ZVTC

Dear students,

I am thrilled to welcome you to this enriching journey into the fields of Horticulture and Crop Husbandry Level 3. This course is designed to provide you with both theoretical knowledge and practical skills in cultivating and managing plants for food, ornamental purposes, and sustainable ecosystems.

Horticulture is much more than just growing plants—it’s about enhancing our environment, promoting food security, and exploring innovative methods to meet the needs of a growing world. Crop husbandry, on the other hand, delves into the essential practices of cultivating crops efficiently, sustainably, and responsibly.

Throughout this course, you will explore:

• The science of plant growth and development.
• Best practices in soil management and crop production.
• Modern technologies and sustainable approaches in horticulture.
• Ways to balance productivity with environmental stewardship.

This is a unique opportunity to develop hands-on expertise while learning the principles that underlie successful horticulture and crop husbandry. I encourage you to actively participate, ask questions, and collaborate as we work together to nurture both knowledge and skills.

Let’s make this a productive and inspiring journey. Welcome once again to the Course—let’s cultivate success together! ??

Your Vet Trainer: Mr. Reagan Mate

Dear Trainees

Welcome to the Engineering Drawing Class of 2025.

Purpose 

This unit standard specifies the competencies required to apply basic knowledge of engineering drawing. It includes knowledge of engineering drawing fundamentals, apply basic drawing techniques, construct free-hand drawings, construct geometric drawings, construct reproduction drawings, produce basic drawings in first angle orthographic projection, produce axonometric drawings, project prisms and pyramids and produce basic sectional drawings. This unit standard is intended for people requiring basic engineering drawing skills as applied in different contexts.

Special Notes 

2. This unit standard may be assessed in any context of operation and may be assessed in conjunction with other relevant technical unit standards selected from a particular domain that has a thematic link to this unit standard. 

 3. Glossary of terms:
‘SABS’ refers to South Africa Bureau of Standards.
‘ISO’ refers to International Standards Organization. 

 4. Assessment evidence may be collected at any realistic place where logical collection of such evidence can be achieved. 

 5. The correct use of the suitable technical terminology must be stressed, especially in formulating definitions and principles. 

 6. All diagrams and graphs should be drawn in pencil and must be supplied with the necessary subtitles (labels in ink). 

 7. All drawings must be done with drawing instruments, the only exceptions being printing, free-hand drawing and the C-type line and break line. 

 8. All drawings must be numbered, showing the title and scale, and where applicable drawings must show centre lines and the projection system symbol. 

 9. All printing must be done free-hand in pencil according to the SABS 0111-1 Code of Practice for Engineering Drawing. 

 10. Scales of drawing to be used: 1:1, 1:2, 1:5, 1:10 and 2: l 

 11. All work must comply with legislation and all subsequent amendments. 12. Regulations and legislation relevant to this unit standard include the following:
Labour Act, No. 11, 2007.
Occupational Health and Safety Regulations No. 18, 1997 and all subsequent amendments
SABS 0111-1: 1993, Code of practice for engineering drawing, part 1. - General principles.
ISO-origin standards

National Curriculum Document for the National Vocational Certificate in Horticulture and Crop Husbandry Level 2

The National Curriculum for the National Vocational Certificate in Horticulture and Crop Husbandry Level 2 serves as a comprehensive framework designed to equip learners with the necessary skills and knowledge required for entry-level positions in the horticulture and crop husbandry sectors. It emphasizes practical skills and theoretical understanding essential for the cultivation and production of various crops.

Objectives:

1. **Skill Development:**

   - Enhance practical skills in horticulture and crop management, including planting, cultivating, maintaining, and harvesting crops.

2. **Theoretical Knowledge:**

   - Provide learners with foundational knowledge in plant biology, soil science, pest management, and sustainable agricultural practices.

3. **Workplace Preparedness:**

   - Prepare students for employment in the horticultural industry by familiarizing them with safety practices, equipment usage, and professional behavior in the workplace.

4. **Entrepreneurial Skills:**

   - Encourage entrepreneurial thinking by introducing basic concepts of business management related to horticulture and crop production.

5. **Sustainability Awareness:**

   - Promote awareness of environmental sustainability practices in horticulture, including water conservation, soil health, and integrated pest management.

6. **Educational Progression:**

   - Provide a pathway for further education and training in horticulture and related fields, encouraging lifelong learning in the agricultural sector.

The curriculum aims to produce competent, skilled individuals who can contribute effectively to the horticultural industry while also emphasizing the importance of sustainable practices.

Building Science Level 2 -2025

Dear  Level 3 Clothing Production

Welcome to this course for Clothing Production level 3. Please go through every Unit standards provided for you together with the documents and links you are going to equip your knowledge and skills.

RATIONALE

This training programme is intended to provide a course in Clothing Production which fosters the development of both manual and intellectual skills? It describes what skills and knowledge a trainee will possess upon completion of the curriculum. The training programme provides guidelines with regards to training and assessment approaches. The programme also outlines the time required for training per module, instructional strategies and the resources required to achieve the learning objectives.

AIMS

The prime objectives of this training programme are to:

•  Develop awareness of health and safety practices and code of conduct in a clothing production environment.
•  Demonstrate basic skills of clothing production
• Appreciate the significance of clothing production.

TRAINING APPROACH

The approach to training is based on the paradigm of Competency Based Education and Training (CBET) which fosters trainee - centred training. The teaching and learning process is trainee – centred with the trainer providing meaningful, realistic contexts, activities and effective instruction. The emphasis is on what trainees are able to do and say as a result of effective instruction. Trainees assume responsibility of their learning. Trainees work on one competency at a time and move to the next when competent in the first one hence they learn at their own pace. Methods of instruction involve mastery learning – trainees can master the required knowledge and skills provided sufficient time and appropriate training methods used. Cooperative and collaborative training should be encouraged to maximize achievement of competencies. An effective trainer employs flexible instructional strategies that recognise and accommodate individual differences and uses a variety of support materials.

TRAINING AND LEARNING RESOURCES 

Training and learning resources may include but not limited to (Training manuals; models and Reference materials including websites)

•  Clothing Production Level 1-4, Pearson Vocational Education Textbook
•  The Motive series: (internet, textbook, title, authors, years)  Pattern cutting making up, Martin M. Shoben & Janet P. Ward, 1987
• Designing Pattern, Hilary Campbell, 1980  Complete guide to sewing, Reader’s Digest (2nd Edition) Carol Natsis, 1999
• Metric pattern cutting for Women’s wear, 5th Edition, Winifred Adrich, 1976  Fashion Drawing, (2nd Edition) Ireland PJ Cambridge University  Fashion Drawing, Thames B, 1985  Fascinating Art of creating patterns, Defty Alyce, 1986
•  Clothing Technology from Fibre to Fashion, (7th Edition) Roland Kilgus, 2003
• Designing Patterns, Hilary Campbell
• Pattern making with stretch knit fabrics, Julie Cole
•  Fashion pattern making techniques Volume 1-3, Antonio Donnanno

 MODULES NOTE:

• A module is equivalent to one-unit standard
•  Modules are sequenced in order of delivery  The credit value relates to the amount or quantum of learning. One (1) Credit is equivalent to ten (10) notional learning hours. It is an estimation of the time it takes an average trainee to achieve the performance requirements of a unit standard. Notional learning time should include all relevant learning activities that contribute to the attainment of the outcomes of learning viz direct contact time (Directed Learning); self- directed learning (time spent in studying, doing assignments and undertaking practical activities) and time spent in assessment.

Dear trainers

Welcome to Engineering Science Level 2 for 2025 academic year. You are kindly advised to read through all the uploaded documents, unit standards as well as attempting all assessments in this course.

About the course  

....

Trainer

Mr. C.M. Hausiku cellphone number 0813797357 hausikumarco@gmail.com

Bricklaying and plastering 

Dear Administrator

Module purpose

1. Aims

This course specifies the competencies required to apply knowledge of basic mathematics in different context. It includes competency to apply laws to solve exponential equations and logarithmic expressions, carry out factorization, solve and manipulate equations, word problems and technical formulae, solving linear and quadratic graphs, apply knowledge of goniometry, angular and peripheral velocity and sectors of circles, apply knowledge of circles, apply intermediate knowledge of trigonometry and carry out mensuration on various objects. This unit standard is intended for people in different contexts, requiring basic mathematic skills.

The purpose of the learning is for the trainee to be able to carry out basic maintenance tasks of farm buildings.  The trainee will be competent in carrying out tasks as instructed by a supervisor and is able to record relevant information/data according to workplace procedures and standards

Purpose

This unit standard specifies the competencies required to maintain automated irrigation systems,

repairing and maintaining part of the system and completing the operation. It involves the repair

and replacement of basic automated components, maintain irrigation system components including

supply and distribution systems, outlets, strainers, pump screens and filters, inspect for dry areas

and leaks, clear or replace worn or blocked parts and outlets, record and report maintenance

observations and activities. At the end of this unit one should be able to:

• Demonstrate knowledge of basic principles of repair and maintenance of automated

irrigation systems

• Prepare to carry out repairs and maintenance of automated irrigation systems

• Carry out repair and maintenance of automated irrigation systems

• Complete repair and maintenance activities of automated irrigation systems.

This unit standard is intended for people who work in agriculture as well as with irrigation systems.

Purpose

This unit standard specifies the competencies required to repair and maintain complex farm

machinery and equipment. It specifies competencies required to:

• Demonstrate knowledge of the basic principles of repair and maintenance of

complex farm machinery

• Prepare to carry out repairs and maintenance of complex farm implements

• Carry out repair and maintenance of complex farm implements

• Complete repair and maintenance of complex farm implements.

This is intended for people who work in agriculture as well as other people who work with

farm machinery.

Soil that is rich in nutrients is fertile. The basic goal of fertilization is to replace the nutrients that were taken out by plant growth. 

There are conventional and organic solutions to address a lack of soil fertility. These include recycle nutrients by applying animal wastes, apply fertilizers and/or increase microbial action. 

Purpose

This unit standard specifies the competencies required to plan and oversee crop fertilisation and

soil amendments and soil conditioning practices. It includes conventional or chemical methods and

materials, and approaches, materials and methods that are used in sustainable, ecological and

organic crop production. It is intended for those who work in agriculture as well as people in other

occupations that work with plants. 

It includes:

• Demonstrate knowledge of the value of soil and crop amendments and practices

• Develop amounts, rates and schedules of amendments and practices

• Apply soil and crop amendments and practices

• Complete application work.

Purpose

This unit standard specifies the competencies required to coordinate maintenance and

construction of farm buildings. It specifies competencies required to:

• Demonstrate an understanding of the principles of constructing farm buildings

• Coordinate preparation of basic equipment and tools used for construction of farm

buildings

• Coordinate construction and maintenance tasks for basic farm structures

• Coordinate completion of construction and maintenance tasks for of farm buildings

This unit is intended for farm supervisors and people who build and repair farm buildings.

Purpose

This unit standard specifies the competencies required to:

• Identify and plan for maintenance of farm roads and firebreaks

• Supervise maintenance and repair tasks for farm roads and firebreaks

• Supervise construction tasks for farm roads and fire breaks

• Supervise completion of construction, repair and maintenance tasks for farm

roads and firebreaks.

This unit standard is intended for supervisors who work in agriculture as well as people in

other occupations who supervise construction and maintenance of farm roads.

Purpose

This unit standard specifies the competencies required to:

• Identify repair and maintenance tasks of the fences, crush pens, kraals

• Supervise repair and maintenance tasks of the fences, crush pens, kraals

• Supervise completion of tasks for fences, crush pens and kraals.

This unit standard is intended for supervisors who work in agriculture as well as people in other

occupations who supervise building and maintenance of fences, crush pens and kraals.