector
nozzles.
o Demonstrate the
procedure to
perform these
practical works.
Learning Unit 9.4: Service Electronic Diesel Engines

Learning outcomes
9.4.1.
9.4.2.
Identify by visual
inspection
different features
of conventional
diesel engine and
electronic diesel
engine.
Identify by visual
inspection
electronically
controlled diesel
fuel injection
Contents
Learning activities
Features of conventional
diesel engine
Features of electronic
diesel engine
o Demonstrate the
procedure to
perform these
practical works.
Resources
- Whiteboard marker
- Duster
- Text books
- Journals
Electronically controlled
diesel fuel injection
pumps
96
Lecture notes
Complete tool box,
Injector pump
Phasing and
9.4.3.
pumps and
mechanical
pump
Identify the
constructional
features of the
following types of
Electronic Diesel
Control systems
(EDC)
- injector pump and
- Manufacturers
special tools.
Common rail
Diesel Injection (CDI)
Unit Pump
System (UPS)
Unit Injector
System(UIS)
Learning Unit 9.5: Rectify faults on Electronic Diesel Engines.
Learning outcomes
9.5.1.
9.5.2.
Detect the
faults,
symptoms and
remedies of
Common rail
diesel Injector
(CDI) namely
Detect Unit
System (UPS)
faults,
symptoms and
remedies.
Contents
Learning activities
Resources
Low rail pressure

performances.
- Whiteboard Marker
- Duster
High rail pressure
Unit System (UPS) faults
97

and non-printed
academic materials,
as references to
students.
- Text books
- Journals
- Lecture notes
- Manufacturers
special tools.
9.5.3.
9.5.4.
Detect the Unit

Injector System
(UIS) faults,
systems and
remedies
Discuss to the
electronic diesel
engine service
maintenance
procedures
Unit Injector System

(UIS) faults
Electronic diesel engine

service maintenance
procedures
98
MODULE 10: Ignition system repairing

Competence 10: Repair the ignition system
RTQF LEVEL: 1
CREDITS: 9
LEARNING HOURS : 90
ISSUE DATE:
REVIEW DATE:
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.
Module 3
Module 6
99

Performance criteria describe the required performance needed to demonstrate achievement of the learning
unit.
Learning units
10.1 Distinguish between
conventional coil and
transistorized ignition
system.
Explanation of coil ignition system.
Description of the differences between conventional and transistorized
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

conventional coil ignition
system
Description of the operating principles of a conventional coil ignition

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
systems.
Knowledge of the different methods used to rectify different faults on

conventional coil ignition 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
systems
Detection of common faults on transistorized ignition systems, their

symptoms and remedies.
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

of operation of electronic
ignition system
Identification of vehicles fitted with the static and dynamic ignition coil.
10.7 Know how to set the

electronic ignition system
parameter
Detection of faults in electronic ignition system.
Discussion of the electronic ignition components, their functions and

operating principles.
Knowledge of maintenance of electronic ignition systems using

appropriate diagnostic tools.
102
COURSE STRUCTURE
Learning Unit 10.1: Distinguish between
transistorized ignition system.
Learning outcomes
Contents
10.1.1. Explain coil ignition
system.
conventional
Designer of coil
ignition system
10.1.2. Describe the differences Differences

between conventional
between
and transistorized
conventional and
ignition system.
transistorized
ignition system.
10.1.3. Compose the operating Operating
principles of
principles of
conventional and
conventional and
transistorized
systems.
ignition systems.
coil
and
Learning activities
Resources

performances.
- Whiteboard Marker

and non-printed
academic materials,
as references to
students.
- Duster
- Text books
- Journals
- Lecture notes
o Solve as many problems

- Live vehicles with
as possible for the
conventional and
103
10.1.4. Demonstrate by physical Different features

inspection the different
of conventional
features of conventional
and transistorized
and transistorized
ignition systems
ignition systems
students during tutorial

classes.
systems
o Demonstrate the
the practical works
Learning Unit 10.2: Identify faults on a conventional coil ignition system
Learning outcomes
Learning activities
Resources

performances.
Contents
10.2.1. Describe the

The operating principles of a
operating
principles of a
system.
conventional
coil ignition
The different components of
system.
a conventional coil ignition
10.2.2. Identify the
different
system and their functions.
components
of a
conventional
coil ignition
system and
their
functions.
104

and non-printed
academic materials,
as references to
students.
- Multimeter,
- Test lamp,
- Feeler gauge,
- Capacitor,
- Wire brush

- Ignition coil tester,
as possible for the
students during tutorial - Stroboscopic lamp
classes.

principles of
electromagnet
ism and
electromagnet
ic induction
and their
applications in
conventional
coil ignition
systems.
10.2.4. Rectify
common
faults on coil
ignition
systems.
10.2.5. State the
common
faults on coil
ignition
systems, their
causes and
effects.
10.2.6. Demonstrate
the use of
tools and
equipment in
servicing
conventional
o Demonstrate the
the practical works
The principles of
electromagnetism and
electromagnetic induction
Applications of
electromagnetism and
electromagnetic induction in
systems.
Procedures of rectify faults
on coil ignition systems.
Causes and effects of
common faults on coil
ignition systems
Use of tools and equipment
in servicing conventional coil
ignition system
105
coil ignition
system.
Learning Unit 10.3: Rectify faults on conventional coil ignition systems.
Learning outcomes
Resources
Contents
Learning activities
10.3.1. State the

Different methods used to
different
rectify different faults on
methods used
to rectify
systems.
different faults
on
Manufacturers specifications
conventional
coil ignition
systems.
10.3.2. Read and
interpret
manufacturers
specifications
relating to
fault diagnosis
and
rectification.
10.3.3. Apply
Procedures for rectifying
procedures for
faults
rectifying
faults.
106

performances.
and non-printed
academic materials,
as references to
students.
as possible for the
classes.
o Demonstrate the
the practical works

- Multimeter,
- Test lamp,
- Feeler gauge,
- Capacitor,
- Wire brush
- Ignition coil tester,
- Stroboscopic lamp
10.3.4. Check for

continuity of
high tension
leads.
10.3.5. Replace and
adjust spark
plugs.
10.3.6. Replace and
adjust contact
breaker point.
10.3.7. Replace
capacitor.
10.3.8. Replace high
tension leads.
Procedures for checking

continuity of high tension
leads
Procedures Replacing and
adjust spark plugs
Procedures for replacing
and adjusting contact
breaker point
capacitor
high tension leads.
Learning Unit 10.4: Set Ignition Timing

Learning outcomes
Duration: 5 periods
Contents
10.4.1. Distinguish
Define ignition timing.
between
various types State the purpose of ignition
timing
of
transistorized
ignition,
systems and
Learning activities
Resources

performances.
- Complete toolbox,

and non-printed
academic materials,
107
- Multimeter,
- Stroboscopic lamp,
- Dwell angle tester,
their
applications.
10.4.2. Use ignition
timing tools
and
equipment.
10.4.3. Apply the
procedures
for
ignition
timing.
10.4.4. Apply
procedures
for ignition
timing.
as references to
students.
- Ignition coil tester

as possible for the
classes.
Outline procedures for

ignition timing.
Learning Unit 10.5: Rectify faults on transistorized ignition systems
Duration: 5 periods
Learning outcomes
Learning activities
Resources

performances.
and non-printed
academic materials,
as references to
- Complete toolbox,
Contents
10.5.1. Detect common Faults on transistorized

faults on
ignition systems, their
transistorized
symptoms
ignition
and remedies.
systems, their
symptoms
Tools and equipment for
and remedies.
108
- Multimeter,
- Stroboscopic lamp,
- Dwell angle tester,
10.5.2. Use tools and

identifying faults on
equipment for
identifying
systems.
faults on
transistorized
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
students.
- Ignition coil tester
as possible for the
classes.
Learning Unit 10.6: Understand the principles of operation of electronic Duration: 10 periods
ignition system
Learning activities
Resources
10.6.1.
Identify
Discuss the justification for
vehicles
the electronic system in
fitted with
modern vehicles
the static and
dynamic
The limitations of coil ignition
ignition coil.
systems.

performances.
and non-printed
academic materials,
as references to
Describe the transistorized
students.
ignition system
as possible for the
10.6.2. Discuss the
The constructional features of
electronic
classes.
the following electronic
ignition
ignition systems and their
components,
applications, namely: static
their
and dynamic.
functions and
operating
principles.
110

- Scan
tools/diagnostics
equipment,
- Computer
- printers,
- live vehicle with
electronic ignition
system,
- simulation/demons
tration board
Learning Unit 10.7: Set the electronic ignition system parameter
Learning outcomes
Contents
Resources
10.7.1. Detect faults

in electronic
ignition
system.
Highlight common, electronic o Assess the students

performances.
ignition system faults, causes,
symptoms and remedies.
and non-printed
academic materials,
Different types the electronic
ignition maintenance and
as references to
diagnostic tools.
students.
as possible for the
Right selection of tools
classes.
Adherence to manufacturers
specifications
10.7.2. Carry out

maintenance
of electronic
ignition
systems
using
appropriate
diagnostic
tools.
Learning activities
Testing and replacement of

worm components
- Whiteboard marker
- Duster
- Text books
- Journals
- Lecture notes
- Complete toolbox,
- Scan tools /diagnostic
equipment,
- Multimeters,
- Computer
- Printers
111
MODULE 11: Motor vehicle engine repairing

Competence 11: Repair the motor vehicle engine
RTQF LEVEL:
CREDITS: 10
ISSUE DATE:
REVIEW DATE:
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 3
Module 6
Module 8
Petrol engine
Module 9
Diesel engine
112

Learning units
11.1. Understand the working
principle of the engine
11.2. Disassemble the engine

components
Separation of all the engine components.
Understanding of the spark ignition engine

Understanding of the functioning diesel engine
Understanding of general physical and chemical principles
Arrangement of all the engine components.

Cleanness of the engine components.
11.3. Inspect the engine

components
Determination of the engine components state.
11.4. Assemble the engine
Assemblage of the engine components.
Replacement of the engine worn 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
Learning outcomes
11.1.1. Understand
the design
and
operating
principle of
a four
stroke
engine
Contents
Learning activities
Resources
Spark ignition engine

Diesel engine
General physical and chemical
principles
o Describe the action of

the components of the
four stroke cycle
engines.
o State the functions of
the three piston rings.
o Explain the role of the
dudgeon pin in
coupling the piston and
the connecting rod
together.
o Explain the
constructional
differences between a
two stroke and a four
stroke engines.
o List the advantages
each engine.
- Lesson plan
- Chalkboard
and transparencies
- Inlet valves
- Exhaust valves
- Valve timing diagrams
- Live engine both
petrol and diesel.
- Spark ignition system
model
- Tool box
- Feeler gauge
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
engine
Crankshaft drive
mechanical Engine timing
components
11.1.3. Understand
the design
and
operating
principle of
a two
stroke
engine
Design of a two stroke engine

Operating principle of a two
stroke engine
Types of control for a two
stroke engine
Particular design features
Application of a two stroke
engine
115
o Explain the function of

valves, valve
construction and valve
timing.
o Explain the meaning of
the term phasing.
o Assess students.
o Give reasons for
differences in the
physical construction of
main engine
components of petrol
and diesel two strokes
engines.
o Sketch each
component part neatly
on the chalkboard.
o Explain the
- Lesson plan
- Chalk board
and transparencies
- Complete tool box
- Lesson plan
- Chalkboard
- Live diesel and
petrol engine
- Lesson note books
- Dead petrol and
diesel engine
- Complete tool box.
- Transparencies
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
Learning outcomes
Contents
11.2.1. Remove the Auxiliary installations (cooling

engine
system, lubricating system,
fuel supply system, ignition
system, starting system,
charging system, exhaust
system, air condition, gauge
and indicators, steering
system).
General remove procedures
Learning activities
Resources

- Apply correct
procedures and
Techniques for lifting.
- Demonstrate correct
use of different
protective wears and
Equipment.
- Explain engine
removal process
Diesel engine,
Spanners and
Screw drivers.
Different types of fuel
pump
- Injector nozzles
- Pressure gauge
- Assorted hand tools
- Use appropriate tools

and equipment for
removing engine.
11.2.2. Dismantle
General cleaning procedures

116
- Whiteboard
and clean
Techniques to dismantle the
the engine
engine components
components arrange the engine component
- Dismantle the
engine component
- Demonstrate engine
components services
according to
manufacturers
specification.
- Carry out tests on
the engine
Learning Unit 11.3: Inspect the engine components

Learning outcomes
11.3.1. Assess
engine
parts
Marker
Duster
Text books
Journals
Lecture notes
Contents
Learning activities
Assessment methods(visual
and functional check)
Measurement check
Record measurements

-
11.3.2. Recondition Replacing techniques

components Repair techniques
Work report
117
Resources
- Spanners and screw

drivers.
Identify the
- Different types of
components of an
engine.
engine and their
functions.
- Text books
Demonstrate correct - Journals
use of different
- Lecture notes
protective wears
and equipment.
Observe workshop
safety rules and
regulations.
Test the
functionality of
engine
Learning Unit 11.4: Assemble the engine

Learning outcomes
Contents
Learning activities
Resources
11.4.1. Assemble
the
correspondi
ng engine
components
and
reassemble
the engine

drivers.
engine.
- Text books
- Journals
- Lecture notes
11.4.2. Install the

engine
Engine installation techniques

- Demonstrate the
tightening sequence
of bolts.
- Demonstrate engine
servicing and timing.
- Demonstrate
procedures for the
assembling of
engine.
- Rectify engine
faults.
- Explain engine
installing process
Assembling techniques
Reassembling techniques
Tightening torque
Adjustment (engine timing)
118

drivers.
engine.
- Use appropriate
tools and equipment - Text books
for installing engine. - Journals
- Lecture notes
Learning Unit 11.5: Test the engine
Duration: 5 periods
Learning outcomes
Contents
11.5.1. Start the

engine
Starting methods
Engine indicators
Engine checks(leaks, exhaust
gas, noise, )
11.5.2. Check the

engine
Learning activities
119
Resources
MODULE 12: Cooling system repairing

Competence 12: Repair the cooling system
RTQF LEVEL:
CREDITS: 5
LEARNING HOURS : 50
ISSUE DATE:
REVIEW DATE:
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.
Module 3
Module 6
120

Learning units
12.1. Perform heat transfer
12.2. Rectify faulty components
Treatment of water,
Treatment of air
Application of different types for checking cooling system.
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.
Learning outcomes
Resources
12.1.1. Treat
water and air.
Contents
Learning activities
Introduction of cooling
system
Water treatment:
- Thermo syphon
o Give detailed notes

with diagram that will
show the main
components of water
121
- Flip chart
- Hand tool
- Wet model
cylinder

12.1.2. Apply
different types
for checking
cooling system.
- Water pressure
Air treatment :
- Air flow
- Air pressure
Visual inspection:
- Level
- color
- Leak
- condition of belt and
hoses
Radiator pressure cap test
Proper thermostat opening
and closing check
Engine fan test
Cooling system power flush
and refill
cooling system
o Guide students to state

the function of the
component.
o Using the model,
dismantle to show the
main components of
the cooling/heating
systems for air and
water.
o Demonstrate on the
dismantled model how
heat can be dissipated
in the sytem.
o Test the student
understanding
Learning Unit 12.2: Rectify faulty components

Learning outcomes
12.2.1. Replace,
adjust and
weld cooling
system
component.
- Dry cylinder
model
- Dismantling tools
- Wet cylinder
model
- Dry cylinder
model
- Work bench
- Flip chart.
Contents
Learning activities
Resources
Techniques of replacement:
(Radiator, Belt, water pump
/Fan, thermostat, cap, hoses and
coolant )
Techniques of adjustment:
o Give detailed notes and

explanation in each
case.
o Use questions and
answers to determine
122
Flip chart
White board marker
Models
Overhead projector.
(Belt and Hoses Clamp )

Techniques of welding:
Radiator
comprehension.
12.2.2. Install and Techniques of installation:

Test cooling
- Water pump/Fan
system
- Vehicles with
standard ignition
system, feeler
- Describe the process
gauges and dwell
of installing and
Testing the
meters
thermostat, water
- Modern engine
pump for effective
diagnostic equipment
operations
- Explain what
happens to the
boiling point of
water when it is
under pressure (e.g.
increase in pressure
increase the boiling
point of water.)
Guide students to:
- Radiator
- Thermostat
Techniques of testing system:
- Level
- Tension
- Leakage
123
MODULE 13: Lubricating system repairing

Competence 13: Repair the lubricating system
RTQF LEVEL: 1
CREDITS: 5
LEARNING HOURS : 50
ISSUE DATE:
REVIEW DATE:
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.
Module 3
Module 6
124

Learning units
13.1. Perform different tasks
of lubricating system
13.2. Rectify lubricating
system faulty
- Identification of different tasks of lubricating system
- Application of different types of lubricating system
- Replacing, adjusting the lubricating system components
- Installation and Testing of lubricating system
COURSE STRUCTURE
Learning Unit 13.1: Understand the working principles of lubricating Duration: 10 periods
system
Learning activities
Resources
13.1.1. Identify
different tasks
of lubricating
system
o Guide students to
explain in details the
principles and effects
of friction and the law
Introduction of lubricating
system
Tasks of lubricating system:
- Anti-friction
125
- Recommended
textbook,
- Chalkboard
- duster
13.1.2. Apply
different types
of lubricating
system
- Sealing
- Cleaning
- Cooling
- Reducing noise
Types of lubricating system:
- Oil pressure
- Mixte
- Splash
- Direct lubrication
Engine Oil:
- Synthetic
- Semi synthetic
- Mineral
o
o
o
126
governing it.
- Chalk
Guide the students to
- Lecture notes
to friction
List the main
component of a
lubrication system.
Use lesson note to
explain the function of
the main components.
Explain the viscosity,
index and classification
of lubricant.
Show students the
main parts and state
their functions.
Show students the
different grades of
lubricant.
Name and sketch types
of fuel pumps
Name and sketch types
of oil pumps
Differentiate each
application.
Learning Unit 13.2: Rectify lubricating system faulty

Learning outcomes
13.2.1. Replace,
adjust and
lubricating
system
components
Contents
Learning activities
Techniques of replacement oil

pump
Techniques of replacement
Gaskets
Techniques of replacement oil
filter.
13.2.2. Install and Techniques of installation:

Test
- Oil pump
lubricating
system
- Radiator
- Filters
- Oil sump
Techniques of testing system:
- Level
- Leakage
127
- Explain the functions of

fuel in motor vehicles
- List functions of oil in
the motor vehicle
- Explain steps in
changing engine oil.
- List application of each
system.
- Identify each type.
o Assess the students.
o Demonstrate how to
install lubricating
system and
o Demonstrate how to
carry out a lubricating
test
o Assign the students
into group to carry
out lubrication.
Resources
-
Dismantling tools.
Class of lubricant.
Models
Chart
Overhead projector
Red wood
- Lubrication bay,
- grease gum,
- grease,
MODULE 14: Engine faults diagnosis

Competence 14: Diagnose the engine faults
RTQF LEVEL: 1
CREDITS: 8
LEARNING HOURS : 80
ISSUE DATE:
REVIEW DATE:
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.
Module 3
Module 6
128

Learning units
14.1. Understand vehicle
specifications
State the purpose of vehicle specification for models and components
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

Engine diagnostic
equipment
Explication of safety notes/warning notes signal test. Design and

maintenance worksheet.
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
System Diagnosis.
Description of the concept of engine fuel economy and emission systems.

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

Learning outcomes
14.1.1. State the
purpose of vehicle
specifications for
models and
components
14.1.2. State the
advantages of
vehicle
specifications for
models and
components
14.1.3. Demonstrate
procedures for
checking/adjusting
Contents
Learning activities

Purpose of vehicle
specifications for models and
carry out the
components
procedures
o Explain causes of fault
read from scan tool.
advantages of vehicle
specifications for models and
o Explain the various
components
warning signs.
o Discuss when to apply

warning signs.
Incorrect mixture setting
o Classify models and

components
Incorrect valve clearance

Exhaust gas leakage
Oil pressure
Compression test
14.1.4. Demonstrate Procedures for fitting a new
the procedures for
timing belt/chain/gear
fitting a new
timing
belt/chain/gear
131
o Explain the purpose of

vehicle specification for
models and
components
state the reasons for
Resources
- Diagnostic Equipment
- Live Vehicle Engine
- White Board & Maker
- Recommended
textbooks
- Models of engine
- Lecture notes.
- Workshop Manual
14.1.5. Checking
valve timing
valve timing with
and without
manufacturers
timing marks.
14.1.6. Read faults
Read faults code
code on diagnostic
scan tool.
specification for model

and components
carry out the
procedures of
identification of the
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
Learning outcomes
14.2.1. Explain safety
notes/warning notes
signal test. Design
and maintenance
worksheet.
14.2.2. Explain how to
carry out
maintenance
Contents
Learning activities
Resources
Safety notes/warning
notes signal test.
Design and maintenance
worksheet.
o Perform a signal test

on safety notes/
warning notes.
- Signal tester
Maintenance inspection of
an engine using engine
test bench or endoscope
132

calculate maintenance
- Worksheet
- Engine test bench
- Endoscope
inspection of an
engine using engine
test bench or
endoscope.
application of
Engine/Analyser scan
tools.
14.2.4. Explain how to
carry out a
familiarisation visit
to a standard engine
maintenance shop.
14.2.5. Test to diagnose
the
following:
Serviceability
Correct ignition
timing
Correct mixture
adjustment
Leaking induction
system
Exhaust systems
EGR Exhaust gas
recirculating
Exhaust gas
analyser.
interval.
o Perform routine test
using engine test
bench
Application of
engine/analyzer scan
tools.
Familiarization visit to a
standard engine
maintenance shop.
Serviceability
Correct ignition timing
Correct mixture
adjustment
Leaking induction system
Exhaust systems
EGR Exhaust gas
recirculating
Exhaust gas analyser.
133
o Take the students out

to visit a standard
automobile workshop.
identified hand tools
and equipment use in
o engine maintenance.
o Assign them to carry
out tests procedure for
each item.
- Hand tools etc

- Engine analyzer
- Engine CAN Tool
- Diagnostic Equipment
- Live Vehicle Engine
- Compression Tester
- Exhaust Gas analyzer
Learning Unit 14.3: Understand Fuel Injection System Diagnosis.
Learning outcomes
concept of engine
fuel economy and
emission systems.
14.3.2. Discuss factors
affecting fuel
consumption.
diagnostic and
repair techniques
of modern petrol
engines and fuel
system using:
analyzers, gauges,
Meters etc.
14.3.4. Diagnose the
following
using electronic
engine tester:
Injectors, cold
start injectors
Thermal sensors
Pressure
regulators
Contents
Learning activities
Resources
The concept of engine

fuel economy and
emission systems.
o Explain (EGR)
o Explain catalyst convert - Recommended

Textbooks
o Explain Hydro carbon
emission.
- Workshop Manual
Factors affecting fuel

consumption.
o Compare the modern

diagnostic and repair
techniques with the
current practice
Diagnostic and repair

techniques of modern
petrol engines and fuel
system using: analyzers,
gauges, Meters etc.
o List various test to be

performed.
Diagnose using electronic

engine tester
o Assign students on
engine tester and
demand report
appropriately.
o Assess students ability
to detect faults in
starting vehicles.
134
- Vehicle Owner
Handbook
- Flip chart Board
- Live Vehicle
- Engine
- Exhaust Gas analyzer
14.3.5. Demonstrate
the procedures
for remedying the
following faults:
Difficult cold
starting
Lack of
acceleration
High fuel
consumption
Poor control of
exhaust gas
emission.
14.3.6. Demonstrate
methods of
checking/adjusting
mixture strength
CO emission (with
specialised
equipment).
Difficult cold starting

Lack of acceleration
High fuel consumption
Poor control of exhaust
gas emission
Methods of
checking/adjusting
mixture strength CO
emission
135
MODULE 15: Motor vehicle engine maintenance

Competence 15: Maintain the motor vehicle engine
RTQF LEVEL: 1
CREDITS: 3
LEARNING HOURS : 30
ISSUE DATE:
REVIEW DATE:
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.
Module 3
Module 6
136

Learning units
15.1. Understand the basic
construction of a battery
and carry out preventive
maintenance
Explication of the basic construction of a battery and its components.
Top up battery electrolyte of correct specific gravity
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

of routine engine
maintenance
Introduction and list basic processes 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
Learning activities
Resources
15.1.1. Explain the
basic
construction of
a battery and
its components.
15.1.2. Top up
battery
electrolyte of
correct specific
gravity
15.1.3. Check
specific gravity
of a battery
with an
hydrometer
15.1.4. Check,
clean or
replace if
necessary and
tighten battery
terminals.
Basic construction of a
battery and its components.
Explain the functions of

battery cells and
construction
Describe using diagram
or chart hydrometer
and its use
List battery faults and
remedies
Assess students
Techniques of Top up a
battery
Use of an hydrometer
Teacher to
demonstrate for
students to practice till
they become
competent
Assess the students
Check, clean or replace

battery terminals
Tighten battery terminals.
138
Lesson plan
Chalkboard
Used battery model
Hydrometer
Learning Unit 15.2: Explain the basic processes of routine engine Duration: 20 periods
maintenance
Learning activities
Resources
15.2.1. Introduce
and list basic
processes of
routine engine
maintenance
15.2.2. Demonstr
ate the basic
processes of
routine engine
maintenance.
Techniques of:
Manufacturers
Tools and oil
specifications/recomme
Other lubricants
ndations
- Check burnt electrical

components
Guide students to
understand the
manufacturers manual
or specifications
- Clean air filter

- Service carburetor
- Check of radiator leakage
- Methods of replacing fan belt
Assess and correct the

students
- Change oil filter

- 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
RTQF LEVEL:
CREDITS: 3
LEARNING HOURS : 30
SECTOR:
SUB-SECTOR:
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to prepare a business plan for a small business and
operate a small business. At the end of this module, the participants understand the principles and tools behind
personal and family money-management. They are able to understand the importance of saving and reducing
expenses. They are able to 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 incomegenerating activities, for their family expenses, and for savings. They learn about different market actors.
140
Not applicable
Learning unit
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

micro business
The objectives of the small business are realistic, clearly stated

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

Learning outcomes
Contents
Learning activities
16.1.1. Analyze
Identify things they need
money for
financial needs
Identify how the things they
need money for change as
their life situations change
16.1.2. Access money Plan how to get money
Ways to access money
(borrowing, saving and
working to earn money)
Resources
o small group discussion

o brainstorming
16.1.3. Manage
money
effectively
Good ways to manage money

Ways that they waste money
Ways to cut costs through
reducing, recycling, repairing,
and reusing
16.1.4. Save money
Definition of the concept of

saving
Recognize that not only rich
people can save
Reasons for saving
(unexpected events and
specific needs)
Savings goals
Saving possibilities and
institutions
143
o
o
o
o
o
o
o
o
small group discussion

brainstorming
prioritizing
role-play
exercise
role-play
o
o
o
o
o
Brainstorming
role-play
individual goal setting
guest speakers
16.1.5. Manage debts

o group work
o prioritizing

debt
Risks of getting into debt
Strategies to avoid debt
Strategies to get out of debt
Learning Unit 16.2: Keep record and budget
Duration: 5 periods
Learning outcomes
Contents
Learning activities
16.2.1. Keep basic

personal
financial
records
Income
Expenses
Balance calculations
o group work
o case study
16.2.2. Perform basic

budgeting
Definition of budget
budgeting
Principle of budgeting
o group work
o case study
o individual work
16.2.3. Develop a
financial
strategic plan
structure of a financial plan
o Brainstorming
o individual work
144
Resources
- Financial fitness plan
Learning Unit 16.3: Manage a small business

Learning outcomes
Duration: 5 periods
Contents
16.3.1. Understand
the business
cycle
Basic cycle of business:

buying, adding value, selling
for profit
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
expenses or financial events
unexpected
Plan for, and deal with,
costs
unexpected financial events
Risks and potential benefits of
selling to customers on credit
risks of credits
Financial risks involved with
extending credit to friends
and family members
16.3.4. Fill in a record- Value of keeping records
keeping sheet Sections of a record-keeping
sheet
145
Learning activities
Resources
o simulation game
- Entrepreneurs profiles
- Entrepreneurs Cycle
Chart
o simulation game
- Life cards for

simulation game
o simulation game
- Life cards for

simulation game
o simulation game,
- Record-keeping
template
Learning Unit 16.4: Prepare a business plan for a micro business
Learning outcomes
Contents
Learning activities
Resources
16.3.5. Understand
the value of a
business plan
o simulation game
- Entrepreneurs Cycle
Chart
- Record-keeping
template
- Business plan template
Value of a business plan

Flexibility of a business plan
Importance of realistic goals
Sections of a business plan

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
RTQF LEVEL:
CREDITS: 30
SECTOR:
SUB-SECTOR:
ISSUE DATE:
REVIEW DATE:
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.
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

and attitudes
Appropriate workplace habits and attitudes are

observed.
Strategies to manage time effectively are implemented.
Personal and work lives are managed efficiently.
17.3. Have a good understanding of workers and

employers rights and responsibilities
Workers and employers obligations according to the

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
Learning outcomes
17.1.1. Identify and
use
resources to
find a job
Contents
Learning activities
Resources
Resources to find
employment in the
community and at
national level
Identify contact persons
o small group work
- Job announcements
and information:
newspaper
advertisements;
information from
recruitment agencies,
youth organizations
such as YES Rwanda
and government
agencies such as the
RDB, WDA; sample
advertisements posted
on business walls or
bulletin boards,
internet websites,
o panel discussion
o speakers
150
through cooperatives
17.1.2. Write a
Curriculum
Vitae (CV)
and an
application
letter
Differences between a
CV and an application
letter
Types of application
letters
Elements of a well
written CV
Elements of an
application letter
17.1.3. Take part in

an interview
Main parts of an
interview
Interviewing tips : what
to do before, during and
after the interview
Typical questions asked
during an interview
o small group work
o individual work
o pair work
o interview role plays
- sample CVs and

application letters
- format of an
application letter
- Interview Observation
Tool
Learning Unit 17.2: Demonstrate appropriate workplace behavior and Duration: 5 periods
attitudes
Learning outcomes
Contents
Learning activities
Resources
17.2.1. Identify
appropriate
workplace
behaviours
and attitudes
Appropriate workplace
behaviours and attitudes
(dress code, time
management, respect,
honesty, integrity, work
o small group work

- Workplace behaviour
scenarios
- Work habits inventory
151
17.2.2. Manage time
as a team member)
Work habits
(cooperation, initiative,
courtesy, constructive
criticism, supervision,
accuracy, pace of work,
time usage, adaptability,
personal appearance,
attendance, punctuality)
Importance of task
planning and managing
time
Strategies to better
manage time
o brainstorming

o small group activity (tower
building)
o reflection
o pair sharing
17.2.3. Balance work Common situations that

and personal
make it challenging to
life
balance work & personal
life
Tips to manage personal
and work lives

o individual work
o self assessment
o pair sharing
152
- Scenarios: Did S/he

Do the Right Thing?
Learning Unit 17.3: Have a good understanding of workers and Duration: 8 periods
employers rights and responsibilities
Learning outcomes
Contents
Learning activities
Resources
17.3.1. Be familiar
Definition of right and
with the
human right
universal
Universal Declaration of
human rights
Human Rights
o small group work

- Universal Declaration
of Human Rights
- plain language version
17.3.2. Explore ones Definition of

o individual work
personal
responsibility
o pair share
rights and
Relationship between
responsibilitie
rights and responsibilities
o large group brainstorming
s
and discussion
17.3.3. Identify ones rights (what you can
rights and
expect your employer to
responsibilitie
provide)
s at work
responsibilities (what
your employer can
expect that you will do)
17.3.4. Become
legal obligations of
familiar with
employers
some of the
legal obligations of
provisions of
workers
the Rwandan
Labour Law
o large group activity
o small group work
- Worksheet on Rights
and Responsibilities at
Work.
o skits
o discussion
o small group work
o observation
- Statements and
Answers for
Agree/Disagree Game
on Rwandan Labour
Law
- Articles 47 and 48 of
153
the Labour Code

17.3.5. React
appropriately
when the
Labour Code
is broken
Possible solutions or
responses in case the
Labour Code is broken
o small group work
- Labour Code Scenarios
o scenario analysis
- Labour Code Excerpts
Learning Unit 17.4: Organise and evaluate ones internship
Duration: 9 periods
Learning outcomes
17.4.1. Conclude an
internship
agreement
17.4.2. Outline ones

findings and
experience
17.4.3. Write and
present the
report of the
internship
17.4.4. Participate
actively to
Contents
Learning activities
Resources
Definition of the concept

internship
Objectives of the
internship
Presentation of
internship agreement
o Brainstorming
- Sample internship
agreement
Presentation of the
logbook
Tips to fill in the

logbook
Contents of the
internship report
Presentation techniques
- Logbook
o Group discussion
- Sample internship
report
Internship assessment
and self-assessment
o Group discussion
o Group discussion
o Role play
154
the
assessment
of ones
internship
guidelines
Learning Unit 17.5: Develop ones competences on the workplace
Reference books:
155
Training Chronogram
Specific competences
No
08
09
10
11
12
13
14
15
17
General
competences
05
06
07
Duration
70
80
90
100
50
50
80
30
30
80
40
100
01
20
Complementary
competences
02
03
04
20
20
30
2.
3.
4.
Weeks
1.
20
5.
6.
7.
8.
9.
10.
11.
12
12.
12
13.
12
14.
12
15.
16.
10
20
6
10
156
16
30
17.
10
10
18.
10
10
19.
10
10
20.
10
10
21.
10
10
22.
10
10
23.
10
14
24.
25.
20
26.
20
27.
20
28.
10
10
29.
20
30.
20
31.
20
32.
20
33.
10
34.
10
10
35.
10
10
36.
10
10
37.
10
10
38.
10
157
39.
20
40.
20
41.
20
42.
10
43.
10
20
20
44.
45.
10
46.
20
158
10

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Republic of Rwanda

WORKFORCE DEVELOPMENT AUTHORITY WDA

Empowering people with employable skills and entrepreneurship capacity

MOTOR VEHICLE ENGINE MECHANIC CURRICULUM

Kigali, February 2012

ACKNOWLEDGMENTS AND LIST OF PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING

Head of Department IPRC Kigali

Instructor IPRC Kigali

ITH Hanika Garage

5. NIYITEGEKA Jean Claude

Garage Diocese Kabgayi/ETEKA

Instructor IPRC Kigali

Ecole Technique Muhima (ETM)

8. RUTABOBA Pierre Damien

Instructor Kabarondo VTC / Mukarange Branch

WDA Curriculum Developer

10. MPAMO Aim

WDA Head of Curriculum Development Unit (CDU)

MODULE 4: Computer literacy....................................................................................................................................................................................... 37

CONCEPTS AND DEFINITIONS

TITLE OF THE QUALIFICATION:

RATIONALE OF THE QUALIFICATION

NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

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:

SECTION 3: TRAINING PACKAGE

Create and manage a small

Maintain the motor vehicle engine

Diagnose the engine faults

Supply the fuel and air system to

Integrate the workplace

Apply basic technical

Apply mechanical sciences

Operate tools and equipment

Apply health, safety and

Test the system

Adjust the system

Install the system

Dismantle the system

Inspect the system

Understand the occupation

Prepare tools, materials and

01. Occupation and Learning

03. Health, safety and security

04. Computer literacy: 30h

05. Mechanical sciences:

06. Mechanical tools and

07. Basic technical drawing:

8. Petrol engine: 70h

9. Diesel engine: 80h

10. Ignition system

11. Motor vehicle engine

13. Lubricating system

14. Engine faults diagnosis:

15. Motor vehicle engine

17. Workplace Integration

Total: 1190 hrs

MODULE 1: Occupation and Learning process

LEARNING ASSUMED TO BE IN PLACE

LEARNING UNITS AND PERFORMANCE CRITERIA

1.1. Understand oneself as part of a

Know each other.

1.2. Learn about the occupation and