MALAWI TEVET MODULE PACKAGE

FOR

AUTOMOBILE MECHANICS COMMUNICATION

GRAPHICS (AMM/COG)

INTERMEDIATE LEVEL
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.teveta.mw

© TEVET Authority January,2019

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 and not for sale. No reproduction of the information contained
herein is allowed without prior permission from TEVET Authority.

The use of this package by a TEVET Provider will not guarantee certification of
learners unless all TEVET Qualifications Framework (TQF) certification
requirements are met.

PRODUCTION RECORD

Developed Revision

October, 2018 October, 2021

TABLE OF CONTENTS

Page

Acknowledgement ……………………………………………………………..i

Foreword…………………………………………………………………………...ii

Definition of Terms ………………………………………………………………iii

TEVET Qualifications Framework (TQF)……………………………………...IV

Introduction……………………………………………………………..v

Module: Producing 2-Dimensional Drawings of Motor Vehicle

Components

 Producing 2-dimensional drawings of Motor Vehicle components

ACKNOWLEDGEMENT

This module package was put together through consultation and

combined effort of individuals, organisations and collaborating
partners too many to list. TEVET Authority facilitated the whole process
of developing these modules. However, the following individuals are
acknowledged for their effort and special contributions towards the
development of the package.

Chikondi Njera Malawi Children’s Village

Damalice S. Simwera Ngara Community Technical
College
Drissen Mwalenga Automotive Products
Jacob Mkandawire Baylor College of Medicine
Laston S. Mabvumbe Nasawa Technical College
Martin Malunguza United Purpose
Maxford Chinombo The Polytechnic
Prince Kamowa Pee Kay Motors
Ron Maliro Nasawa Technical College
FOREWORD

The Technical, Entrepreneurial and Vocational Education and Training

(TEVET) Act of 1999 and revised TEVET Policy of 2013 promote
Competence Based Education and Training (CBET) approach to
provision of TEVET 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 contains training modules. A training module is

composed of one or more learning outcomes 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 Automobile Mechanics 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 all 84

credits in occupational modules and at least 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. Hence, arbitrary modifications to any part of the
Training Package are not allowed.

……………………………………………..

Minister of Labour, Youth, Sports

and Manpower Development
DEFINITION OF TERMS

The section has been included to enable users get acquainted with
common terms and definitions they may come across, and which may
guide implementation of the curriculum. Some of the terms may not
appear in this booklet but, the list presents those that are commonly
used in the TEVET system and may not be exhaustive.

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
TEVET Authority in accordance with agreed criteria and requirements.
It is an acknowledgement of the ability of the individual or institution
to perform that function well.

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: is an individual who is accredited by TEVET Authority to

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

Competence: is 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.

Competence Based Education and Training (CBET): is an approach for

curriculum development, delivery and assessment which emphasizes
on the mastery of skills, knowledge, and values laid down in standards
stipulated by the industry.

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 of

occupation analysis during which experts describe an occupation in
terms of the duties and tasks workers in that occupation perform at the
workplace.
Fundamental standards: are associated competences which apply 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 tool for the development

and registration of standards and qualifications at specific levels.

Occupational Standards: are core competences related to work and

used to judge quality of performance in a specific occupation.

Occupational Working Group (OWG): is a group of occupational

experts from industry, training institutions and other organisations who
develop TEVET standards and qualifications on behalf of an industries.

Qualification: is 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 recognising what people have learnt on the job and through
life experience regardless of where or how the learning took place.

Sector Advisory Committee (SAC): is a body representing industries

within a specific sector on all matters pertaining to the development
and implementation of related TEVET standards and qualifications.

Standard: is a benchmark against which all learners are assessed to

measure their competences. It describes the skills, knowledge and
values, necessary for standard performance required in the
workplace.

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

TEVET Authority Board responsible for development, implementation
and quality assurance of the TQF.

TEVET: means Technical, Entrepreneurial and Vocational Education

and Training; a system which contributes to the development of
human resources, economic development and poverty eradication.

TEVET Authority: is the Technical, Entrepreneurial and Vocational

Education and Training Authority of Malawi which is an independent
and autonomous body mandated to facilitate, regulate and promote
TEVET as per TEVET Act No. 6 of 1999.

TEVET Stakeholders: are people, industries, organisations and

institutions who can affect or be affected by the TEVET system.

TEVET Qualifications Framework (TQF): is a tool for the development

and registration of standards and qualifications at specific levels in the
TEVET sector.

Verification: is a process of confirming consistency of the conduct,

fairness, validity and reliability of the assessment process.

Verifiers: are individuals who are accredited to confirm consistency of

the conduct, fairness, validity and reliability of the assessment process.
THE TEVET QUALIFICATIONS FRAMEWORK (TQF)

The TEVET Qualification Framework (TQF) is a framework that guides the

development of curriculum, delivery and certification of training
programmes in the TEVET system. The TEVET system is standard based,
demand–driven, flexible and takes the form of Competence Based
Modular approach to delivery of training.

Components of a Qualification

A qualification to be registered on the TQF shall be made up of

Occupational and Fundamental Competences.

Occupational competences, in this case Automobile Mechanics,

specify the skills, knowledge and attitudes necessary for efficient
performance at the workplace.

Fundamental competences specify the inherent competences that

are applicable and mandatory to all occupations and qualifications
at each level. These are Communication, Numeracy, Science,
Entrepreneurship and Occupational Safety and Health.

Currently, there are four levels of qualifications on the TQF, that is,
Foundation, Intermediate, Advanced and Diploma Levels. The levels
are illustrated in the following table;
THE TEVET QUALIFICATIONS FRAMEWORK

1 2 3 4 5
Level Occupation Protected Problem Solving Level Descriptors Credit
Type Qualification Require
Title ments

4 Technician Diploma Wide ranging competence (480)

requiring analysis and 120
interpretation of information that +
has to be sought to produce
innovative responses to concrete
and unfamiliar problems

3 Artisan Advanced Well-developed range of (360)

Certificate competence requiring 120
interpretation of available +
information to produce a range of
responses to concrete but
unfamiliar problems

2 Operative Intermediate Moderate range of competence (240)

Certificate requiring some processing of easily 120
available data to choose from a +
range of known responses to
familiar problems

1 Assistant Foundation Narrow range of competence 120

Operative Certificate requiring mostly recall of known
solution to familiar problems

 Entry Levels 
INTRODUCTION

This package is composed of one module prescribed for Level2 Automobile

Mechanics Communication Graphics.
A module describes delivery methodologies and strategies for teaching,
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 competences. They describe the skills, knowledge
and values necessary for standard performance required at the workplace.

Recognition of Prior Learning (RPL)

Training providers should acknowledge the learners current level of skills and
knowledge obtained through:

 Formal training (conducted by educational institutions or industry

in Malawi or elsewhere)
 Informal training
 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:

 On-the-Job i.e. under typical work place conditions

 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 nature of
learning outcome and 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:

 Presentation and discussion of case studies

 Use of models
 Slide and audio visual presentation
 Practical On-the-Job and Off the Job sessions
 Demonstrations by trainer
 Industrial visit

In order for the learners in Automobile Mechanics to gain sufficient practice to

pass the module assessment, adequate practical exercises should be given.

Environmental and Occupational Safety Health Requirements

Training providers 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, personal and environmental
safety and correct procedures must be emphasized at all times.
 MODULE: AMM/COG-02-01

COMMUNICATION GRAPHICS

PRODUCING 2-DIMENSIONAL DRAWINGS OF

MOTOR VEHICLE COMPONENTS
 MODULE: AMM/COG-02-01

Sector: Engineering

Occupation: Automobile Mechanics

Module Title: Producing 2-Dimensional Drawings of Motor Vehicle

Components

Module Code: AMM/COG-02-01

Credits: 3

Module Purpose: This module is designed to enable the Automobile

mechanic to produce 2-dimensional drawings of
Motor Vehicle components

Pre-requisites: NIL

Co-requisites: NIL

Related Standards: This module addresses Competence standards

AMM/CG-02-0001

Summary of Learning
outcomes: On completion of this module, the Automobile
mechanic will be able to produce 2-dimensional
drawings of Motor Vehicle components
Assessment Strategy

Acceptable performance in the module will be satisfactory achievement of all

assessment criteria specified for the learning outcome.

Assessment Method

The following methods are used for measuring progress towards achievement
of the learning outcome 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.

Range of Assessment Environments

The knowledge and understanding of producing 2-dimensional drawings of

Motor Vehicle components should be assessed at the workplace, classroom or
assessment centre.

Conditions of Assessment

The conditions related to the assessment of this module are dependent on the
mode of delivery. A range of assessment strategies or options is available to suit
the needs of the learner. The needs of the learner 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
producing 2-dimensional drawings of Motor Vehicle components;
 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: Producing 2-Dimensional Drawings of Motor Vehicle
Components

LEVEL: 2 CREDITS: 3

PURPOSE
An Automobile Mechanic who achieves this standard will be able to produce
drawings of Motor vehicle components. This will be achieved in such a way that
the drawings depict details as per given specifications.
SKILLS
An Automobile Mechanic assessed as competent against this standard will
demonstrate competence by:
1. Constructing chain drive diagrams;
2. Constructing a sprocket diagram;
3. Constructing a gear;
4. Constructing Helix.
KNOWLEDGE
The Automobile Mechanic will demonstrate an understanding of:
1. Types of blending instruments;
2. Methods of blending of radii;
3. Gear parameters;
4. Blending of radii of gear;
5. Parameters of Helix.
VALUES:
The Automobile Mechanic will demonstrate the following values:
1. Safety consciousness;
2. Accuracy;
3. Neatness;
4. Willingness to follow instructions;
5. Confidence;
6. Patience;
7. Logical presentation.
CORE
The Automobile Mechanic should have the following abilities:
1. Literacy;
2. Numerical skills;
3. Analytical skills;
4. Problem solving skills;
5. Organizational skills;
6. Basic Science;
7. Communication skills;
8. Basic ICT.

RANGE
The outcome will be achieved within the following range of variables:
1. Types of blending instruments to include French curves, pair of compass,
drawing pencils, drawing board, drawing paper, T-square, set square;
2. Gear parameters to include Pitch, Crown, Addendum, Dedendum, Root
Radius, Gear Tooth width, Pitch circle diameter, Base circle;
3. Parameters of Helix to include Pitch, Radius.

ASSESSMENT CRITERIA
Registered Assessors will assess evidence of the following:
Skills;
1. Chain drive diagrams are constructed;
2. A sprocket diagram is constructed;
3. A gear is constructed;
4. Helix is constructed.
Knowledge and Values;
Oral and written evidence 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 French curves, pair of compass,
drawing pencils, drawing board, drawing paper, T-square, set
square;

b) A range of situations requiring the demonstration of producing

2-dimensional drawings of Motor Vehicle components by the trainer.

2. Learning Environment and Training Materials

a) Print
i. Learner hand-outs;
ii. Text books

b) Non-Print
i. Slides and videos and electronic media (websites, social media,
e-library);
ii. Internet;
iii. LCD projector.

Trainers delivering this module must be conversant with applicable current

codes of practice and regulations 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 Motorcycle Mechanic to produce 2-dimensional drawings of

Motor Vehicle components neatly, basic skills have to be provided for within
these learning outcomes.

Progression

After this module, all skills relating to producing 2-dimensional drawings of Motor
Vehicle components relevant to future contents /modules will be covered at
that time.

Recommended Reference Materials

The recommended reference materials should not be regarded as definitive
nor prescriptive and should be amended and updated on a regular basis.

Bhatt N. D. (2011). Engineering Drawing, 50th Edition. Charotor Publishing

House Pvt LTD; Gujurat, India.
Boundy, Albelt. (2011). Engineering Drawing, 8th Edition. MacGraw-Hill
Education, Merbourne.
Boxall, V. E. (1975). Drawing and materials (2nd ed.). Edward Arnold, London.
Morling, K. (2010). Geometric and Engineering Drawing, 3rd Edition. Elsevier,
London.

Yarwood, A. (1994). Technical drawing with design. Macmillan Education LTD,

London