MALAWI TEVET INTERMEDIATE CERTIFICATE

ENGINEERING SECTOR

MODULE PACKAGE FOR

ELECTRICAL INSTALLATION AND ELECTRONICS (EIE)

Level Two
MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2
 MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

Prepared and published by:

TEVET Authority
Private Bag B406
Lilongwe 3
Malawi

Tel: +265 1 773 784

Fax: +265 1 774 797
E-mail: tevet@tevetamw.com
Website: www.tevetamw.com

© TEVET Authority 2015

All rights reserved. The information contained herein is solely for education and
training purposes in the TEVET sector. It may therefore be copied for such purposes
other than commercial. No reproduction of the information contained herein is
allowed without prior permission from TEVETA.

The use of this package by an institution will not guarantee certification of students
unless the conditions required for registration and accreditation are met,
evidenced by a TEVETA Accreditation Certificate.

PRODUCTION RECORD

Developed Revised
February April
2001 2015

2
 TABLE OF CONTENTS

Page

Acknowledgements 4

Foreword 5

TEVET Qualification Framework (TQF) 6

Introduction 7

1. USING FIRE FIGHTING EQUIPMENT 9

• Using Fire Fighting Equipment 12

2. INSTALLING CIRCUITS 15
• Installing fire alarm system circuits 17

3. MAINTAINING EQUIPMENT 21
• Maintaining tools 23
• Maintaining domestic appliances 24
• Replacing industrial Motors/Generators 26

4. INTERPRATING DRAWINGS 29
• Interpreting drawings 31

5. INSPECTING CIRCUITS 35
• Inspecting circuits 37

6. TERMINATING CABLES 41
• Terminating cables 43

7. REWINDING MOTORS 47
• preparing motor for rewinding 49
• rewinding motors 50

8. REQUISITIONING MATERIALS 53
• Requisitioning materials 55

9. FIXING SOLAR ACCESSORIES 59

• Fixing solar accessories 61
• Maintaining batteries 62

DACUM Chart for Electrical Installation and Electronics 66

Glossary of Terms, Definitions and Acronyms 70

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

ACKNOWLEDGEMENT
This module package was put together through consultation and combined effort of
individuals, organisations and collaborating partners. TEVETA facilitated the whole process
of developing this module package. However, the following individuals are acknowledged
for their effort and special contributions to the development of the package: -

List of Participants

Mrs. E Maliro Mayona Contracting Ltd, Box 1422, Lilongwe

Mr. Gabriel Jailosi LilongweTechnical College box 190 Lilongwe

Mrs. E Phiri Malawi Polytechnic P/Bag 303 Blanytre

Mr. Lazzie Phambala Soshozm Electrical contractors Box 841 Blantyre

R.W Simbota Malawi Polytechnic P/Bag 303 Blantrye

Azarious M. Tembo ESCOM

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 FOREWORD
The Technical, Entrepreneurial and Vocational Education and Training (TEVET) Policy of
2013 and Act of 1999 promote Competence Based Education and Training (CBET)
approach to provision of technical, entrepreneurial and vocational education and training
in Malawi. The approach is standard based, modular and has a system of continuous and
summative assessment. The competence standards are developed by industry. TEVET
provider institutions are expected to deliver training according to the expected level of
performance set by the industry.

This Training Package is a set of modules derived from nationally vetted competence
standards. It outlines principles and practices involved in the delivery and assessment of
competences for the award of a qualification in Electrical Installation and Electronics at
Level 2 of the TEVET Qualifications Framework. It is also intended to assist trainers to develop
relevant instructional and assessment materials.

A qualification will be awarded upon successful accumulation of at least all 84 credits in

occupational modules and 36 credits in fundamental modules and a pass in the summative
assessment.

Caution must be exercised to avoid rushing through the modules with an aim of getting
the learners complete the module before full mastery of stipulated skills.

Elements of modules and performance criteria given in this package indicate the
performance levels acceptable to the industry and are nationally consistent. Therefore,
any changes to the elements and the performance criteria will change the intent and
integrity of the learning outcomes. Hence, modifications to any part of the Training Package
are not allowed.

…………………………………… …………………………………..
Board Chairperson TEVETA Executive Director

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 MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

THE TEVET QUALIFICATIONS FRAMEWORK (TQF)

The TEVET Qualification Framework (TQF) is a framework that guides the development of
curriculum, delivery and certification of training programs in the TEVET system. The system
is demand–driven, flexible and takes the form of Competence Based Modular approach
to delivery of skills training.

COMPONENTS OF QUALIFICATIONS
A qualification to be registered on the TQF shall be made up of occupational competencies
and fundamental competencies.

Occupational competencies, in this case Electrical Installation and Electronics, specify

the Skills, Knowledge and Attitudes necessary for efficient performance at the workplace.

Fundamental competencies specify the inherent competences that are applicable and
mandatory to all occupations and qualifications at each level. Fundamental
competencies include: Communication, Mathematics, Science, Entrepreneurship and
Occupational Health and Safety.

Currently, there are four levels of qualifications in the TQF, thus; Foundation, Intermediate,
Advanced and Technician/ Diploma Levels. The levels are illustrated in the framework
presented in table 1 below:

1 2 3 4 5
Protected
Occupation Credit
Level Qualification Problem Solving Level Descriptors
TypeQualification Framework
Table 1: TEVET Requirements
Title
Wide ranging competences
requiring analysis and
(480)
interpretation of information that
4 Technician Diploma 120
has to be sought to produce
+
innovative responses to concrete
and unfamiliar problems
Well-developed range of
competences requiring (360)
Advanced interpretation of available 120
3 Artisan
Certificate information to produce a range of +
responses to concrete but
unfamiliar problems
Moderate range of competences
requiring some processing of easily (240)
Intermediat
2 Operative available data to choose from a 120
e Certificate
range of known responses to +
familiar problems
Narrow range of competences
Assistant Foundation
1 requiring mostly recall of known 120
Operative Certificate
solution to familiar problems

Entry Levels

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 INTRODUCTION
The package is composed of nine (9) modules prescribed for Level 2 in Electrical Installation
and Electronics.
A module is a smallest unit that can form an independent training course. It describes delivery
methodologies and strategies for teaching and learning, and assessment.

Each module is based on one or more competence standards termed as learning outcomes.

The learning outcomes are a benchmark against which all learners are assessed to
measure their competencies. They describe the Skills, Knowledge and Values necessary for
standard performance required in the workplace.

RECOGNITION OF PRIOR LEARNING (RPL)

Training providers should acknowledge the learners current level of skills and knowledge
obtained through:
Ÿ Formal training (conducted by educational institutions or industry in Malawi or
elsewhere)
Ÿ Informal training
Ÿ Life experience

The main focus should be on the learning outcomes, not the how, when, and where learning
occurred. Some learners applying to do this module may already be competent in one or
more of the learning outcomes and should therefore be given the opportunity to apply for
recognition of prior learning. In such a case, the learner should be allowed to demonstrate
competence by attempting assessment criteria stated for the learning outcome. If
successful, exemption from training for the relevant learning outcomes should result.

Providers of these modules must make learners aware of RPL processes in accordance with
stated requirements.

MODE OF DELIVERY
This module package provides for delivery in a variety of modes including self-paced on
and off the job. This could include:
Ÿ On the job i.e. under typical work place conditions
Ÿ Off the job i.e. in classroom workshop environment within the premises of employers
or providers.

The learning environment and training materials should, where appropriate, reflect a real
life situation. Strategies should be selected to reflect the nature of the learning outcome
and the needs of the learner. Training should occur in a range of working environments.

For this module package the following delivery strategies are suggested but not limited to:
Ÿ Presentation and discussion of case studies
Ÿ Use of models
Ÿ Slide and audio visual presentation
Ÿ Practical on the job and off the job sessions
Ÿ Demonstrations by trainer
Ÿ Industrial visit

In order for the learners in Electrical Installation and Electronics to gain sufficient practice to
pass the module assessment adequate practical exercises should be given.

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ENVIRONMENTAL AND OCCUPATIONAL SAFETY AND HEALTH REQUIREMENTS

Providers of training should ensure that relevant codes of practice and occupational safety
and healthy requirements are adhered to during the delivery of modules. Training will be
conducted in situations that will not be completely removed from reality. Therefore, the
maintenance of personal, and environmental safety, and correct procedures must be
emphasised at all times.

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 MODULE 1: EIE-02-01

ELECTRICAL INSTALLATION AND ELECTRONICS

USING FIRE FIGHTING EQUIPMENT

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

MODULE 1: EIE–02–01

Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Using Fire Fighting Equipment

Module Code EIE - 02 - 001

Credits: 5.0

Module Purpose This module is designed to enable the Electrician to be able to Use Fire
Fighting Equipment

Pre-requisites EIE–01–01

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standards EIE–02–0001

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Use Fire Fighting Equipment

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all assessment
criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist
• Projects

Theory
• Multiple choice questions
• Structured questions
• Matching objects
• Filling in questions

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of a
learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in using fire fighting equipment should
be assessed at the workplace, classroom or assessment centre.
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 Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in using fire fighting
equipment
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

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Learning Outcome 1: Using Fire Fighting Equipment

LEVEL: 2 CREDITS: 5

PURPOSE:
An Electrician who achieves this learning outcome will be able to use fire-fighting
equipment. This will be achieved in such a way that fire-fighting equipment is used
correctly.

SKILLS:
An Electrician assessed as competent against this learning outcome will demonstrate
competence by:
1. Following safety procedures
2. Identifying classes of fire
3. Identifying fire-fighting equipment
4. Using the fire-fighting equipment
5. Reporting impact of fire damage
6. Positioning fire-fighting equipment after use

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Self-protection
2. Classes of fire.
3. Types of fire-fighting equipment.
4. Operational principles of fire-fighting equipment
5. Effects of fire.
6. Fire-fighting procedures.

VALUES:
An Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of team work
5. Accuracy.

CORE:
The Electrician should have the following abilities:
1. Literacy
2. Communicate effectively
3. Basic science

RANGE:
The outcome should be achieved within the following range of variables:
1. Classes of fire to include: A, B and C.
2. Types of fire-fighting equipment to include: fire hose reel, fire extinguishers, fire
blanket and sand.
3. Fire extinguishers to include: CO2, foam and dust.
4. Impact of fire to include: injury to personnel, loss of life, damaged property.
5. Operational principles to include: How the following extinguish fire, (water,
Carbon dioxide, foam, dust, blanket and sand.)

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 ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Safety is observed
2. Classes of fire are identified
3. Types of fire-fighting equipment are identified
4. Fire-fighting equipment is used
5. Fire damage is reported.
6. Fire-fighting equipment is positioned after use.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENT

1. Specialised facilities and equipment

The training provider should have access to:

a) A training facility equipped with firefighting equipment like fire hose reel, fire
extinguishers, fire blanket and sand.
b) A range of situations requiring the demonstration of using fire fighting equipment
by the trainer.

2. Learning Resources

a) Print
i. Wall charts on using fighting equipment.
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic media
ii. Internet
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES

CONTENT FOR THE OUTCOMES

The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the
teaching and learning process.

In order for the Electrician to use fire fighting equipment, basic skills have to be provided for
within these learning outcomes.
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 MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

PROGRESSION
After this module, all activities of using fire fighting equipment relevant to future contents /
modules will be covered at that time.

Recommended Texts
The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1

Shelton, C. (1993 ). Electrical Installation. 3rd Edition. Nelson Thomes Ltd.

ISBN 0 7487 7979 5

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 MODULE 2: EIE-02-02

ELECTRICAL INSTALLATION AND ELECTRONICS

INSTALLING CIRCUITS

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

MODULE 2: EIE–02–02

Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Installing Circuits

Module Code EIE–02–02

Credits 7.0

Module Purpose This module is designed to enable the Electrician to install circuits

Pre-requisites EIE–01–01

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standards EIE-02-0002

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Install fire alarm system circuits

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all assessment
criteria specified for each outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist
• Projects

Theory
• Multiple choice questions
• Structured questions
• Matching objects
• Filling in questions

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of a
learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in installing circuits should be assessed
at the workplace, classroom or assessment centre.

16
 Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in installing fire alarm
system circuits
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Installing Fire-Alarm System Circuits

LEVEL: 2 CREDITS: 7

PURPOSE:
The Electrician who achieves this learning outcome will be able to install fire-alarm
system circuit. This will be achieved in such a way that the circuit complies with the
Institute of Electrical Engineers (IEE) Wiring Regulations and Central African Standards
(CAS).

SKILLS:
The Electrician assessed as competent against this learning outcome will demonstrate
competence by:
1. Identifying installing methods.
2. Selecting tools/equipment.
3. Selecting fire-alarm accessories.
4. Drawing in cables.
5. Fitting accessories.
6. Terminating cables

KNOWLEDGE:
The Electrician should demonstrate an understanding of:
1. Wiring regulations and standards of IEE wiring regulations and CAS
2. Types of circuits
3. Cable types
4. Cable sizes
5. Colour codes
6. Types of accessories
7. Wiring methods
8. Circuit breaker ratings

VALUES:
The Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
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4. Appreciation of aesthetics
5. Appreciation of neatness
6. Appreciation of teamwork
7. Accuracy

CORE:
The Electrician should have the following abilities:
1. Literacy
2. Numeracy
3. Communicate effectively.
4. Solve problems.
5. Basic ICT
6. Basic science

RANGE:
The outcome should be achieved within the following range of variables:
(a) Circuits to include: Class A and Class B
(b) Type of cables to include: MIMSC, PTFE, FP200 GOLD
(c) Tools/equipment to include: screw drivers, pliers, cutters, ball pein hammer,
hacksaw, measuring tape, spirit level, ladders, electrician knife, chasing
hammer, chasing comb fork-ended stripper, rotary stripping, ringing tool pot-
wrench
(d) Accessories to include: Break-glass-switches, detectors, chimes, sounders, bells,
glands
(e) Materials to include: cables, cable clips, conduits, saddles, boxes, wood
screws, bushes, rawl plugs, oil, clampers. Crampets

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Wiring methods are identified.
2. Tools/equipment are selected.
3. Accessories are selected.
4. Cables are drawn in.
5. Accessories are fitted.
6. Cables are terminated.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENTS

1. Specialised facilities and equipment

The training provider should have access to:
(a) A training facility equipped with (screw drivers, pliers, cutters, ball pein hammer,
hacksaw, measuring tape, spirit level, ladders, electrician knife, chasing hammer,
chasing comb fork-ended stripper, rotary stripping, ringing tool pot-wrench
(b) A range of situations requiring the demonstration of installing fire-alarm system
circuits by the trainer

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 2. Learning Environment and Training Materials

a) Print
i. Wall charts on using fighting equipment.
ii. Overhead transparencies
iii. Learner hand outs
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic media
ii. Internet
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES

CONTENT FOR THE OUTCOMES

The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.

In order for the Electrician to install fire-alarm system circuits, basic skills have to be provided
for within the learning outcome.

PROGRESSION
After this module, all activities of installing fire-alarm system circuits relevant to future contents
/modules will be covered at that time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescrip-
tive and should be amended and updated on a regular basis.

Polter, P. Fire Alarm Training. 8700055-Rev F-4/10

Business of Installing, Servicing or Maintaining Security or Fire Alarm Systems Cus-

tomer Service. (518) 474 - 4429

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 MODULE 3: EIE-02-03

ELECTRICAL INSTALLATION AND ELECTRONICS

MAINTAINING EQUIPMENT

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MODULE 3:EIE-02-03

Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Maintaining Equipment

Module Code EIE – 02 - 03

Credits 19.0

Module Purpose This module is designed to enable the Electrician to being able to
maintain equipment.

Pre-requisites EIE–01–01, EIE–01–03

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standards EIE-02-0003,

EIE-02-0004, EIE-02-0005

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Maintain Tools
• Maintain Domestic Appliances
• Replace Industrial Motors

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all
assessment criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the
learning outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist
• Projects

Theory
• Multiple choice questions
• Structured questions
• Matching objects
• Filling in questions

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end
of a learning outcome of the module.

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 Range of Assessment Environments
The knowledge and understanding of an Electrician in maintaining equipment should be
assessed at the workplace, classroom or assessment centre.

Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in maintaining
equipment
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Maintaining Tools

LEVEL: 2 CREDITS: 5

PURPOSE:
An Electrician who achieves this learning outcome will be able to maintain tools. This will
be achieved in such a way that tools are kept in good working condition.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate com-
petence by:
1. Identifying types of tools
2. Servicing tool
3. Repairing tools
4. Storing tools

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Types of tools.
2. Methods of servicing tools
3. Methods of repairing tools
4. Proper storage of tools

VALUES:
An Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of cleanliness
5. Appreciation of team work
6. Accuracy

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CORE:
The Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic science
5. Basic ICT

RANGE:
The outcome should be achieved within the following range of variables:
1. Types of tools to include: : screwdrivers, hammers, fish tape, hand drilling,
spanners, machine and bits, centre punch, hole cutter, pliers, stock and dies,
drilling machine, grinder, Steel conduit bending machine.
2. Servicing of tools to include: lubricating, sharpening, tightening loose points,
cleaning, drying and replacing worn out parts
3. Storage of tools to include: maintaining tool inventory, placing tools in
appropriate place and position.

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Types of tools are identified.
2. Tools are repaired.
3. Tools are serviced.
4. Tools are stored.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

Learning Outcome 2: Maintaining Domestic Appliances

LEVEL: 2 CREDITS: 6

PURPOSE:
An Electrician who achieves this learning outcome will be able to maintain domestic
appliances. This will be achieved in such a way that appliances are maintained
properly.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Isolating the appliance
2. Carrying out tests on the appliance
3. Interpreting test results
4. Locating the fault
5. Rectifying the fault
6. Testing the operation of the appliance

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 KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Isolation procedure
2. Operation of the appliance.
3. Testing methods.
4. Fault identification.

VALUES:
An Electrician should demonstrate the following values:
1. Safety consciousness.
2. Time consciousness.
3. Cost consciousness.
4. Appreciation of neatness.
5. Appreciation of teamwork.
6. Accuracy.

CORE:
An Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively

RANGE:
The outcome should be achieved within the following range of variables:
1. Testing the operation of the appliance to include: powering the appliance,
checking the operation.
2. Tests to include: continuity, insulation resistance, and verification of polarity.
3. Rectifying fault to include: tightening loose connections, replacing defective
parts.
4. Appliances to include: drier, vacuum cleaner, dishwasher, cooker and geyser

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Tests are carried out.
2. Results are recorded
3. Results are interpreted.
4. Faults are located.
5. Faults are rectified.
6. Repaired appliance operates.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

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Learning Outcome 3: Replacing Industrial Motors/Generators

LEVEL: 2 CREDITS: 8

PURPOSE:
An Electrician who achieves this learning outcome will be able to replace industrial
motors/generators. This will be achieved in such a way that motors/generators are
replaced according to specifications.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Identifying types of motors/generators
2. Identifying motor/generator sizes.
3. Identifying motor/ generator load.
4. Mounting motor/generator.
5. Connecting motor/ generator to load.
6. Connecting motor/generator to supply.

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Types of AC and DC motors
2. Importance of motor/generator sizes
3. Types of loads
4. Methods of mounting
5. Methods of connecting motors
6. Types of connections

VALUES:
An Electrician must be able to demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of cleanliness
5. Appreciation of teamwork.
6. Accuracy

CORE:
An Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic ICT

RANGE:
The outcome should be achieved within the following range of variables:
1. Motor/generator sizes to include: 0.37 kW to 22.5 kW
2. Load to include: variable and fixed
3. Methods of mounting to include: flange and foot
4. Methods of connecting to include: Delta and star
5. Motor/generator types to include: AC and DC
• AC motors/generators to include: single phase and three phase
• DC motors/generators to include: series wound, shunt wound, compound
motors/generators

26
 ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Type of motors/generators are identified
2. Motors/generators sizes are identified
3. Load is identified
4. Motor/generator is mounted
5. Motor/generator is connected to load
6. Motor is connected to supply

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENT

1. Specialised facilities and equipment

The training provider should have access to:
(a) A training facility equipped with single phase and three phase AC motors/
generators and DC motors/generators (series wound, shunt wound, compound
motors/generators)
(b) Appliances (drier, vacuum cleaner, dishwasher, cooker and geyser)
(c) Tools(screwdrivers, hammers, fish tape, hand drilling, spanners, machine and bits,
centre punch, hole cutter, pliers, stock and dies, drilling machine, grinder, Steel
conduit bending machine)
(d) Range of situations requiring the demonstration of maintaining equipment by the
trainer

2. Learning Resources

a) Print
i. Wall charts on maintaining equipment
ii. Overhead transparencies
iii. Learner handouts
iv. Text books

b) Non-Print
i. Slides, videos and electronic Media
ii. Site visits
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES
CONTENT FOR THE OUTCOMES
The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.
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In order for the Electrician to maintain equipment, basic skills have to be provided for within
these learning outcomes.

PROGRESSION
After this module, all activities of maintaining tools, maintain domestic appliances and
replacing industrial motors relevant to future contents / modules will be covered at that
time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Hyde, J (1994). Electrical Installation Principles and Practices. London: Macmillan ISBN
0-333-60160-2

Linsley T. Introduction to Electrical Installation Work - Level 2. ISBN 13:978-0-75-068114-8

Linsley, T. Basic Electrical Installation Work. 5th Edition. ISBN 978-0-7506-8751-5

Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1

Shelton, C. (1993 ). Electrical Installation. 3rd Edition. Nelson Thomes Ltd.

ISBN 0 7487 7979 5

Thompson, F.G. Electrical Installation Workshop Practice and Technology. ISBN 0 582
03647 X

28
 MODULE 4 : EIE-02-04

ELECTRICAL INSTALLATION AND ELECTRONICS

INTERPRETING DRAWINGS

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MODULE 4: EIE–02–04

Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Interpreting Drawings

Module Code EIE–02–04

Credits 7.0

Module Purpose This module is designed to enable the Electrician to interpret drawings.

Pre-requisites COG–01–01, EIE–01–01 to EIE–01–07

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standard EIE–02–0006

Summary of Learning
Outcomes On completion of this module the Electrician will be able to interpret
drawings

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all assessment
criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist
• Projects

Theory
• Multiple choice questions
• Structured questions
• Matching objects

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of a
learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in interpreting drawings should be
assessed at the workplace, classroom or assessment centre.

30
 Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in interpreting
drawings
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Interpreting Drawings

LEVEL: 2 CREDITS: 7

PURPOSE:
An Electrician who achieves this learning outcome will be able to interpret drawings.
This will be achieved in such a way that drawings are interpreted correctly and
accurately.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate com-
petence by:
1. Identifying types of drawings
2. Identifying symbols
3. Interpreting scale
4. Preparing materials list

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Types of drawings
2. Types of symbol
3. Scale drawing
4. Importance of preparing material list

VALUES:
An Electrician should demonstrate the following values:
1. Time consciousness
2. Cost consciousness
3. Appreciation of neatness
4. Appreciation of team work
5. Accuracy

CORE:
An Electrician should have the following abilities:
1. Numeracy.
2. Literacy.
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3. Communicate effectively.
4. Basic ICT

RANGE:
The outcome should be achieved within the following range of variables:
1. Symbols to include: electrical and architectural.
2. Drawings to include: wiring and schematic.
3. Scales to include: linear and non - linear
4. Materials to include: conduits, cables, switches, socket outlets, Lamp holders, Fluo
rescent fittings, fuses, Miniature Circuit Breakers and Earth Leakage Circuit
Breakers.

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Symbols are identified.
2. Types of drawings are identified.
3. Scales are interpreted.
4. List of materials is prepared.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENTS

1. Specialised facilities and equipment

The training provider should have access to:
(a) a fully equipped training facility with materials like conduits, cables, switches, socket
outlets, lamp holders, fluorescent fittings, fuses, Miniature Circuit Breakers and Earth
Leakage Circuit Breakers.
(b) a range of situations requiring the demonstration of interpreting drawings

2. Learning Resources
a) Print
i. Wall charts on interpreting drawings
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic Media
ii. Site visits
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

32
 SUPPORT NOTES

CONTENT FOR THE OUTCOMES

The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.

In order for the Electrician to interpreting drawings, basic skills have to be provided for within
these learning outcomes.

PROGRESSION
After this module, all activities of interpreting drawings relevant to future contents / modules
will be covered at that time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Hyde, J. (1994). Electrical Installation Principles and Practices. London: Macmillan. ISBN
0-333-60160-2)

Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1

Shelton, C. (1993 ). Electrical Installation. 3rd Edition. Nelson Thomes Ltd. ISBN 0 7487
7979 5

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 MODULE 5: EIE-02-05

ELECTRICAL INSTALLATIONS AND ELECTRONICS

INSPECTING CIRCUITS

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

MODULE 5: EIE–02–05

Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Inspecting Circuits

Module Code EIE–02–05

Credits 6.0

Module Purpose This module is designed to introduce the Electrician to inspect circuits.

Pre-requisites EIE–O1–01 to EIE–01–07

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standards EL–02–0007

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Inspect Circuits

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all assessment
criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist

Theory
• Multiple choice questions
• Structured questions
• Matching objects
• Filling in questions

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of
a learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in inspecting circuits should be assessed
at the workplace, classroom or assessment centre.

36
 Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in inspecting circuits
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Inspecting Circuits

LEVEL: 2 CREDITS: 6

PURPOSE:
An Electrician who achieves this learning outcome will be able to inspect circuits. This
will be achieved in such a way that areas of inspections are based on wiring regulations.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Checking cable colour codes used in the circuit
2. Checking cable sizes used in the circuit
3. Checking cable types used in the circuit
4. Checking protective devices in the circuit
5. Checking types of supply in the circuit

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Importance of checking cable Colour coding
2. Importance of checking cable sizes
3. Importance of checking cable types
4. Importance of checking types of protective devices
5. Importance of checking types of supply

VALUES:
The Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of neatness.
5. Appreciation of team work
6. Accuracy

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

CORE:
The Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic ICT
5. Basic science

RANGE:
The outcome should be achieved within the following range of variables:
1. Cable colour codes to include: Red, Yellow, Blue, Black, Brown, White, Green and
Green-yellow.
2. Cable sizes to include: 1.0 mm2, 1.5 mm2, 2.5 mm2, 4.0 mm2, 6.0 mm2, 10.0 mm2
and 16.0 mm2.
3. Cable types to include: Flexible cord, single-core, multi-core and armoured.
4. Protective devices to include: Earth Leakage Circuit Breakers, Miniature Circuit
Breakers, fuses
5. Types of supply to include: Alternating Current (Single and Three Phase), Direct
Current (solar, rectified alternating current and batteries).

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Cable colours are checked correctly.
2. Cable sizes are checked correctly.
3. Cable types are checked correctly.
4. Protective devices are checked correctly.
5. Types of supply are checked correctly.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENTS

1. Specialised facilities and equipment.

The training provider should have access to:
a) A fully equipped training facility with Earth Leakage Circuit Breakers, Miniature
Circuit Breakers, fuses Flexible cord, single-core, multi-core and armoured
b) A range of situations requiring the demonstration of inspecting circuits by the
trainer.

2. Learning Environment and Training Materials

a) Print
i. Wall charts on inspecting circuits.
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

38
 b) Non-Print
i. Slides, videos and electronic media
ii. Internet
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES

CONTENT FOR THE OUTCOMES

The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.

In order for the Electrician to inspect circuits, basic skills have to be provided for within these
learning outcomes.

PROGRESSION
After this module, all activities of inspecting circuits relevant to future contents / modules
will be covered at that time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

CAS (1965). Handbook. 2nd Edition.

IEE (1983). Handbook. 15th Edition. ISBN 0-852962-35-5
Scaddan, B. 16th IEE Wiring Regulations (Inspection, Testing and Certification) 5th
Edition. ISBN 0-7506-6541-6
Scaddan, B. 17th IEE Wiring Regulations (Inspection, Testing and Certification) 5th
Edition. ISBN 978-0-08-096610-6
Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1

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 MODULE 6: EIE-02-06

ELECTRICAL INSTALLATION AND ELECTRONICS

TERMINATING CABLES

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

MODULE 6: EIE–02–06

Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Terminating Cables

Module Code EIE–02–06

Credits 6.0

Module Purpose This module is designed to enable the Electrician to being able to
terminate cables.

Pre-requisites EIE–01–01

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standards EL-02-0008

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Terminate cables

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all assessment
criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist

Theory
• Multiple choice questions
• Structured questions
• Matching objects
• Filling in questions

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of a
learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in terminating cables should be assessed
at the workplace, classroom or assessment centre.

42
 Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in terminating cables
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Terminating Cables

LEVEL: 2 CREDITS: 6

PURPOSE:
An Electrician who achieves this learning outcome will be able to terminate cables. This
will be achieved in such a way that cables are terminated correctly.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Identifying tools to be used
2. Identifying sizes of cables and materials
3. Using splicing kit
4. Terminating cables
5. Checking terminations

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Types of tools
2. Types of cables
3. Sizes of sizes of cables and materials

VALUES:
An Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of neatness
5. Appreciation of team work
6. Accuracy

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

CORE:
An Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic ICT

RANGE:
The outcome should be achieved within the following range of variables:
1. Sizes of cable glands to include: 0,1,2,3,4,5,6 and 7.
2. Sizes of cable lugs to include: 1 mm2 to 240 mm2.
3. Tools to include: crimping tools, wire stripper, cable knife, spanners, screw drivers,
splicing kit, pliers and cable cutters.
4. Crimping tools limited to hand and hydraulic
5. Types of cables to include: flexible and non-flexible

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Tools to be used are identified correctly.
2. Sizes of cables and materials are identified correctly
3. Terminations are made and checked correctly.
4. Types of cables are identified correctly

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENTS

1. Specialised facilities and equipment

The training provider should have access to:
(a) A training facility equipped with (crimping tools, wire stripper, cable knife, spanners
and screwdrivers, splicing kit, pliers and cable cutters, crimping tools limited to hand
and hydraulic
(b) A range of situations requiring the demonstration of terminating cables by the
trainer

2. Learning Resources

a) Print
i. Wall charts on terminating cables.
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic media
ii. Internet
iii. Models

44
 Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES

CONTENT FOR THE OUTCOMES

The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.

In order for the Electrician to terminate cables, basic skills have to be provided for within
these learning outcomes.

PROGRESSION
After this module, all activities of terminating cables relevant to future contents / modules
will be covered at that time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Shelton, C. (1993 ). Electrical Installation. 3rd Edition. Nelson Thomes Ltd. ISBN 0 7487
7979 5
Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1
Francis, T.G. (1988). Electrical Installation Work: Scientific and Technical. Essex: Longman.
ISBN 0-582-41344-3

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 MODULE 7: EIE-02-07

ELECTRICAL INSTALLATION AND ELECTRONICS

REWINDING MOTORS

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MALAWI TEVET INTERMEDIATE CERTIFICATE...ENGINEERING SECTOR...MODULE PACKAGE FOR ELECTRICAL INSTALLATION AND ELECTRONICS (EIE) LEVEL 2

MODULE 7: EIE–02–07
Sector Engineering

Occupation Electrical Installation

Module Title Rewinding Motors

Module Code EIE–02–07

Credits 14.0

Module Purpose This module is designed to enable the Electrician to rewind motors.

Pre-requisites EIE–01–01, EIE–01–04

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards This module addresses Competency Standards EIE–02–0009, EIE–02–0010

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Prepare Motor for Rewinding
• Rewind Motors

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all assessment
criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist

Theory
• Multiple choice questions
• Structured questions
• Matching objects

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of a
learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in rewinding motors should be assessed
at the workplace, classroom or assessment centre.

48
 Conditions of Assessmen
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in rewinding motors
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Preparing Motor for Rewinding

LEVEL: 2 CREDITS: 6

PURPOSE:
An Electrician who achieves this learning outcome will be able to prepare a motor for
rewinding. This will be achieved in such a way that necessary preparations are made
before rewinding commences.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Recording data
2. Dismantling motor
3. Measuring wire sizes
4. Counting turns
5. Cleaning components

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Importance of recording data.
2. Motor specifications.
3. Use of correct tools/equipment.
4. Importance counting of wire turns.

VALUES:
The Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of cleanliness
5. Appreciation of teamwork
6. Accuracy

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CORE:
The Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic ICT
5. Basic science

RANGE:
The outcome should be achieved within the following range of variables:
1. Data to include: current, voltage and power rating, winding insulation, slot
pitch, type of supply, speed and number of turns.
2. Tools/equipment to include: bearing puller, spanners, screwdrivers, mallet
hammer, wire gauge, filler gauge, centre punch and pliers.

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Data is recorded correctly
2. Motor is dismantled properly.
3. Wire size is removed and measured correctly.
4. Turns are counted accurately.
5. Components are cleaned properly.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

Learning Outcome 2: Rewinding Motors

LEVEL: 2 CREDITS: 8

PURPOSE:
An Electrician who achieves this learning outcome will be able to rewind a motor. This
will be achieved in such a way that specifications are followed and a rewound motor
functions satisfactorily.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Making coils
2. Fitting insulators in slots
3. Fixing coils
4. Applying vanish
5. Drying coils
6. Reassembling motor

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Importance of wire sizes.
2. Types of motors.

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 3. Types of insulating paper
4. Types of vanish.
5. Methods of drying coils.

VALUES:
An Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of neatness
5. Appreciation of teamwork.
6. Accuracy

CORE:
An Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic ICT
5. Basic science

RANGE:
The outcome should be achieved within the following range of variables:
1. Enamel wire sizes to include: 0.8 mm2 to 1.25 mm2
2. Types of motors to include: single phase ac, three phase ac and direct current.
3. Types of insulators to include: mica, asbestos, polythene, silicon, nomex paper.
4. Methods of drying to include: oven, sun
5. Type of vanish to include: Isonel

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Coils are made correctly
2. Insulating paper is inserted correctly
3. Coils are fixed correctly
4. Coils are secured firmly
5. Vanish is applied properly
6. Coils are dried properly

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

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RESOURCE REQUIREMENTS
1. Specialised facilities and equipment
The training provider should have access to:
(a) a training facility equipped with (bearing puller, spanners, screwdrivers, mallet
hammer, wire gauge, filler gauge, centre punch and pliers), materials (mica,
asbestos, polythene, silicon, nomex paper)
(b) a range of situations requiring the demonstration of rewinding motors by the trainer

2. Learning Resources
a) Print
i. Wall charts on preparing motor for rewinding and rewinding motors
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic media
ii. Internet
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES
CONTENT FOR THE OUTCOMES
The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.

In order for the Electrician to rewind motors, basic skills have to be provided for within these
learning outcomes.

PROGRESSION
After this module, all activities of rewinding motors relevant to future contents / modules will
be covered at that time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Fardo, S.W. & Patrick, D.R. Electrical Power Systems Technology. ISBN-13: 978-4398-0027-
0

Nadon, J. & Gelmine, B. (1967) Industrial Electricity. Princeton: D. Van Nostrand Co. Inc.

Rosenberg, R. (1970). Electrical Motor Repair. International Edition. U.K: Holt, Rinehart
& Winston. ISBN 0 03 049661-6 .

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 MODULE 8: EIE-02-08

ELECTRICAL INSTALLATION AND ELECTRONICS

REQUISITIONING MATERIALS

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MODULE 8: EIE–02–08
Sector Engineering

Occupation Electrical Installation and Electronics

Module Title Requisitioning Materials

Module Code EIE–02–08

Credits 6.0

Module Purpose This module is designed to introduce the Electrician to being able to
requisition materials.

Pre-requisites EIE–01–01, COM–01–01

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01, COM–02–01

Related Standards This module addresses Competency Standards EIE–02–0011

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Request for materials

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all
assessment criteria specified for each learning outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the
learning outcomes of the module:

Practical
• Demonstrations and oral questions
• Assessor’s checklist

Theory
• Multiple choice questions
• Structured questions
• Matching objects

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end
of a learning outcome of the module.

Range of Assessment Environments

The knowledge and understanding of an Electrician in requisitioning materials should be
assessed at the workplace, classroom or assessment centre.

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 Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner handouts, guidelines and reference materials
• Tool/equipment and materials that reflect the range in requisitioning materials
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Requisitioning Materials

LEVEL: 2 CREDITS: 6

PURPOSE:
An Electrician who achieves this learning outcome will be able to request for materi-
als. This will be achieved in such a way that proper procedures are followed to en-
sure correct materials are acquired.

SKILLS:
An Electrician assessed as competent under this learning outcome will demonstrate
competence by:
1. Identifying materials
2. Listing materials
3. Specifying quantities
4. Completing documents
5. Collecting materials

KNOWLEDGE:
An Electrician should demonstrate an understanding of:
1. Types of materials
2. Importance of specifying quantity of materials
3. Types of documents
4. Requisitioning procedures

VALUES:
An Electrician should demonstrate the following values:
1. Time consciousness
2. Cost consciousness
3. Appreciation of team work
4. Accuracy

CORE:
An Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic ICT
5. Basic science

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RANGE:
The outcome should be achieved within the following range of variables:
1. Materials to include: insulation tapes, cables, lugs, tubing materials and solar
accessories.
2. Documents to include: requisition book/form, delivery note and job card.

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Materials are identified
2. Materials are listed
3. Documents are completed
4. Material quantities are specified
5. Correct materials are collected

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

RESOURCE REQUIREMENTS

1. Specialised facilities and equipment

The training provider should have access to:
(a) a fully equipped training facility with insulation tapes, cables, lugs, tubing materials
and solar accessories, requisition book/form, delivery note and job card
(b) a range of situations requiring the demonstration of requisitioning materials

2. Learning Environment and Training Materials

a) Print
i. Wall charts on requisitioning materials
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic media
ii. Internet
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES
CONTENT FOR THE OUTCOMES
The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the
teaching and learning process.

56
 In order for the Electrician to requisition materials, basic skills have to be provided for within
these learning outcomes.

PROGRESSION
After this module, all activities of requisitioning materials relevant to future contents / modules
will be covered at that time.

Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1

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 MODULE 9: EIE-02-09

ELECTRICAL INSTALLATION AND ELECTRONICS

FIXING SOLAR ACCESSORIES

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MODULE 9: EIE–02–09

Sector Engineering

Occupation Electrical Installation

Module Title Fixing Solar Accessories

Module Code EIE–02–09

Credits 12.0

Module Purpose This module is designed to introduce the Electrician to being able to fix
solar accessories.

Pre-requisites EIE–01–01, EIE–01–06

Co-requisites OSH–02–01, SCE–02–01, NUM–02–01, COG–02–01

Related Standards: This module addresses Competency Standards EIE–02–0012 and EIE–02–
0013

Summary of Learning
Outcomes On completion of this module the Electrician will be able to:
• Fix solar accessories
• Maintain batteries

Assessment Strategy
Acceptable performance in the module will be satisfactory achievement of all the
assessment criteria specified for each outcome.

Assessment Method
The following methods are used for measuring progress towards achievement of the learning
outcomes of the module:

Practical
• Demonstrations and oral questions
• Experiments
• Projects

Theory
• Multiple choice questions
• Structured questions
• Matching objects
• Filling in questions

It is recommended that all practical activities are assessed using a suitably constructed
checklist based on the assessment criteria. Assessment needs to take place at the end of a
learning outcome of the module.

60
 Range of Assessment Environments
The knowledge and understanding of an Electrician in fixing solar accessories should be
assessed at the workplace, classroom or assessment centre.

Conditions of Assessment
The conditions related to the assessment of this learning outcome are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit the needs of
the candidate. The needs of the candidate will be met by provisions of:
• A variety of appropriate working environments
• Relevant learner hand-outs, guidelines and reference materials
• Equipment/tools and materials that reflect a range of experiences in fixing solar
accessories
• Using realia (real life situation)

Practical assessment will occur in a work situation in which no assistance is to be provided by

the assessor. Written assessment will occur in a classroom environment without the aid of
any reference material.

Where the training provider is not able to conduct assessment, it is the responsibility of that
training provider to make provision for the assessment to be undertaken.

Learning Outcome 1: Fixing Solar Accessories

LEVEL: 2 CREDITS: 6

PURPOSE:
The Electrician who achieves this learning outcome will be able to fix solar accesso-
ries. This will be achieved in such a way that solar accessories are properly installed.

SKILLS:
The Electrician assessed as competent under this learning outcome will demon-
strate competence by:
1. Selecting tools/instruments.
2. Fixing panels.
3. Fixing charge controller.
4. Fixing batteries.
5. Fixing inverter.
6. Testing polarity.

KNOWLEDGE:
The Electrician should demonstrate an understanding of:
1. Sizes of solar panels.
2. Sizes of charge controllers.
3. Sizes of batteries.
4. Rating of inverters.

VALUES:
An Electrician should demonstrate the following values:
1. Safety consciousness
2. Time consciousness
3. Cost consciousness
4. Appreciation of cleanliness

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5. Appreciation of team work

6. Accuracy

CORE:
An Electrician should have the following abilities:
1. Numeracy
2. Literacy
3. Communicate effectively
4. Basic BASIC ICT
5. Basic science

RANGE:
The outcome should be achieved within the following range of variables:
1. Solar panel sizes to include: 20 to 150 Watts.
2. Charge controller sizes to include: 5 to 60 Amps.
3. Battery sizes to include: 40 to 1500 Ampere-hours, 2 to 12 Volts.
4. Inverters to include: 0.1 to 3 kW.
5. Tools/instrument to include: hydrometer, compass, Multimeter, screwdrivers,
pliers, hammer, spanners and spirit level.

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Correct tools/instrument are selected
2. Panels are fixed.
3. Charge controllers are fixed.
4. Batteries are fixed.
5. Inverters are fixed.
6. Polarity is tested.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

Learning Outcome 2: Maintaining Batteries

LEVEL: 2 CREDITS: 6

PURPOSE:
An Electrician who achieves this standard will be able to maintain batteries. This will be
done in such a way that the battery will function efficiently.

SKILLS:
An Electrician assessed as competent against this standard will demonstrate
competence by:
1. Selecting batteries
2. Handling electrolytes safely
3. Locating fault
4. Rectifying the fault
5. Charging the battery
6. Testing the battery

62
 KNOWLEDGE:
An Electrician should be able to demonstrate an understanding of:
1. Types of batteries.
2. Types of faults.
3. Testing procedures.
4. Performance of batteries
5. Safety precautions for handling electrolytes.
6. Composition of electrolytes
7. Battery-charging procedures.

VALUES:
An Electrician must be able to demonstrate the following values:
1. Safety consciousness
2. Appreciation of accuracy
3. Time consciousness
4. Ability to follow instructions
5. Cost consciousness
6. Cleanliness

CORE:
The Electrician should have the following abilities:
1. Literacy
2. Numeracy
3. Solve problems
4. Communicate effectively
5. Basic science
6. Basic ICT

RANGE:
The outcome should be achieved within the following range of variables:
1. Types of batteries to include: secondary cells.
2. Battery capacity to include: 20Ah to 1,200 Ah, 2v to12v.
3. Equipment to include: hydrometer, Multimeter, capacity-tester, battery-charger.
4. Tools to include: spanners (10mm, 13mm), funnel, jumper leads, screw drivers.
5. Protective clothing to include: goggles, rubber gloves, plastic apron, acid proof
attire, oil/acid proof leather boots, respirators.
6. Materials to include: distilled water, sulphuric acid, batteries, petroleum jelly,
mutton cloth.

ASSESSMENT CRITERIA:
Registered assessors should assess evidence of the following:

Skills
1. Batteries are selected.
2. Faults are located.
3. Faults are rectified.
4. Electrolytes are handled.
5. Batteries are charged.
6. Batteries are tested.

Knowledge and values

Oral and written proof of understanding of knowledge and values is demonstrated

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RESOURCE REQUIREMENTS

1. Specialised facilities and equipment

The training provider should have access to:
(a) a fully equipped training facility with hydrometer, Multimeter, capacity-tester,
battery-charger, spanners (10mm, 13mm), funnel, jumper leads, screw drivers,
goggles, rubber gloves, plastic apron, acid proof attire, oil/acid proof leather
boots, respirators, distilled water, sulphuric acid, batteries, petroleum jelly,
mutton cloth, compass, , pliers, hammer, spanners and spirit level
(b) a range of situations requiring the demonstration of fixing solar accessories

2. Learning Resources

a) Print
i. Wall charts on fixing solar accessories
ii. Overhead transparencies
iii. Learner handouts
iv. Text books
v. Journals

b) Non-Print
i. Slides, videos and electronic Media
ii. Site visits
iii. Models

Trainers delivering this module must be conversant with the current Code of Practice in
addition to expertise in the module content.

SUPPORT NOTES

CONTENT FOR THE OUTCOMES

The content for this module appears in the learning outcomes under skills, knowledge and
values.

The training provider is advised to supplement the materials in order to enhance the teaching
and learning process.

In order for the Electrician to fix solar accessories, basic skills have to be provided for within
these learning outcomes.

PROGRESSION
After this module, all activities of fixing solar accessories relevant to future contents / modules
will be covered at that time.

64
 Recommended Texts

The references listed below should not be regarded as a definitive nor is it prescriptive
and should be amended and updated on a regular basis.

Bakshi, U.A. Basic Electrical Engineering. ISBN 9788184316940

Bird, J. Electrical and Electronic Principles and Technology. ISBN 978–0–75–068556–6

Hopkins, M. Solar Electric for Africa. ISBN 9780850924534.

Scaddan, B. Electrical Installation Work. 6th Edition. ISBN 978-0-7506-8733-1

Sharp Electronics Corporation. Solar RS Installation Guide

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Glossary of Terms, Definitions and Acronyms

• Accreditation is the process or procedure during which the TQC audits and provides
formal recognition and authority to individuals and institutions to perform specific
functions and activities on behalf of TEVETA in accordance with agreed criteria and
requirements. It is an acknowledgement of the ability of the individual or institution
to perform that function well.

• AssessmentTEVETA assessment is a continuous process of gathering evidence of the

performance, knowledge and values of a learner in relation to a competency standard
which is registered on the TQF

• Assessor – An assessor is an individual who is accredited by TEVETA to conduct TEVET

assessment and to make and record judgments on the performance of a learner in
relation to TEVET standards and qualifications

• Competency or competenceis the ability to do or perform a task or work activity

well i.e. according to the minimum acceptable standards. This ability is expressed in
terms of skills, knowledge and values.

• Competency Based Education and Training (CBET) is an approach to

education and training programs competent by having the skills, knowledge and
values which are directly related to the needs of employment.

• A credit is the value given to a standard or qualification. On the TQF one credit is
equivalent to ten notional hours of learning. This concept is based on the assumption
that an average learner requires a total of 10 hours of learning to achieve one credit

• DACUM is an acronym for Develop a Curriculum. It is a method occupational/job

analysis during which experts describe an occupation/job in terms of the duties and
tasks workers in that occupation/job perform on the workplace

• Fundamental standards are generic cross cutting competencies which apply to

work generally rather than being specific to work in particular occupations or industries

• Module is a description of the learning, teaching and assessment methods used in

order to achieve one or a combination of standards

• National Qualifications Framework (NQF)is a framework for the development

and registration of standards and qualifications at specific levels and developing
pathways between them.

• Occupational Standardsare competencies, which are related to work in a specific

occupation. It is a benchmark used to judge the quality of performance in a specific
occupation

• Occupational Working Group (OWG)Is a group of occupational experts from

industry, training institutions and other organizations who develop TEVET standards
and qualifications on behalf of an industrial sector.

70
 • Qualificationis a recognition that a learner has achieved all the requirements of a
particular standard or a combination of standards

• Recognition of Prior Learning (RPL) is the process of assessing and formally

recognizing what people have learned on the job and through life experience
regardless of where or how the learning took place.

• Sector Advisory Committee (SAC) isa bodyrepresenting industries within a specific

sector on all matters pertaining to the development and implementation of TEVET
standards and qualifications.

• Technical Qualifications Committee (TQC)is a sub-committee of the TEVETA

Board which is responsible for overseeing the development, implementation and
quality assurance of the TQF

• TEVETmeans Technical, Entrepreneurial and Vocational Education and Training which

contributes to the development of human resources, economic development and
poverty eradication

• TEVETA is the Technical, Entrepreneurial and Vocational Education and Training

Authority of Malawi which is an independent and autonomous body mandated to
implement the provisions of the TEVET Act No. 6 of 1999

• TEVET Stakeholdersare the people, organizations and institutions supporting the

TEVET system or benefiting from it

• TEVET standard is the smallest unit of competence that can be registered on the
TQF

• TEVET Qualifications Framework (TQF) Is part of the NQF on which standards

and qualifications for levels 1 to 4 are registered

• Verificationis a process of monitoring assessment practice to ensure that assessment

decisions are consistent and accurate

• Verifiersare the individuals who are accredited to conduct verifications

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PUBLISHER
Technical, Entrepreneurial and Vocational Education and Training (TEVET) Authority,
P/Bag B406, Lilongwe, Malawi
Tel: (+265) 01 775 211/ 01 775 245, Fax: (+265) 01 774 797,
e-mail: tevet@tevetamw.com, www.tevetamw.com