KYAMBOGO UNIVERSITY

FACULTY OF EDUCATION

DEPARTMENT OF TEACHER EDUCATION AND DEVELOPMENT

STUDIES

A REVIEWED
DIPLOMA PROGRAMME
IN
INSTRUCTOR AND TECHNICAL TEACHER EDUCATION

(CIVIL AND BUILDING ENGINEERING)

JUNE, 2013
1.0 TITLE OF THE PROGRAMME
The title of the programme shall be Diploma in Instructor and Technical Teacher Education
(DITTE) in Civil and Building Engineering Programme.

2.0 PREAMBLE

2.1 Background:
Kyambogo University came into being as a public university in 2003. It is mandated, through its
Faculty of Education to train teachers for Uganda’s education system.
As part of its teacher training, the university offers a Diploma in Technical Teacher Education
(DTTE) inherited from Uganda Polytechnic, Kyambogo. The DTTE has been offered since
1999. The programme, that admits advanced Craft Certificate holders, consists basically of
pedagogy content addressing several Craft Certificate trades.
On the other hand, the Teacher and Instructor Education and Training (TIET) department,
Ministry of Education and Sports points out that the four TIET programmes, namely the
Certificate in Technical Teacher Education (CTTE), Diploma in Technical Teacher Education,
the Certificate in Vocational Training Instructor (CVTI) and the Diploma in Vocational Training
Instructor (DVTI) are all targeting to man the same institutions; vocational training institutions
and technical training institutions offering Craft Certificate and Uganda Junior Technical
Certificate (UJTC) courses examined by UNEB/UBTEB. The graduates of the Technical
Teacher Education and Vocational Training Instructor programmes get registered in the same
teacher level (grade V). Yet the programmes are awarded by different bodies.
The CTTE that has produced over 6,000 teachers since 1974 and the DTTE that has produced
over 1100 teachers since 1999 are awarded by Kyambogo University. The CVTI and DVTI that
have produced instructors since 2009 are awarded by the Directorate of Industrial Training.
On another front, the TIET department has expressed the view that the Technical Teacher
Education and Vocational Training Instructor programmes should be harmonized into one
diploma programme that is standardised for training teachers for business technical, vocational
education and training (BTVET) post primary institutions in Uganda.

2.2 Justification.
On its part, Kyambogo University has called for the review of all its programmes, to fit them in
line with community/workplace needs. In this respect, the university staff working together with
the staff of the Ministry of Education and Sports has constantly reviewed the performance of the
DTTE Programme graduates basing on the expectations of the Uganda Vocational Qualifications
Framework (UVQF) that was established in 2008 for the quality assurance of technical,
vocational education and training in Uganda, in line with the enacted BTVET Act 2008. It
quality assurance mandate extends to the Uganda Government goal “Skilling Uganda” in the
implementation of the recently launched BTVET Strategic Plan 2011 – 2020. The UVQF among
others expects that Diploma holders should demonstrate competences that include:
1. Industrial practical skills
2. Technical content at:
a. National Diploma in Engineering level
b. Diploma level in other Technical Education fields.
3. Demonstration of vocational pedagogical skills
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 The reviews identified that the DTTE graduated had challenges that included demonstration of:
1. Vocational pedagogical practice for workplace skills
2. Adequate technical content over and above Craft Certificate level
In addition, the reviews re-emphasised the need for teachers in BTVET post primary institutions
to demonstrate industrial skills.
Thus, Kyambogo University in collaboration with the Ministry of Education and Sports and
other stakeholders has revised the DTTE programme in a bid to fit it to community/ workplace
needs and the UVQF requirements.

The TIET department expressed the view that technical teacher and instructor training
programmes should be harmonized into one diploma programme that is standardised for training
teachers for business technical, vocational education and training (BTVET) post primary
institutions in Uganda.
Against this need for harmonization, the university and the stakeholders observe that at the close
of the above gaps in technical teacher training, the DTTE programme and any other technical
teacher and instructor training programmes should change title to Diploma in Instructor and
Technical Teacher Education (DITTE) in line with the TIET structure of technical teachers and
instructors, and specialise the programme in individual trade. Thus Kyambogo University has
reviewed the DTTE programme into the DITTE, segmented into various specialisations
programmes.

2.3 Overview of DITTE Programmes

DITTE Programmes Content

The DITTE programmes consist of courses for industrial practical skills, diploma level technical
content, and vocational pedagogical skills. The vocational pedagogical skills content consist of
courses for professional development in technical and vocational education delivery. Included
also are common courses offered at diploma level at Kyambogo University [Section 12(1)].

DITTE Specialisation Programmes

The industrial practical skills and diploma level technical courses cover eight (8) specialisations
that include Agricultural Production, Automobile Engineering, Civil and Building Engineering,
Electrical Engineering, Electronics Engineering, Leather Tanning and Leather Goods Production,
Metal Fabrication and Tailoring and Garment Design. Other BTVET specialisations will be
appended later. Each of these specialisations has a DITTE programme in that specialisation, and
this document is a DITTE in Civil and Building Engineering progamme.

DITTE Civil and Building Engineering Programme

This programme consists of courses for Civil and Building Engineering industrial practical skills,
diploma level technical content, and vocational pedagogical skills.

2.4 Target Group

The target group includes holders of the following:
1. An Advanced/National Craft Certificate or its equivalence in the following trades:
a. Bricklaying and Concrete practice
b. Carpentry and Joinery
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 c. Plumbing
2. A diploma in Civil and Building Engineering fields.

3.0 RESOURCES

3.1 Staffing:
The programme is to be run by existing staff of the Faculty of Education. In addition Kyambogo
University shall solicit for part time lecturers and resource persons where there is need (see page
438).

3.2 Facilities:
The Faculty of Education and Kyambogo University as a whole, have the required facilities
which satisfy the minimum standards in the form of lecture rooms, workshops, laboratories,
libraries, store, resource centers and computer laboratories for students’ usage.
With respect to the DITTE specialisations outlined in Section 2.3 above, the programme will be
run through collaboration with the Faculty of Vocational Studies and the Faculty of Engineering.
Other institutions intending to offer the programme need to have similar facilities, as well as
working relations with relevant workplaces and demonstration training schools.

3.3 Funding:
The students will be sponsored by:
• The government of Uganda
• Private sponsors.

4.0 PROGRAMME OBJECTIVES AND LEARNING OUTCOMES

4.1 General objective:

The overall objective of the programme is to train Civil and Building trades instructors and
technical teachers for post primary BTVET institutions.

4.2 Specific Objectives

Specifically, the programme seeks to:
a. Enhance students in diploma level technical education skills
b. Train teachers in vocational pedagogical methods of teaching Civil and Building trades in
Post Primary BTVET institutions.
c. Equip student teachers with knowledge, industrial practical skills and positive attitudes
towards work.
d. Train personnel that can teach and instruct using locally available resources
e. Impart in student teachers entrepreneurial skills for setting up and maintaining business
enterprises
f. Train students in training-needs assessment.
g. Impart in students knowledge and skills for developing training modules/manuals

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4.3 Learning Outcomes
By the end of the DITTE in Civil and Building Engineering training, students shall demonstrate
knowledge, skills and attitudes in technical education and industrial skills for the purpose of
teaching and instructing Craft Certificate, Uganda Junior Technical Certificate (UJTC) students
and short term trainees.
Specifically, the students shall:
1. Demonstrate mastery of technical education content at diploma level.
2. Demonstrate industrial practical skills.
3. Apply vocational pedagogical skills for teaching Craft certificate and UJTC studies, and
short term training.
4. Apply entrepreneurial skills principles for setting up and maintaining business
enterprises.
5. Demonstrate skills for training-needs assessment.
6. Practice the construction of training modules/manuals

5.0 GENERAL REGULATIONS

Kyambogo University general regulations and the Faculty of Education specific regulations shall
apply.

6.0 ADMISSIONS REQUIREMENTS

6.1 Admission Regulation

Admission into the DITTE programme shall be in accordance with the general university
regulations and procedures governing diploma programmes.

6.2 Entry Qualifications

Holders of the following qualifications in the trades indicated in Section 2.4 above are eligible
for admission to the programme:
a. An Advanced Craft Certificate
b. Uganda National Craft Certificate
c. A Certificate in Technical Teacher Education
d. A Certificate in Vocational Training Instructor
e. Diploma in Civil and Building Engineering

7.0 DURATION OF THE PROGRAMME

The DITTE programme will be offered as a full time Day/Evening and In-service.

7.1 Year I Entrants:

Year I entrants shall offer the DITTE programme in duration of four (4) semesters for full time
Day/Evening students, and six (6) semesters for In-service students. Each semester shall last 17
weeks.

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7.2 Year II Entrants:
Diploma holders, as the Faculty of Education shall determine, may join directly into second year.
They will offer the DITTE in duration of two (2) semesters for full time day/evening and four (4)
semesters for In-Service programme. Each semester shall last 17 weeks.

8.0 DITTE PROGRAMME STRUCTURE

The DITTE programme structure consists of semester load for core courses, Civil and Building
Engineering courses and recess term activities that include school practice and industrial
training.

Year I Semester I Credit Units

Core courses 06
Civil and Building Engineering courses 14
Total Credit Units for Semester 20

Year I Semester II
Core courses 08
Civil and Building Engineering courses 12
Total Credit Units for Semester 20

Recess Term I
School Practice 05
Industrial Training 03
Total Credit Units for Recess Term 08

Year II Semester I
Core courses 14
Civil and Building Engineering courses 05
Total Credit Units for Semester 21

Year II Semester II
Core courses 11
Civil and Building Engineering courses 10
Total Credit Units for Semester 19

Recess Term II
School Practice 05
Industrial Training 03
Total Credit Units for Recess Term 08

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9.0 PROGRAMME LOAD
To qualify for the award of the Diploma in Instructor and Technical Teacher Education (DITTE)
in Civil and Building Engineering, a candidate must obtain the Total Credit Units load below.
Year Semester/Term Credit Units
Year I Semester I 20
Year I Semester II 20
Year II Semester I 21
Year II Semester II 19
Total Semester Load for DITTE 80
Recess Term I and II 16
Total DITTE Programme Load 96

10.0 ASSESSMENT AND GRADING OF COURSES

10.1 Assessment of Courses

Each Course shall be assessed on the basis of 100 marks as follows:
Course work 40%
Examination 60%

(a) Coursework
It will consist of progressive assessment derived from:
i. Written Assignments 5%
ii. Tests 10%
iii. Practical work 25%
Total 40%
The nature/methods of assessment may change with the practices of each course unit.

(b) Examinations:
i. There shall be a written and/or practical examination at the end of each semester for
each of the courses covered in that semester. This will contribute 60% of the final
mark.
ii. The code number and title of each examination shall correspond to the number and
name of the Course.

10.2 School Practice

There will be two School Practice sessions, one at the end of each academic year, preceding
industrial practice. Each session shall last six weeks, and will have an equivalent of 5 Credit
Units. It will be marked out of 100%.

10.3 Industrial Training

There will be two Industrial Training sessions, one at the end of each academic year, after school
practice. Each session shall last six weeks, and will have an equivalent of 3 Credit Units. It will
be marked out of 100%.
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10.4 Grading of Courses

(a) Each Course shall be graded out of a maximum of 100 marks and assigned appropriate
letter grades and points as follows:

Mark % Letter Grade Grade Point (GP)

80 - 100 A 5.0
75 - 79.9 B+ 4.5
70 - 74.9 B 4.0
65 - 69.9 B- 3.5
60 - 64.9 C+ 3.0
55 - 59.9 C 2.5
50 - 54.9 C- 2.0
45 - 49.9 D+ 1.5
40 - 44.9 D 1.0
35 - 39.9 D- 0.5
Below 35 E 00

(b) The pass grade point for each Course will be 2.0.

(c) The following additional letters shall be used as appropriate:

W Withdrawal I Incomplete AUD Audited Course
An Audited Course is a course that is offered but not weighted. The DITTE programme does not
have audited courses.

10.5 Progression:
Progression of students shall be classified as Normal or Probationary.

(a) Normal Progress (NP)

Normal progress shall occur when a student has passed all the specified courses and
obtained a Cumulative Grade Point Average (CGPA) of 2.00 and above.

(b) Probationary Progress (PP)

i. A student shall be placed on probation when he/she obtains a CGPA of less than 2.0.
ii. A student who fails a Course shall be placed on Probationary Progress (PP).

(c) Discontinuation
A student shall be discontinued from the program if one of the following conditions
exists:
(i) Obtaining more than two probationary passes on the same Course
(ii) Obtaining three consecutive probations based on Cumulative Grade Point
Average (CGPA).

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10.6 Retaking a Course:
A student may retake any Course when it is next offered in order to pass it if he or she had failed
it before. While retaking a Course, a student shall retake both the Coursework and the
Examination. Whenever a course has been retaken, the academic transcript shall indicate so
accordingly, but it is the mark of the re-taken Course that shall be indicated.

11.0 AWARD AND CLASSIFICATION OF THE DIPLOMA

11.1 AWARD
A student passing all the courses shall be awarded the Diploma in Instructor and Technical
Teacher Education (DITTE) in Civil and Building Engineering of Kyambogo University.

11.2 CLASSIFICATION
The Diploma in Instructor and Teacher Education in Civil and Building Engineering shall be
classified according to the CGPA obtained up to the end of the programme as follows:

CLASS (Grade) CGPA

First class 4.40 – 5.00
Second class (Upper Division) 3.60 – 4.39
Second class (Lower Division) 2.80 – 3.59
Pass 2.00 – 2.79

The CGPA shall be obtained by:

• Multiplying the grade point (GP) obtained by the credit units assigned to the Course to arrive
at the weighted score for the Course.
• Adding together the weighted scores for all courses taken up to the time
• Dividing the total weighted score by the total number of credit units taken up to the time.

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12.1 DITTE IN CIVIL AND BUILDING ENGINEERING COURSE STURCTURE AND
CONTENT

The DITTE in Civil and Building Engineering programme content consists of Core together with Civil
and Building Engineering courses.

12.1 COURSE STURCTURE

CORE COURSES
Introduction to Core Courses:
The core courses component of the DITTE in Civil and Building Engineering programme consists of
professional education studies courses in technical and vocational education together with DITTE
common courses.
The professional studies in technical and vocational education courses include Educational Technology
and General TVET Methods, Craft Science and Technology, Craft Workshop and Field Work Practice,
Foundations of TVET, Educational Administration and Management, TVET Curriculum Development,
Educational Psychology, Guidance and Counseling and TVET Specific Methods.
The common courses include Engineering Drawing, Introduction to Engineering Mathematics,
Communication Skills & Humanities, Entrepreneurship Skills, Introduction to Computer Science,
Engineering Mathematics I, Engineering Mathematics II, Leisure and Recreation and Introduction to
Special Needs Education.
The courses consist of the theory and practice activities that help the students to develop vocational
pedagogy skills for teaching Craft certificate and UJTC studies, entrepreneurial skills for setting up and
maintaining business enterprises, as well as skills for training-needs assessment.
Learning Outcomes for the Core Courses:
By the end of the programme, students should be able to:
a. Construct, read and interpret engineering drawings that meet drawing legislation and standards.
b. Demonstrate skills of solving mathematics related problems
c. Communicate effectively the in the field of work.
d. Demonstrate entrepreneurship skills for self-employment and basic business management
e. Use computer systems to execute general and specialised tasks
f. Advance in higher education , research and development
g. Prepare schemes of work, lesson plans, information sheets, marking guides and work stations
h. Produce instructional Aids.
i. Conduct teaching and mentoring in industry and TVET institutions.
j. Outline professional and ethical challenges to TVET instructors
k. Apply sociological and philosophical principles to TVET instruction/teaching and learning
l. Identify and discuss pertinent TVET issues within Uganda and beyond.
m. Identify TVET needs for persons with disabilities.
n. Demonstrate management and administration skills employed in TVET institutions.
o. Carry out training needs assessment
p. Design and develop TVET short courses and course materials.
q. Apply relevant theories of human learning to teaching in TVET instruction
r. Guide learners through their career paths in their respective trades/professions
s. Organise clubs, societies and performing arts activities in TVET Institutions

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CIVIL AND BUILDING ENGINEERING COURSES
Introduction to Civil and Building Courses
The courses in this section form the content for the Civil and Building Engineering specialisation in the
DITTE programme. This content consists of the theory and practice activities that help the students to
develop Civil and Building Engineering practical skills and acquire diploma level technical education
content.
Learning Outcomes for Civil and Building Engineering Courses
By the end of the programme, students should be able to:
a. Draw and interpret recommend plans for approval.
b. Practice basic Carpentry and Joinery Industrial skills
c. Construct and maintain Non-Storeyed buildings.
d. Construct and maintain buildings.
e. Organise meetings, prepare reports, prepare budgets, procurement and work plans.
f. Set out and carry out survey activities of site and works.
g. Ensure safety, health, welfare and security of workers, works, plants and the public.
h. Auto CAD in the design of components for storeyed structures and support systems.
i. Advance in higher education , research and development
j. Demonstrate entrepreneurship skills for job creation

COURSE STRUCTURE FOR YEAR ONE ENTRANTS

YEAR I SEMESTER I
Code Course L P CH CU
Core Courses
EGED1101 Introduction to Engineering Drawing 15 30 30 2
EGED1102 Engineering Mathematics I 60 0 60 4
Civil and Building Engineering Courses
ECBD1101 Engineering Mechanics 30 30 45 3
ECBD1102 Construction Technology I 15 30 30 2
ECBD1103 Construction Materials 30 30 45 3
ECBD1104 Concrete Technology 30 30 45 3
ECBD1105 Structural Analysis 30 30 45 3
Total Course Load for Year I Semester I 20

YEAR I SEMESTER II
Code Course L P CH CU
Core Courses
EGED1201 Introduction to Computing 15 30 30 2
EGED1103 Communication Skills & Humanities 15 60 45 3
ETSD1201 Educational Technology 15 60 60 3
Civil and Building Engineering Courses
ECBD1201 Construction Technology II 15 60 45 3
ECBD1202 Engineering Geology 15 60 45 3
ECBD1203 Quantity Surveying 15 60 45 3
ECBD1204 Strength of Materials 30 30 45 3
Total Course Load for Year I Semester II 20
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Recess Term I
ETSD1301 School Practice I 0 150 75 5
ETSD1302 Industrial Training I 0 360 45 3
Total Recess Term Load 08

YEAR II SEMESTER I
Core Courses
EGED2101 Introduction to Special Needs Education 15 30 30 2
EGED2102 Leisure and Recreation 15 30 30 2
ETSD2101 Foundations of TVET 30 30 45 3
EGED2103 Engineering Mathematics II 60 0 60 4
EGED2104 Entrepreneurship Skills 15 60 45 3
Civil and Building Engineering Courses
ECBD2101 Carpentry and Joinery Industrial Skills 15 60 45 3
ECBD2102 Engineering Surveying I 15 30 30 2
ETCD2103 The Construction Profession and Society 15 30 30 2
Total Course Load for Year II Semester I 21

YEAR II SEMESTER II
Core Courses
ETSD2201 TVET Specific Methods 15 60 45 3
ETSD2202 Educational Administration and Management 15 30 30 2
ETSD2203 Educational Psychology, Guidance and Counseling 30 30 45 3
ETSD2204 TVET Curriculum Development 15 60 45 3
Civil and Building Engineering Courses
ECBD2201 Building Services and Practices 15 30 30 2
ECBD2202 Auto CAD for Civil and Construction Works 15 60 45 3
ECBD2203 Engineering Surveying II 15 60 45 3
Total Course Load for Year II Semester II 19
Recess Term II
ETSD2301 School Practice II 0 150 75 5
ETSD2302 Industrial Training II 0 360 45 3
Total Recess Term Load 08

TOTAL COURSE LOAD FOR YEAR ONE ENTRANTS 96

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COURSES STRUCTURE FOR YEAR TWO ENTRANTS

YEAR II SEMESTER I
Core Courses
EGED2101 Introduction to Special Needs Education 15 30 30 2
EGED2102 Leisure and Recreation 15 30 30 2
ETSD2101 Foundations of TVET 30 30 45 3
EGED2104 Entrepreneurship Skills 15 60 45 3
ETSD2101 Educational Technology 15 60 45 3
ETSD2102 Craft Science and Technology 30 60 60 4
Civil and Building Engineering Courses
ECBD2101 Carpentry and Joinery Industrial Skills 15 60 45 3
Total Course Load for Year II Semester I 20

YEAR II SEMESTER II
Core Courses
ETSD2201 TVET Specific Methods 15 60 45 3
ETSD2202 Educational Administration and Management 15 30 30 2
ETSD2203 Educational Psychology, Guidance and Counseling 30 30 45 3
ETSD2204 TVET Curriculum Development 15 60 60 3
ETSD2205 Craft Workshop and Field Work Practice 15 90 60 4
Civil and Building Engineering Courses
ECBD2202 Auto CAD for Civil and Construction Works 15 60 45 3
Total Course Load for Year II Semester II 18
Recess Term II
ETSD2301 School Practice I 0 150 75 5
ETSD2302 School Practice II 0 150 75 5
Total Recess Term Load 10

TOTAL COURSE LOAD FOR YEAR TWO ENTRANTS 48

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12.2 CORE COURSES CONTENT

Course Code and Name: EGED1101 Introduction to Engineering Drawing

Course Level: Year I Semester I
Course Credit: 2CU
Brief Course Description
The Course introduces the student to drawing as a means of communication in the field of engineering.
It must be done in accordance with dimensions, convectional representation and standard practice.
Learning Outcomes
The student:
• Develops skills in reading, interpreting and producing drawings.
• Shows the value of engineering drawing techniques for conveying ideas.
• Carries out equipment designs that meet engineering drawing legislation and standards.
Competences
By the end of this course, the student should be able to:
• Construct engineering drawings
• Demonstrates skills in reading, interpreting and presenting drawings.
• Design equipment in conformity to engineering drawing regulations and standards.
Detailed Course Description Duration
Introduction to Engineering Drawing 3 hours
• Aims and purposes of Engineering Drawing.
• Freehand Sketching
Simple Geometrical Construction 12 hours
• Principles of tangency.
• Simple plane figures.
• Transformation of plane figures.
• Loci and special curves.
• Graphical resolution of forces
Principles of Orthographic Projection 10 hours
• 1st and 3rd angle projection practice.
• 1st auxiliary projection.
• Dimensioning of orthographic elevation.
Principles of Sectioning 5 hours
• Introduction to sectioning
• Isometric objects
• Oblique objects
Methodology: Using: Guided discussion, group work, demonstration and practice, coaching, project
work, experimentation, field study and report writing, tasks.
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
• Total 100%
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References:
1. Surjit Singh. (2001 ).A Text book of Engineering Drawing . Dhanpat Rai and Co. Delhi
2. Agarwal (2008). Engineering Drawing. Tata McGraw-Hill Education
3. Simmons, C. H and D. E. Maguire (2004). Manual of Engineering. Newnes,
4. Artila Ertas, Jesse C. Jones (1993, 1996), The Engineering Design Processes. John Wiley & Sons,
Inc. ISBN 0-471-13699-9.

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Course Code and Name: EGED1102 Engineering Mathematics I
Course Level: Year I Semester I
Course Credit: 4CU
Brief Course Description
The Course introduces the concept of indices and logarithms, solving simultaneous equations and
trigonometry. It enables the student to apply above concepts in solving electrical engineering problems
Learning outcome
• The student uses mathematical concepts in solving engineering problems.
Competence
• By the end of this course, the student should be able to use the mathematical
concepts in solving engineering problems.
Detailed Course Description Duration
Indices and Logarithms 7 hours
• Indices: Definitions, laws, fractions, negatives, multiplication, division, surds and
rationalization. Equations and expressions involving indices.
• Logarithms: Laws, logarithmic equations, natural logarithms, graphs.
• Exponential functions.
Equation 6 hours
• Definitions
• The general quadratic equation; completing the square, the formula and its solution.
• The imaginary number j =√– 1. Simultaneous equations.
Polynomials and Functions 4 hours
• Definitions, Linear functions, Graphs of function, Roots, partial fractions;
Interpolation and extrapolation of values.
• • Remainder theorem and its applications in the solutions of polynomial equations.
Trigonometry 6 hours
• General angle, Pythagoras’ theorem, graphs of trigonometric functions.
• The sine, cosine, tangent and half angle formulas.
• Heights and distances (angles of elevation and depression).
Double Angles 7 hours
• Compound angles. Half angles factor formula.
• Maximum and minimum values.
• Solutions of trigonometric equations plus applications to electrical work.
• Graphical addition of sine wave with a phase displacement
Vector Analysis 8 hours
• Vectors and scalars, components of a vector , vector algebra, laws of vector
algebra, vector and scalar products , application to analytical and geometry.
• Equations of lines, planes, spheres , applications to engineering problems
Linear Algebra 14 hours
• Linear equations: systems of linear equations, homogeneous and non-
homogeneous equations,.
• Matrices: definitions, types of matrices, determinants, matrix algebra, the identity
matrix, transpose of a matrix, matrices and systems of linear equations, elementary
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 row operations and echelon matrices.
• Applications to systems of linear equations and stress-strain analysis.
Statistics 8 hours
• Mean, Mode and Medium for grouped data; Dispersion, Correlation, Regression,
Expectation, Probability and Probability Distributions.
Methodology: Using: Interactive lecture, tutorials, demonstration, problem solving and guided
discovery, tasks
Assessment :
• Assignment 15%
• Tests 25%
• Examination 60%
Total 100%
References:
1. Bird, J. (2010). Engineering Mathematics. Elsevier Ltd.
2. Stroud, K. A and D. J. Booth (2007). Engineering Mathematics. Industrial Press, Inc.
3. Bolton, W. (1997). Essential Mathematics for Engineering. Butterworth-Heinemann, London.
4. Greer & Taylor (2000). Mathematics for Technicians. Stanley Thomas.
5. Kreyszig, E (2011). Advanced Engineering Mathematics,. John Wiley & Sons, Inc. USA

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Course Code and Name: EGED 1201 Introduction to Computing
Course Level: Year I Semester II
Course Credit: 2 CU
Brief course description:
The course introduces students to the history of computing devices, Data representation in a computer,
computer application packages, and Internet Technologies.
Learning Outcomes:
The student:
• Outlines the functions of computers.
• Demonstrates skills of data management using computers
• Uses computer application packages
• Creates computer programmes in Object-oriented programming,
• Uses internet services.
Competences:
By the end of this course, the student:
• Explain the evolution of computing
• Outline the functions of the various types of software and hardware
• Demonstrate Data/information processing
• Identifies the functions of Operating Systems
• Manages files in a computer;
• Use Ms Word, spreadsheet, Power point and Auto CAD.
• Create a computer program using Object-Oriented programme
• Demonstrate the application of Internet services
Detailed course description Duration
Introduction to ICT & History of Computing Devices 3 hours
• Components of ICT; Input devices; Output device; Storage devices
• Software: System software (OS); Application software; Utility Software (AV)
• Hardware Components: External components; Internal components; Processor;
Memories
Data and Information: 2 Hours
• What is data; Types of Information; Encoding & Coding; Files, security and
quality of information
Introduction to operating systems 2 Hours
• Definition and classes of OS
• Resource management; File management
Computer Application Practice 14 hours
• Ms Word; MS Excel; MS Access; MS Power point
• Basic CAD
Programming Languages and tools: 5 hours
• Introduction to programming
• Programming Constructs Procedures and Functions Structured programming
• Classification of programming languages
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 • Object-oriented programming
Introduction to the internet 4 hours
• Internet: ISP; URL; Domain name; Intranet
• Advanced Internet: World wide web; Web browers; HTTP; FTP; Telnet; HTML;
Threats; Firewall
• Electronic mail services: E-mail signing up; E-Commerce
Methodology: Using: Interactive lecture, coaching, project work, demonstration and practice, problem
solving and guided discovery, practical tasks, group work, case study
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
References:
1. ITL Education Solutions Limited (2011). Introduction to Computer Science. Pearson Education
India
2. Tanenbaum Andrew S. (2007). Computer Networks, 4th Edition. Prentice Hall International Inc.
3. Anokh Singh (2001). Principles of Communication Engineering. S. Chand & Co. Ltd, New Delhi.
4. Finay Janet E. (2007). Human–computer Interaction, 3rd Edition. Prentice Hall, Essex.
5. Wyzard, Schroeder, & Haskell. (2010). Digital Age Teaching Skills, A Standards Based Approach,
2nd Edition

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Course Code and Name: EGED1202 Communication Skills and Humanities
Course level: Year I Semester II
Course Credit: 3 CU
Brief course description:
The Course introduces students to communication skills and humanities so as to equip them with
knowledge about the environment as well as sociopolitical and economic issues.
Learning Outcomes
The student:
• Communicates effectively the engineering terms applied in the field of work.
• Explains current socio-political, economic trends.
Competences:
By the end of this Course, the student should be able to:
• Read, listen, take and make notes, speak, interact and conduct meetings.
• Write technical and business reports, handle intra and inter office communication
and present reports.
• Observe labor and environmental conservation laws as well as safety and health
precautions.
• Practice human rights, observe genders roles and social structures, and manage
population growth.
• Participate in democracy and pay taxes.
Preparatory Assignment (Duration 2 hours)
Students are given a task to respond to a job advert in a given newspaper.
Result: The students submit the application to the teacher for analysis.
Detailed Course Description Duration
Introduction to Communication Skills 7 hours
• Fundamental skills: reading, listening, note taking and note making as well as
speaking and interaction skills.
• Publics peaking
• Oral presentations and speeches
• Interpersonal skills: the work place, conduction of meetings.
Writing Skills 12 hours
• Academic writing: technical and scientific report writing, curriculum vitae and
resume’ writing as well as seminar and workshop paper presentation.
• Office and business writing: intra and inter-office communication, business
correspondence and memo writing.
• Correspondence today
• Letter writing
• Project proposal writing
Work Environment 6 hours
• Labor relations: Labor laws, safety, health and environmental issues.
Topic 4: Social Studies 10 hours
• Gender issues, population trends, human rights and social structures, SRH.
Civil Education 8 hours
19
 • Democracy, decentralization, arms of government, national developments: (i.e.
from Governments, NGOs, civil society organizations and associations).
• Taxation system
• Trade Unions: leadership skills.
Methodology: Using: Interactive lecture, case studies, guided discussions, resource persons, practice,
project work
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
Reference:
1. Fleming, C. A (2010). It's the Way You Say It: Becoming Articulate, Well-spoken, and Clear. i
Universe.
2. Lucas (2011). The Art of Public Speaking. McGraw-Hill Humanities/Social Sciences/Languages.
3. Patterson, K., Grenny, J., McMillan, R and Al Switzler (2011). Crucial Conversations Tools for
Talking When Stakes Are High, Second Edition. McGraw-Hill.
4. Wyzard, Schroeder, & Haskell. (2010). Digital Age Teaching Skills, A Standards Based Approach,
2nd Edition

20
Course Code and Name: ETSD1201 Educational Technology
Course Level: Year I Semester II
Course Credit: 3 CU
Brief course description:
The Course introduces trainees to instructional methods, strategies and instructional aids development,
as well as the instructional practice in TVET institutions
Learning outcomes
• The student prepares schemes of work, lesson plans, information sheets,
marking guides and work stations.
• The student produces instructional aids.
Competences
• By the end of the Course, students should be able to:
• Define instructional terms ‘Vocational Pedagogy’ and ‘CBET’
• Construct enabling performance objectives and competencies
• Prepare training documents
• Explain the concept of Education Technology
• Identify appropriate institutional aids in TVET
• Design and produce institutional aids
• Produce TVET institutional aids using Art, Technology and ICT
• Identify appropriate methods and approaches to instruction
• Construct TVET evaluation tools
Detailed Course Description Duration
Principles of Vocational Pedagogy 6 Hours
• Definition of Pedagogy
• Concept of CBET instruction
• Preparation of relevant training documents
• Principle of micro instruction
• Construction of enabling performance objectives and competencies
• Use of visual Aids
Methods and approaches of instruction
• Methods and approaches to instruction. 6 Hours
• Special needs specific instruction methods
Training Evaluation and Assessment 8 Hours
• Concept of assessment
• Constructing valid and reliable TVET assessment tools
• Course/program/topic Evaluation
Teaching Aids (T/A) 20 Hours
• Types of Teaching Aids
• Design and development of effective teaching Aids in TVET
• Application of various Teaching Aids
• Evaluation of effectiveness of T/A
ICT in TVET Systems 5 Hours

21
 • ICT in production of T/A
Methodology: Using: Interactive lecture, coaching, project work, demonstration and practice, resource
persons, field study and report writing, problem solving and guided discussion, practical tasks, role play,
group work
Assessment :
• Assignment 5%
• Produced Materials (with oral presentation) 35%
• Examination 60%
Total 100%
References:
1. Jonassen, D. H., & Land, S. M (2012). Theoretical Foundations of Learning Environments, 2nd ed.
Lawrence Erlbaum Associates
2. Kumar, K.L (2004). Educational Technology. New Age International Publishers. New Dehli
3. Kyakulumbye, A. K. (2008). Work Related Learning: A Comparative Study Relating Vocational
Teacher Education at Høgskolen i Akershus to Technical Teacher Education at Kyambogo
University
4. Melinda, W. and W. Angliss (2005). Pedagogy in VET: A background Paper. Melbourne; TAFE
Development Centre LTD.
5. Mjelde, L. (2006). Magical Properties of Workshop Learning. Bern: Peter Lang.
6. Wyzard, Schroeder, & Haskell. (2010). Digital Age Teaching Skills, A Standards Based Approach,
2nd Edition

22
Course Code and Name: ETSD1301 School Practice I
Course Level: Recess Term I
Course Credit: 5 CU
Brief course description: The Course introduces trainees to instructional practice in TVET institutions
Learning outcomes
The learner prepares materials for, and conducts institutional practice.
Competences
By the end of the course, learner:
• Reflects on School Practice I
• Prepares materials for 2nd school/institutional practice
• Conducts school/institutional practice
Detailed Course Description Duration
Course: School/Institutional Practice 6 weeks
• Preparation of relevant training documents and instructional aids
• Organization of appropriate instructional aids
• Selection of various methods and approaches of TVET instruction
• Construction of enabling performance objectives and competencies
• Conducting school/institutional practice in TVET institutions
Methodology: Support Supervision, Team Teaching, Institutional Practice Supervision
Assessment :
• School/Institutional Practice 100%
Total 100%

23
Course Code and Name: ETSD 1302 Industrial Training I
Course Level: Recess Term I
Course Credit: 3CU
Brief course description: The course involves attachment and practical training in industry/workplaces.
Learning outcome
The learner gains practical competences required in industry/workplaces.
Competence
By the end of the industrial training, trainees write reports and make presentation on Civil
and Building Engineering and related field practices.
Detailed Course Description Duration
Civil and Building Engineering and related practices to reflect on: 360 hours
• Safety and health; precautions, protective clothing
• Civil and Building Engineering standards; consumer standards
• Static and dynamic characteristics.
• Tools, instruments and devices; Identification and use
• Resource identification and exploitation, selection, use and safety
• Precautions.
• Quality of practice s in the production cycle of enterprises
• Data collection analysis/processing and interpretation.
• Life skills at work place
Methodology: Using practice, experiment, demonstration and discovery.
Assessment :
• Supervisor’s report 25%
• Learner’s report 50%
• Farm guide’s report 25%
Total 100%

24
Course code and Name: EGED 2101 Introduction to Special Needs Education
Course level: Year II Semester I
Course Credit: 2 CU
Brief Course Description
The course introduces the student to basic knowledge that will enable him/her appreciate working with
learners with conditions that are unusual from the ordinary students.
Learning Outcomes:
The student:
• Outlines the special needs conceptual framework for learners with conditions that are unusual
from the ordinary students
• Identifies and remedies the effect of impairments on learners’ development
Competences:
The student:
• Explains the concept of Special Needs Education.
• Identifies impairments in learners
• Differentiates between the various types of impairments and their causes
• Finds the impairments effect on the learning and development process in learners
• Applies available remedies on the impairments affecting learners’ development process.
Detailed Course Description Duration
Definition of Concepts 5 hours
• Disability
• Impairment
• Special Needs Education
Types of Special Needs in Education, Symptoms and Remedies 8 hours
• Gifted and talented Learners
• Slows Learners
• Disabled Learners
o Hearing Impairment and Visual Impairment
o Physical Impairment
o Mental Impairment
Health Barriers to Learning and Development 9 hours
o Autistic Learners
o Asthmatic Learners
o Epileptic Learners
o Sickle Cells
o HIV/Aids
Socio Economic Barriers to Learning and Development 8 hours
o Orphaned and Vulnerability
o Family challenges: divorce, domestic violence, death, etc.
o Cultural and religious factors
• Age (Old) learners in the class
Methodology: Interactive lecture, demonstration, role play, conferencing and project work, group work,
case study, resource person.
Assessment :
25
 • Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
Reference:
1. Ekins, A (2012). The Changing Face of Special Educational Needs: Impact and implications for
Special Educational Needs Co-ordinators (SENCOs) and their schools. Routledge. NY, USA
2. Olive, S. (2003). Neglected Children Issues and Dilemmas: (Working Together For Children,
Young People and Their Families). Blackwell Science Ltd. Oxford, UK.
3. Peer, L and G. Reid (Eds.) (2011). Special Educational Needs: A Guide for Inclusive Practice.
Sage Publications Ltd.

26
Course Code and Name: EGED2102 Leisure and Recreation
Course Level: Year II Semester I
Course Credit: 2 CU
Brief course description:
The Course introduces trainees to Leisure and Recreation; physical education and sports, clubs and
societies, performing arts activities in TVET institutions.
Learning outcomes
The student writes Case Study reports on:
• Clubs and societies activities in TVET Institutions in Uganda
• Performing arts in TVET Institutions in Uganda
Competences
By the end of the Course, students should be able to:
• Participate in activities that promote a healthy body and mind.
• Develop a positive attitude towards self, others and the community.
• Socialize with others.
• Form relevant clubs and societies
• Participate in TVET clubs and societies.
• Identify different areas of performing arts amongst learners
• Participate in relevant TVET performing arts.
Detailed Course Description Duration
Physical education and sports 8 Hours
• Healthy body and mind
• Positive community attributes
Clubs and societies 11 Hours
• Formation of TVET school clubs/societies
• Participation in TVET clubs and societies
Performing Arts 11 Hours
• Identification of areas of performing arts amongst learners
• Participation in TVET performing arts
Methodology: Using: Interactive lecture, project work, demonstration and practice, resource persons,
field study and report writing, guided discussion, practical tasks, group work, case study, think-pair
share, role play
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
Reference.
1. Torkildsen, G (2005). Leisure and Recreation Management. Routledge 270 Madison Avenue, NY.
2. Introduction to Leisure and Recreation. Publication: 2005 | ISBN-10: 0736057811 | ISBN-13: 978-
0736057813
3. Russell, R.V. (2009). Pastimes: The Context of Contemporary Leisure. Sagamore Publishing
4. Hurd, A., Barcelona, R and J. Meldrum (2008). Leisure Services Management with Web Resources.
27
Human Kinetics.

28
Course Code and Name: EGED2103 Engineering Mathematics II
Course Level: Year II Semester I
Course Credit: 4CU
Brief Course Description
The Course introduces to the student the manipulation of sequences and series and binomial expressions,
application of vector geometry to solving engineering problems, methods of differentiation and
integration, and solving of first and second order ordinary differential equations
Learning Outcomes
The student:
• Finds limits of sequences
• Evaluates multiple differentiation and integration.
• Solves simple differential equations..
• Applies above concepts in solving engineering problems.
Competences
• By the end of this Course, the student should be able to:
• Illustrate binomial expressions.
• Compute sequences and series problems.
• Analyse vectors and use them to solve engineering problems.
• Solve 1st and 2nd order differential equations and apply them in solving various
problems such as rates of change.
Preparatory Assignment (Duration=1week)
Students are given a working drawing of a circuit diagram and asked to explain possible
ways on how the cost of the product and materials needed may be determined, and what
sort of mathematics may be employed.
Result: Students make a report or presentation of the analysis.
Detailed Course Description Duration
Binomial Theorem 10 hours
• Expansion of binomial expressions: Pascal’s triangle, the binomial theorem for ‘n’ a
positive integer.
• The general binomial expansion (1+x)n for |x| < 1 and for |x|> 1
Sequences and Series 10 hours
• Power of natural numbers.
• Sum of natural terms.
• Sum of squares of natural numbers.
• Sum of cubes of natural numbers (without proof).
• The geometrical series and arithmetical series.
• Geometric and arithmetic means.
• The ideas of sum Sn to infinity.
• Applications of series.

29
Vector Geometry 12 hours
• Vector algebra: addition and subtraction of vectors.
• Linear combination of vectors: linear independent and dependent of vectors.
• Dimensions, bases.
• The representation of a vector in the i, j, k form in three dimensions.
• Dots and cross products and applications to engineering problems.
Differentiation 15 hours
• Differentiation of standard functions from first principles.
• Alternative notations for the first and second derivatives.
• Product, quotients and chair rules.
• Differentiation of algebraic, trigonometric, exponential logarithmic and hyperbolic
functions and inverse.
• Applications of differentiation to rates of changes, minima and approximate roots to
equations.
• Curves and curve fittings.
Integration 13 hours
• Integration of standard functions from first principles.
• Integration techniques; reverse of differentiation, by parts, by partial fractions,
• Area under the curve
• Integration of algebraic, trigonometric, exponential and logarithmic functions
• Simple differential functions
• Application of integration principles to motion, energy, production functions
Methodology: Using: Interactive lecture, tutorials, demonstration, problem solving and guided
discovery, tasks, experiment.
Assessment :
• Assignment 15%
• Tests 25%
• Examination 60%
Total 100%
References:
1. Bird, J. (2010). Engineering Mathematics. Elsevier Ltd.
2. Bolton, W. (1997). Essential Mathematics for Engineering. Butterworth-Heinemann, London.
3. Greer & Taylor (2000). Mathematics for Technicians. Stanley Thomas.
4. Kreyszig, E (2011). Advanced Engineering Mathematics,. John Wiley & Sons, Inc. USA
5. Stroud, K. A and D. J. Booth (2007). Engineering Mathematics. Industrial Press, Inc.

30
Course Code and Name: EGED2104 Entrepreneurship Skills
Course Level: Year I Semester I
Course Credit 3CU
Brief course description:
The Course introduces the students to the basic entrepreneurship skills; market analysis, cost
accounting systems and financial management and business planning.
Learning outcomes
• The student demonstrates entrepreneurship skills for self-employment and practices basic
business management skills.
Competences: The student demonstrates the following:
• Describes the entrepreneurship concept
• Identifies personal abilities for entrepreneurship
• Screens and evaluates business ideas
• Prepares a budget
• Develops measures to manage debtors, creditors, stock and cash.
• Conduct variance analysis for actual and estimated budgets.
• Identify and keep business documents.
• Prepare business books.
• Compute business profit and loss
• Writes a business plan.
• Distinguish between the different forms of business organizations.
• Register a business.
Detailed Course Description Duration
Entrepreneurship and Personal Awareness 4 hours
• Define entrepreneurship
• Define an entrepreneur
• Give different types of entrepreneurs
• Roles of entrepreneurship.
• Characteristics of an entrepreneur
• Barriers to entrepreneurship development.
Entrepreneurship Process 4 hours
• Define an enterprise
• Different forms of enterprises e.g Coffee firm, Private school, Construction firm.
• Identifying business opportunity:
• Screening and evaluation of opportunities
Market and Market Analysis. 4 hours
• Description of products and services
• Market research (getting full information about potential customers, competitors,
industry and environment).
• Marketing questionnaire, observation and interviews.
• The7Ps i.e product, price, place, people, physical presence, process and promotion.

31
Cost Accounting Systems and Financial Management 16 hours
• Taxation: Policies; Types of taxes.
• Managing Finances: Working capital; Define working capital and net working
capital; Working capital cycle (cash, creditors, debtors, inventory (raw materials,
work in progress, finished goods)); Components of working capital (current assets
and current liabilities).
• Management of debtors: Purpose for managing debtors; Measures to manage
debtors
• Managing payables: Management of inventories; Stock turn over period; Optimum
level of stock; Factors that determine optimum stock level; Ways of better stock
control
• Management of cash: Measures for good cash management.
• Performance measures: Budget and variance analysis; Importance of budgeting;
Steps in preparing a budget; Essentials of a good budget
• Book Keeping: Define book keeping; Reasons why an entrepreneur should keep
books; Commonly used documents: Receipts, invoices, payment slip, cheque leafs,
delivery notes, bank slips;
Cash Book: Define cash book; Three types of cash books; Prepare single cash book,
double cash book.
• Product/service costing: Define product costing; Factors to consider before costing
your product/service; (product components, other cost elements such as transport,
taxes); Aggregate all the costs involved to make in having already to sell product.
• Pricing: Define pricing; determine the price using cost statement.
• Income and expenditure: Importance of recording income; Importance of recording
expenditure.
• Profit/loss: Total sales-total expense=profit or loss; Profit and loss account format:
incomes less expenses; Profit/loss for the period.
• Savings:; Define savings; For what purpose do we save; What to do with the profits
made
• An Asset Register: Define an asset register and give examples; Define depreciation;
Give reasons for providing for depreciation; A simple method of computing
depreciation using cost and number of years expected to serve.
• Financial Position: Define balance sheet; Description of balance sheet elements i.e.
fixed assets, current assets, long term liabilities and short term liabilities; Prepare a
balance sheet.
Writing a Business Plan
• Definition of a business plan 10 Hours
• Need for a business plan
• Contents of a business plan: Executive summary; Table of contents; Business
description; Product description; Customer analysis; Competitor analysis; Industry
analysis; Business strategy; Operational plan; Marketing plan; Financial plan;
Critical risk; Development plan
Forms of Business Organisation.
• Sole Proprietorship 5 Hours

32
 • Partnership
• Limited liability
• Cooperative society.
• Give the features, advantages and disadvantages of each form of business.
• Registering a business and legal requirements.
• Advantages of registering a business
Methodology: Using: Interactive lecture, tutorials, case study, project work, demonstration and practice,
resource persons, field study and report writing, problem solving and guided discovery, practical tasks,
role play, group work
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
Reference:
1. Banga, T. R. & Sharma, S.C. (2000). Industrial Organiastion and Engineering Economics. Nath
Market, Naisarak. Delhi-110006: Khanna Publishers.
2. Casson, M and P. J. Buckely (2010). Entrepreneurship: Theory, Networks, History. Edward Elgar
Publishing Ltd. U.K
3. Mohanty, S. K (2005). Fundamentals of Entrepreneurship. Prentice Hall. India
4. Steyaert, C and D. Hjorrth (2004). New Movements in Entrepreneurship. Edward Elgar Publishing
Ltd. U.K

33
Course Code and Name: ETSD2101 Foundations of TVET
Course Level: Year II Semester I
Course Credit: 3 CU
Brief course description:
The Course introduces trainees to teaching professional ethics, TVET sociological and philosophy
principles, comparative TVET systems, and the role of TVET to persons with disabilities.
Learning outcomes
The student writes reports on:
• Explains the term ‘TVET’
• Outlines professional and ethical challenges to TVET instructors
• Applies sociological and philosophical principles to TVET instruction/
teaching and learning
• Discusses pertinent TVET issues within Uganda and beyond.
• Identifies TVET needs for person with disabilities.
Competences
By the end of the Course, students should be able to:
• Explains the term ‘TVET’
• Explains the ethics and professionalism of TVET teaching
• Exhibits relevant TVET ethics and professionalism
• Explains the term ‘sociology of Education’
• Conducts a Case Study on application and practice of sociology principles to TVET teaching –
learning
• Explains the term ‘philosophy of Education’
• Conducts a Case Study on application and practice of philosophical principles to TVET teaching
–learning.
• Explains the term ‘Comparative Education’
• Outlines Uganda’s TVET Systems in relation to those of other countries in East Africa and
beyond.
• Describes pertinent issues in TVET
• Explains the term ‘Persons with Disabilities’
• Suggests training strategies for different categories of Persons with Disabilities
Detailed Course Description Duration
Professionalism and Ethics 3 Hours
• The concept of TVET
• TVET teacher ethics
• TVET teacher professionalism
Sociological principles of TVET 12 Hours
• Introduction to sociology of Education
• Application of Sociological principles to TVET teaching –learning
Philosophy Principles of TVET 12 Hours
• Introduction to philosophy of Education
• Application of Sociological principles to TVET teaching –learning

34
Comparative TVET Systems 12 Hours
• The concepts of Comparative Education
• Different TVET Systems in Uganda and beyond
• Pertinent issues in TVET
TVET and Persons with Disabilities 6 Hours
• Classification of Persons with Disabilities
• Role of TVET for Persons with Disabilities
• TVET activities for Persons with Disabilities
Methodology: Using: Interactive lecture, project work, demonstration and practice, resource persons,
field study and report writing, guided discussion, practical tasks, group work, case study, think-pair
share, role play
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
Some References
1. Mjelde, L. (2006), Magical Properties of Workshop Learning. Bern: Peter Lang.
2. Uganda Government (2005). Ministry of Education and Sports Sector Strategic Plan 2004/2015
3. Ayuba, A. U and Gatabazi, P. I (2009). The role of Technical and Vocational Education and
Training (TVET) in Human Resources Development: The case of Tumba College of Technology
(TCT)-Rwanda. www.tct.ac.rw/images/Ayuba.pdf (14-05-2012 3.00 pm)
4. Ministry of Education and Sports. (2011). Skilling Uganda: BTVET Strategic Plan 2011- 2020. Final
Draft – July 2011.

35
Course Name: ETSD 2102 Craft Science and Technology
Course Level: Year II Semester I
Course Credit: 4 CU
Brief course description:
The course introduces students to craft science and technology activities for craftsmen and craftswomen
Learning Outcome:
In the course students applies craft science and technology principles in the choice and use of tools and materials
employed in production processes.
Competences:
By the end of the course students should be able to:
• Interpret Craft syllabuses for craft science and technology activities
• Identify the Craft science and technology activities.
• Demonstrate the use of tools and materials in production of goods.
• Differentiate amongst school and industry tools and materials used in production processes
Detailed Course Description Duration
Introduction to Science and Technology Craft Curricula 5 hours
Science and Technology Activities 20 hours
Science and Technology Definitions, Concepts and Principles
Trade Calculations
Technical Drawing
Applied Science and Technology
Production tools and materials 25 hours
Properties; Characteristics of tools and materials
Theory of use of tools and materials in production
Demonstration and imitation of use of tools and materials in production processes
Field work 10 hours
Choice, storage and use of tools and materials in industry, school workshop vs.
Industrial production facilities.
Mode of delivery:
Lectures, Tutorials, workshop practice, laboratory work and field work
Assessment
Assignments 5%
Tests 10%
Practical work 25%
Final examination 60%
Total 100%
Some References
1. Agarwal (2008). Engineering Drawing. Tata McGraw-Hill Education
2. Callister, W. D Jr. and D. G. Rethwisch (2007). Materials Science and Engineering: An Introduction.
John Wiley & Sons, Inc. USA
3. Chaudhary, S.K and Hajralements (2003). Workshop Technology. Asia Publishing House, Delhi
4. Greer & Taylor (2000). Mathematics for Technicians. Stanley Thomas.
5. Surjit Singh. (2001 ).A Text book of Engineering Drawing . Dhanpat Rai and Co. Delhi
36
Course Code and Name: ETSD2201 TVET Specific Methods
Course Level: Year II Semester II
Course Credit: 3 CU
Brief Course Description
The Course introduces trainees to mentoring processes in TVET and field work in mentoring and
teaching in TVET institutions
Learning outcomes
The student writes case study reports on Teaching and mentoring processes in industry/training
institutions
Competences
By the end of the Course, students should be able to:
• Design, conduct and evaluate micro-teaching sessions
• Explain mentoring processes in TVET
• Conduct field work on mentoring processes in TVET
• Explore mentoring challenges in industry/training institutions
• Write field work reports on mentoring processes in industry/training institutions
Detailed Course Description Duration
Micro-teaching 17 hours
• Design of micro-teaching sessions
• Conducting micro-teaching; Evaluating micro-teaching sessions
Mentoring 10 hours
• Concept of mentoring in TVET
• Mentoring practice in TVET
• Produce institutional aids in TVET, using Art, Technology and ICT
Industrial/Institutional Expeditions
• Field work practicum in industry/training institution 18 hours
• Expedition report writing
Methodology: group work, demonstration, tutorial, group teaching, peer assessment, role play, case
study, peer mentoring, project work, gallery, field study
Assessment :
• Assignment 10%
• Field study/Micro Teaching 30%
• Examination 60%
Total 100%
References:
1. Harris A (2000). The Quality of Education in developing Countries. Harvard University press, New
York.
2. Kyakulumbye, A. K. (2008). Work Related Learning: A Comparative Study Relating Vocational
Teacher Education at Høgskolen i Akershus to Technical Teacher Education at Kyambogo Univ.
3. Melinda, W. and W. Angliss (2005). Pedagogy in VET: A background Paper. Melbourne; TAFE
Development Centre LTD.
4. Mjelde, L. (2006). Magical Properties of Workshop Learning. Bern: Peter Lang.
5. Wyzard, Schroeder, & Haskell. (2010). Digital Age Teaching Skills, A Standards Based Approach.
37
38
Course Code and Name: ETSD2202 Educational Administration and Management
Course Level: Year II Semester II
Course Credit: 2 CU
Brief course description:
The Course introduces trainees to principles and practice of administration and management in TVET
institutions in Uganda.

Detailed Course Description Duration

Introduction: 2 Hours
• Concept/definition of administration, management, distinction between
administration and management, broad aims of educational administration and
management
Organizational theories: 10 Hours
• Meaning ad types of organizations; significance of organizational structures,
merits and demerits of informal organizations to a formal organization.
• Classical/Scientific management theories and principles by:
Taylor, Fayol, Gullick and Urwick and Weber and their applicability in TVET
school administration
• Human relations theories and principles by:
• Mayo, follet, McGregor, Maslow, Hertzberg, Stacey Adam, Argyris and their
applicability in TVET school administration
Leadership: Concept, theories, traits, qualities, styles, ways of improving leadership in 3 Hours
TVET administration
Organization and administration of TVET structures in Uganda 13 Hours
• The structure, functions of the Ministry of Education and sports, key officials
in the Ministry of Education, their roles and the challenges of the Ministry of
Education The functions and challenges of statutory organs in the
administration of TVET e.g. NCDC, NCHE, UNEB, UNESCO, BES,
UBTED
• TVET policies and administration at the district level: the functions and roles
of local authority officials in the administration of education: the district
council, CAO, DEO, DIS, Social Committee, Personnel in-charge, teachers
• Management of TVET institutions in Uganda and the Government bodies of
the TVET institutions: BOG/SMC, PTA – functions, challenges.
TVET Teachers’ Ethics 2 Hours
Professional ethics for TVET Instructors/teachers
Methodology: Interactive lecture, tutorials, demonstration brainstorming, guided discussions, group
work, case study, library research, role play, field study and report writing.
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%

39
Some References
1. Ministry of Education and Sports. (2011). Skilling Uganda: BTVET Strategic Plan 2011- 2020. Final
Draft – July 2011.
2. Mishra, R.C (2009). Theory of Educational Administration. S. B. Nangia, A.P.H Publishing
Coorporation. New Delhi
3. Mohanty, J (2005). Educational Administration, Supervision and School Management. Deep & Deep
Publications.
4. Rush, T (2012). Educational Management Administration & Leadership . British Educational Leadership
Management and Administration Society.

Course Code and Name: ETSD2203 Educational Psychology, Guidance and Counseling
Course Level: Year II Semester II
Course Credit: 3CU
Brief course description:
The Course introduces trainees to educational psychology, the principles of human growth and
development, theories of learning, industrial psychology and counseling and guidance as they apply to
TVET
Learning outcomes
The student writes Case Study reports on:
• Application of relevant theories of human learning in TVET instruction.
• Challenges of trainees in industry
40
 • Learners’ career paths in their respective trades/professions
• HIV/AIDS awareness in TVET institutions
Competences
By the end of the Course, students should be able to:
• Define Educational Psychology (EP)
• Explain personality growth and development theories.
• Discuss factors that influence personality growth and development.
• Investigate the application of theories of human learning in TVET instruction.
• Guide learners through career paths in their respective trades
• Arouse awareness of HIV/AIDS TVET systems
• Explore trainees challenges in the world of work
Detailed Course Description Duration
Introduction of Educational Psychology 5 Hours
• Definitions of EP
• Key EP issues for TVET
Human growth and development 10 Hours
• Theories of personality growth and development
• Factors influencing personality growth and development
Theories of learning 10 Hours
• Human learning theories
• Application of human learning theories
Introduction to Industrial Psychology 10 Hours
• Definition of industrial psychology
• Application of industrial psychology in TVET
Counseling and Guidance (GC) 10 Hours
• GC in TVET systems
• Career paths in TVET
• Awareness of HIV/AIDS
• Communication Skills and Etiquette
• GC challenges in the world of work
Methodology: Using: Interactive lecture, project work, demonstration and practice, resource persons,
field study and report writing, guided discussion, practical tasks, group work, case study, think-pair
share, role play
Assessment :
• Assignment 5%
• Tests 10%
• Case study/project work 25%
• Examination 60%
Total 100%
Reference.
1. Beaver, R (2011). Educational Psychology Casework: A Practice Guide. Jessica Kingsley. London
2. Frederickson, N., Miller, A and T. Cline (2008). Educational Psychology: Topics in Applied
Psychology (TAP). Hodder Education, London
3. Maneel Martinez – Pous (2001), The Psychology of Teaching and learning, a 3 step Approach,
41
 Bidles, G.
4. Panda, B. N. (2007). Advanced Educational Psychology. Discovery Publishing House, New Delhi-
110002
5. Slavin, R. E (2011). Educational Psychology: Theory and Practice. Tenth Edition. Pearson

Course Code and Name: ETSD2204 TVET Curriculum Development

Course Level: Year II Semester I
Course Credit: 3 CU
Brief Course Description
The Course introduces trainees to concepts of curriculum and curriculum development in
TVET and their application in the practice in the of development TVET short courses
Learning outcomes
The student:
• Writes reports on curriculum and curriculum development in TVET institutions.
• Carries out training needs assessment
• Designs TVET short courses and develops course materials.
42
Competences
By the end of the course, students should be able to:
• Explain the concept of CBET Curriculum Development
• Discuss the elements, types and significance of TVET curricula that conform to
CBET.
• Carryout field work practicum on TVET institutions’ curricula activities
• Compare different models of curriculum development in relation to CBET
• Develops tools for training needs assessment
• Carryout field work practicum in training needs assessment activities
• Design TVET courses
• Develop course materials
Detailed Course Description Duration
Concept of TVET Curriculum 4 Hours
• TVET concepts of Curriculum
• TVET Formal and Non-Formal Curricula activities
• Curriculum Development in TVET
TVET curriculum activities in CBET systems. 4 Hours
• Elements and types of TVET curricula.
• CBET Curricula
Field work practicum in TVET curriculum 8 Hours
• Studying TVET school curricula in relation to CBET
TVET Curriculum Development Activities 8 Hours
• Types of TVET curriculum development models
• Training Needs Assessment
Field work practicum 8 Hours
• Studying TVET curricula development activities in relation to CBET
Developing TVET Courses 13 Hours
• Designing TVET Courses
• Developing Course materials
• Produce institutional aids in TVET, using Art, Technology and ICT
Methodology: Using: Interactive lecture, project work, demonstration and practice, resource persons,
field study and report writing, guided discussion, practical tasks, group work, case study
Assessment :
• Assignment 5%
• Tests 10%
• Practical/project work 25%
• Examination 60%
Total 100%
References:
1. Uganda Government (2008). The Business, Technical and Vocational Education and Training
(BTVET) Act 2008. Entebbe: Government Printing and publishing corporation.
2. Melinda, W. and W. Angliss (2005). Pedagogy in VET: A background Paper. Melbourne; TAFE
Development Centre LTD.
3. Mjelde, L. (2006). Magical Properties of Workshop Learning. Bern: Peter Lang.Bishop G. (1985),
43
 Curriculum development. A Textbook for Students. McMillan.
4. Ministry of Education and Sports. (2011). Skilling Uganda: BTVET Strategic Plan 2011- 2020. Final
Draft – July 2011.
5. Bishop G. (1985), Curriculum development. A Textbook for Students. McMillan

Course Name: ETSD 2205 Craft Workshop and Field Work Practice
Course Level: Year II Semester II
Course Credit: 4 CU
Brief course description:
The course introduces students to workshop practice and field work activities for craftsmen and
craftswomen
Learning Outcome:
In the course students demonstrate workshop practice and industrial work skills.
Competences:
By the end of the course students should be able to:
• Interpret Craft syllabuses for workshop practice activities
44
 • Organize Craft workshop practice activities
• Produce models exhibited in craftsmanship.
• Differentiate amongst school workshop practice and industry work activities
Detailed Course Description Duration
Introduction to Workshop Practice Craft Curricula 5 hours
Basic Workshop Technology 20 hours
Workshop Tools, Equipment and Machinery: Hand and bench tools;
Power tools and machines; Installation of equipment; Control systems
Production of models 25 hours
Organisation of tools and materials; Production of working drawings and
worksheets; development of models; testing/checking for standards of production
and product
Field work in Industry 10 hours
Industrial work activities; tools and materials; production processes; school
activities vs. work in industry
Mode of delivery:
Lectures, Tutorials, workshop practice, laboratory work and field work
Assessment
Assignments 5%
Tests 10%
Practical work 25%
Final examination 60%
Total 100%
Some References
1. Chaudhary, S.K and Hajralements (2003). Workshop Technology. Asia Publishing House, Delhi
2. Jain, R.K. (2001). Production Technology. 6th Edition. Khanna Publishers, Delhi.
3. Kalpakjian, S., Schmid, S and K. Chih-Wah (2009). Manufacturing, Engineering and
Technology SI 6th Edition. ISBN13: 9789810681449 ISBN10: 9810681445
4. Raghavan, V. (2000). Materials Science and Engineering. India: Prentice-Hall.
5. Simmons, C. H and D. E. Maguire (2004). Manual of Engineering. Newnes,
6. Wheeler, A and A. R. Ganji (2009). Introduction to Engineering Experimentation (3rd Edition).
Prentice Hall

Course Code and Name: ETSD2301 School Practice II

Course Level: Recess Term II
Course Credit: 5 CU
Brief course description:
The course outlines to trainees further instructional practice in TVET institutions.
Learning outcomes
The learner prepares materials for, and conducts institutional practice.
Competences
By the end of the course, learner:
• Reflects on School Practice I
• Prepares materials for 2nd school/institutional practice
45
 • Conducts school/institutional practice
Detailed Course Description Duration
Course: School/Institutional Practice 6 weeks
• Preparation of relevant training documents and instructional aids
• Organization of appropriate instructional aids
• Selection of various methods and approaches of TVET instruction
• Construction of enabling performance objectives and competencies
• Conducting school/institutional practice in TVET institutions
Methodology: Support Supervision, Team Teaching, Institutional Practice Supervision
Assessment :
• School/Institutional Practice 100%
Total 100%

Course Code and Name: ETSD 2302 Industrial Training II

Course Level: Recess Term II
Course Credit: 3CU
Brief course description: The course involves attachment and practical training in industry/workplaces.
Learning outcome
The learner gains practical workplaces competences required in industry.
Competence
By the end of the industrial training, a trainee:
Writes a report and makes presentation on Civil and Building Engineering and related field practices.
Detailed Course Description Duration
Civil and Building Engineering and related practices to reflect on: 360 hours
46
 • Safety and health; precautions, protective clothing
• Civil and Building Engineering standards; consumer standards
• Static and dynamic characteristics.
• Tools, instruments and devices; Identification and use
• Resource identification and exploitation, selection, use and safety
• Precautions.
• Quality of practice s in the production cycle of enterprises
• Data collection analysis/processing and interpretation.
• Life skills at work place
Methodology: Using practice, experiment, demonstration and discovery.
Assessment :
• Supervisor’s report 25%
• Learner’s report 50%
• Farm guide’s report 25%
Total 100%

12.3 CIVIL AND BUILDING ENGINEERING COURSE CONTENT

Course Code and Name: ECBD1101 Engineering Mechanics

Course Level: Year I Semester I
Course Credit: 3 CU
Brief course description:
The Course introduces principles of mechanics in engineering, and examines the statics
and dynamics of particles and rigid bodies.
Learning outcome
The student:
• Outlines the principles of mechanics in engineering
• Applies the principles of mechanics in solving engineering problems
47
Competence
By the end of the project, the student:
• Describes the basic concepts of engineering statics and dynamics;
• Analyzes equilibrium of statically determinate systems;
• Explains concepts of bending moments, shear forces and construct bending
moment and shear force diagrams;
• Analyzes forces of particles and bodies in motion;
• Applies equations of motion to solve problems of bodies in linear, rotational and
oscillatory motions.
• Evaluates the behavior of materials subjected to axial, shear twisting and bearing
loads and moments.
Detailed Course Description Duration
General Principles of Engineering Mechanics: 5hours
• Basic concepts and laws of engineering mechanics.
• SI Units and Dimensional Units, Loading of Structures, Definitions of Force
Systems and Structural Members, Types of loads, support, structures and materials
for structural use.
Concepts of Forces 10 hours
• Force systems: forces, moment, couple, resultants, rigid body, centre of mass and
centre of gravity, moment of inertia
• Equilibrium, equilibrium conditions, constraints
Structures 10 hours
Beams, plane trusses, cables, statically determinacy of structures, shear forces and bending
moments, shear force and bending moment diagrams.
Friction 8 hours
• Friction and its effects on motion.
• Basic Principles, Static and Dynamic Friction,
• Solid Friction, Internal Friction, Fluid Friction.
Kinematics 12hours
• Particle kinematics: Geometry of Motion, rectilinear motion, curvilinear motion,
relative motion. Practical Applications – Circular Motion, Projectile Motion.
• Introduction to kinetics of particles: force, mass and acceleration of particles
• Work, kinetic energy, impulse and momentum of particles. )
• Plane kinematics of rigid bodies: rotation, absolute motion, relative motion.
• Plane kinetics of rigid bodies: force, mass, acceleration, work, impulse and
momentum
• Simple harmonic motion, simple and compound pendulum, vibrations and time
response. Other oscillating bodies.
Mode of Delivery: Guided discussion, interactive lecture, tutorials, group work, project work, modeling,
demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
48
 • Final examination 60%
Total 100%
References:
1. Bansal, R. K (2005). A Textbook of Engineering Mechanics. Laxmi Publications
2. Bolton, W. C (2006). Mechanical Science: Third Edition(Paperback). BLACKWELL Publishing
Ltd.
3. Zingoni, A, et al. 2000. Theory and Analysis of Structures. UNESCO, Nairobi.

Detailed course Content

Course Code and Name: ECBD 1102 Construction Technology I
Course Level: Year I Semester I
Course Credit: 2 CU
Brief course description:
The course introduces to the student the fundamental aspects of building construction; setting
foundations and erecting of superstructures.

49
Learning outcomes
The student:
Demonstrates skills in the main aspects of setting up and construction of simple buildings
Competences
By the end of this course students should be able to:
• Carry out construction site visits
• Outline the role the building environment plays in society
• Demonstrate set out and construct of simple buildings.
Detailed course description Duration
Building Construction 6 hours
• Site Visits.
• The Building Environment: Elements of the Environment; Functions and
Relationship of Elements; Location of Elements and Environment.
• The Construction Site. Drawings and Documentation. Site Layout. Sequence of
Work. Site Clearance. Setting Out Simple Buildings. Excavation Work on
Construction Sites.
Introduction to Foundations and Superstructures 18 hours
• Foundations: artificial and natural. Functions and functional requirements. Basic
foundation design. Settlement. Types of foundations: strip, stepped, pads, raft, pile
(in-situ and precast), short bored piles, pile caps, pier. Choice of foundation.
• Excavation of building foundations
• Health and safety during site excavations
• Temporary Works required in excavation and laying of foundations
• The Superstructure and Finishes.
Field Exercises: 6 hours
• Hands on practices on construction sites. Detailed reports about the practices on
sites. Use of detailed sketches must be emphasized in this course.
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
1. Chudley, R. and Greeno, R. (1999). Building Construction Handbook. 3rd ed. Butterworth-
Heinemann, London.
2. Allen, E and J. Iano (2008). Fundamentals of Building Construction: Materials and Methods.
Wiley.
3. Peurifoy, R., Schexnayder, C., Shapira, A and R. Schmitt (2010). Construction Planning,
Equipment, and Methods. McGraw-Hill, New York

50
Course Code and Name: ECBD 1103 Construction Materials
Course Level: Year I Semester I
Course Credit: 3 CU
Brief course description:
The course introduces the student to the basics of most common materials used in the construction and
building industry.

51
Learning Outcomes:
The student:
• Identifies materials for building
• Demonstrates the use of building materials
Competences:
By the end of the course students should be able to:
• Outline the general properties of different types of common construction and building materials.
• Demonstrate the use of soils, clay and clay products, timbers and timber products, and building
stone.
• Demonstrate the use of. aggregates, cements, lime, mortars, plasters, concrete products
Detailed course description Duration
Properties of Building Materials: 15 hrs
• Soils; soil classification systems, Casagrande’s soil classification system, British
soil classification system, soil structure and classification, particle size
distribution, soil stabilisation.
• Clay and its Products; formation of clay, properties, classification (based on mode
of formation and dominant characteristics), manufacture, clay products, types,
manufacture, standard tests.
• Timber; classification of timber, conversion, seasoning, defects, grading of timber,
preservation, common types of timber, commercial forms, timber products; fibre
boards-types and manufacture.
• Building Stones; origin, physical, geological and chemical classification, criteria
for selection, qualities of good building stones, deterioration, standard tests.
• Aggregates; classification based on size, density and origin, sources,
properties/characteristics and their effect on properties of concrete, characteristics
of quality aggregates.
• Cement; types and properties, Portland cement, composition and functions of
constituent compounds, manufacture (wet and dry process), hydration, setting and
hardening.
• Lime; properties, sources and uses, limitations, classification, manufacture.
• Mortars; mortars, constituents, classification, properties, types, mortar plasticizers.
• Plasters; plastering process, classes of gypsum plasters, applications.
Concrete products: 10 hours
• Roofing tiles, pipes, bricks, blocks, etc.
• Metals: Ferrous and Non-Ferrous Metals, Types, Extraction, Manufacture,
Protection.
• Steel: Types and Manufacture
• Plastics: Composition, Manufacture, Protection.
• Paints: Constituents, Types, Paint System, Defects, Standard Tests.
• Polymers: Standard Tests
• Building Glass.
Use of Building Materials 20 hours
Mode of delivery: Guided discussion, group work, demonstration and practice, coaching, project work,
experimentation, field study and report writing, tasks.
52
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
1. Chudley, R. and Greeno, R. (1999). Building Construction Handbook. 3rd ed. Butterworth-
Heinemann, London.
2. Allen, E and J. Iano (2008). Fundamentals of Building Construction: Materials and Methods.
Wiley.
3. Peurifoy, R., Schexnayder, C., Shapira, A and R. Schmitt (2010). Construction Planning,
Equipment, and Methods. McGraw-Hill, New York
4. Jackson, N. & Dhir, R. K. 1988. Civil Engineering Materials. Macmillan, Hampshire.

Course Code and Name: ECBD 1104 Concrete Technology

Course Level: Year I Semester I
Course Credit: 3 CU
Brief course description:
The course introduces to the student the basics of concrete technology, concrete manufacture and use.
Learning outcomes
The student:
• Outlines the basics of concrete technology, and manufacture and use of concrete materials.
• Demonstrates the skills of producing concrete, and use of concrete in construction.

53
Competences
By the end of the course the student should be able to:
• Demonstrate an understanding of the properties of concrete.
• Give an account of the manufacture of cements used in concrete.
• Identify and classify aggregates suitable for making concrete.
• Design and analyse tests for concrete mixes for different uses.
• Produce detailed drawings of reinforced concrete elements.
• Mix and produce good quality concrete for various types of works
• Design and make various types of formwork for concrete works.
• Supervise the construction of concrete structures.
Detailed course description Duration
Basics of concrete technology: 7 hours
• Properties and type of concrete
• Materials for concrete, choice of Aggregates: Type of Aggregates, Production of
Aggregates, Grading of Aggregates.
• Durability of concrete, quality control inspection and Testing, Detailing.
Cements: 7 hours
• Types of cements, Manufacture of cements, admixtures. )
• Water: water/ cement ration and workability. )
Concrete Mix design: 10 hours
• Batching of Aggregates, Cement and water, mixing and Transporting concrete,
Preparation and Joints: placement of concrete, compaction of concrete, curing of
concrete, surface finishing.
• Form work, Reinforcement, concrete mixing plant.
• Protecting concrete, concrete in hot weather, concrete in cold weather, concreting in
wet conditions. Shrinkage, cracking creep.
Concrete Structure Repairs 6 hours
• Concrete for Road construction
• Piles, fluid retaining structures,
• Pre-cast concrete products, floors and floor surfaces
Concrete Production Practice: 15 hours
• Concrete Mix, Concrete Curing,
• Fresh Concrete Tests.
• Testing of Dry Samples.
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%

54
Referemnce:
1. Chudley, R. and Greeno, R. (1999). Building Construction Handbook. 3rd ed. Butterworth-
Heinemann, London.
2. Allen, E and J. Iano(2008). Fundamentals of Building Construction: Materials and Methods. Wiley.
3. Jackson, N. & Dhir, R. K. 1988. Civil Engineering Materials. Macmillan, Hampshire.
4. Wight, J. K and J. G. MacGregor (2011). Reinforced Concrete: Mechanics and Design (6th Edition)

Course Code and Name: ECBD 1105 Structural Analysis

Course Level: Year I Semester I
Course Credit: 3 CU
Brief course description:
The course introduces students to basic mechanics of materials; failure theories, stresses transformation,
torsion of circular shafts and statically determinate systems
Learning outcome
55
The student Outlines the mechanical behavior and capacity of engineering materials
Competences
By the end of the course, the student should be able to:
• Explain the theory behind the failure of ductile and brittle engineering materials.
• Bridge the transition from Engineering Mechanics and Strength of materials to Analysis.
• Explain the theory of displacement of structures.
• Apply various methods to the analysis of statically determinate structures.
• Demonstrate how the deflections of beams and frames are computed.
• Derive the stress transformation formulas and thus determine the principle stresses on any loaded
element
• Explain the behaviour of materials when loaded.
• Determine the deformations of beams and frames.
Detailed Course Description Duration
Transformation of stresses 6 hours
• Plane stress, Principal Stresses, Maximum shear Stresses
• Mohr’s Circle
• General state of stress
• Application of Mohr’s Circle to 3D
• Loading and stresses on composite and non composite columns
Failure Theories 6 hours
• Yield Criteria of ductile materials
• Tresca yield criterion and Von Misses yield criterion
• Fracture criteria for brittle materials under plane stress
• Coulomb ‘s Criterion, Mohr’s criterion
Torsion of Circular Shafts 13 hours
• Stresses and deformations in a shaft in the elastic range, angle of twist
• Statically Indeterminate shafts
• Design of transmission shafts
• Explains the theory of displacement of structures.
• External Equilibrium and Internal Forces in Members,
• Stability and determinacy.
• Principal of Virtual work.
• Principal of superposition.

56
Statically Determinate structures: 22 hours
• Analysis of Beams. Trusses and Frames for Moments, shear forces, axial forces and
deformations due to loads and temperature change.
• Application of Unit Load Method, Castigliano’s Theorem, Area Moment Method,
Conjugate Beam Methods, Other Methods to the analysis of Deformation of Beams.,
Trusses and Rigid Frames.
Influence Lines of Statically Determinate Systems 13 hours
Determination of Support Reactions, Critical Section (Maximum Support Reaction and
Internal Forces), and Maximum Absolute Bending Moment
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
1. Allen, E and J. Iano(2008). Fundamentals of Building Construction: Materials and Methods. Wiley.
2. Zingoni, A, et al. 2000. Theory and Analysis of Structures. UNESCO, Nairobi.
3. Todd, J.D. 1982. Structural Theory and Analysis. 2nd ed. MacMillan, London.

57
 Detailed Course Content
Course Code and Name: ECBD 1201: Construction Technology II
Course Level: Year I Semester II
Course Credit: 3 CU
Brief course description:
The course imparts skills in construction of window and door shutters and external works for a single
story structure.
Learning outcome
The student:
• Demonstrates skills of construction of window, door shutters, roofs; application of wall, floor finishes;
laying of services facilities and other external works for a single story structure.
Competence
By the end of the course, the student:
• Constructs roofs of non-storied buildings.
• Provides an overview on the general properties of different types of roofs, doors and windows.
• Identifies and selects the various roofing materials.
• Makes finishes: plaster, paint, different types of floors and tiles.
• Supervises the installation of services.
• Constructs external works.
Detailed Course Description Duration
Doors
• Definition, function and functional requirements. 15hours
• Types of doors: paneled doors, flush doors and battened doors. Door linings and
door frame, methods of fixing them. Ceiling to door height.
• Door schedules and their use.
• Ironmongery: fitting, which allow movement and give security
Windows 15 hours
• Definition, function and functional requirements.
• Types of windows: materials that make them (timber, steel and aluminum), method
of opening, (case: vertically sliding sash, horizontal sliding sash, top hinged and
side hinged).
• Ironmongery.
• Fixing windows to window frame and sub-frames.
• Rust proofing metallic windows and window glazing.
• Window schedules and their use.
Finishes 15 hours
• Factors considered in choosing finishes. Internal wall and ceiling finishes and their
application. Plastering, gypsum plaster, gypsum plasterboards, skirting, architraves,
suspended ceiling.
• External wall finishes and their application: smooth rendering, texture rendering,
rough cast (wet dash) and pebble dash (dry dash), tiling and facing bricks.
• Painting definition. Paint system, types of paint, methods of paint application and
methods of painting on different surfaces. Painting defects and remedies.
58
 • Dado panel finishes and finishing schedule.
• Floor finishes: cement- sand screed, terrazzo/granolithic floor finishes, tiles and
wood boards.
External Works
• Construction of landscape.
• Construction of walkways, driveways and parking.
• Construction of drainage and external plumbing system. 15 hours
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
1. Chudley, R. and Greeno, R. (1999). Building Construction Handbook. 3rd ed. Butterworth-
Heinemann, London.
2. Allen, E and J. Iano(2008). Fundamentals of Building Construction: Materials and Methods. Wiley.
3. Peurifoy, R., Schexnayder, C., Shapira, A and R. Schmitt (2010). Construction Planning,
Equipment, and Methods. McGraw-Hill, New York

59
 Course Code and Name: ECBD 1202 Engineering Geology
Course Level: Year I Semester II
Course Credit: 3 CU
Brief course description:
The course introduces to the students the fundamental aspects of complex geological processes and
materials.
Learning outcomes
The student examines the close linkage with our everyday life as well as with civil and water
engineering constructions of common good
Competences
By the end of the course, the student should be able to:
• Describe and identify the different types of rocks in order of formation and their physical properties;
• Observe and record geological information and then translate this data to practical engineering design,
construction and maintenance of civil engineering projects.
• Explain the rocks’ contributions to groundwater quality purification and deterioration;
• Identify the chemical, mineralogical composition and structures of these rocks and their effects to
construction structures;
• Identify groundwater flow pattern within the different types of rocks in the world;
• Describe fully and identify the biological properties the rocks offer to weathering processes.
Detailed course description Duration
Elements of earth and historical perspective: 4 hours
Introduction, the surface of the earth, the interior of the earth, Continental drift, Plate
tectonic, Earth age and origin and stratigraphical representation, Precambrian, Phanerozoic,
Mesozoic and Cenozoic.
Structural Geology: 4 hours
General introduction, attitude and beds, Folds: terminologies associated with, classification,
types, causes and engineering considerations involved when dealing with folded rocks, fold
geometry, Faults: definition, terminologies, types and classifications, recognition of faulting
in the field, causes, effects and engineering considerations involved when dealing with the
faulted rocks, Joints: definition, nature and attitude, classifications, types, in different rocks
and engineering considerations involved when dealing with the jointed rocks, and
unconformities
Minerals and strength of geological materials: 4 hours
Introduction: General to rocks and minerals, elements and compounds and their definitions,
identification and classification of minerals, their uses and properties, physical properties,
microscopic optical properties of minerals, chemical properties of minerals, rock forming
minerals and their importance, clay and non – silicate minerals, mineral accumulation,
influence of geological history, importance of drainage and behaviour of rock and soil and
failures of rocks.
Process of Weathering and Denudation: Introduction: 4 hours
General, sources and definitions, mechanisms for weathering/types and products of
weathering, processes of weathering, wind and water erosion, deposition and geological
work associated with them.

60
Tunneling: 4 hours
Definitions: their merits and demerits, tunnel approaches, shape and size of tunnel cross –
sections, types, geological considerations required for successful tunneling operations in
consolidated and unconsolidated rocks.
Geological aspects of building stones and aggregates: 4 hours
Introduction: formation of rocks and soils, classification and formation of rocks, types of
fractured rocks /aggregates and their uses, seasoning of stones, characteristics and their
qualities, tests for stones/aggregates for constructions decay or deteriorations to
stones/aggregates, quarrying: definition, selection, methods – excavation, heating, wedging,
blasting, use of channeling machines and their precautions taken and dressing of stones.
Geotechnical methods of site investigation: 4 hours
General, techniques employed: desk study, types of samples and reasons, organizing
effective site investigations: boring, drilling and site investigation reports, profiling data,
borehole records and interpretations
Geo-hydrology: 4 hours
Introduction to groundwater: Groundwater source, occurrence, stratigraphy, utilisation and
vulnerability, aquifers and wells: different types, confinement, isotropy and anisotropy,
hydrological boundaries, springs and artesian wells: identification, potentially different rock
aquifers, groundwater prospecting, borehole and logs data, groundwater flow: General,
Darcy’s law, all its assumptions and characters e.g. Seepage force, storage, specific yield,
coefficient of storage, conductivities, character of groundwater: chemical and physical,
hydro geological investigations
Earthquakes: 2 hours
General, definition, types, quake mechanisms: causes, waves, travel time and location of
epicenter, intensity and magnitude, seismic zones and the engineering considerations
including safety measures.
SubGeological maps: 4 hours
Introduction, commonly used scales, types: solid and drift editions, exposure and outcrop,
thickness of strata, maps of subsurface geology: Isochore, horizontal-plane, structural,
geophysical, maps of resources: derived, geomorphological, geotechnical, field mapping:
equipment used – clinometer, traverse surveys, measurement of dip and strike, map
interpretation: Age relationship, unconformities, outliers and inliers, structural relationships
and shape of outcrop boundaries.
Practical and fieldwork: 7 hours
Tests will be carried out with the following:
Sample and sampling, tests for composition, tests for structure: whole fabric, porosity,
particle size distribution, test for strength: elastic moduli, consolidation characters, tensile,
uniaxial, Triaxial and shear strengths, hydraulic properties: permeability, effective porosity,
specific yield, index tests: rock and soil indices, identification of minerals (rock forming),
identification of rocks: sedimentary, metamorphic and igneous, chemical properties and
microscopic optical properties.
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
61
 • Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
Blyth, F.G.H. and de Freitas, M.H. 1987. A Geology for Engineers. 7th ed. Edward Arnold,
London.

62
Course Code and Name: ECBD 1203: Quantity Surveying
Course level: Year I semester II
Course Credit: 3 CU
Brief course description:
The course introduces principles of measurement of quantities for building works and examines
measurement of quantities for all elements of building including openings, fittings and services.
Learning outcome
The student:
Demonstrates skills of measurement of quantities for building works including openings, fittings and
services.
Competence
By the end of the project, the student:
• Explains the terms relating to measurement of building works.
• Explains parties to a building contract and defines related terms.
• Measures all building quantities of all elements of a building.
Preparatory Assignment (Duration = 5 hours)
Avail students with a plan of a three bed-roomed house and inform them that they should determine the
cost of its construction.
Result
Each student writes a report or makes a power point presentation on the problems involved with the
method of measurement, presentation and estimates of cost.
Detailed Course Description Duration
Introduction to quantity surveying
• History and development of quantity surveying. 5 hours
• Personnel in building contracts and their responsibilities.
• Functions of a quantity surveyor in building contracts.
• Use of dimension paper: setting out, order of dimensions, side notes, waste
calculations and use of schedules.
• Use of bill of quantities.
• Use of standard methods of measurement.
Foundations 7 hours
Taking of quantities, preparation of schedule of materials and preparation of bills of
quantities in accordance with the standard methods of measurement of building works and
to build up unit rates for: oversite strip, excavations of foundation trenches, concreting to
foundations and sub-structure for simple building up to including; damp proof course and
concrete floor bed.
Super Structure 7 hours
• Taking of quantities, preparation of schedule of materials, bill of quantities in
accordance with the standard method of measurement of building works.
• Build up unit rates for: brick/block walls (solid and cavity walls), basements,
wooden and casement windows including adjustment for openings, as well as for
wooden and casement doors including adjustment for openings.
SubPitched Roof 7 hours
• Taking of quantities, preparation of schedule of materials, bills of quantities in
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 accordance with the standard method of measurement of building works.
• Build up unit rates for: pitched roof with tiles, pitched roof with corrugated iron
sheets, rain water down pipes, gutters and fascia.
SubFloor and Wall Finishes 6 hours
• Taking of quantities, preparation of schedule of materials, bills of quantities in
accordance with the standard method of measurement of building works.
• Build up unit rates for plastering, tiling and painting to walls, floor finishes:
cement/ sand screed, floor tiles, granolithic, terrazzo, wood blocks, linoleum,
ceiling boards and painting of doors and windows.
SubSanitary fittings and drainage 5 hours
• Taking of quantities, preparation of schedule of materials, bills of quantities in
accordance with the standard method of measurement of building works.
• Build up unit rates for: water pipes, cisterns, wash hand basins, fittings and water
storage tanks, water closet pans, manholes, drainage pipes, fittings and accessories.
Measurement 3 hours
• Day work
Spot items, Variations Prime sums, Provisional sums, Fluctuations, Contingencies,
Approximate estimating
• Software
Master bill, Win QS, Spreadsheets, Microsoft access, Power point, Microsoft
project, CS project professional, Job master and Wessex accounts
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
References:
1. Lee, S., Trench, W and A. Willis (2011) Elements of Quantity Surveying. Wiley-Blackwell
2. Towey, D (2012). Construction Quantity Surveying: A Practical Guide for the Contractor's Qs.
Wiley-Blackwell
3. Cartlidge, D (2011). New Aspects of Quantity Surveying Practice. Routledge

64
Course Code and Name: ECBD 1204 Strength of Materials
Course Level: Year I Semester II
Course Credit: 3 CU
Brief course description:
The course deals with basic mechanics of materials and is fundamental to understanding mechanical
behavior and capacity of engineering materials.
Learning Outcomes
The student:
• Evaluates the behavior of materials subjected to axial, shear, twisting and bearing loads and
moments.
• Derives the stress transformation formulas and thus determine the principle stresses on any
loaded element.
• Appreciates the theory behind the failure of ductile and brittle engineering materials.
Competences
By the end of this course, the student should be able to:
Determine direct stress, shear stress and strain, bending stresses, torsion in shafts, shear forces, bending
moments and deflection of beams.
Preparatory Assignment (Duration = 1 week)
Give students simple strings to support some given weights and ask them to predict the ability of strings
to support the weights.
Result: Students write a report or make presentations explaining why it is important to know the
strength of a material before applying a load to it.
Detailed Course Description Duration
Introduction to strength of materials 2 hours
• Types of loads.
• Types of support systems.
• Conditions of equilibrium.
• Stress-strain relations.
• Compatibility.
• Units.
Direct Stress 3 hours
Load, stress, principle of St. Vedanta, strain, Hooke’s law , modulus of elasticity, Poisson ’s
ratio, strain energy , resilience , impact loads , compound bars, temperature stresses and
stress concentrations.
Shear Stress and Strain 3 hours
Shear stress , complimentary shear stress, shear strain, modulus of rigidity, strain energy and
joints that fail in shear.
Compound Stress and Strain 10 Hours
• Simple tension, pure shear, pure normal stresses on
given planes, general two dimensional stress system ,
principal planes , principal stresses , maximum shear
stresses , Mohr’s stress circle and Mohr’s strain circle.
Elastic Constants 2 hours
• Bulk modulus, relation between elasticity and rigidity
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Shearing Forces and Bending Moments 6 hours
• Shearing forces.
• Bending moments.
• Relation between loads, shear force and bending moments.
• Computations and drawing shear forces and bending moment diagrams.
Bending Stresses 6 hours
• Pure bending.
• Moments of inertia.
• Bending stresses.
• Stress concentration in bending.
• Combined bending and direct stresses.
• Middle 3rd rule for rectangular sections and middle quarter rule for circular sections.
• Composite beam.
Shear Stress Distribution in Beams 3 hours
Variation of shear stress for rectangular and sections.
Deflection of Beams 6 hours
• Strain energy due to bending.
• Deflection by calculus.
• Macaulay’s method.
• Moment area method.
• Method of deflection coefficients.
• Deflection from strain energy.
Torsion 4 hours
• Circular shafts.
• Shafts under varying torque.
• Combined bending and twisting.
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
1. Wight, J. K and J. G. MacGregor (2011). Reinforced Concrete: Mechanics and Design (6th Edition)
2. Callister, D.W. 2000. Materials Science and Engineering An Introduction. 5th ed. John Willy and
Sons. New York. Liiban A. P.E. Soilstructure.com
3. Case, J. and Chilver, A.H. 1986. Strength of Materials and Structures. 2nd ed. Edward Arnold,
4. London.

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 Course Code and Name: ECBD 2101 Carpentry and Joinery Industrial Skills
Course Level: Year II Semester I
Course Credit: 2 CU
Brief course description:
The course introduces to the student the fundamental aspects of carpentry and joinery industry; the
production and other work related activities.
Learning Outcomes:
The student demonstrates skills in the main industrial activities of carpentry and joinery.
Competences:
By the end of this course students should be able to:
• Demonstrate carpentry and joinery industrial skills.
Detailed course description Duration
Course : Carpentry & Joinery: 30 hours
• Carpentry and joinery tools and equipment. Care, safety and maintenance of tools.
Wood working machines, operation and safety.
• Timbers for carpentry and joinery work.
• Preparation of timber joints.
• Carcase work to floors and roofs. Joints to hollow floors.
• Preparation of rafters, cutting bevels and birds mouth, fixing to plates and ridge.
• Construction of windows and doors using various joints.
• Fixing windows and door frames.
• Hanging doors and windows.
• Preparation of formwork for concrete. Mouldings, chamfers and rebates. Fixing of
architraves, skirting, picture rails, dado rails, cornices and cover moldings.
• Preparation of woodwork for polishing and painting.
• Construction of stairs.
• Fabrication of timber trusses and beams.
• Bolted joints and timber connected.
• Temporary supports.
• Setting up of a production unit for joinery work.
• Layout of a simple carpentry workshop.
Mode of delivery: Guided discussion, group work, demonstration and practice, coaching, project work,
experimentation, field study and report writing, tasks.
Assessment:
• Assignments 5%
• Practical/project work 35%
• Final examination 60%
Total 100%

67
Referemnce:
1. Walton, J. A. 1970. Woodwork in Theory and Practice. Australasian Publishing Company, Kuala
Lumpur
2. Allen, E and J. Iano(2008). Fundamentals of Building Construction: Materials and Methods. Wiley.
3. Breyer, D., Fridley, K., Pollock, D and K. Cobeen (2006). Design of Wood Structures-ASD/LRFD.
Prentice Hall

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Course Code and Name: ECBD 2102 Engineering Surveying I
Course Level: Year II Semester I
Course Credit: 2 CU
Brief course description:
The course introduces the basic principles and practice techniques in the field of engineering surveying.
Learning outcomes
The student:
Outlines the concept of the practice of engineering surveying
Collects data to derive survey designs used in civil and building engineering fields
Uses basic surveying equipment to carry out surveying tasks on construction sites/projects
Uses surveying equipment to in setting out buildings.
Competences
By the end of the course the student should be able to:
• Use common surveying equipments in building and construction industry.
• Collect personal data, process and transform them into interpretable forms such cadastral plans,
site plans, topographic maps, profiles, etc.
Detailed course description Duration
General Introduction: 3 hours
Objectives of surveying, purpose of surveying, major forms of surveying, principal types of
surveying, guidelines of conducting a survey, units of measurements, scale, plan and maps,
accuracy and precision, types of errors and errors in measurements.
Chain/ linear surveying: 5 hours
Equipments used, standardization correction, horizontal measurements, ranging out, basic
survey methods, detail survey of topography and booking methods, setting out right angles,
obstructions in chaining, chain angles, plotting equipments and plotting the survey.
Leveling: 8 hours
Terminologies used, equipments used, permanent and temporary adjustments of a level,
field procedure in levelling, methods of field booking, error distribution, reciprocal
levelling, inverse levelling, errors in leveling, application of levelling (setting out, sectioning
and contouring).
Theodolites: 3 hours
Classification, main parts of a theodolite, permanent and temporary adjustments, cantering
errors, horizontal and vertical angles measurements.
Traversing: 11 hours
Bearings, north directions, universal transverse mercator projection, measurements taken in
traversing (linear and angular), errors in linear and angular measurements, types of traverses,
traverse calculation, accuracy of computation, plotting the traverse stations.
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%

69
 • Final examination 60%
Total 100%
Reference:
1. Uren, J. and Price, W.F. 1994. Surveying for Engineers. 3rd ed. MacMillan, London.
2. Lee, S., Trench, W and A. Willis (2011) Elements of Quantity Surveying. Wiley-Blackwell
3. Towey, D (2012). Construction Quantity Surveying: A Practical Guide for the Contractor's Qs.
Wiley-Blackwell
4. Cartlidge, D (2011). New Aspects of Quantity Surveying Practice. Routledge

70
Course Code and Name: ECBD 2103: The Construction Profession and Society
Course Level: Year II Semester I
Course Credit: 2 CU
Brief course description:
The course introduces the students to the construction profession in general and civil engineering
profession in particular, social aspects in engineering, and problem solving in engineering
Learning outcomes
The student:
• Identifies the concept of professionalism as it relates to the construction industry
• Demonstrates professional conduct in the construction profession
• Demonstrates the skill establishing relationship between the constructional profession and the
society.
• Demonstrates high sense of ethics and professional conduct within the industry and society;
• Assesses risks and apply safety standards and measures in the construction industry.
Competences
By the end of the course, the student should be able to:
• Explain the history and background of the construction profession and the different disciplines in
the construction industry;
• outline the routes taken to get a professional engineer;
• Outline the different types of contract in the construction industry;;
• Role play professional conduct within the industry and society;
• Assess risks and apply safety standards and measures in the construction industry.
Detailed course descriptions Duration
The construction profession and Technology: 7 hours
• The History of Science and Technology the World Over and in Uganda
• History of Construction
• The Different Disciplines in construction Industry: Civil Engineering,
Architecture, Quantity Surveying and land surveyors and Land Economists,
Electro-Mechanical Engineers
• Parties involved in Construction such as: Clients, Consultants and contractors
Civil Engineering Profession 9 hours
• The different fields: Water Resource Engineering and Management, Sanitation
engineering, Environmental Engineering, Geotechnical Engineering, Structural
Engineering, Transportation Engineering, Construction Management.
• The Structure of the Modern Construction Industry and Future Trends.
• The Types of Contract Employed in the Industry.
• Causes of construction project failure.
Methods of solving engineering Problems 2 hours
• Analytical methods
• Scientific Method.
• Experimental Methods
• Project time control.

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The Development of the Professional Engineer: 4 hours
• Training and professional development and registration.
• Uganda Institution of Professional Engineers (UIPE)
• Engineers Registration Board
Ethics and Integrity 4 hours
• Ethics and professional conduct,
• Relationship to society.
Social Aspects in engineering 4 hours
• Gender Issues, HIV,
• Health and Safety and Security. Risk Assessment.
• Social Issues related to the construction industry.
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
Reference:
1. Liebing, R. W (2000). The Construction Industry: Processes, Players, and Practices. Prentice Hall
2. Liebing, R. W (2007). Construction Specifications: A Primer Prentice Hall
3. Chudley, R. and Greeno, R. 1999. Building Construction Handbook. 3rd ed. Butterworth-
Heinemann, London.

72
Course Code and Name: ECBD2201 Building Services and Practices
Course level: Year II Semester II
Course Credit: 2 CU
Brief course description:
The course introduces requirements for building services, (viz, electrical installations, water supply,
drainage, ventilation, refrigeration and air conditioning) and methods of installing the services.
Learning outcome
The student:
Demonstrates skills of installing the services; electrical installations, water supply, drainage, ventilation,
refrigeration and air conditioning
Competence
By the end of the project, the student:
• Demonstrates an understanding of the installation of series in a building and other engineering
structure.
• Supervises the installation of these services.
• Supervises the maintenance and repair of these services.
Preparatory Assignment (Duration = 1 week)
Take students to at least ten houses and identify services which make the building usable and are
important but are not part of the main structure.
Result: Students make a report or a power point presentation on house services.
Detailed Course Description Duration
Electrical Installation 6 hours
• Brief outline of electricity generation, transmission and distribution: location,
voltage, power capabilities of transmission lines, transmission methods and system
from transmission lines to consumers.
• Ohm’s law, power in circuit, means and methods of detecting and measuring
electric current, voltmeter, ammeter, function of multipliers and shunts.
• Conductors and cables: materials for conductors and reasons for their use, reason
for stranding conductors, current rating of cables.
• Insulators: functions of insulators, types of insulating cables, where used,
effect of temperature and humid conditions.
• Electricity supply in a building, final circuit distribution, radial circuit, ring circuit,
layout of a domestic distribution and control unit, disadvantages and advantages of
each, fuses and circuit breakers.
• Wiring systems for example sheathed cables, ducts, trucking, circuit and wiring
diagrams of different types of installation (electrical and telephone diagrams), need
for colour coding, bell circuits, lighting and heating circuits.
• Earthing: regulations on earthing, base requirements and reason for earthing,
continuity, conductors and earthing lead, earthing a consumer unit, requirements
for installation in bathrooms.
• Testing and inspecting electrical installations: insulation, polarity and continuity
tests.
• Single-phase and three-phase concepts, delta and star connection in circuits,
application of single phase and three-phase to machinery and motors used in
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 construction industries.
• Illustration, types of lamps for example incandescent filament lamps, arch lamps,
discharge lamps, their advantages and disadvantages.
• Electrical safety, protection, main causes of accidents and treatment of electric
shock, precaution in removing a person from a live wire.
Water Supply 6 hours
• Sources of water, water impurities, characteristics of water for domestic purposes.
• Water treatment.
• Cold water supply: (direct and indirect), pipe sizes, materials used for water mains,
connection and laying of service pipes from water mains to dwellings, functions
and names of various pipes used in cold water supply, cold water storage cistern:
their sitting and protection.
• Hot water supply: (direct and indirect systems), secondary circulation, pipe sizes,
circulation of water in pipes, boilers and cylinders, connection to vertical and
horizontally fixed cylinders.
• Supply of water in multi-storeyed buildings.
• Principles and working of taps and valves used in water supply to include: Bib,
globe and stop taps, ball valves, gate valves, drain taps and plug corks.
Drainage and sanitation 6 hours
• Sanitary fitting: bathtubs, water closets, flushing cisterns, wash hand basins, sinks,
showers, urinal and bidets.
• Drainage: definition, principles of drainage, drainage pipe materials, laying
drainage pipes; methods of bedding and jointing drain pipes, drains passing into
and under buildings, traps, unsealing of traps, common fittings for drains such as
gullies. Bends and half channels, connection of drains to soil and waste stacks.
• Drainage above ground: pipe used, combined (one pipe) system, dual (two pipes)
system, and single stack system.
• Drainage below ground: pipe used, manholes and inspection chamber, drop
manholes, roding intercepting chambers, gulley traps, grease traps, petrol and
grease chambers, testing drains: water tests, air test, smoke test, ball test.
• Drainage disposal: soak away, public sewer cesspool, septic tank, filter beds,
sewage pumps; pneumatic, submersible, drywell suction.
• Lagoons. (waste water stabilization ponds) types, design, facilities.
SubVentilation, Refrigeration and Air Conditioning
• Definition, natural ventilation, air changes and temperature, natural ventilation by
law requirements, mechanical ventilation: types of fans: propeller, centrifugal, axial
flow, ducts, and extraction through lighting system. 3 hours
• Air conditioning: introduction to air conditioning, air condition in units and
systems, installation and maintenance.
Practical Exercise in Plumbing 3 hours
• How to cut and thread mild steel pipes, cutting of mild steel pipes using hacksaw
and pipe cutters, squaring, filing and cleaning of pipe ends, assembling and setting
the dies in the machine.
• Methods of jointing mild steel fitting to mild steel pipes.
• Bending of mild steel pipes using hydraulic and bending machines, making

74
 allowances for square bends and breaks.
• Methods of bending copper tube, joining copper tube using compression, capillary
and bronze welding. • Bronze welding: types of flux, rod and flames, correct
pressure for cylinders, assembling and dismantling acetylene equipment.
• Stripping and assembling bib taps: plug cock, ball valves, packing of glands,
rewashing and refixing.
• Soft soldering: lead tin solders, types of solder, use of flux, copper fit soldering
rons.
• Connection of P and S-traps to wastes, method of jointing cast iron, plastic, cement
and pitch fibre soil pipes.
• Fixing water closet cisterns sinks and wash basins.
• • Sheet metal roof work: formation of standing seams to ridge and weathering to
eaves, dog eared corners, single welts, double welts, chimney and gable and
abutment weathering.
Practical Exercise in Electrical Installation 6 hours
• Wiring of a house on the college.
• Studying the wiring of a small house on the college, dismantling the wiring and
rewiring.
• Wiring a small house in the community near the college.
Mode of delivery: Guided discussion, group work, demonstration and practice, coaching, project work,
experimentation, field study and report writing, tasks.
Assessment:
• Assignments 5%
• Practical/project work 35%
• Final examination 60%
Total 100%
References:
1. Allen, E and J. Iano(2008). Fundamentals of Building Construction: Materials and Methods.
Wiley.
2. Peurifoy, R., Schexnayder, C., Shapira, A and R. Schmitt (2010). Construction Planning,
Equipment, and Methods. McGraw-Hill, New York
3. Chudley, R. and Greeno, R. 1999. Building Construction Handbook. 3rd ed. Butterworth-
Heinemann.

75
Course Code and Name: ECBD 2202 Auto CAD for Civil and Construction Works
Course Level: Year II semester II
Course Credit: 3 CU
Brief course description:
The course provides the basic principles and practices in computer aided drawing of buildings, roads ,
water and sanitation facilities using computer packages such as Auto civil, AutoCAD and Arch cad.
Learning Outcome
Competences
The student uses computer packages such as Auto CAD, Arch cad and Auto civil in drawing structural
plans/details of buildings, of roads , water and sanitation works.
Preparatory Assignment (Duration = 1 week)
Students are asked to draw a simple plan with the hand. Then after a day, a major change is to be made,
then after another day, another change. This way, a change is to be made each day.
Result
Students write a report or make a presentation explaining the problems experienced during the process
of dealing with the undecided client.
Detailed Course Description Duration Duration
Introduction to computer aided designs 3 hours
• Size of drawing, drawing coordinates and layout.
• Scale.
• Title block and notes.
• Line thickness.
File Management 2 hours
• Create, save and open a file.
• Export, publish, recover a file
• Send, publish a file/document
• Creation of layers.
Drawing 7 hours
• Line ray, construction line, multi line.
• Polyline, 3D polyline, polygon, rectangle.
• Arch circle donut, ellipse, spline.
• Block and point.
• Hatch, boundary, region, cloud.
Methods for Viewing Drawing 7 hours
• Regenerate, Redraw, Zoom, Plan, Hide, shade and render, 3 dimension
Dimensioning 4 hours
• Linear, aligned, ordinate.
• Radius, diameter angular.
• Baseline, text, dimension styles.

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 Modifying a Drawing 5 hours
• Match properties, objects, clips.
• Erase, copy, off set, array.
• Move, rotate, scale, stretch, and lengthen.
• Trim, extend, break, chamfer, fillet.
• 3D operation, solid edit.
• Explode.
Production of Architectural Drawing 4 hours
• Review of drawing layout: title block, notes, paper sizes.
• Considerations of site orientation, economy, aesthetics, facilities for people with
disabilities, fire safety.
• Block plan, site plan, and ground plan.
• Sections and elevations.
Production of Structural Drawing 4 hours
• Drawing layout: Title block, notes, and paper sizes.
• Typical drawing of foundation layout and foundations /footings in plan and
sections.
• Typical drawing of columns, and beams.
• Typical drawing of solid and hollow pot slab.
• Typical roof drawings.
Production of Road and Water works Drawings 4 hours
• Road sections and profiles.
• Road drainage structures.
• Plumbing and drainage drawings.
• Water treatment drawings.
Methodology
Through lectures, experiments, demonstration and practical work.
Assessment
• Assignments 5%
• Tests 5%
• Practical reports 30%
• Final examination 60%
Total 100%
Mode of delivery: Guided discussion, group work, demonstration and practice, coaching, project work,
experimentation, field study and report writing, tasks.
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
Total 100%
References:
1. Shanker, R. (2000). Industrial Engineering and Management. Ansari Road. Daryaganj, New Delhi-
110002: Galgotia Publications Pvt. Ltd.
2. Sriram, D.R. & Logcher, S. F. (1991). Computer-Aided Cooperative Product Development.
77
3. Dawson Christian (2007). Projects in Computing Information Systems, A students Guide. Prentice
Hall, Essex.
4. Tanenbaum Andrew S. (2007). Computer Networks, 4th Edition. Prentice Hall International Inc.
5. Anokh Singh (2001). Principles of Communication Engineering. S. Chand & Co. Ltd, New Delhi.
6. Finay Janet E. (2007). Human–computer Interaction, 3rd Edition. Prentice Hall, Essex..

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Course Code and Name: ECBD 2203 Engineering Surveying II
Course Level: Year II Semester II
Course credit: 3 CU
Brief course description:
The Course provides the essential principles and practical techniques in engineering surveying;
tachometry, trigonometrical leveling, electromagnetic distance measurement, sub-earth works
sub-use of global positioning system, curve ranging and total station
Learning Outcomes
The student:
• Understands and uses common surveying equipment in building and construction industry.
• Collects personal data, processes and transforms them into interpretable forms such as cadastral
plans, site plans, topographic maps and profiles.
• Collects appropriate data and produces suitable design schemes in building and civil engineering
fields.
• Critically analyses and interprets building and civil engineering design schemes on paper and
transforms them into physical reality on the ground in form of setting out .
• Critically monitors any deformation in form of vertical settlement, shift and tilt that may occur
on any building and civil engineering works, during and after completion of their construction.
• Works closely with related professionals such as land surveyors, architects, physical planners,
etc, to accomplish tasks within interrelated disciplines.
Competences
• By the end of this course, the student should be able to:
• Use a total station, theodolite and Global Positioning System (GPS).
• Apply principles of tachometry and trigonometrical levelling.
• Carry out electronic distance measurement.
• Carry out calculations of volumes from spot heights and contours.
• Set out horizontal and vertical curves of the roads.
Preparatory Assignment (Duration = 3 hours)
Give students a plan of a house. Ask them to site it on a plot.
Result: Students make a report or presentation on the importance of first measuring (surveying) the land
before making plans.
Detailed Course Description Duration
Tachometry 4 hours
Principles of tachometry, horizontal line of sight with vertical staff , inclined line of
sight with vertical staff , inclined line of sight normal to staff , errors in vertical staff ,
stadia tachometry, application of tachometry, field procedure and tachometric field
book, plotting , sub-tense tachometry and errors in sub-tense tachometry.
Trigonometrical leveling 4 hours
Influence of curvature and refraction, eye and object correction, determination of the
height of an object with a vertical face and determination of the height of an object
with an inaccessible base.
Electromagnetic Distance Measurement (EDM) 4 hours
Electromagnetic wave, principle of distance measurement, types of EDM systems,

79
types of EDM instruments and application of EDM.
Sub-Earth Works 5 hours
Calculation of plan areas using (triangles, coordinates, give and take lines , graphical
methods, trapezoidal rule , Simpson rule and planimeter ), calculation of cross-
sectional areas, calculation of volumes from cross sections using (end areas and
prismoidal methods), calculation of volumes from spot heights and contours.
SubUse of Global Positioning Systems (GPS) 4 hours
• Basic GPS theory: GPS as a tool in coordinate positioning, orienteering and
navigation. • GPS/GIS data integration: integration of GPS data with
other datasets within GIS, along with application of analysis techniques using
GPS collected data.
• Data capture for precision mapping: precision GPS equipment and accuracy
oriented field procedures in spatial data capture for cartography, accuracy
issues involving mis-planning and data collection techniques with GPS
receivers.
• Attribute data collection and sampling design: procedures for navigation,
mapping and attribute collection using a GPS receiver and use of GIS for
organising and managing data collection.
Curve Ranging 6 hours
• Horizontal curves (circular ): simple, compound and reverse circular curves,
terminologies of circular curves, radius and degree curves, through chainage,
location of intersection point (I) and tangent points (T and U) in the field,
setting out circular curves.
• Horizontal curves (transition): radial force and design speed, super elevation
and cant, minimum curvature for standard velocity, uses of transition curves,
length
• of transition curve, types of transition curves, the shift of the cubic parabola
and setting out the composite curve.
• Vertical curves : gradients , types of curves used, equation of vertical curve,
sight distances and k-values and setting out vertical curves.
Use of Total Station and Field Exercises 15 hours
• Use of total station: identify parts of a total station, total station types and their
applications, theory background on operation of total station, handling and
operation, onsite setup, collection of data and disassembly of total station.
• Field exercises: hands on operation of total station: traversing, surveying, stake
out, free station and remote height, download field data, edit, adjust and verify,
reduce field data, generate map and edit map.
• Field exercises using GPS
Mode of Delivery: Using: Guided discussion, interactive lecture, tutorials, group work, project work,
modeling, demonstration and practice, experimentation, field study and report writing,
Assessment:
• Assignments 5%
• Tests 10%
• Practical/project work 25%
• Final examination 60%
80
Total 100%
Reference:
1. Uren, J. and Price, W.F. 1994. Surveying for Engineers. 3rd ed. MacMillan, London.
2. Lee, S., Trench, W and A. Willis (2011) Elements of Quantity Surveying. Wiley-Blackwell
3. Towey, D (2012). Construction Quantity Surveying: A Practical Guide for the Contractor's Qs.
Wiley-Blackwell
4. Cartlidge, D (2011). New Aspects of Quantity Surveying Practice. Routledge

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APPENDIX A: STAFF FOR DITTE

General and Professional Courses

1. Bazaale Angela M.A, B.A (Ed) (MUK) Entrepreneurship

2. Ddungu-Kafuluma (M.Tech. Studies, MU) B. Ed. (Voc. Technological Studies

John Ed.), H. D (Mech. Eng.) (KYU)

3. Jongo Atwooki I. M. Sc. (Elec. Eng.), H. D (Elec. Eng.), Technical Education

Dip.Ed, Tech. Ed. Studies

4. Kyakulumbye Ali M.V.P (HIAK), M.Ed. (Curri.), B.Sc. Vocational Pedagogy

Katenda (MUK) Curriculum development

5. Mayengo Nathan MED (Educ.Psycho) (MUK) Educational Psychology

6. Mbaga Robinah M.Ed, (TELL), B.A (Ed) (MUK) TELL

7. Mutumba George B.Sc (MUK), Cert (Tech Educ) Mathematics

8. Opit Elizabeth PhD Cand.; MEd (MUK) Sociology of Education

9. Oteeni Samuel M.A (Dev’t Studies) (Nkozi U), B. Special Needs Educ.
Adult & Com. Dev’t (KYU) (Communication)

Civil and Building Engineering Courses

1. Kiberu Faisal B.Eng (CBE – Structures) (KYU) Structure Engineering

2. Natukunda Nathan B.Eng (CBE – Survey) (KYU) Survey

3. Nyombi Godfrey B. Eng (Environ), HD (CBE) (KYU) Environment Eng.

4. Sabiiti Christopher M.Sc (Constr. Managemt), PGD Architecture

(Archt Eng., UK), Voc. Instr (Japan). Engineering

Support Staff:
The technicians and other support staff in the relevant faculties and departments in Kyambogo
University will provide the necessary support staff services for the DITTE programme.

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APPENDIX B: MACHINERY, TOOLS AND MATERIALS

DITTE in Civil and Building Engineering

Machines Qty Qty
1. Vibrators 10 2. Surface planer 2
3. Concrete mixers 10 4. Circular saw 2
5. Molding machines for bricks 10 6. Thicknesses 2
7. Hoists 50 8. Mortising machine 2
9. Ramming/compacting machines 10 10. Vertical & horizontal spindle molder 2
11. Plastic Pipe Joining Machine 5 12. Dimension saw 2
13. Brower 10 14. Band saw 2
15. Wielding machine 5 16. Pressing machine 2
17. Grinding machine 5 18. Chain and mortising machine 2
19. Pumps 20 20. Cross cutting saw machine 2
21. Gas wielding machines 5
Equipment Qty Qty
1. Dovetail template 30 2. Thicknesses 30
3. Miter template 30 4. Mortising machine 2
5. Miter block 30 6. Vertical & horizontal spindle molder 2
7. Bench peg 30 8. Dimension saw 2
9. Bench vice 30 10. Band saw 2
11. Bench stop 30 12. Pressing machine 2
13. Wood working bench 30 14. Chain and mortising machine 2
15. Bench hold fast 30 16. Cross cutting saw machine 2
17. Miter box 30 18. Wheel barrows mortar pans 10
19. Surface planer 2 20. Spades 50
21. Circular saw 2 22. Hoes 50
23. Gum Boots 20 24. Over rolls 20
25. Pipe bending tables 20 26. Grooves 20
27. Bending springs 20 28. Ladders 2
Tools
1. Pangs 50 2. Files 150
3. Trowel, boat level, brick hammer 50 4. Mallets and Hammers 20
5. Spirit level, cold chisel, brick comb 50 6. Cooper Bits 50
7. Square, pointing trowel, hawks 50 8. Tape Measures 50
9. Steel float and tingle plate 50 10. Spirit Level 50
11. French men tool 50 12. Pipe Cutters/Wheel Cutters 20
13. Plumb rule 50 14. Reamers 20
15. Wooden float, plumb bob 50 16. Steel Drift 20
17. Engineering Square 20 18. Trowel 20
19. Pipe Vices Sets of Stock Dies 20 20. Fire Forge 20
21. Pipe Wrenches 20 22. Wheel Barrows 5
23. Adjustable Spanners 20 24. Tanks and Cisterns 5
25. Chisels 20 26. Pipe wrenches-(sizes) 5
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27. Hacksaw 20 28. Pair of Pliers 50
29. Snips 20 30. Stocks and dies for thread cutting 50
Hand Tools
1. Tape measure 40 2. Motice gauge 40
3. Try. Square 40 4. Marking knife 40
5. A sliding bevel 40 6. Sliding square 40
7. Marking gauge 40 8. Beam compass 5
Saws
1. Steel frame saw 5 2. Bow saw 20
3. Cross cut saw 40 4. Dovetail saw 40
5. Rip saw 40 6. Frat saw 20
7. Compass saw 20 8. Coping saw 20
9. Tenon saw 40 10. Dimension saw 20
Hark saw 20
Chisels and Gauges
1. Firmer chisel 20 2. Bradar 5
3. Motice chisel 20 4. Gimlet 5
5. Paling chisel 20 6. Ratchet brace and bits 20
7. Gauges 20 8. Hand drill 20
9. Nail punch 20 10. Oil stone 20
11. Pincer 20 12. Brushes 20
13. Pliers 20 14. Crow bar 5
15. An axe 5
Planes
1. Jack planes 20 2. Spoke shaves 20
3. Trying planes 10 4. Plough planes 10
5. Smoothing plains 20 6. Block planes 5
7. Rebate planes 20 8. Bull nose planes 20
9. Router planes 5
Cramps and Hammer
1. G. crump 30 2. Screw drivers Sets 30
3. Sash crump 30 4. Claw hammers 30
5. Miter crump 30 6. Warrington pattern 30
7. L Crump 30 8. Cross pane hammer 30
9. String clumps 30
Portable Power Hand Tools
1. Circular saw 30 2. Electric drill 10
3. Circular or electric planer 30 4. Belt sander 5
5. Ging saw 5 6. Orbital sander 30
7. Chain saw 5

Materials Qty Qty

1. Metallic Sheets 100 2. Boos White 10
3. Ball valves, taps 100 4. Molten Lead 10 tins
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5. Gate valves 50 6. Silicon 10 tins
7. Stop cock valve 100 8. Thread Seal Tape 10
9. PIPES-Galvanized iron 20 10. Rondex 10
11. Prolonged Chloride (PVC) 20 12. Fittings 10
13. High Density Polyethylene 20 rolls 14. GI pipes (metallic) 10
15. PPR and PVC 20 16. PPR Pipes 10
17. Wielding Rods 20 pckts 18. HDPE Pipes 10
19. Jointing Compounds 10 20. PVC Pipes 10
21. Yarn 10 22. UPVC Pipes 10
23. Solvent Cement 10

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APPENDIX D: DITTE YEAR I TEACHING BUDGET

A. INCOME
No. of Expected Students 30

1. Income from Administration and Tuition Fees

a. Tuition: 30 x 1,800,000 = 54,000,000
b. Administration Fees: 30 x 490,900 = 14,702,000
Total: = 68,702,000

2. Other Fees
a. School Practice 30 x 330,000 = 9,900,000
b. Industrial Training 30 x 330,000 = 9,900,000
c. Students’ Tools 30 x 350,000 = 10,500,000
d. Boarding and Transport 30 x 1,697,500 = 50,925,000
Total: = 81,225,000

3. Total Income Expected 149,927,000

B. EXPENDITURE

1. Administration Costs
Fees Item Description Amount Per Student
1. National Council for Higher Education 20,000 x 30 students 600,000 20,000
2. Registration Fees 80,000 x 30 students 2,400,000 80,000
3. Identity Card 15,000 x 30 students 450,000 15,000
4. Library Fee 20,000 x 30 students 600,000 20,000
5. Medical Examination Fees 20,000 x 30 students 600,000 20,000
6. Medical Fees 20,000 x 30 students 600,000 20,000
7. Maintenance Fee 50,000 x 30 students 1,500,000 50,000
8. Examination Fee 100,000 x 30 students 3,000,000 100,000
9. Students’ Guild Fee 15,900 x 30 students 477,000 15,900
10. ICT Development 50,000 x 30 students 1,500,000 50,000
11. Research Capacity Development 40,000 x 30 students 1,200,000 40,000
12. Certificate Fee 20,000 x 30 students 600,000 20,000
13. Transcript Fee 20,000 x 30 students 600,000 20,000
14. Convocation Fee 20,000 x 30 students 600,000 20,000
Sub-Total 14,727,000 490,900

2. Teaching
1. Teaching Trade based courses contact hours for 2 semesters: 2 x 20 credit
units x 15 weeks x 30,000= 18,000,000
2. Teaching General and Professional courses contact hours for 2 semesters,
shared amongst 2 trades: 2 x 20 credit units x 15 weeks x 30,000=/2
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 9,000,000
3. Field work placement within the semester:
i. Placement to attach students to industries: 2 days x 70,000= 140,000
ii. Placement to attach students to demonstration schools:
2 days x 70,000= 560,000
iii. Supervisors’ transport: 2 x 2 semesters x 3 days x 70,000= 840,000
iv. Students’ transport: 30 x 2 semesters x 2 weeks x 30,000= 3,600,000
Sub-Total 32,140,000

3. Continuous Assessment
1. Setting and Marking tests and assignments: 2 (test/practical work &
Assignment) x 1000 x 30 scripts x 13 courses x 2 Semesters 1,560,000
2. Project work: 1 project report x 3000= x 30 students x 4 courses 360,000
Sub-Total 1,920,000

4. Instructional Materials
a. 35 reams of photocopying paper – 25 x 10,000= 315,000
b. 35 reams of ruled paper – 35 x 9,000= 315,000
c. 15 packets of Assorted pens – 15 x 15,000= 225,000
d. Correcting Ink – 2 x 4,500= 9,000
e. White Out – 2 x 3,000= 6,000
f. Markers (Assorted) 10 packets x 15,000 150,000
g. Manila Paper (Assorted) – 1 ream x 170,000= 170,000
h. Newsprint – 1 reams x 50,000= 50,000
i. Flip Charts – 4 reams x 30,000= 120,000
j. 40 Folder files – 40 files x 500= 8,000
k. White Chalk + Coloured – 4 boxes x 8,000= 32,000
l. 1 Sets of VIPP Cards – 1 x 100,000= 100,000
m. Punch – 2 x 15,000= 30,000
n. Staple Wires – 6 pkts x 1500= 9,000
o. Pins – 2 pkts x 1,000= 2,000
p. Stapling Machine – 2 x 15,000= 30,000
q. 4 Dusters x 2,500 10,000
r. Box Files – 40 files x 5,000= 200,000
s. Carbon Paper – 2 packets x 7,000/= 14,000
t. 20 Duplicate Books x 10,000 (students’ school practice) 200,000
u. 3 Triplicate Books x 15,000= (Supervision of school practice) 45,000
v. 2 bottles of glue x 3,000= 6,000
w. 40 Short Hand Notebooks x 2,000= 80,000
x. 10 dozens of drawing pencils x 2,000= 20,000
y. 30 sets of drawing equipment: 30 x 50,000= 1,500,000
z. 15 rolls of Masking Tape x 3,000= 45,000
aa. 30 sets of bindings x 4 projects x 2,000= 240,000
Sub-Total 3,931,000
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5. Workshop Machines, Equipment and Materials
a. Machines: maintenance & repair @ 2 semesters x 1,000,000= 2,000,000
b. Equipment: maintenance & repair @ 2 semesters x 500,000= 1,000,000
c. Materials: consumables for 35 people x 2 semesters x 80,000= 5,600,000
d. Workshop/computer laboratory maintenance: 2 x 30 x 2 semesters x 15,000=
1,800,000
Sub-Total 10,400,000

6. Coordinating Petty Cash Expenses

Monthly operational costs shared in 4 trades: 10 months x 200,000=/4 500,000
Sub Total 500,000

7. Meetings Meals
a. Faculty Board Meetings shared in 4 trades
Meals for 40 people x 11,000 x 4 meetings in a year x 1/4 440,000
b. Departmental meetings shared in 4 trades:
Meals for 40 people x 11,000= x 5 meetings in a year x 1/4 550,000
c. Steering Committee Meetings shared in 4 trades:
Meals for 10 members x 11,000 x 12 meetings in a year x 1/4 330,000
Sub-Total 1,320,000

8. School/Institutional Practice and Industrial Training

a. School/Institutional Practice of 6 weeks shared in 4 trades:
i. Survey of training institutions conducted by 2 people in 1 week: 2 x
1,060,000= 2,120,000
ii. Transport to & fro station, A/Time: 8 supervisors & 2 coordinators
/monitors x 60,000= 960,000
iii. Per Diem: 8 supervisors x 21 days (4 weeks) x 120,000= 20,160,000
iv. Per Diem: 2 coordinator/ monitor x 21 days (4 weeks) x 120,000= 3,840,000
v. Transport: 8 supervisors x 20 days x 50,000= 8,000,000
vi. Transport: 2 coordinator/ monitor x 20 days x 50,000= 2,000,000
vii. SDA: 8 supervisors and 2 coordinator/ monitor x 20,000= 320,000
b. Industrial Training of 8 weeks shared in 4 trades:
i. Survey of industries conducted by 2 people in 1 week:
2 x 1,060,000= 2,120,000
ii. Transport to & fro station, A/Time: 8 supervisors & 2 coordinators
/monitors x 60,000= 960,000
viii. Per Diem: 8 supervisors x 21 days (4 weeks) x 120,000= 20,160,000
ix. Per Diem: 2 coordinator/ monitor x 21 days (4 weeks) x 120,000= 3,840,000
x. Transport: 8 supervisors x 20 days x 50,000= 8,000,000
iii. Transport: 2 coordinator/ monitor x 20 days x 50,000= 2,000,000
iv. SDA: 8 supervisors and 2 coordinator/ monitor x 20,000= 320,000
Sub-Total shared in 4 trades: 74,800,000/4 18,700,000

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9. Students’ Tools
Personal Tools: 30 toolboxes @ 350,000= 10,500,000
Sub-Total 10,500,000

10. Accommodation/Boarding and Transport

a. Boarding: 30 students x 50 weeks x 32,950= 49,425,000
b. Transport to & from University: 30 students x 50,000= 1,500,000
Sub-Total 50,925,000

11. SUMMARY
Item Total Amount Per Student
1. Administration Fees 14,727,000 490,900
Tuition
2. Teaching and practicum 32,140,000 1,071,333
3. Continuous Assessment 1,920,000 48,000
4. Instructional Materials 3,931,000 131,333
5. Workshop Machines, Equipment and Materials 10,400,000 346,666
6. Coordinating Petty Cash for each trade 500,000 16,666
7. Meetings 1,320,000 44,000
Tuition Per Year 50,211,000 1,657,998
Other Costs
8. School/Institutional Practice and Industrial Training 18,700,000 623,333
9. Students’ Tools 10,500,000 350,000
10. Accommodation/Boarding and Transport 50,925,000 1,697,500
Total of Other Costs, Per Year 80,125,000 2,670,833
Grand Total (Ug.Shs.) 145,063,000 4,835,433

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