Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA

Ministry of Education Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707

FOOD AND BEVERAGE SERVICE

Kigali, March 2012

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PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Coordination

HABIMANA Théodore, TVET Training Department - WDA
MPAMO Aimé, Curriculum Development Unit - WDA

Editing

TUMAINI Manimbi, Curriculum Facilitator, WDA
NGOMA Marie-Pierre, VVOB-PAFP (Programme d’Appui à la Formation Professionnelle)

Participation

MUHIRE Jean Marie Vianney, Curriculum Facilitator, WDA
NYAGATARE Joyce, Food and Beverage Instructor, WDA
BATAMURIZA Sonia, Food and Beverage Instructor, WDA
NTAMBARA Steven, Food and Beverage Instructor, WDA
MUNYANEZA Alex, Food and Beverage Instructor, WDA
TURATSINZE NZIZA David, Food and Beverage Instructor, WDA
MUKUNGIRWA Jean Pierre, Food and Beverage Instructor, WDA
NTARE Deus, Food and Beverage Instructor, WDA
MUNYANGABE Valentin, Food and Beverage service
GAFIRIGI CLEMENTINE, Pedagogue, WDA

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TABLE OF CONTENTS
SECTION 1 : GENERAL INTRODUCTION ............................................................................................................................................................................... 6

CONCEPTS AND DEFINITIONS ................................................................................................................................................................................................. 7

SECTION 2 : TRAINING PACKAGE .......................................................................................................................................................................................... 9

LIST OF MODULES....................................................................................................................................................................................................................... 9

MODULE 1 : Occupation and learning process ............................................................................................................................................................... 10

Learning unit 2: Learn about the occupation and the training process .............................................................................................................. 12

Learning unit 3: Reflect upon the teaching and learning methods ..................................................................................................................... 13

Learning unit 1: Apply good personal care and healthy habits at work. ............................................................................................................. 17

Learning unit 2: Address unsafe situations on the job. ....................................................................................................................................... 18

Learning unit 3: Respond appropriately to emergencies at work. ...................................................................................................................... 18

Learning unit 4: Prevent HIV/AIDS and sexual violence. .................................................................................................................................... 19

MODULE 3 : Communication on the workplace ............................................................................................................................................................. 20

Learning unit 1: Listen and speak effectively .................................................................................................................................................... 22

Learning unit 2: Cooperate and work as a team member .................................................................................................................................... 23

Learning unit 3: Apply customer care ................................................................................................................................................................. 24

MODULE 4: Computer literacy.............................................................................................................................................................................................. 26

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.. 59 MODULE 7 : Non-alcoholic beverages ............................................. 69 MODULE 8 : Alcoholic beverages ....................................... 63 Leaning unit 1: Prepare cold non-alcoholic beverages .................................................... 43 Learning Unit 1: Maintain Personal Hygiene ............................................................................................................................................................................................................................ 66 Learning unit 2: prepare hot non alcoholic beverages ................................... 53 MODULE 6 : Customer care ........................................................................ 35 Learning Unit 4: Use Presentation application ............ 38 Learning Unit 5: Use Internet/Intranet (Outlook) .............. 73 Learning unit 1: Serve alcoholic drinks ............................................................................................................................................ 29 Learning Unit 2 : Use a word processing package ........................................... 41 MODULE 5 : Personal grooming and workplace hygiene .............................................................................. 76 4 ...................................... 56 Learning unit 2: Apply Customer Care ................................................................................................................................................................................................................................................................................................................................................................... 49 Learning Unit 3: Apply Workplace Safety ............................................................................................................................................................................................................................................................................................................................................................ Learning Unit 1 : Apply computer fundamentals ............................................................................................................................................................................................................................................... 46 Learning Unit: 2 Maintain Workplace Hygiene .......................................................................................................................................................................................................... 32 Learning Unit 3: Use spreadsheet package ...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 54 Learning unit 1: Demonstrate personal and interpersonal skills ..

...................................................................................................................... 97 Learning unit 3: Manage a small business .. 105 Learning unit 4: Organise and evaluate one’s internship .......................................... 83 Learning unit 2: Apply Service Techniques ......... Learning unit 2: Prepare and serve cocktails ............................... 106 Learning unit 5 : Develop one’s competences on the workplace ............................................................................................................................................................................................................................................................................................................................................... 93 Learning unit 1: Manage money .............................................................. 85 Learning unit 3: Handle Guests Payments ............................... 78 MODULE 9 : Food and Beverage service ............................................................................................................................................................................... 89 MODULE 10 : Entrepreneurship ........................ 99 MODULE 11 : INTERNSHIP .................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 107 5 ...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 100 Learning unit 1: Apply for internship / employment ...... 103 Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes ............................................................... 98 Learning unit 4: Prepare a business plan for a micro business ........................... 80 Learning unit 1: Prepare for Service ....................................................... 96 Learning unit 2: Keep record and budget .................................................................................................... 104 Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities ........................................................................................................................................................

Apply computer literacy 5. Personal grooming and workplace hygiene 6. safety and security procedures on the workplace 3. 6 .SECTION 1 : GENERAL INTRODUCTION The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of FOOD AND BEVERAGE The curriculum design approach has taken into account the training needs. Serve food and beverages 10. Prepare and serve alcoholic beverages 9. They have a direct influence on the choice of the theoretical and practical learning activities. Apply customer care 7. Create and manage a small business 11. Communicate effectively on the workplace 4. as well as the goals and the means to implement training. Prepare and present non-alcoholic beverages 8. At the end of the training programme. the work situation. Understand the occupation and the learning process 2. Integrate the workplace The modules of the curriculum include a description of the expected results at the end of training. Apply health. the learners will be able to : 1. The competences are the targets of training: the acquisition of each is required for certification.

organisational skills. In each module. The first part is of general interest and shows the nature and goals of a program and the key concepts and definitions used in the document. 7 . the amount of credits. The present curriculum consists of two parts. understand what he/she does and do it autonomously. The second part deals with the training package. such as communication skills. interpersonal competence and analytical skills. Credit: the acknowledgement that a person has satisfied the requirements of a module. They present the title of the module. The pages describing the modules are the heart of a curriculum. It includes the list of modules. education and life generally. mathematical skills. the learning activities and resources for learning are suggested. computer literacy. This integration is demonstrated when the learner is able to achieve specific results and performances. See also competency-based assessment. the learning units and the performance criteria. Also. CONCEPTS AND DEFINITIONS Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a standard of performance. the length of training. Competence: A competence is the result of a combination of knowledge and skills. the description of each module and the course structure. the context in which the competence is performed. a course structure is provided. Assessment tools of learning are developed on the basis of this document. The course structure describes the learning outcomes (knowledge and skills) and the learning contents related to each learning unit. but are important for work. Complementary competences: (also known as employability skills or key skills) skills which are not specific to work in a specific occupation or industry. the prerequisite competences.The curriculum is the reference to carry out the assessment of learning.

Learning assumed to be in place: a requirement for the attainment of a specific module or modules prior to commencement of another module. Module: a unit of education or training which corresponds to one competence and can be completed on its own or as part of a qualification. Learning outcomes: are statements that indicate what learners will know or be able to do as a result of a learning activity. Learning hours : amount of hours required to acquire the competence. 8 . or attitudes. Occupation: the principal business of one’s life. Learning activities: suggested activities that can be developed during lesson planning and activity preparation. and focused aspects. Learning unit: any of the basic building blocks of a module which describes the key activities or elements of the work covered by the module. including the time allocated to evaluation. supervised work. These activities require more fundamental learning and are generally common to several tasks and transferable to many work situations. but generally contribute to their implementation. They refer to concrete. Learning outcomes are usually expressed as knowledge. Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.General competences : competences correspond to larger operations that go beyond the tasks. skills. available material resources and communication tools. Specific competences : competences that are directly related to the tasks of the occupation in the workplace context. which is estimated between 5 and 10% of the total learning time of the competence. practical. Internship: an opportunity for a learner to integrate career related experience by participating in planned. The choice of learning activities must be tailored according to group size.

and the course structure.SECTION 2 : TRAINING PACKAGE The training package includes the list of modules. the description of each module. safety and security on the workplace Complementary 3 3 Communication on the workplace General 2 4 Computer literacy Complementary 3 5 Personal grooming and workplace hygiene Specific 4 6 Customer care Specific 6 7 Non-alcoholic beverages Specific 6 8 Alcoholic beverages Specific 6 9 Food and beverages service Specific 12 10 Entrepreneurship Complementary 3 11 Internship Specific 30 TOTAL 77 9 . LIST OF MODULES Module Module title Type Credit Value No 1 Occupation and learning process General 2 2 Health.

It allows the trainee to get to know the other participants to the training programme and to understand himself/herself as part of a team. Also. MODULE 1 : Occupation and learning process Competence : Understand the occupation and the learning process RTQF LEVEL: CREDITS: 2 LEARNING HOURS : 20 SECTOR: All SUB-SECTOR: All ISSUE DATE: January 2012 REVIEW DATE: PURPOSE STATEMENT This module is covered first. The training and learning methods are presented to the trainee. subsequently. The module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her choice from the start. the trainee will develop a comprehensive and clear vision of the occupation and the training programme. a better integration of various learning. LEARNING ASSUMED TO BE IN PLACE Not applicable 10 . This approach encourages greater motivation and.

Learning unit Performance criteria By the end of the module. Reflect upon the teaching and learning methods 3.3 Rules and requirements are agreed upon and known. 1.2 The training required is known. Learn about the occupation and the training process 2.2 Be part of a team and behave accordingly.3 The training organisation is known.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence.1 The occupation is understood.1 The active and participatory learning methods are applied.2 The assessment method is understood. the trainee will be able to : 1.1 Know each other. 3. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. the workshop 1. 2. 2. Understand oneself as part of a team and respect the rules of 1. 2. 5. 11 .

These learning outcomes are the essential skills and knowledge to be acquired.2 Work as a team • Working as a team o Games • Building trust o Group discussions 1. Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop Learning hours: 6 Learning outcomes Contents Learning activities Resources 1. The contents to be covered for each learning outcome are prescriptive. The Learning Activities contain a series of suggestions.1 Understand the • Characteristics of the o Personal research .Pictures of people in occupation occupation o Visit of a business in the working situation • Working conditions neighbourhood .COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit.Documents describing the occupation 12 . usually with several options.1 Introduce oneself and get • Introductions o Introduction to know one another • Expectations about the training o Game o Presentation of trainees’ expectations 1. that will guide the learner and the trainer.3 Setting rules and • Rules of the classroom o Brainstorming - responsibilities • Group responsibilities o Discussions Learning unit 2: Learn about the occupation and the training process Learning hours: 12 Learning outcomes Contents Learning activities Resources 2.

and learning methods participatory teaching and o Presentation by the trainer learning methods 3.1 Understand the teaching • Overview of the active and o Experience sharing. Akazi Kanoze – Youth Livelihoods Project.Timetable organisation and workshops Learning unit 3: Reflect upon the teaching and learning methods Learning hours: 2 Learning outcomes Contents Learning activities Resources 3.2.2 Understand the • Assessment methodology and o Explanation by the trainer assessment methodology its purpose Reference books : 1. Work Readiness Training Programme – Participant’s Manual. Work Readiness Training Programme – Trainer’s Manual. Akazi Kanoze – Youth Livelihoods Project.3 Have a common • Presentation of the timetable o Visits of the premises of the school.School year calendar understanding of the training • Presentation of the classrooms .Testimonies of people continuous training performing the occupation 2. 2.Overview of the training of the goals of the training programme (modules) o Research programme programme • Importance of the initial and . 13 .2 Obtain an understanding • Content of the training o Presentation by the teacher . .

safety and security on the workplace Competence : Apply health. MODULE 2 : Health. They have a duty to cooperate with their employer's initiatives to ensure safety at work. identify hazards. safety and security procedures on the workplace RTQF LEVEL: CREDITS: 3 LEARNING HOURS : 30 SECTOR: All SUB-SECTOR: All ISSUE DATE: January 2012 REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to follow health. assess the associated safety risks and take measures to eliminate or control and minimise the risk. safety and security procedures. LEARNING ASSUMED TO BE IN PLACE Not applicable LEARNING UNITS AND PERFORMANCE CRITERIA 14 . It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues and anyone else in the workplace.

15 . blowing nose. 1. Address unsafe situations on the job 2. smoking.1 Appropriate methods are used to identify actual or foreseeable hazards that have the potential to harm the health and safety of workers or anyone else in the workplace.2 Immediate work area is free from hazards.Learning units describe the essential outcomes of a competence. the trainee will be able to : 1. 2.1 Hands are washed at appropriate times and hand washing procedures are followed habits at work correctly and consistently according to organization and legal requirements. 1. 1. coughing. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.2 Clothes are clean. Apply good personal care and healthy 1.3 Food is not contaminated with any body fluids or tobacco product from sneezing.4 Clean materials and clothes are used and safe and hygienic practices are respected to ensure that no cross-contamination of other items in the workplace occurs. Learning unit Performance criteria By the end of the module. spitting. required personal protective clothing are worn and only organization-approved bandages and dressings are used. 2.

2 Appropriately response to emergencies is provided.3 Assistance from colleagues or other authorities is sought promptly and when appropriate. 3. 3. 2. 3. Prevent HIV/AIDS and sexual violence 4. 4.3 Control measures are implemented according to individual level of responsibility or appropriate personnel is referred to for permission or further action. Respond appropriately to emergencies at 3.1 Emergency and potential emergency situations are recognised promptly and required work actions are determined or taken within the scope of individual responsibility. 16 . 4.2 Transmission. prevention and treatment of HIV/AIDS and other STI’s are understood.1 Reproductive health is understood. 4.3 Sexual violence is understood and can be avoided.

2 Describe the importance • Definition of hygiene o Presentation by trainer .Health education material from Ministry of Health or other organisations . cleanliness • Importance of hygiene and o Role play food sanitation.1 Identify important health • Healthy habits o Discussion . clean water sanitation at work and toilet facilities • 1. that will guide the learner and the trainer. usually with several options.Posters/pictures of health habits 1. These learning outcomes are the essential skills and knowledge to be acquired. The contents to be covered for each learning outcome are prescriptive.Handout: healthy hygiene of personal and public • Definition of sanitation o Group work and discussion and sanitation practices.Health education material from Ministry of Health or other organisations .List of habits for good practices in the workplace o Individual work health o Presentation . microbes o Brainstorming spread of illness and • Prevention techniques (Hygiene contamination at work and sanitation good practices) 1.Posters/pictures of health habits 17 . The Learning Activities contain a series of suggestions.COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit.3 Know how to prevent the • Sources of germs. Learning unit 1: Apply good personal care and healthy habits at work.List of habits for good practices in the workplace o Individual work health o Presentation . Learning hours: 4 Learning outcomes Contents Learning activities Resources 1.1 Identify important health • Healthy habits o Discussion .

protective equipment) Learning unit 3: Respond appropriately to emergencies at work.3 Identify the best ways to • Control methods (remove o Brainstorming Stories and pictures address specific problem hazard.2 Understand why the • Hazardous situations situation or substance is • Dangerous substances hazardous 2. Learning hours: 10 Learning outcomes Contents Learning activities Resources 2. chemical. other health hazards) o Discussion 2. Learning hours: 8 Learning outcomes Contents Learning activities Resources 3. o Group work biological.1 Identify emergencies • Definition of emergency o Presentation by the trainer • Types of emergencies in a o Experience sharing workplace 18 . work policies and o Discussion situations procedures.Learning unit 2: Address unsafe situations on the job.1 Identify the primary • Types of hazards in the o Brainstorming Pictures hazards found in workplaces workplace (safety.

dice. 3. Irish Aid and VSO.2 Handle emergencies • Possible responses to o Disaster Blaster Game . 19 . Akazi Kanoze – Youth Livelihoods Project. Work Readiness Training Programme – Participant’s Manual. Akazi Kanoze – Youth Livelihoods Project.3.True and false statements • Prevention (ABC) o True or false • Treatment o Group work • Other STI’s o Demonstration (condom use) • Stigma and VCT o Role play (condom negotiation) 4. 2.2 Be sensitized to HIV • Definition o HIV game .Disaster Blaster Game emergencies in the workplace board. HARE : Prevention of HIV and AIDS in Rwanda through education.1 Understand reproductive • Puberty and body change o Small group discussions health • Female reproduction o Pair discussion • Male reproduction o • Consequences of early pregnancy 4. marker.3 Be sensitized to sexual • Definition of sexual violence o Story telling violence • Definition of rape o Group discussion • Consequences of sexual o Large group discussion violence Reference books : 1. game cards Learning unit 4: Prevent HIV/AIDS and sexual violence. paper. Work Readiness Training Programme – Trainer’s Manual.Scenarios for HIV game /AIDS • Transmission o Questions and answers . Learning hours: 8 Learning outcomes Contents Learning activities Resources 4.

to cooperate and work effectively within a group. The module will allow the participant to speak and listen actively and appropriately. MODULE 3 : Communication on the workplace Competence : Communicate effectively on the workplace RTQF LEVEL: CREDITS: 2 LEARNING HOURS : 20 SECTOR: All SUB-SECTOR: All ISSUE DATE: January 2012 REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to communicate and get along well with others. one-on-one and in groups. in a variety of settings and for a range of purposes. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. 20 . LEARNING ASSUMED TO BE IN PLACE Not applicable LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. to lead a team and to provide good customer service.

1 Team objectives are reached through effective cooperation.1 Strategies for effective listening are applied. the trainee will be able to: 1.4 Conflicts with customers are handled politely and adequately. Cooperate and work as a team member 2.2 Quality service is provided. 3.Learning unit Performance criteria By the end of the module. 1.4 Demonstrate problem solving and decision making skills 3. 2. 2.3 Clear verbal information is provided to customers face to face or on the telephone. 3. 21 . Listen and speak effectively 1.3 Clear and accurate information and instructions are provided to colleagues. 2. 1.2 Diversity of team members is respected. Apply customer care 3.1 Importance and principles of good customer service are understood.2 Instructions are adequately interpreted and followed. 3.3 Lead a team efficiently 2.

22 . o individual work instructions concise instructions o group discussion • Formulation of instructions • Strategies to ask questions for clarification 1.List of effective listening • Assess one’s listening skills o Feedback from observers skills & strategies • Model good listening skills o Discussion .Effective Listening Observation Form 1. usually with several options.COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. Learning unit 1: Listen and speak effectively Learning hours: 6 Learning outcomes Contents Learning activities Resources 1. The Learning Activities contain a series of suggestions. that will guide the learner and the trainer. The contents to be covered for each learning outcome are prescriptive. These learning outcomes are the essential skills and knowledge to be acquired.2 Give and receive • Importance of giving clear.1 Apply effective listening • Effective listening skills & o Role play .3 Identify non-verbal • Importance of non-verbal o pair work communication signs and the communication o large group discussion impact on people’s • Impacts of non-verbal communication on how we give perceptions information and how we listen.Role play scenarios skills & strategies strategies o Observing role play .

1 Identify the different • Different personalities and o Self-assessment personalities approaches that individuals o large group activity (inner/outer bring to a group circles) .1.Effective Speaking Observation Form Learning unit 2: Cooperate and work as a team member Learning hours : 8 Learning outcomes Contents Learning activities Resources 2.Cooperating with Others group Roles .Elements of an Effective & Cooperative Team Member 2.Working in Groups Self o Discussion Assessment 2.Speaking Scenarios for group work .4 Demonstrate effective • Effective speaking skills and o small group work .4 Lead a team efficiently • Qualities of an effective leader o large group discussion .List of Effective Speaking speaking skills strategies o practice presentations Skills & Strategies o large group discussion .Role play scenarios • Different leadership styles o small group work • Appropriate leadership style in a o role plays 23 .2 Handle different • Strategies on how to handle personalities in a group different personalities in a .3 Cooperate with others to • Characteristics of an effective o Large group activity reach the same objective and cooperative team member o Large group discussion o Individual reflection/journal writing o Pair work 2.

Scenarios for problem solving and decision making amongst people during the o pair sharing solving activity skills problem solving process o small group work • steps of problem solving to o large group discussion work and community related o Task leadership competition problems • Communication as a tool for problem solving Learning unit 3: Apply customer care Learning hours : 6 Learning outcomes Contents Learning activities Resources 3.1 Understand the • Definition of customer service o Experience sharing importance of good customer • Levels of customer service o Brainstorming care • Customer care principles Presentation by trainer • Importance of customer care 3.5 Demonstrate problem • challenges and dynamics o Large group activity .2 Provide exceptional • Basic customer needs o individual reflection quality service • Service to meet basic customer o large group discussion needs o role play • Definition of customer’s perception • Meeting and exceeding expectations • Getting feedback on the provided service 24 . given context o small group activity • Strategies to lead a team efficiently 2.

Akazi Kanoze – Youth Livelihoods Project. 25 . Work Readiness Training Programme – Trainer’s Manual. 4.4 Handle conflict with • Definition of conflict. Akazi Kanoze – Youth Livelihoods Project.3.Role Play scenarios for with customers by telephone • Recording a telephone message o skit Communicating with and face to face o pair role plays Customers 3. conflict o individual reflection - difficult customers resolution/management o Brainstorming • Steps of conflict management o large group discussion with difficult customers o role play Reference books : 3. Work Readiness Training Programme – Participant’s Manual.3 Communicate effectively • Telephone tips o large group discussion .

assess the associated safety risks and take measures to eliminate or control and minimise the risk. identify hazards. They have a duty to cooperate with their employer's initiatives to ensure safety at work. It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues and anyone else in the workplace. safety and security procedures. MODULE 4: Computer literacy Competence 5: Apply computer literacy RTQF LEVEL: CREDITS: 3 LEARNING HOURS : 30 SECTOR: All SUB-SECTOR: All ISSUE DATE: January 2012 REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to follow health. LEARNING ASSUMED TO BE IN PLACE Not applicable 26 .

Use a current word processing package 2. the trainee will be able to : 1 Apply computer fundamentals 1.6 Inserting of header .3 Use of Desktop’s elements 1.2 Table creation and editing 2.4 Printing 2.3 Text Editing 2.2 Use of different I/O devices 1.5 Saving 5.1 Identification of Various connectors and ports 1.Footer and footnotes 27 .4 Scanning of Viruses in the computer and Different Storages Devices 2.1 Text formatting 2. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. Learning unit Performance criteria By the end of the module. LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence.

4 Using of functions and perform mathematical operations 3.5 Animation 4.2 Interacting through instant messaging (Chatting) 5.6 Using Different Presentation view 4. Managing favorites using internet explorer 28 .2 Creating .1 Creating a new presentation 4.4 Converting word documents to PowerPoint presentation 4.4 Creating .1 Defining and explaining a website 5.1 Using of basic excel tasks 3.3 Using search Engines (example Google) 5.3.3 Inserting of Graphics 4. Inserting a slide 4.5 Excel worksheet Printing 4.3 Formatting of cells and their contents 3.7 Printing a presentation 5.Use current Power Point Presentations 4.Use Internet/Intranet (Outlook) 5. Use current spreadsheet package 3.2 Managing of Sheets in excel workbook 3.

Learning Unit 1 : Apply computer fundamentals Learning hours:10 Learning outcomes Contents Learning activities Resources • Computer Definition -Open a computer case and -Computer Lab Observe different types of 1.5 Browsing the internet using the hyperlinks 5. Diskettes  Desktops memory -White Board  Palm tops -Markers  PDA (Personnal Digital assistance) • Computer Hardware 29 . 5.1 Apply Computer • Types of computers memory -Computer Tool Kit basics  Laptops -Group Discussion on each type of -CD.6 Downloading and Uploading files using internet COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. DVDs. These learning outcomes are the essential skills and knowledge to be acquired. that will guide the learner and the trainer. usually with several options. The contents to be covered for each learning outcome are prescriptive. The Learning Activities contain a series of suggestions.

CD. Speed . ROM (Read only memory) .2. External/Internal memories (Hard disk. Definition -Computer Tool Kit -Exercises on ports identifications • I/O (Input and Output) Ports and -CD. Serial ports Different types Connectors 30 . RAM (Random access memory) .diskette.etc) 1. Capacity . Non Volativity • Types of Memory .Identify Various • Connectors and ports -Observe different connectors as -Computer Lab connectors and ports well as input and output ports . Memory • Definition • Role of Memory • Features . Diskettes connectors -Different types of Cables. .Flash disk. DVDs.

3. Parallel ports -White Board .Use different I/O • Peripherals Practical exercises on connecting -Computer Lab devices the mouse. Categories I/O devices -CD. Keyboard. Printer. Monitor to . -Printer scanner. Diskette. Keyboard. . Diskettes  Input devices (mouse. -White Board CD/DVD-ROM Writer. CD/DVD-ROM and diskettes drivers. keyboard. QWERTY 31 . USB -Markers . etc)  Types of keyboards . DVDs. Definition the CPU (Central processing unit) -Computer Tool Kit . etc) -Scanner  Output devices (Monitor. Mouse connectors . VGA Connectors 1. AZERTY .

Symantec -Compile activities reports -Cds.5. Computer hard disk -Markers Learning Unit 2 : Use a word processing package Learning hours: 5 32 . Start menu . DVDs • Storages to be scanned . Desktop -Projector -Use the desktop. External hard disk -White Board . the tasks bar .4.Scan Viruses in the • Antivirus definition -Brainstorming the use of -Computer Lab computer and Different • Importance of antivirus antivirus Storages Devices (Flash • Functionality -Flash disks • Different Types of antivirus -Practical exercises on Scanning disk.Use Desktop’s • Windows and its components: -Brainstorming on Desktop’s -Computer Lab elements elements . Minimize. Close buttons . External Hard disk) -External Hard disk . Maximize. My Computer 1. 1. Norton viruses . Task bar and the start menu . Memory card . Flash disk -Antivirus . Kaspersky .

Learning outcomes Contents Learning activities Resources 2.1. 2.Size.header and footer.2.Colour -Reproduce document already -Computer Lab With Current formatted Word processing Package • Paragraph installed in each computer -Various exercises to familiarize • Column with formatting a text.Create and edit a • Inserting a table -Practical exercises on creating. -Computer Lab With Current table editing and handling a table Word processing Package • Inserting a column installed in each computer • Inserting a row -Projector • Deleting table -White Board • Deleting row • Deleting column • Merging cells • Splitting cells 33 .Format a text • Style. -Projector • Tabulation -White Board • Paragraph spacing -Markers • Inserting symbols:Special characters.Font.bullet and numbering • Borders and shading.

Creation of files files.Creation of Folders installed in each computer .Save documents • File management -Practical Exercises on creation of -Computer Lab With Current .4.3. portrait -Printer • Printing one or more copies • Printing in black/white or color -Projector • Print page ranges 2.5.Replace -Brainstorming Editing text -Computer Lab With Current (Text) Word processing Package • Deleting a range of text -Perform practical exercises on installed in each computer the various tips (options) • The undo command -Projector • Spelling and grammar -compile activities reports -White Board • Synonyms -Markers 2. in black and white installed in each computer • Selecting printer name • Printer options -printing in landscape.Edit document • Search/Find. folders and file Saving Word processing Package .Print document • Page setup -Exercises on printing one or -Computer Lab With Current • Print preview more copies of a colored Word processing Package • Print dialog box document.File Naming -Compile activities reports . • Drawing a table • Table auto format • Formula 2.File Formats -Projector 34 .

Automatic date With elements such as the page . New document 35 . date automation. Learning Unit 3: Use spreadsheet package Learning hours: 5 Learning outcomes Contents Learning activities Resources 3.Insert Header.Automatic automatic number. author. • Footnotes -Exercises on footnotes -Computer Lab With Current Footer and footnotes • Header and Footer Word processing Package .Automatic page -Create a document containing installed in each computer numbering several pages .s name -practical exercises.Use Some basic • Basic excel tasks -Practical exercises on the use of -Computer Lab With Current excel tasks basic excel tasks spreadsheet package installed . Open in each computer -Compile activities reports .Total number of pages -Projector .1. Close -Projector . 2.6.

2. Save. Increase and reduce the cell size . . Selecting a cell . Undo . Delete row and column . Sheet . Modifying cell contents . Selecting group of cells .Manage Sheets in • Selecting a sheet -Practical exercises -Computer Lab With Current excel workbook spreadsheet package installed • Renaming a sheet On Managing sheets in excel in each computer workbook • Insert new sheets -Projector • Moving a sheet in a workbook • Deleting a sheet 36 . Duplicate cell 3. Validating a cell .save as…. Deleting cell contents . .

Format cells and • Formatting text and cells -Practical exercises in groups and -Computer Lab With Current their contents individual homework on spreadsheet package installed . Merging cells .4. Patterns 3.Subtraction .Absolute and relative Reference .size. Choosing font. Number format .colour formatting cells in each computer . Adjusting Cow height -Compile activities reports -Projector . Inserting rows .Use some functions • Numbers and Mathematical -Practical exercises in groups and -Computer Lab With Current and perform calculations individual homework on spreadsheet package installed mathematical operations .Function  Average  Minimum  Maximum 37 .Division -Compile activities reports -Projector .Multiplication .AutoSum . Alignment of cell .3.3.Addition formatting cells in each computer . Creating borders .

Title Bar -Launch powerpoint and observe .Launch Ms Power • Power point Definition -Using a power point -Computer Lab With Current point presentation with slide show. Toolbars 38 . .1.5. 3.get presentation Software • Role feedback from learners on the installed in each computer • Power point environment area of application of Ms power point -Projector . Print an excel • Page setup -Print one or more copies of a -Computer Lab With Current worksheet • Print preview worksheet spreadsheet package installed • Print dialogue box in each computer • Print options -Print colour or white and black • Print one or more copies worksheet -Projector • Print in black/white or color • Print page ranges -practical exercises (individual -Printer • Printing a selection and in group) -print horizontally/vertically Learning Unit 4: Use Presentation application Learning hours: 5 Learning outcomes Learning outcomes Learning outcomes Learning outcomes 4. Menu Bar the screen individual exercises.

Title . Formatting tool bar .Insert Graphics • Graphics:Clip art. Sub title 4. inserting -Computer Lab With Current and modifying a slide presentation Software • Inserting a slide installed in each computer • Modifying a slide -Projector 4.Word Exercises on inserting images in -Computer Lab With Current Art.Inserting the slides presentation Software image from file installed in each computer -Projector 39 .2. .Library Images.Create.4.3. Insert a slide • Creating a slide -Exercises on creating.Create a new • Creating new presentation -Create presentation using the -Computer Lab With Current presentation various methods presentation Software • Blank presentation installed in each computer -practical exercises (individual • Design template and in groups) -Projector • Auto content wizards 4.

4.5. Cut.6. printing presentation Software • Print preview one or more copies of a installed in each computer • Printing a copy or multiple presentation -Projector copies • Printing one slide on a page • Printing more slides on a page 40 .7. Move -Practical exercises on File -Computer Lab With Current documents to transformation presentation Software PowerPoint presentation • Process of conversion installed in each computer -Projector 4.Convert word • Copy.Use Different • Normal View -Switch between the views to -Computer Lab With Current Presentation view improve the presentation presentation Software • Slide Sorter view installed in each computer -Group discussion and • Slide show brainstorming -Projector 4.8 Print a presentation • Printing a presentation -Exercises on printing in black -Computer Lab With Current and white or in colour.Animate a • Animation -Familiarize with animation of a -Computer Lab With Current presentation presentation presentation Software • Custom animation installed in each computer • Slide transition -Projector 4.

Interact through • Definition -Group Discussion on Interacting -Internet Connection instant messaging through instant messaging (Chatting) • Steps to create a chat account -Computer Lab -Exercises on chatting in groups • Chatting options -projector -Compile activities reports  Instant messaging with or no web cam  Calling  Sending files 5.3. Define and explain a • Introduction -Visit web sites and browse -Internet Connection website different pages.1. Definition -Computer Lab 41 .2.Learning Unit 5: Use Internet/Intranet (Outlook) Learning hours: 5 Learning outcomes Contents Learning activities Resources 5.Use search Engines • Search engines -Perform practical exercises on -Internet Connection (example Google) the use of search engines .  World wide web -Computer Lab -Group discussion based on  Web page observation -projector  Web site 5.

Google.Refresh button . . Role -projector . Manage • Favorites -Practical exercises on creating. -Internet Connection favorites using internet .com 5.6.Scroll bar -practical exercises On Browsing .4.Address bar -Computer Lab .Front/Back arrows .Create.Rename.Home page internet using hyperlink . Some Types of search engine  www.Status bar -Browse different web pages -projector .5. Move Favorites -Computer Lab -projector 5.Download and • Downloading -Practical exercises on -Internet Connection Upload files using • File attachment downloading and uploading files internet using internet -Computer Lab -projector 42 .Browse the internet • Web Browser -Open a web using the address -Internet Connection using the hyperlinks .com  www.Start page 5.Browser buttons bar .Yahoo.Create Favorites moving and renaming favorites explorer .

MODULE 5 : Personal grooming and workplace hygiene Competence : Maintain personal grooming and workplace hygiene RTQF LEVEL: CREDITS: 4 LEARNING HOURS : 40 SECTOR: Hospitality SUB-SECTOR: Food and Beverages ISSUE DATE: REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to respect and apply personal and workplace hygiene in the hospitality sector. LEARNING ASSUMED TO BE IN PLACE Not applicable 43 .

smoking or eating over food or food preparation surfaces). Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. 1. 1. spitting. blowing nose. Maintain Personal Hygiene 1.6 No unnecessary direct contact with ready to eat food is made. 1. the trainee will be able to : 1.8 Hands are washed at appropriate times and procedures of hand washing 44 . coughing.to prevent contamination to food.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. Learning unit Performance criteria By the end of the module. 1. 1.2 Hygiene procedures and policies are followed correctly and consistently according to legal requirements to ensure health and safety of customers and colleagues.7 Contamination of food with any body fluids or tobacco product is avoided (sneezing. 1.1 Hygiene of the entire body and dressing code according to the standards are respected.4 Clean clothes and required personal protective clothing are worn - approved bandages and dressings .3 Hygiene regulations in food handling activities are respected to avoid any risk of food contamination.

45 . 2. and safe and hygienic practices to ensure that no cross-contamination of other items in the workplace is maintained. 2. Maintain Workplace Hygiene 2.1 The use of clean materials and clothes. are followed correctly and consistently according to legal requirements.2 Cleaniless.sterilization and sanitization of workplace and service equipments are observed.

COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit.Teeth Brushing .no beards or goatees . Water grooming • Body Cleaning Products and o Practice on Hand washing .Keep nails short.Hand wash procedures . Learning Unit 1: Maintain Personal Hygiene Learning hours : 10 Leaning Outcome Content Learning Activities Resources 1.Soap dispensors .Mirrors .Usage of Light cosmetics .Toilet papers • Body cleanliness practices .Face – clean shaven .Soap bowles . Soaps equiments o Documentary research and group . that will guide the learner and the trainer. Equipped wash room .clean and free from nail polish .Hand wash basin o Compile activities reports . The Learning Activities contain a series of suggestions.Wet hands with running water as hot as you can comfortably stand (at least 46 .1 Maintain Personal • Importance of Body Cleanliness o Brainstorming on Body cleanliness . hand wash Basin .Hand driers discussion on body cleanliness .Washing Hair and Tied behind . These learning outcomes are the essential skills and knowledge to be acquired. The contents to be covered for each learning outcome are prescriptive. Hand towels . usually with several options. Deodorant .

Apply soap  Vigorously scrub hands and arms for ten to fifteen seconds Clean under fingernails and between fingers  Rinse thoroughly under running water  Dry hands and arms with a single-use paper towel or warm-air hand dryer Use a paper towel to turn off the faucet.Neck tie . 100°F/38°C . • work attire composition: .Shirt .Black shoes .apron .Half coat • Proper Maintainance of work attire 47 .Black socks .Trousers/skirts .

Running fingers food contamination through hair .Reporting illnesses . Flipcharts stand .Wiping or touching the nose .Avoiding unsanitary habits and actions .Touching a pimple or open sore .Scratching the scalp o Group discussion on prevention of .Rubbing an ear .2 Maintain good health • Importance of maintaining o Brainstorming on good health .Periodical medical checkup .Exclude food handlers from working with or around food if they have the following symptoms  Fever 48 .Coughing or sneezing into the hand . Markers • How to maintain good health: .3 Prevent food • How can food handlers o Brainstorming on prevention of contamination caused by food contaminate food: food contamination handlers .Sports 1. Flipcharts good health o Group discussion .Wearing a dirty uniform .Enough sleep .Balance diet .Spitting in the establishment • Prevention of food contamination: . Training room .1.

 Diarrhoea  Vomiting  Sore throat  Jaundice • Bandage and cover cuts.Cleaning and sanitizing saniting Products.Training room Cleaning. sores.Sterilizing and .Shelves and equipments • Importance of sanitizing products and materials .Steam 49 .Abrasive cleaners • Different Sanitizing and sterilizing products .1 Identify • Definition of o Brainstorming on different cleaning .Heat . burns.Sterilizing o Demonstration of Cleaning and .Cleaning and sanitizing products .Sanitizing sanitizing products identification .Sanitizing o Documentary research Products .Sterilizing o Compile activities reports • Different Cleaning Products . and skin infections • Exclude food handlers diagnosed with a food borne illness from the establishment Learning Unit: 2 Maintain Workplace Hygiene Learning hours : 25 Leaning Outcome Content Learning Activities Resources 2. materials .Solvent cleaners .Detergents .Hot water above 82oC .Cleaning o Exercises on Cleaning and .Acid cleaners .

Sterilizer . Chemical disinfectants (Chlorine.2 Clean.Sponges . wipers sanitized: Sterilizing and sanitizing .Hand contact surfaces:  Handles  Doors  Refrigerators  Freezers 50 .Still wire .sterilizing and o Brainstorming on Cleaning. .Lodine) • Cleaning materials and equipements . Washing Machine Sanitize WorkPlace and sanitizing Procedures Sanitizing and Sterilizing .Sterilize and • Cleaning. o Exercises on Cleaning.Brushes . Detergents Service equipments • Service equipments to be o Demonstration on Cleaning.Food contact surfaces: procedures  Knives. Training room . . .Rug 2. Sterilizing other utensils and sanitizing procedures  Slicers o Compile activities Reports  Mincers  Mixers  Containers  Chopping boards  Work surfaces . tongs.

Mice . Stored product pests .  Cupboards  utensils  Taps  Switches • Different Sterilizing Equipments • Sterilized Service equipments: .3 Store cleaning and • Proper Cleaning.Ants preventions . rice weevils) • Causes of Pests at work place . Birds .4 Prevent Pests at the • Animals that live in or on food o Brainstorming pests prevention workplace.Catleries .Plates .Poor food hygiene • Evidence of food pests .Rats o Documentary research and Group .Cockroaches .Flies discussion on causes of pests and . Sanitizing and o -Brainstorming sanitizing products sterilizing products Storages o -Exercises on proper products storage o -compile activities reports 2. (beetles.Poor housekeeping .Insects  Live or dead insects  Eggs/larvae 51 .Surface area 2. .

 Damage
 Droppings
 Smell Debris
- Rodents
 -Live or dead
rodents
 Droppings
 Noise
 Smell
 fur
 Damage
 Footprints
 Rat runs
 Birds
 Live or dead birds
 Droppings
 Feathers
 Damage
• Prevention procedures
- Pest proof building
- Remove pest shelters
- Good housekeeping
- Food in pest proof
containers
- Waste in pest proof bins
- Regular collection of
refuse/waste
- Thorough cleaning
- Effective stock rotation
- Suitable storage
- Daily checks
• Discourage pests by not leaving

52

food or dirty dishes out on the
benches

Learning Unit 3: Apply Workplace Safety Learning hours : 5
Leaning Outcome Content Learning Activities Resources

3.1 Manage safety • Safety equipments o Brainstorming on safety - Fire extinguisher
equipments identification equipments - Fire Horse
- Fire extinguisher o Demonstration on safety - Fire Blanket
- Fire Horse equipments usage - First aid kit
- Fire Blanket o Organize safety drills - Fire triangle
- First aid kit o Compile activities reports - Water fire extinguisher
- Fire triangle
- Water fire extinguisher
• Safety equipments usage

53

MODULE 6 : Customer care
Competence : Apply customer care

RTQF LEVEL: CREDITS: 6 LEARNING HOURS : 60

SECTOR: Hospitality and tourism SUB-SECTOR: Hospitality

ISSUE DATE: REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to welcome and treat customer with care and politeness, according to the hospitality
and tourism sector standards.

LEARNING ASSUMED TO BE IN PLACE

Not applicable

54

55 .3 The day-to-day hospitality activities are conducted according to legal obligations and ethical industry practices. 1.3 Service using appropriate methods and techniques is provided to meet customer expectations of quality. requests and complaints are responded appropriately and courteously.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. 1. Learning unit Performance criteria By the end of the module. presentation and timeliness of delivery.2 Problems are identified.4 The workplace safety and hygiene procedures are followed according to organizations and legislative requirements. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. possible solutions are determined and appropriate action is taken to resolve the situation according to job role and work procedures. Apply Customer Care 2. 2. 2. 2. Demonstrate personal and interpersonal skills 1.1 The quality customer service is provided in a professional way according to standards. 2.2 Customer queries. the trainee will be able to : 1.1 The ability to participate in the service process and work flow as part of a team and take responsibility for own work and the quality of outcomes is guaranteed.

Printer organization skills . Computer • Importance of culture diversity and its importance .2 Handle Cultural Diversity • Definition of culture diversity o Research on culture diversity .1 Apply organization Skills • How to Improve organizational skills o Research on organization . report .Planning Skills organization skills . Relevant text books . that will guide the learner and the trainer. These learning outcomes are the essential skills and knowledge to be acquired. . Relevant text books issues . Photocopy machine . Software (PMS) . Printer .COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. Stationeries . job title disability. Telephone . Counter 56 . Computer at work skills . Telephone . The Learning Activities contain a series of suggestions. Internet connection 1.Race. Reception counter. Learning unit 1: Demonstrate personal and interpersonal skills Learning hours : 30 Learning outcomes Contents Learning activities Resources 1.Prioritizing o Case study on applying .Time Management report . The contents to be covered for each learning outcome are prescriptive. gender. Software (PMS) • Diversity issues related to. Photocopy machine o Group discussion on .Innovative Skills o Compile learners activity . o Compile learners activity . usually with several options. Stationeries age and religion o Group work on diversity .

Printer attain scarce resources) . Computer . Internet connection . Ideologies ) with conflicts.Economic (competing motives to .Request for feedback 57 . Photocopy machine . Stationeries . Counter. Software (PMS) individuals.Encourage employees .Request employees inputs to work out a situation .Look for core causes .Value Conflict (Incompatibility in o Role play on tips for dealing .3 Handle Conflicts • Identification of sources of conflicts o Research on the sources of . • Tips for dealing with conflict .Learning outcomes Contents Learning activities Resources . .Power conflicts (between conflicts .Redirect the person making the complaint .Focus on specific behaviors not personality . Relevant text books ways of life. Telephone internationally) report .Internet connection 1. groups or o Compile learners activity .

Photocopy machine • Rules and Regulations .punctuality 58 .Interest and effort . Telephone .Self Presentation professional ethics . Stationeries .Non Verbal Speech Element with conflicts.Self esteem .4 Apply professional ethics • Behaviour o Research on the sources of . Internet connection .Discipline .Responsibility . Computer .Integrity .Co-operation .Posture and Gesture o Compile learners activity . Counter.Professional Ethics . Software (PMS) .Speech o Role play on tips for dealing . . Relevant text books .positive attitude .Learning outcomes Contents Learning activities Resources 1. Printer . .Expression report .Respect of hierarchy .professional description of a waiter .Reliability .

Greet guests .Learning unit 2: Apply Customer Care Learning hours : 30 Learning outcomes Contents Learning activities Resources 2.Food and Beverage Care in Food & Beverage .  Good Conduct • How to Provide Excellent Food and Beverage Service: .Guests acknowledgement .Pay attention to your customers (Body Language) .Audio Visual aids  Smile! Never show your o Compile activities reports  TVs/Projectors “unhappy face” to the guests.Importance of Quality customer  Loud Speakers service 2.Types of Customers o Role Play Activities .  DVD PLAYERs  Maintain balanced eye- contact.Apply big five tools .Food and Beverage Service .1 Apply Quality Customer • Principles of quality Customer service o Brainstorming .Learn the Menu 59 .Definition of Customer Service o Group Discussion related text books . but do  Loud Speakers not stare too much.Professional Image o Group Discussion related text books service  Always be well-groomed: o Role Play Activities .Audio Visual aids  External o Compile activities reports  TVs/Projectors  Internal  DVD PLAYERs .2 Apply Effective Customer • Good personal presentation o Brainstorming .

that’s our policy”  “It’s not our policy to….”  “I understand why you feel that way.”  “You must be confused….Learning outcomes Contents Learning activities Resources .” .Don’ts Phrases:  “I don’t know”  “Sorry. Do not talk with co-workers unnecessarily.”  “You have to…. .Dos Phrases:  “I’m sorry about your problem.  “We never….Anticipate guests’ needs • Useful Dos and Don’ts in English Phrases .”  “It’s not our fault”  “That’s not my job”  “You don’t seem to understand…. How can I help?”  “How can I make this right for you?”  “I see what you mean.”  “Can I suggest…?”  “Would you mind…?”  “Is there anything else I can do for you?” 60 . Always do what you promise .

Solve the problem and follow-up . Find and offer guest a solution .Audio Visual aids .If the guest is happy with a solution.Apologize . take action immediately .Offer 1 or more solutions to the guest .Show your care and ask for more information . Learning outcomes Contents Learning activities Resources 2.Listen to the customer .Promises not kept by Servers  Loud Speakers • Handling customer complaints Techniques . Get guest’s approval to solution . If the guest is not happy with 61 .Express in your own words to show you understand the guest’s complaint .Poor food & beverage quality  DVD PLAYERs .3 Handle Difficult Customers • Why customers Complaints in a o Brainstorming .Rude and impolite Servers o Role Play Activities . Wrong or incorrect billing .Do not interrupt the customer .Ask questions to find out the facts .Servers taking orders wrongly o Compile activities reports  TVs/Projectors . Food and Beverage and Guest Complaints restaurant o Group Discussion related text books .Slow & inattentive service .

we are short of staff)  Don’t blame anyone especially your colleagues  Don’t ask for sympathy or understanding  Don’t argue with the guest or be defensive  Don’t quote policy (e. Dos of Handling Complaints  Do focus on solving the problem  (act on the problem not on the guest)  Do act positively and use positive language  Do respond quickly  Do respect the guest and treat him/her accordingly  Do speak to your Manager when in doubt . get your Manager .g. Thank the guests . Follow up with the guest to make sure he/she is satisfied .Learning outcomes Contents Learning activities Resources any of the solutions.g. it is our restaurant’s policy…) 62 . Don’ts of Handling Complaints  Don’t make excuses (e.

LEARNING ASSUMED TO BE IN PLACE These modules must be assessed after the following prerequisite modules : Module 2 : Health. MODULE 7 : Non-alcoholic beverages Competence : Prepare hot and cold non-alcoholic beverages RTQF LEVEL: CREDITS: 6 LEARNING HOURS : 60 SECTOR: Hospitality and tourism SUB-SECTOR: Hospitality ISSUE DATE: REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to prepare and present hot and cold non-alcoholic beverages. safety and security on the workplace Module 5 : Personal grooming and workplace hygiene Module 6 : Customer care 63 .

the trainee will be able to : 1. 1. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. Learning unit Performance criteria By the end of the module. according to standard recipes.1 Ingredients and equipment for non-alcoholic drinks are prepared prior to service. according to enterprise standards. temperature and appearance for each drink prepared are guaranteed. Prepare hot beverages 2. 1. 1.6 Drinks are presented attractively in appropriate crockery or glassware and garnish attractively where appropriate. 1.3 The correct equipment and relevant machinery according to standards are selected.4 Drinks are prepared correctly using appropriate methods. taste.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. Prepare cold non-alcoholic beverages 1.2 The name and style of drink in response to a customer request is identified. 2. customer requests and required timeframe.5 Correct strength. 64 . 1.1 Advices about coffee and tea types and characteristics where appropriate are provided to customers.

2. according to customer requirements and style. and drips and spills are avoided. according to enterprise requirements and customer preferences.5 Required dosage is measured and dispensed into clean filter basket.4 Cups or glassware are selected and prepared appropriately and they are warm. tamping coffee evenly using correct pressure. milk froth and accompaniments. 2.3 Select coffee and grind to correct particle size. 2. 2. 2. 65 .2 Customer coffee or tea preferences and requirements. coffee or tea style choices and accompaniments accordingly are offered.8 Hot beverages are served at the required temperature. 2. 2.6 Cold milk and appropriate clean jug are prepared according to espresso requirements and quantity on order.7 Hot beverages are presented attractively using clean ceramic or glass cups. with appropriate crema.

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit. These learning outcomes are the essential skills and knowledge to
be acquired. The contents to be covered for each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.

Leaning unit 1: Prepare cold non-alcoholic beverages Learning hours : 30
Learning outcomes Content Leaning activities Resources

1.1 Identify cold non-alcoholic • Different types of Non Alcoholic o Brainstorming - Reference books
beverages Beverages: o Group discussion - Recipes
- Non alcoholic Wines o Observation of different drinks
 Definition
 Wine processing
 Types of wines
 Main producing countries
 Wine tasting
- Soft drinks
 Definition
 Types of Soft drinks
 Soft drinks classification

1.2 Select and use equipments • Different types of equipments o Brainstorming - Cock tail Shaker
- Cocktail Shaker o Group discussion - Mixing glass
- Mixing glass o Demonstration of equipments - Cutting board
- Cutting board usage - Bar-spoon
- Bar-spoon - Juice strainer
- Juice strainer - Ice Bucket
- Ice Bucket - Ice Tongs
- Ice Tongs - Blender machine
- Blender machine - Corkscrew
66

- Corkscrew - Tot measure
- Tot measure - Bar Hummer
- Bar Hummer - Bar Knives
- Bar Knives - Fruit Peelers
- Squeezing Bottle - Glassware
- Fruit Pillars - Squeezing Bottle
- Glassware
• Equipments usage
• Maintenance of Equipments

1.3 Select and clean all • Types of Ingredients as per beverages: o Documentary research - Bucket
ingredients - International Cocktails o Exercises on Cleaning - Water Sink
- Local/Own creation Cocktails ingredients - Cutting board
• Cleaning steps o Compile activities reports - Racks
- Washing - Serviettes
- Rinsing
- Drying

67

1.4 Manage unused ingredients • storages of unused ingredients o Demonstration on ingredients - Shelves
• Correct temperatures for ingredients storage - Fridge
storages o Exercises on ingredients - Ingredients
• Ingredients Shelf life. storage
o Compile activities reports

1.5 Prepare and present cold • Preparation of different types of cold o Demonstration - Cocktail Shaker
non-alcoholic beverages non alcoholic drinks o Individual practice - Mixing glass
- Fruit juices - Cutting board
- Mocktails - Juice strainer
• Presentation - Blender machine
- Garnishing - Bar Hummer
- Cocktail Glass - Bar Knives
• Cocktail Service - Fruit Peelers
- Glassware
- Squeezing Bottle

68

Coffee machine  Iced Café latte o Demonstration . Demi tasse spoon • Garnishing .1.6 prepare and serve special • Special cold beverages o Brainstorming .Pictures  Background o Presentation .recipes  Origin of coffee o observation  Coffee Beans  Main producing countries  Types of coffee  Espresso  Americano  Café Latte  Café au Lait 69 . Coffee grinder 1.Coffee and Tea o Documentary research . Glasses  Iced white chocolate mocha beverages Preparation . Tea cups  Iced café mocha o Compile activities reports .Reference books beverages . Still room non alcoholic drinks . Espresso machine  Iced Americano o Exercises on Special . Pots  Iced tea . Sugar bowls  Iced lemon tea . Coffee cups  Iced caramel macchiato . Fridge beverages cold non alcoholic drinks o Presentation o Demonstration o Practical exercises Learning unit 2: prepare hot non alcoholic beverages Learning hours: 30 Learning outcomes Contents Learning activities Resources 2. Milk jug .1 Identify hot non alcoholic • Different types of Hot Beverages o Research . Tea spoon • Special beverages service .7 Store of cold non alcoholic • Storage techniques of remained of these o Brainstorming .Coffee o Brainstorming .

.Shelves . syrups and sauces as o Brainstorming on spices.List of special hot beverages o Compile activities reports 70 .syrups and • Types of spices.List of hot beverages o Documentary research . Tea  Background  Type Of Tea  African  Green  Red  Black  White  Herb and Fruit Infusions  Tea Brewing  Tea Service .Buckets sauces per hot beverages syrups and sauces . Chocolate Drinks  Background  Types Of Chocolate  With Milk  With Coffee  With Tea 2.2 Select spices .  Café Macchiato  Cappuccino  Decaffeinated Coffee  Special/Alcoholic Coffee  Coffee Brewing  Coffee service .Knives .

Caffeizer • Equipments Operating Procedures • Proper Storage of Equipments 2.Grinder o Exercises on Equipments . Liquid Soap • Equipments Cleaning products . Caffeizer . Coffee machine . Pots  Café Macchiato .Steel wire . Vim . Glasses  Americano Preparation . Still room Beverages o Documentary research . Sanitizers . Digital Scale . Espresso Maintenance of Equipments . Coffee cups  Café au Lait .Tamper o Compile activities reports . Sugar bowls  Cappuccino . Steel wire . Coffee grinder  Coffee service . Grinder .Tea  African  Green  Red  Black 71 . Tamper . Milk jug  Coffee Brewing .2.Espresso o Documentary research .Blender o Demonstration .4 Produce Hot beverages • Preparation of different types of Hot o Brainstorming .Liquid Soap .Digital Scale maintenance .Vim .Sanitizers .Coffee o Demonstration . Tea spoon  Special/Alcoholic Coffee . Demi tasse spoon  Decaffeinated Coffee . Blender . Tea cups  Café Latte o Compile activities reports .3 Perform proper • Different Equipments (Machine) o Brainstorming . Espresso machine  Espresso o Exercises on Hot beverages .

Chocolate Drinks  With Milk  With Coffee  With Tea • Presentation and garnishing 72 .  White  Herb and Fruit Infusions .

safety and security on the workplace Module 5 : Personal grooming and workplace hygiene Module 6 : Customer care 73 . LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : Module 2 : Health. MODULE 8 : Alcoholic beverages Competence : Prepare and serve alcoholic beverages RTQF LEVEL: CREDITS: 6 LEARNING HOURS : 60 SECTOR: Hospitality and tourism SUB-SECTOR: Hospitality ISSUE DATE: REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to serve alcoholic beverages and to prepare and serve cocktails.

Learning unit Performance criteria By the end of the module.4 Customers are assisted in selection of food and wine combinations when appropriate.5 Customer’s orders are taken and the selection is verified with the customer. 1.3 Cocktail glassware and equipment are selected correctly according to industry standards. the trainee will be able to : 1.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. 1. 1. Serve alcoholic drinks 1. using correct terminology and pronunciation to describe beverages. 1. 2.1 Materials are displayed appropriately to promote cocktails.1 General information on alcoholic beverages served by the enterprise is provided. Prepare and serve cocktails 2. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. 2. 2.3 Advice and recommendations on beverage choices is given to customers courteously and when appropriate.2 Accurate information is offered to customers in a courteous manner about the style and range of cocktails available. 74 .2 Drinks and wine list is offered to customers.

2. 2. and developed.5 Eye appeal.6 Options for new cocktails are considered using suitable combinations of alcoholic and non-alcoholic ingredients.7 Cocktails are presented attractively and eye appeal is maximized using garnishes and decorations according to enterprise standards. 2. flavour and required temperature are considered in preparing cocktails. texture.4 Cocktails are correctly and efficiently made according to recipes. 2. 75 .

Wines o Group Discussion . The contents to be covered for each learning outcome are prescriptive.1 Identifying alcoholic • Different types of Alcoholic o Brainstorming . that will guide the learner and the trainer. These learning outcomes are the essential skills and knowledge to be acquired.COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. Beers  Definition  Beer processing 76 .Spirits  Definition  Spirit processing  Types of spirits  Main producing countries  Spirit classification . Learning unit 1: Serve alcoholic drinks Learning hours : 30 Learning outcomes Contents Learning activities Resources 1. The Learning Activities contain a series of suggestions.assorted beverages stock beverages Beverages: o Documentary research .Bar Dispenser . usually with several options. Liqueurs  Definition  Liqueurs processing  Types of Liqueurs  Main producing countries  Alcoholic contents .Beverage Lists  Definition o Demonstration  Wine processing o Compile activities reports  Types of wines  Main producing countries  Wine tasting .

Ice Tongs . Still room .shelving and cellaring o Demonstration of .2 Select and use equipment • Different types of equipments o Brainstorming . Ice Bucket .3 Storage • Different storage techniques include: o Brainstorming . Glasseware . Tot measure 1.Fridge . equipments used in alcoholic beverages storage 77 .Ice Bucket equipments usage .Glasseware o Demonstration of . Corkscrew .vertical or horizontal storage.refrigeration o Group discussion .Tot measure .  Types of Beers  Beer composition  Alcoholic contents  Common faults in beer  Cloud Beer  Flat Beer  Sour Beer  Foreign 1.Corkscrew o Group discussion .Ice Tongs .Shelves .

Cocktail Shaker .Fruit Pillars . Bar-spoon .Bar Hummer .Bar-spoon . Ice Bucket . Squeezing Bottle .Glassware • Equipments usage • Maintenance of Equipments 78 . Corkscrew .Cutting board equipments usage .Blender machine . Bar Hummer .Tot measure . Blender machine . o Brainstorming .Bar Knives .Corkscrew .Mixing glass o Demonstration of .Squeezing Bottle .Ice Tongs .Juice strainer .1 Identify alcoholic cocktails • Definition o Brainstorming - • Types of Cocktails o Presentation . Ice Tongs .Cocktail Shaker o Group discussion . Juice strainer . Learning unit 2: Prepare and serve cocktails Learning hours : 30 • Learning outcomes Contents Learning activities Resources 2. Cutting board . Bar Knives . Glassware . Fruit Peelers .International o Documentary research .2 Select and use equipments • Different types of equipments.Ice Bucket . Tot measure .Local/Own creation • Cocktail composition 2. Mixing glass .

spirits cocktails .bitters .fruit and vegetables .eggs .Fridge storages o Exercises on ingredients . Water Sink .Rinsing .spices • Cocktail Service methods . Cutting board • Cleaning steps o Compile activities reports .5 Prepare and present • Methods of mixing Cocktails o Brainstorming .Ingredients • Ingredients Shelf life.Shaking o Documentary research .Building o Demonstration .3 Select and clean all • Types of Ingredients as per beverages: o Documentary research . storage o Compile activities reports 2.sugar .fruit and vegetable juices • Presentation beverages preparation . Racks .Bar Dispenser . Bucket ingredients .liqueurs .cordials . Serviettes .Stirring o Group Discussion .Washing .Cocktail Glass .4 Manage unused ingredients • storages of unused ingredients o Demonstration on .sugar syrup .Blending o Exercises on Alcoholic .salt .Shelves • Correct temperatures for ingredients ingredients storage .fortified wines .2.Drying 2.milk and cream .Beverage Lists 79 .Garnishing o Compile activities reports .Local/Own creation Cocktails ingredients .International Cocktails o Exercises on Cleaning .

safety and security on the workplace Module 5 : Personal grooming and workplace hygiene Module 6 : Customer care 80 . LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : Module 2 : Health. MODULE 9 : Food and Beverage service Competence : Serve food and beverage RTQF LEVEL: CREDITS: 12 LEARNING HOURS : 120 SECTOR: SUB-SECTOR: ISSUE DATE: REVIEW DATE: PURPOSE STATEMENT This unit describes the skills and knowledge required to serve food and beverage to customers in a range of hotels and restaurants.

1 Furniture. 1. and corrective action is taken where required.4 Customer questions on menu items are answered correctly and courteously.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. equipment and fittings are checked for cleanliness and condition prior to service.2 Information is provided to customers. as appropriate. giving clear explanations and descriptions. as well as customer and staff convenience and safety.2 The environment is prepared and adjusted to ensure comfort and ambience for customers. Learning unit Performance criteria By the end of the module. 2. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. 1.3 Any furniture is set up according to customer requests. 2.4 Food and beverage items are displayed according to standards. Apply Service Techniques 2. according to customer service standards. Prepare for Service 1. the trainee will be able to : 1.1 Customers are greeted on arrival. 2. 81 .3 Recommendations and suggestions are made to customers to assist them with drink and meal selection. 2. 1.

2.8 Food and beverage are served courteously and to the correct person.9 Any delays or deficiencies in service are promptly recognised and followed up. then conveyed to customers safely.7 Food and beverage selections are collected promptly from kitchen or bar. 2. 3. and checked for accuracy and presentation. and customers are advised and reassured.5 Orders and special requests are taken accurately and legibly and recorded using the format required by the enterprise. 3. 2.11 Leftover food and disposables are disposed of. 2.2 Customer satisfaction is checked at the appropriate time. prepared and set up for next service.12 Furniture and equipment are cleared.1 Billing is processed and payment is received at appropriate time. 82 . Handle Guests Payments 3.3 Customers are thanked and farewell is given courteously. 2. 2. according to hygiene regulations.10 Used items are removed in a timely manner and transfered safely to the appropriate location for cleaning.6 Glassware. 3. 2. serviceware and cutlery suitable for menu choice are provided. cleaned. and are conveyed promptly to the kitchen or bar. 2. where appropriate.

Silver poach (etc) 1.3 Check F & B service • Different types of Service o Brainstorming .Pyramid o Compile activities reports .Sun rise .COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. condiments .cutleries .Bishop’s hat o Exercises on folding napkins . Learning unit 1: Prepare for Service Learning hours: 30 Leaning outcomes Content Leaning activities Resources 1. The contents to be covered for each learning outcome are prescriptive. TV 83 .Glass ware . . These learning outcomes are the essential skills and knowledge to be acquired.1 Replenish F & B supplies • Importance of replenishing o Brainstorming .condiments 1.Crockery . Cocktail ingredients . that will guide the learner and the trainer.Napkins napkins o Demonstration . Crockery .2 Fold napkins • Different types of folding o Brainstorming . usually with several options.Bird in Paradise . Glass ware to be replenished. Linen • Different materials and products o Group work . The Learning Activities contain a series of suggestions. Radio operations equipments . Coffee machine • Different Service equipments o Exercises on checking the service .Linen . POS Machine equipments equipments o Demonstration .Cocktail ingredients .

tools.Napkins • Menu interpretation o Site Visit • Different styles of Table set up o Exercises on arranging Different . • Service station maintainance 1.5 Set Guest’s Table • Items used in setting guests o Brainstorming of different Tables .A la carte . materials o Exercises on stock service station and products found at the o Compile activities reports service station • Set up and stock a service station • Sanitizing and cleaning of side station.6 Conduct briefings • Importance of briefings o Demonstration on conducting • Time of conducting briefings briefings • Managerial skills o Organize exercises on conducting briefings 84 .Checking of table set up o Compile Learner’s activities reports • Different types of menu set up . styles .Class Room set up types of menu .Table d’hôte .Auditorium menu .Tables table.Buffet 1. .4 Stock service station • Importance of side station in a o Brainstorming .U-Shape types of table according to the .Rectangular o Exercises on setting up different . • Service equipments basic o Compile activities reports maintenance 1.Board of director Table styles.Stock service station restaurant o Demonstration • Equipments.T-shape o Demonstration of setting different .

1 Perform hosting duties • Greeting guidelines o Group discussion on confirming ..Pushing back the chairs . o Compile learners activities reports Board . Training Room .Know How to greet guests order to guests. . Ms. . White or black Mr.Present the Menu from 85 . Sir or Madam. • Restaurant plan • Host identification • Body Posture • Specification of guests needs • Guests sitting techniques . o Organize a role play exercise. Captain orders guests and introduce your .Know how to introduce .Know How to welcome . Handout notes yourself in front of the guests.Learning unit 2: Apply Service Techniques Learning hours : 60 Leaning outcomes Content Leaning activities Resources 2. Projector with a smile and keep eye o Demonstrate correct body ..Pulling out the chairs for guests . . Flip charts contact by using their postures and gestures . Pens/ Pencils establishment.Unfolding napkins on guest’s laps • Handing over guests to station’s waiter • Menu Presentation Techniques .Present the menu open . Markers/Chalks Names if not use Mrs. Computer .

Cockscrows (Opener) . white or black board .3 Take food and beverage • Order Taking Techniques o Demonstration orders .Pen o Exercises on using Service tools. handouts notes . markers /chalks .Interpretation of the menu o Role play activities and methods of cookings o compile activities reports . Projector • How to Load food and beverage .2 Use service tools • Identification of Big five tools o Demonstration . right of the guests . .Appropriate position for 86 . computer . 2. pens /pencils on a tray.Captain order and pen usage . • How to change an ashtray on the guests table. training room • Service Gear application • How to use service gear • Appropriate of ashtray placement • When to change an ashtray on the guests table. . Ladies first • menu Products Knowledge 2.Waiter’s Cloth .Match box . training room . Flip charts • Basic rules of tray service .Captain order o Compile activities reports .Present a clean menu • Determination of which menu to present to guests • Identification of whom to give the menu first .

Suggest foods that complement each other . Take ladies order first.Take the order from the left hand side of the host (clockwise) • Importance of suggestive selling and up selling . Note any special requirements .Recommend specific menu items from each area of your menu to interest guests .Suggest brand-name 87 . Repeat order . taking guests order .Suggest popular menu items .Find out what guests like by asking questions .Suggest a wine to go with the meal .Make food sound appetizing .Keep checking on the guests to refill beverages throughout the meal . .Take the orders up to main course .Find out what guests like by listening .

Handouts notes styles service styles .or fingers .American service o Demonstrate service styles without .Family service o Compile learners activities reports . Food and Beverage Text • Application of service styles Books 2.5 Apply service sequence • Service Sequence definition o Brainstorming on service sequence . Training Room . .4 Apply restaurant service • Importance of restaurant o Documentary Research on service .Do not tap your foot. Flip charts . liquors • Importance of confirming order to guests • Body postures and gestures . Computer • Styles of restaurant Service o Exercises on service styles under .Do not cross your arms .Silver/ Platter Service guidance.Do not point a finger to customers.Stand up right . Projector . 2.Buffet service . White or black Board .Gueridon service guidance .Serve beverage sequence .Food and Beverage related • Importance of service sequence definition\ text books • Service sequences procedures o Group Discussion on service . Markers/Chalks .pen.Restaurant service tools 88 . Pens/ Pencils • Importance of service style o Demonstrate service styles .Do not roll your eyes at customers .Do not let your eyes wander .Handouts .

Deferred • Modes of Payments .POS Machine .Bill as check o Group Discussion .Voucher o Compile activities .Handouts clearing o Compile activities reports .Food and Beverage related • Techniques of clearing tables.By Check . Serve starter o Demonstration of service sequence and equipments .1 Prepare Bills for guests • Billing Methods o Brainstorming .Training Room .Bill with Order Presentation .Credit transaction .Restaurant service tools • Crumbing down Procedures and equipments • When to crumb down guests . Techniques text books • work place languages when o Organize exercises on Clearing. Serve main course o Organize the role play exercises . .6 Clear Guest’s Table • basic rules for table clearing o Demonstration On Clearing .Calculators .By Credit Card 89 .Bills .Petit Cash .Bill Folders . Serve dessert on service sequence o Compile activities reports 2. .Training room table • Clearing tools • Cleared tools storage • Table cloth storage • Replacement of soiled/Dirty table cloth/linen • Resetting table procedures Learning unit 3: Handle Guests Payments Learning hours : 30 Leaning outcomes Content Leaning activities Resources 3.Separate Bill o Exercises on POS machine and Bill .

2 Present bill to host • Procedures for Presenting the o Group Discussion .Generate Sales Summary . . By Charge Card .Check the bill to ensure it is correct .Calculators .Cleaning 3.Bills for bill .Training Room .Posting-in Sales .Put bill in bill folder and present to guest who asked for the bill .Information searching .Bill Folders .Return change and copy of bill to the guest • General Guidelines of presenting a bill .Payment Order • Point Of Sales (POS) Machine Operations . at the bar or at the 90 .Billing .POS Machine Bill o Role Play Activities . By voucher .Be alert to signs that guests may want their bill.Petit Cash the bill .Be alert when guest asks o Compile Activities Reports . By Debit Card . .Notify guest you will get .May be presented at the table. By Cash .Opening and Closing POS .

.Table • Procedures for bidding farewell o Group discussion .Linen to the guests o Compile activities reports .Address the guests by names wherever possible especially the host 91 . . . Bills must be updated at all times.Present as soon as the guest requires it. .Bill should not be presented until the guest asked for. 3.Do not move around waiting for your guest to pay.Place in front of the host with bill folder or on a small plate.Chairs bidding the guests farewell o Role play activities .Place the bill on the table promptly .Stand on the right hand side of the guest.4 Bid guests farewell • English phrases used when o Brainstorming . cashier point. .3 Provide Guests feedback • Feedback Form Definition o Give Example of a guest feedback . .Feedback forms forms • Importance of Guests Feedback and How to fill it Forms o Group discussion • Guests Feedback form elements o Exercises on guests feedback • When to provide Guests forms feedback forms o compile activities reports • How to fill Feedback forms 3.

Thank the guests for dining at the restaurant .. Wish the guests and bid farewell 92 .

At the end of this module. for their family expenses. 93 . They are able to evaluate the risks and opportunities of using credit in income generating contexts. MODULE 10 : Entrepreneurship Competence : Create and manage a small business RTQF LEVEL: CREDITS: 3 LEARNING HOURS : 30 SECTOR: All SUB-SECTOR: All ISSUE DATE: January 2012 REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business. They are able to organize and manage personal and household finances. They can keep basic business financial records. They can plan for income-generating activity expenses and loan repayments. They are aware of the risks associated with credit. the participants understand the principles and tools behind personal and family money-management. and for savings. They are able to understand the importance of saving and reducing expenses. They can evaluate their options for earning money and are familiar with ways to establish and maintain personal credit. They are able to distinguish between money to be used for investment into their income- generating activities. They learn about different market actors. The participants simulate income-generating activities after which they are familiar with the basic cycles of business. They can create a personal budget and think strategically about their finances.

Keep record and budget 2. 1. Learning unit Performance criteria By the end of the module.3 Money is managed effectively and waste of money is avoided.LEARNING ASSUMED TO BE IN PLACE Not applicable LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence.2 A financial plan over a defined period of time is developed.1 Personal financial needs in different life situations are identified. 94 . 2.2 The required amount of money for different needs is acquired. Manage money 1.4 Money is saved in the appropriate manner and within appropriate institution. 1. 1. 1.5 Debts are managed effectively. the trainee will be able to : 1.1 Basic record-keeping is performed adequately. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. 2.

3. 3.3.1 The objectives of the small business are realistic.2 Credit risks and unexpected costs are dealt with appropriately. Manage a small business 3. 4.3 Record-keeping is done on time and adequately. 95 .1 The basic business cycle is understood. clearly stated and measurable. Prepare a business plan for a micro business 4.3 The simulated small business has brought benefits. 4.2 The business plan template is filled in appropriately. 4.

Role play scenarios • Ways to access money o brainstorming (borrowing.3 Manage money effectively • Good ways to manage money o exercise . Learning unit 1: Manage money Learning hours: 10 Learning outcomes Contents Learning activities Resources 1.1 Analyse financial needs • Identify things they need o small group discussion money for o brainstorming • Identify how the things they o large group discussion need money for change as their life situations change 1. saving and working o prioritizing to earn money) o role-play o large group discussion 1.COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. These learning outcomes are the essential skills and knowledge to be acquired. repairing. that will guide the learner and the trainer. The Learning Activities contain a series of suggestions. usually with several options.2 Access money • Plan how to get money o small group discussion .Role play scenarios • Ways that they waste money o role-play • Ways to cut costs through o large group discussion reducing. recycling. The contents to be covered for each learning outcome are prescriptive. and reusing 96 .

5 Manage debts • Definition of the concept of o large group discussion .Role play scenarios debt o group work • Risks of getting into debt o prioritizing • Strategies to avoid debt • Strategies to get out of debt Learning unit 2: Keep record and budget Learning hours : 5 Learning outcomes Contents Learning activities Resources 2.4 Save money • Definition of the concept of o Brainstorming saving o large group discussion • Recognize that not only rich o role-play people can save o individual goal setting • Reasons for saving (unexpected o guest speakers events and specific needs) • Savings goals • Saving possibilities and institutions 1.2 Perform basic budgeting • Definition of budget o group work • Definition of the concept of o case study budgeting o individual work • Principle of budgeting 97 .1.1 Keep basic personal • Income o group work financial records • Expenses o case study • Balance calculations 2.

and deal with.Entrepreneurs’ profiles o large group discussion .Life cards for simulation credits selling to customers on credit o large group discussion game 98 .2.3 Develop a financial • structure of a financial plan o Brainstorming . unexpected financial events 3.2 Deal with unexpected • List of possible unexpected o simulation game .3 Identify the risks of • Risks and potential benefits of o simulation game .1 Understand the business • Basic cycle of business: buying.Entrepreneur’s Cycle Chart • Allocation of income between the business. personal expenses and savings • Importance of maintaining positive cash flow 3. cycle adding value.Life cards for simulation costs expenses or financial events o large group discussion game • Plan for.Financial fitness plan strategic plan o large group discussion o individual work Learning unit 3: Manage a small business Learning hours : 5 Learning outcomes Contents Learning activities Resources 3. selling for profit o simulation game .

99 . Work Readiness Training Programme – Trainer’s Manual. 2. . • Financial risks involved with extending credit to friends and family members 3.Business plan template 4.1 Understand the value of a • Value of a business plan o simulation game . Akazi Kanoze – Youth Livelihoods Project.4 Operate a business according to the plan Reference books : 1.Record-keeping template • Importance of realistic goals .4 Fill in a record-keeping • Value of keeping records o simulation game. Work Readiness Training Programme – Participant’s Manual.Record-keeping template sheet • Sections of a record-keeping o large group discussion sheet Learning unit 4: Prepare a business plan for a micro business Learning hours : 10 Learning outcomes Contents Learning activities Resources 4.3 Prepare a business plan 4.Entrepreneur’s Cycle Chart business plan • Flexibility of a business plan o large group discussion . Akazi Kanoze – Youth Livelihoods Project.2 Identify the profit to • Sections of a business plan achieve 4.

Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace LEARNING ASSUMED TO BE IN PLACE Not applicable 100 . At the end of this module. They demonstrate good time management and show up for work on time. participants know how to apply for and present themselves for employment. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. MODULE 11 : INTERNSHIP Competence : Integrate the workplace RTQF LEVEL: CREDITS: 30 LEARNING HOURS : 300 SECTOR: All SUB-SECTOR: All ISSUE DATE: January 2012 REVIEW DATE: PURPOSE STATEMENT This module describes the skills and knowledge required to integrate the workplace for an internship or employment. They take initiative and responsibility for their own work and know how to work under and respect supervision.

1 Appropriate workplace habits and attitudes are observed. 3. 1. Demonstrate appropriate workplace behaviour and 2. attitudes 2.2 A basic CV that is accurate and neat is written.3 Application letters that target specific jobs or types of jobs are written.4 Effective interviewing skills are demonstrated. Learning unit Performance criteria By the end of the module.1 Appropriate resources in the community or nationwide are used to find employment information.LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. the trainee will be able to : 1.2 Strategies to manage time effectively are implemented.3 Personal and work lives are managed efficiently. 2. Have a good understanding of worker’s and 3. Apply for internship / employment 1. 2. 101 . 1.1 Worker’s and employer’s obligations according to the Rwandan Labour employer’s rights and responsibilities code are understood. 1. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

2 The internship report contains all the required elements as well as one’s own findings and experience. Organise and evaluate one’s internship 4. 4.3 Adequate work behaviour and attitudes are demonstrated 102 .2 Positive response and active participation in meetings with the “maître de stage” 5.1 The internship agreement is concluded with the enterprise.2 The worker’s responsibilities are performed on the workplace.3 Active participation in the assessment of one’s internship. 4. 5. 3.1 The tasks assigned according the agreement with the enterprise are performed adequately.3 Exercise rights on the workplace. Develop one’s competences on the workplace 5. 5. 3. 4.

WDA.1 Identify and use • Resources to find employment o small group work .job announcements and resources to find a job in the community and at o panel discussion information: newspaper national level o large group discussion advertisements.COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit.2 Write a Curriculum Vitae • Differences between a CV and o large group discussion . sample advertisements posted on business walls or bulletin boards. that will guide the learner and the trainer. internet websites. The Learning Activities contain a series of suggestions. through cooperatives… 1. The contents to be covered for each learning outcome are prescriptive.sample CVs and (CV) and an application an application letter o individual work application letters letter • Types of application letters o pair work . Learning unit 1: Apply for internship / employment Learning hours : 8 Learning outcomes Contents Learning activities Resources 1. • Identify contact persons o speakers information from recruitment agencies. These learning outcomes are the essential skills and knowledge to be acquired. usually with several options.format of an application • Elements of a well written CV letter • Elements of an application letter 103 . youth organizations such as YES Rwanda and government agencies such as the RDB.

adaptability. scenarios honesty. during and after the o large group discussion interview • Typical questions asked during an interview Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes Learning hours: 5 Learning outcomes Contents Learning activities Resources 2. personal appearance. attendance. constructive criticism. supervision.1. punctuality) 2.Work habits inventory team member) • Work habits (cooperation.2 Manage time • Importance of task planning o large group discussion and managing time o small group activity (tower • Strategies to better manage building) time o reflection o pair sharing 104 .Workplace behaviour management. time usage. time o brainstorming . accuracy.3 Take part in an • Main parts of an interview o small group work . initiative. work as a . integrity.Interview Observation Tool interview • Interviewing tips : what to do o interview role plays before. pace of work.1 Identify appropriate • Appropriate workplace o small group work workplace behaviours and behaviours and attitudes o large group discussion attitudes (dress code. respect. courtesy.

3 Balance work and • Common situations that make o large group discussion .Articles 47 and 48 of the 105 .3 Identify one’s rights and • ‘rights’ (what you can expect o large group discussion .2 Explore one’s personal • Definition of “responsibility” o individual work rights and responsibilities • Relationship between rights o pair share and responsibilities o large group brainstorming and discussion 3.Worksheet on Rights and responsibilities at work your employer to provide) o small group work Responsibilities at Work.2.Scenarios : “Did S/he Do personal life it challenging to balance work o individual work the Right Thing?” & personal life o self assessment • Tips to manage personal and o pair sharing work lives Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities Learning hours: 8 Learning outcomes Contents Learning activities Resources 3.1 Be familiar with the • Definition of “right” and o small group work Universal Declaration of universal human rights “human right” o large group discussion Human Rights – plain • Universal Declaration of language version Human Rights 3. • ‘responsibilities’ (what your o skits employer can expect that you will do) 3.Statements and Answers some of the provisions of employers o discussion for Agree/Disagree Game the Rwandan Labour Law • legal obligations of workers o small group work on Rwandan Labour Law o observation .4 Become familiar with • legal obligations of o large group activity .

Labour Code Excerpts broken Code is broken o large group discussion Learning unit 4: Organise and evaluate one’s internship Learning hours: 9 Learning outcomes Contents Learning activities Resources 4.Sample internship agreement “internship” o Group discussion agreement • Objectives of the internship o Presentation by the trainer • Presentation of internship agreement 4.3 Write and present the • Contents of the internship o Group discussion .Sample internship report report of the internship report o Role play • Presentation techniques 4.2 Outline one’s findings • Presentation of the logbook o Presentation by the trainer .Logbook and experience • Tips to fill in the logbook 4.4 Participate actively to • Internship assessment and o Group discussion the assessment of one’s self-assessment guidelines o Presentation by the trainer internship 106 .5 React appropriately • Possible solutions or o small group work .Labour Code Scenarios when the Labour Code is responses in case the Labour o scenario analysis .1 Conclude an internship • Definition of the concept o Brainstorming . Labour Code 3.

Learning unit 5 : Develop one’s competences on the workplace Learning hours: 270 Reference books : 1. Work Readiness Training Programme – Trainer’s Manual. Work Readiness Training Programme – Participant’s Manual. Akazi Kanoze – Youth Livelihoods Project. 107 . Akazi Kanoze – Youth Livelihoods Project. 2.