CURRICULUM Food and Beverage Curriculum Final

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 Thodore, TVET Training Department - WDA

MPAMO Aim, Curriculum Development Unit - WDA
Editing
TUMAINI Manimbi, Curriculum Facilitator, WDA

NGOMA Marie-Pierre, VVOB-PAFP (Programme dAppui 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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Learning Unit 1 : Apply computer fundamentals ......................................................................... 29
Learning Unit 2 : Use a word processing package .............................................................................................................................. 32
Learning Unit 3: Use spreadsheet package .................................................................................................................................................... 35
Learning Unit 4: Use Presentation application ............................................................................................................................................ 38
Learning Unit 5: Use Internet/Intranet (Outlook) ........................................................................................................................ 41
MODULE 5 : Personal grooming and workplace hygiene .......................................................................................................................................... 43
Learning Unit 1: Maintain Personal Hygiene ....................................................................................................................................................... 46
Learning Unit: 2 Maintain Workplace Hygiene .................................................................................................................................................. 49
Learning Unit 3: Apply Workplace Safety ............................................................................................................................................................ 53
MODULE 6 : Customer care ................................................................................................................................................................................................... 54
Learning unit 1: Demonstrate personal and interpersonal skills ........................................................................................................................ 56
Learning unit 2: Apply Customer Care ............................................................................................................................................................ 59
MODULE 7 : Non-alcoholic beverages ............................................................................................................................................................................... 63
Leaning unit 1: Prepare cold non-alcoholic beverages .......................................................................................................................................... 66
Learning unit 2: prepare hot non alcoholic beverages ........................................................................................................................................... 69
MODULE 8 : Alcoholic beverages ........................................................................................................................................................................................ 73
Learning unit 1: Serve alcoholic drinks .................................................................................................................................................................... 76
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Learning unit 2: Prepare and serve cocktails ........................................................................................................................................................... 78
MODULE 9 : Food and Beverage service ......................................................................................................................................................................... 80
Learning unit 1: Prepare for Service ................................................................................................................................................. 83
Learning unit 2: Apply Service Techniques ............................................................................................................................................................. 85
Learning unit 3: Handle Guests Payments .............................................................................................................................................................. 89
MODULE 10 : Entrepreneurship ........................................................................................................................................................................................... 93
Learning unit 1: Manage money ......................................................................................................................................................................... 96
Learning unit 2: Keep record and budget ........................................................................................................................................................... 97
Learning unit 3: Manage a small business ......................................................................................................................................................... 98
Learning unit 4: Prepare a business plan for a micro business ........................................................................................................................... 99
MODULE 11 : INTERNSHIP .................................................................................................................................................................................................. 100
Learning unit 1: Apply for internship / employment ........................................................................................................................................ 103
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes .................................................................................................. 104
Learning unit 3: Have a good understanding of workers and employers rights and responsibilities ................................................................... 105
Learning unit 4: Organise and evaluate ones internship ................................................................................................................................. 106
Learning unit 5 : Develop ones competences on the workplace ...................................................................................................................... 107
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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, the work situation, as well as the goals and
the means to implement training.
At the end of the training programme, the learners will be able to :
1. Understand the occupation and the learning process

2. Apply health, safety and security procedures on the workplace
3. Communicate effectively on the workplace
4. Apply computer literacy
5. Personal grooming and workplace hygiene
6. Apply customer care
7. Prepare and present non-alcoholic beverages
8. Prepare and serve alcoholic beverages
9. Serve food and beverages
10. Create and manage a small business
11. Integrate the workplace
The modules of the curriculum include a description of the expected results at the end of training. They have a direct influence on
the choice of the theoretical and practical learning activities. The competences are the targets of training: the acquisition of each is
required for certification.
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The curriculum is the reference to carry out the assessment of learning. Assessment tools of learning are developed on the basis of
this document.
The present curriculum consists of two parts. 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. The second part deals with the training package. It includes the list of
modules, the description of each module and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the module, the length of training, the
amount of credits, the context in which the competence is performed, the prerequisite competences, the learning units and the
performance criteria.
In each module, a course structure is provided. The course structure describes the learning outcomes (knowledge and skills) and
the learning contents related to each learning unit. Also, the learning activities and resources for learning are suggested.
CONCEPTS AND DEFINITIONS
Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a standard of
performance. See also competency-based assessment.
Competence: A competence is the result of a combination of knowledge and skills. This integration is demonstrated when the
learner is able to achieve specific results and performances, understand what he/she does and do it autonomously.
Complementary competences: (also known as employability skills or key skills) skills which are not specific to work in a specific
occupation or industry, but are important for work, education and life generally, such as communication skills, mathematical skills,
organisational skills, computer literacy, interpersonal competence and analytical skills.
Credit: the acknowledgement that a person has satisfied the requirements of a module.
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General competences : competences correspond to larger operations that go beyond the tasks, but generally contribute to their
implementation. These activities require more fundamental learning and are generally common to several tasks and transferable to
many work situations.
Internship: an opportunity for a learner to integrate career related experience by participating in planned, supervised work.
Learning activities: suggested activities that can be developed during lesson planning and activity preparation. The choice of
learning activities must be tailored according to group size, available material resources and communication tools.
Learning assumed to be in place: a requirement for the attainment of a specific module or modules prior to commencement of
another module.
Learning hours : amount of hours required to acquire the competence, including the time allocated to evaluation, which is
estimated between 5 and 10% of the total learning time of the competence.
Learning outcomes: are statements that indicate what learners will know or be able to do as a result of a learning activity.
Learning outcomes are usually expressed as knowledge, skills, or attitudes.
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.
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.
Occupation: the principal business of ones life.
Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.
Specific competences : competences that are directly related to the tasks of the occupation in the workplace context. They refer
to concrete, practical, and focused aspects.
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SECTION 2 : TRAINING PACKAGE
The training package includes the list of modules, the description of each module, and the course structure.
LIST OF MODULES
Module
Module title Type Credit Value
No
1 Occupation and learning process General 2
2 Health, 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
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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. 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, the trainee will develop a comprehensive and clear vision of the occupation and the training
programme. The module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her choice from the start.
The training and learning methods are presented to the trainee. This approach encourages greater motivation and, subsequently, a better
integration of various learning.
LEARNING ASSUMED TO BE IN PLACE
Not applicable
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LEARNING UNITS AND PERFORMANCE CRITERIA
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Learning unit Performance criteria
By the end of the module, the trainee will be able to :
1. Understand oneself as part of a team and respect the rules of 1.1 Know each other.
the workshop
1.2 Be part of a team and behave accordingly.
1.3 Rules and requirements are agreed upon and known.
2. Learn about the occupation and the training process 2.1 The occupation is understood.
2.2 The training required is known.
2.3 The training organisation is known.
5. Reflect upon the teaching and learning methods 3.1 The active and participatory learning methods are applied.
3.2 The assessment method is understood.
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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.
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
1.1 Introduce oneself and get Introductions o Introduction

to know one another Expectations about the training o Game
o Presentation of trainees
expectations
1.2 Work as a team Working as a team o Games

Building trust o Group discussions
1.3 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
2.1 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 - Documents describing the
occupation
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2.2 Obtain an understanding Content of the training o Presentation by the teacher - Overview of the training
of the goals of the training programme (modules) o Research programme
programme Importance of the initial and - Testimonies of people
continuous training performing the occupation
2.3 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 - Timetable
organisation and workshops
Learning unit 3: Reflect upon the teaching and learning methods Learning hours: 2
3.1 Understand the teaching Overview of the active and o Experience sharing.
and learning methods participatory teaching and o Presentation by the trainer
learning methods
3.2 Understand the Assessment methodology and o Explanation by the trainer

assessment methodology its purpose
Reference books :
1. Work Readiness Training Programme Trainers Manual, Akazi Kanoze Youth Livelihoods Project.
2. Work Readiness Training Programme Participants Manual, Akazi Kanoze Youth Livelihoods Project.
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MODULE 2 : Health, safety and security on the workplace
Competence : Apply health, safety and security procedures on the workplace
PURPOSE STATEMENT
This module describes the skills and knowledge required to follow health, safety and security procedures, identify hazards, assess the
associated safety risks and take measures to eliminate or control and minimise the risk.
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. They have a duty to cooperate with their employer's initiatives to ensure safety at work.
Not applicable

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Performance criteria describe the required performance needed to demonstrate achievement of

the learning unit.
By the end of the module, the trainee will be

able to :
1. Apply good personal care and healthy 1.1 Hands are washed at appropriate times and hand washing procedures are followed
habits at work correctly and consistently according to organization and legal requirements.
1.2 Clothes are clean, required personal protective clothing are worn and only
organization-approved bandages and dressings are used.
1.3 Food is not contaminated with any body fluids or tobacco product from sneezing,
coughing, blowing nose, spitting, smoking.
1.4 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.
2. Address unsafe situations on the job 2.1 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.
2.2 Immediate work area is free from hazards.
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2.3 Control measures are implemented according to individual level of responsibility or
appropriate personnel is referred to for permission or further action.
3. 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.
3.2 Appropriately response to emergencies is provided.
3.3 Assistance from colleagues or other authorities is sought promptly and when
appropriate.
4. Prevent HIV/AIDS and sexual violence 4.1 Reproductive health is understood.
4.2 Transmission, prevention and treatment of HIV/AIDS and other STIs are understood.
4.3 Sexual violence is understood and can be avoided.
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COURSE STRUCTURE
Learning unit 1: Apply good personal care and healthy habits at work. Learning hours: 4

1.1 Identify important health Healthy habits o Discussion - List of habits for good
practices in the workplace o Individual work health
o Presentation - Health education material
from Ministry of Health or
other organisations
- Posters/pictures of health
habits
1.2 Describe the importance Definition of hygiene o Presentation by trainer - Handout: healthy hygiene
of personal and public Definition of sanitation o Group work and discussion and sanitation practices,
cleanliness Importance of hygiene and o Role play food sanitation, clean water
sanitation at work and toilet facilities

1.3 Know how to prevent the Sources of germs, microbes o Brainstorming
spread of illness and Prevention techniques (Hygiene
contamination at work and sanitation good practices)
1.1 Identify important health Healthy habits o Discussion - List of habits for good
practices in the workplace o Individual work health
o Presentation - Health education material
from Ministry of Health or
other organisations
- Posters/pictures of health
habits
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Learning unit 2: Address unsafe situations on the job. Learning hours: 10
2.1 Identify the primary Types of hazards in the o Brainstorming Pictures

hazards found in workplaces workplace (safety, chemical, o Group work
biological, other health hazards) o Discussion
2.2 Understand why the Hazardous situations
situation or substance is Dangerous substances
hazardous
2.3 Identify the best ways to Control methods (remove o Brainstorming Stories and pictures
address specific problem hazard, work policies and o Discussion
situations procedures, protective
equipment)
Learning unit 3: Respond appropriately to emergencies at work. Learning hours: 8
3.1 Identify emergencies Definition of emergency o Presentation by the trainer

Types of emergencies in a o Experience sharing
workplace
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3.2 Handle emergencies Possible responses to o Disaster Blaster Game - Disaster Blaster Game
emergencies in the workplace board, paper, marker, dice,
game cards
Learning unit 4: Prevent HIV/AIDS and sexual violence. Learning hours: 8
4.1 Understand reproductive Puberty and body change o Small group discussions
health Female reproduction o Pair discussion
Male reproduction o
Consequences of early
pregnancy
4.2 Be sensitized to HIV Definition o HIV game - Scenarios for HIV game
/AIDS Transmission o Questions and answers - True and false statements
Prevention (ABC) o True or false
Treatment o Group work
Other STIs o Demonstration (condom use)
Stigma and VCT o Role play (condom negotiation)
4.3 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 :
3. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.
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MODULE 3 : Communication on the workplace
Competence : Communicate effectively on the workplace
PURPOSE STATEMENT
This module describes the skills and knowledge required to communicate and get along well with others, in a variety of settings and for a
range of purposes. The module will allow the participant to speak and listen actively and appropriately, one-on-one and in groups, to
cooperate and work effectively within a group, to lead a team and to provide good customer service.

Not applicable

the learning unit.
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By the end of the module, the trainee will be able to:
1. Listen and speak effectively 1.1 Strategies for effective listening are applied.
1.2 Instructions are adequately interpreted and followed.
1.3 Clear and accurate information and instructions are provided to colleagues.
2. Cooperate and work as a team member 2.1 Team objectives are reached through effective cooperation.
2.2 Diversity of team members is respected.
2.3 Lead a team efficiently
2.4 Demonstrate problem solving and decision making skills

3. Apply customer care 3.1 Importance and principles of good customer service are understood.
3.2 Quality service is provided.
3.3 Clear verbal information is provided to customers face to face or on the
telephone.
3.4 Conflicts with customers are handled politely and adequately.
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COURSE STRUCTURE
Learning unit 1: Listen and speak effectively Learning hours: 6
1.1 Apply effective listening Effective listening skills & o Role play - Role play scenarios
skills & strategies strategies o Observing role play - List of effective listening
Assess ones listening skills o Feedback from observers skills & strategies
Model good listening skills o Discussion - Effective Listening
Observation Form
1.2 Give and receive Importance of giving clear, o individual work

instructions concise instructions o group discussion
Formulation of instructions
Strategies to ask questions for
clarification
1.3 Identify non-verbal Importance of non-verbal o pair work

communication signs and the communication o large group discussion
impact on peoples Impacts of non-verbal
communication on how we give
perceptions
information and how we listen.
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1.4 Demonstrate effective Effective speaking skills and o small group work - List of Effective Speaking
speaking skills strategies o practice presentations Skills & Strategies
o large group discussion - Speaking Scenarios for
group work
- Effective Speaking
Observation Form
Learning unit 2: Cooperate and work as a team member Learning hours : 8
2.1 Identify the different Different personalities and o Self-assessment

personalities approaches that individuals o large group activity (inner/outer
bring to a group circles) - Working in Groups Self
o Discussion Assessment
2.2 Handle different Strategies on how to handle

personalities in a group different personalities in a - Cooperating with Others
group Roles
- Elements of an Effective &

Cooperative Team
Member
2.3 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
2.4 Lead a team efficiently Qualities of an effective leader o large group discussion - Role play scenarios
Different leadership styles o small group work
Appropriate leadership style in a o role plays
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given context o small group activity
Strategies to lead a team
efficiently
2.5 Demonstrate problem challenges and dynamics o Large group activity - 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
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
3.2 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 customers
perception
Meeting and exceeding
expectations
Getting feedback on the
provided service
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3.3 Communicate effectively Telephone tips o large group discussion - 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
3.4 Handle conflict with Definition of conflict, 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 :
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MODULE 4: Computer literacy
Competence 5: Apply computer literacy
PURPOSE STATEMENT
This module describes the skills and knowledge required to follow health, safety and security procedures, identify hazards, assess the
associated safety risks and take measures to eliminate or control and minimise the risk. 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. They have a duty to cooperate
with their employer's initiatives to ensure safety at work.
Not applicable
26
1 Apply computer fundamentals 1.1 Identification of Various connectors and ports
1.2 Use of different I/O devices
1.3 Use of Desktops elements
1.4 Scanning of Viruses in the computer and Different Storages Devices
2.Use a current word processing package 2.1 Text formatting
2.2 Table creation and editing
2.3 Text Editing
2.4 Printing
2.5 Saving
5.6 Inserting of header ,Footer and footnotes
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3. Use current spreadsheet package 3.1 Using of basic excel tasks
3.2 Managing of Sheets in excel workbook
3.3 Formatting of cells and their contents
3.4 Using of functions and perform mathematical operations
3.5 Excel worksheet Printing
4.Use current Power Point Presentations 4.1 Creating a new presentation
4.2 Creating , Inserting a slide
4.3 Inserting of Graphics
4.4 Converting word documents to PowerPoint presentation
4.5 Animation
4.6 Using Different Presentation view
4.7 Printing a presentation
5.Use Internet/Intranet (Outlook) 5.1 Defining and explaining a website
5.2 Interacting through instant messaging (Chatting)
5.3 Using search Engines (example Google)
5.4 Creating , Managing favorites using internet explorer
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5.5 Browsing the internet using the hyperlinks
5.6 Downloading and Uploading files using internet
COURSE STRUCTURE
Learning Unit 1 : Apply computer fundamentals Learning hours:10
Computer Definition -Open a computer case and -Computer Lab

Observe different types of
1.1 Apply Computer Types of computers memory -Computer Tool Kit
basics
Laptops -Group Discussion on each type of -CD, DVDs, Diskettes
Desktops memory -White Board
Palm tops -Markers
PDA (Personnal Digital assistance)
Computer Hardware
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Memory
Definition
Role of Memory
Features
- Capacity
- Speed
- Non Volativity
Types of Memory
- ROM (Read only memory)
- RAM (Random access memory)
- External/Internal memories (Hard

disk,diskette,CD,Flash disk,etc)
1.2.Identify Various Connectors and ports -Observe different connectors as -Computer Lab
connectors and ports well as input and output ports
- Definition -Computer Tool Kit
-Exercises on ports identifications
I/O (Input and Output) Ports and -CD, DVDs, Diskettes
connectors
-Different types of Cables,
- Serial ports Different types Connectors
30
- Parallel ports -White Board
- USB -Markers
- Keyboard, Mouse connectors
- VGA Connectors
1.3.Use different I/O Peripherals Practical exercises on connecting -Computer Lab

devices the mouse, keyboard. Monitor to
- Definition the CPU (Central processing unit) -Computer Tool Kit
- Categories I/O devices -CD, DVDs, Diskettes
Input devices (mouse, Keyboard, -Printer

scanner, CD/DVD-ROM and
diskettes drivers, etc) -Scanner
Output devices (Monitor, Diskette, -White Board

CD/DVD-ROM Writer, Printer, etc)
Types of keyboards
- AZERTY
- QWERTY
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1.4.Use Desktops Windows and its components: -Brainstorming on Desktops -Computer Lab
elements elements
- Desktop -Projector
-Use the desktop, the tasks bar
- Task bar and the start menu
- Start menu
- Minimize, Maximize, Close buttons
- My Computer
1.5.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, External Hard disk) -External Hard disk
- Norton viruses
- Kaspersky
- Symantec -Compile activities reports -Cds, DVDs
Storages to be scanned
- Flash disk -Antivirus
- External hard disk
-White Board
- Memory card
- Computer hard disk -Markers
Learning Unit 2 : Use a word processing package Learning hours: 5
32
2.1.Format a text Style,Font,Size,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. -Projector
Tabulation
-White Board
Paragraph spacing
-Markers
Inserting symbols:Special
characters,bullet and numbering
Borders and shading,header and

footer.
2.2.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
Drawing a table
Table auto format
Formula
2.3.Edit document Search/Find.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
2.4.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, in black and white installed in each computer
Selecting printer name
Printer options -printing in landscape, portrait -Printer
Printing one or more copies
Printing in black/white or color -Projector
Print page ranges
2.5.Save documents File management -Practical Exercises on creation of -Computer Lab With Current
- Creation of files files, folders and file Saving Word processing Package
- Creation of Folders installed in each computer
- File Naming -Compile activities reports
- File Formats -Projector
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2.6.Insert Header, 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
- Total number of pages -Projector
- Automatic date With elements such as the page
- Automatic automatic number, date automation.
author;s name
-practical exercises.
Learning Unit 3: Use spreadsheet package Learning hours: 5
3.1.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
- Close -Projector
- New document
35
- Undo
- Save,save as.
- Sheet
- Selecting a cell
- Validating a cell
- Deleting cell contents
- Modifying cell contents
- Selecting group of cells
- Increase and reduce the

cell size
- Delete row and column
- Duplicate cell
3.2.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
3.3.Format cells and Formatting text and cells -Practical exercises in groups and -Computer Lab With Current
their contents individual homework on spreadsheet package installed
- Choosing font,size,colour formatting cells in each computer
- Adjusting Cow height -Compile activities reports -Projector
- Alignment of cell
- Number format
- Inserting rows
- Merging cells
- Creating borders
- Patterns
3.4.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 - Addition formatting cells in each computer
- Multiplication
- Division -Compile activities reports -Projector
- Subtraction
- AutoSum
- Absolute and relative
Reference
- Function
Average
Minimum
Maximum
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3.5. 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
4.1.Launch Ms Power Power point Definition -Using a power point -Computer Lab With Current
point presentation with slide show,get presentation Software
Role feedback from learners on the installed in each computer
Power point environment area of application of Ms power
point -Projector
- Title Bar
-Launch powerpoint and observe
- Menu Bar the screen individual exercises.
- Toolbars
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- Formatting tool bar
- Title
- Sub title
4.2.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
4.3.Create, Insert a slide Creating a slide -Exercises on creating, inserting -Computer Lab With Current
and modifying a slide presentation Software
Inserting a slide installed in each computer
Modifying a slide -Projector
4.4.Insert Graphics Graphics:Clip art,Word Exercises on inserting images in -Computer Lab With Current
Art,Library Images,Inserting the slides presentation Software
image from file installed in each computer
-Projector
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4.5.Convert word Copy, Cut, Move -Practical exercises on File -Computer Lab With Current
documents to transformation presentation Software
PowerPoint presentation Process of conversion installed in each computer
-Projector
4.6.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
4.7.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, 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
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Learning Unit 5: Use Internet/Intranet (Outlook) Learning hours: 5
5.1. Define and explain a Introduction -Visit web sites and browse -Internet Connection
website different pages.
World wide web -Computer Lab
-Group discussion based on
Web page observation -projector
Web site
5.2.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.Use search Engines Search engines -Perform practical exercises on -Internet Connection
(example Google) the use of search engines
- Definition -Computer Lab
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- Role -projector
- Some Types of search

engine
www.Google.com
www.Yahoo.com
5.4.Create, Manage Favorites -Practical exercises on creating, -Internet Connection

favorites using internet - Create Favorites moving and renaming favorites
explorer - Rename, Move Favorites -Computer Lab
-projector
5.5.Browse the internet Web Browser -Open a web using the address -Internet Connection
using the hyperlinks - Browser buttons bar
- Address bar -Computer Lab
- Status bar -Browse different web pages
-projector
- Scroll bar -practical exercises On Browsing
- Home page internet using hyperlink
- Front/Back arrows
- Refresh button
- Start page
5.6.Download and Downloading -Practical exercises on -Internet Connection
Upload files using File attachment downloading and uploading files
internet using internet -Computer Lab
-projector
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MODULE 5 : Personal grooming and workplace hygiene
Competence : Maintain personal grooming and workplace hygiene
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.
Not applicable
43
1. Maintain Personal Hygiene 1.1 Hygiene of the entire body and dressing code according to the standards
are respected.
1.2 Hygiene procedures and policies are followed correctly and consistently
according to legal requirements to ensure health and safety of
customers and colleagues.
1.3 Hygiene regulations in food handling activities are respected to avoid

any risk of food contamination.
1.4 Clean clothes and required personal protective clothing are worn -
approved bandages and dressings - to prevent contamination to food.
1.6 No unnecessary direct contact with ready to eat food is made.
1.7 Contamination of food with any body fluids or tobacco product is

avoided (sneezing, coughing, blowing nose, spitting, smoking or eating
over food or food preparation surfaces).
1.8 Hands are washed at appropriate times and procedures of hand washing
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are followed correctly and consistently according to legal requirements.
2. Maintain Workplace Hygiene 2.1 The use of clean materials and clothes; and safe and hygienic practices
to ensure that no cross-contamination of other items in the workplace is
maintained.
2.2 Cleaniless,sterilization and sanitization of workplace and service
equipments are observed.
45
COURSE STRUCTURE
Learning Unit 1: Maintain Personal Hygiene Learning hours : 10

Leaning Outcome Content Learning Activities Resources
1.1 Maintain Personal Importance of Body Cleanliness o Brainstorming on Body cleanliness - Water
grooming Body Cleaning Products and o Practice on Hand washing - Soaps
equiments o Documentary research and group - hand wash Basin
- Hand driers discussion on body cleanliness - Hand towels
- Hand wash basin o Compile activities reports - Deodorant
- Soap bowles - Equipped wash room
- Soap dispensors
- Mirrors
- Toilet papers
Body cleanliness practices
- Washing Hair and Tied
behind
- Keep nails short,clean and
free from nail polish
- Face clean shaven - no
beards or goatees
- Usage of Light cosmetics
- Teeth Brushing
- Hand wash procedures
- Wet hands with running
water as hot as you can
comfortably stand (at least
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100F/38C
- 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.
work attire composition:

- apron
- Shirt
- Trousers/skirts
- Neck tie
- Black shoes
- Black socks
- Half coat
Proper Maintainance of work
attire
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1.2 Maintain good health Importance of maintaining o Brainstorming on good health - Flipcharts
good health o Group discussion - Markers
How to maintain good health: - Flipcharts stand
- Balance diet - Training room
- Enough sleep
- Periodical medical checkup
- Sports
1.3 Prevent food How can food handlers o Brainstorming on prevention of
contamination caused by food contaminate food: food contamination
handlers - Scratching the scalp o Group discussion on prevention of
- Running fingers food contamination
through hair
- Wiping or touching
the nose
- Rubbing an ear
- Touching a pimple or
open sore
- Wearing a dirty uniform
- Coughing or sneezing into
the hand
- Spitting in the
establishment
Prevention of food
contamination:
- Avoiding unsanitary habits
and actions
- Reporting illnesses
- Exclude food handlers
from working with or
around food if they have
the following symptoms
Fever
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Diarrhoea
Vomiting
Sore throat
Jaundice
Bandage and cover cuts, burns,
sores, and skin infections
Exclude food handlers
diagnosed with a food borne
illness from the
establishment
Learning Unit: 2 Maintain Workplace Hygiene Learning hours : 25

2.1 Identify Definition of o Brainstorming on different cleaning - Training room

Cleaning,Sterilizing and - Cleaning and sanitizing products - Cleaning and sanitizing
saniting Products, materials - Sanitizing o Documentary research Products
- Sterilizing o Demonstration of Cleaning and - Shelves
and equipments
Importance of sanitizing products and materials
- Cleaning o Exercises on Cleaning and
- Sanitizing sanitizing products identification
- Sterilizing o Compile activities reports
Different Cleaning Products
- Heat
- Detergents
- Solvent cleaners
- Acid cleaners
- Abrasive cleaners
Different Sanitizing and
sterilizing products
- Hot water above 82oC
- Steam
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- Chemical disinfectants
(Chlorine,Lodine)
Cleaning materials and
equipements
- Brushes
- Sponges
- Sterilizer
- Still wire
- Rug
2.2 Clean,Sterilize and Cleaning,sterilizing and o Brainstorming on Cleaning, - Washing Machine

Sanitize WorkPlace and sanitizing Procedures Sanitizing and Sterilizing - Detergents
Service equipments Service equipments to be o Demonstration on Cleaning, - wipers
sanitized: Sterilizing and sanitizing - Training room
- Food contact surfaces: procedures
Knives, tongs, o Exercises on Cleaning, Sterilizing
other utensils and sanitizing procedures
Slicers o Compile activities Reports
Mincers
Mixers
Containers
Chopping boards
Work surfaces
- Hand contact surfaces:
Handles
Doors
Refrigerators
Freezers
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Cupboards
utensils
Taps
Switches
Different Sterilizing Equipments
Sterilized Service equipments:
- Plates
- Catleries
- Surface area
2.3 Store cleaning and Proper Cleaning, Sanitizing and o -Brainstorming

sanitizing products sterilizing products Storages o -Exercises on proper products
storage
o -compile activities reports
2.4 Prevent Pests at the Animals that live in or on food o Brainstorming pests prevention
workplace. - Rats o Documentary research and Group
- Flies discussion on causes of pests and
- Ants preventions
- Mice
- Cockroaches
- Birds
- Stored product pests
- (beetles, rice weevils)
Causes of Pests at work place
- Poor housekeeping
- Poor food hygiene
Evidence of food pests
- Insects
Live or dead
insects
Eggs/larvae
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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
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food or dirty dishes out on the
benches
Learning Unit 3: Apply Workplace Safety Learning hours : 5

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
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MODULE 6 : Customer care
Competence : Apply customer care
SECTOR: Hospitality and tourism SUB-SECTOR: Hospitality
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.
Not applicable
54

the learning unit.

1. Demonstrate personal and interpersonal skills 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.
1.2 Problems are identified, possible solutions are determined and
appropriate action is taken to resolve the situation according to
job role and work procedures.
1.3 The day-to-day hospitality activities are conducted according to
legal obligations and ethical industry practices.
2. Apply Customer Care 2.1 The quality customer service is provided in a professional way
according to standards.
2.2 Customer queries, requests and complaints are responded
appropriately and courteously.
2.3 Service using appropriate methods and techniques is provided to
meet customer expectations of quality, presentation and
timeliness of delivery.
2.4 The workplace safety and hygiene procedures are followed
according to organizations and legislative requirements.
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COURSE STRUCTURE
Learning unit 1: Demonstrate personal and interpersonal skills Learning hours : 30
1.1 Apply organization Skills How to Improve organizational skills o Research on organization - Computer
at work skills - Software (PMS)
- Innovative Skills o Compile learners activity - Telephone
- Time Management report - Stationeries
- Prioritizing o Case study on applying - Relevant text books
- Planning Skills organization skills - Photocopy machine
o Group discussion on - Printer
organization skills - Reception counter,
- Internet connection
1.2 Handle Cultural Diversity Definition of culture diversity o Research on culture diversity - Computer
Importance of culture diversity and its importance - Software (PMS)
Diversity issues related to; o Compile learners activity - Telephone
- Race, gender, job title disability, report - Stationeries
age and religion o Group work on diversity - Relevant text books
issues - Photocopy machine
- Printer
- Counter
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- Internet connection
1.3 Handle Conflicts Identification of sources of conflicts o Research on the sources of - Computer
- Power conflicts (between conflicts - Software (PMS)
individuals, groups or o Compile learners activity - Telephone
internationally) report - Stationeries
- Value Conflict (Incompatibility in o Role play on tips for dealing - Relevant text books
ways of life, Ideologies ) with conflicts. - Photocopy machine
- Economic (competing motives to - Printer
attain scarce resources) - Counter,
Tips for dealing with conflict - Internet connection
- Encourage employees
- Look for core causes
- Request employees inputs to
work out a situation
- Focus on specific behaviors not
personality
- Redirect the person making the
complaint
- Request for feedback
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1.4 Apply professional ethics Behaviour o Research on the sources of - Computer

- Self Presentation professional ethics - Software (PMS)
- Posture and Gesture o Compile learners activity - Telephone
- Expression report - Stationeries
- Speech o Role play on tips for dealing - Relevant text books
- Non Verbal Speech Element with conflicts. - Photocopy machine
Rules and Regulations - Printer
- Respect of hierarchy - Counter,
- Professional Ethics - Internet connection
- Discipline
- Self esteem
- professional description of a
waiter
- Integrity
- Reliability
- Responsibility
- Interest and effort
- Co-operation
- positive attitude
- punctuality
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Learning unit 2: Apply Customer Care Learning hours : 30
2.1 Apply Quality Customer Principles of quality Customer service o Brainstorming - Food and Beverage
Service - Definition of Customer Service o Group Discussion related text books
- Types of Customers o Role Play Activities - Audio Visual aids
External o Compile activities reports TVs/Projectors
Internal DVD PLAYERs
- Importance of Quality customer Loud Speakers
service
2.2 Apply Effective Customer Good personal presentation o Brainstorming - Food and Beverage
Care in Food & Beverage - Professional Image o Group Discussion related text books
service Always be well-groomed: o Role Play Activities - Audio Visual aids
Smile! Never show your o Compile activities reports TVs/Projectors
unhappy face to
the guests. DVD PLAYERs
Maintain balanced eye-
contact, but do Loud Speakers
not stare too
much.
Good Conduct
How to Provide Excellent Food and
Beverage Service:
- Pay attention to your customers
(Body Language)
- Greet guests
- Guests acknowledgement
- Apply big five tools
- Learn the Menu
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- Always do what you promise

- Do not talk with co-workers
unnecessarily.
- Anticipate guests needs
Useful Dos and Donts in English
Phrases
- Donts Phrases:
I dont know
Sorry, thats our policy
Its not our policy to.
Its not our fault
Thats not my job
You dont seem to
understand.
You must be confused.
You have to.
We never.
- Dos Phrases:
Im sorry about your
problem. How can I help?
How can I make this
right for you?
I see what you mean.
I understand why you
feel that way.
Can I suggest?
Would you mind?
Is there anything else I
can do for you?
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2.3 Handle Difficult Customers Why customers Complaints in a o Brainstorming - Food and Beverage
and Guest Complaints restaurant o Group Discussion related text books
- Rude and impolite Servers o Role Play Activities - Audio Visual aids
- Servers taking orders wrongly o Compile activities reports TVs/Projectors
- Slow & inattentive service
- Poor food & beverage quality DVD PLAYERs
- Wrong or incorrect billing
- Promises not kept by Servers Loud Speakers
Handling customer complaints

Techniques
- Listen to the customer
- Do not interrupt the customer
- Apologize
- Ask questions to find out the
facts
- Find and offer guest a solution
- Get guests approval to solution
- Solve the problem and follow-up
- Show your care and ask for more
information
- Express in your own words to
show you understand the guests
complaint
- Offer 1 or more solutions to the
guest
- If the guest is happy with a
solution, take action immediately
- If the guest is not happy with
61
any of the solutions, get your

Manager
- Follow up with the guest to make
sure he/she is satisfied
- Thank the guests
- 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
- Donts of Handling Complaints
Dont make excuses (e.g.
we are short of staff)
Dont blame anyone
especially your colleagues
Dont ask for sympathy or
understanding
Dont argue with the
guest or be defensive
Dont quote policy (e.g. it
is our restaurants
policy)
62
MODULE 7 : Non-alcoholic beverages
Competence : Prepare hot and cold non-alcoholic beverages
PURPOSE STATEMENT
This module describes the skills and knowledge required to prepare and present hot and cold non-alcoholic beverages.
These modules must be assessed after the following prerequisite modules :
Module 2 : Health, safety and security on the workplace
Module 5 : Personal grooming and workplace hygiene
Module 6 : Customer care
63
1. Prepare cold non-alcoholic beverages 1.1 Ingredients and equipment for non-alcoholic drinks are prepared
prior to service.
1.2 The name and style of drink in response to a customer request is

identified.
1.3 The correct equipment and relevant machinery according to
standards are selected.
1.4 Drinks are prepared correctly using appropriate methods, according
to standard recipes, customer requests and required timeframe.
1.5 Correct strength, taste, temperature and appearance for each drink
prepared are guaranteed.
1.6 Drinks are presented attractively in appropriate crockery or
glassware and garnish attractively where appropriate, according to
enterprise standards.
2. Prepare hot beverages 2.1 Advices about coffee and tea types and characteristics where
appropriate are provided to customers.
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2.2 Customer coffee or tea preferences and requirements, coffee or tea
style choices and accompaniments accordingly are offered.
2.3 Select coffee and grind to correct particle size, according to
enterprise requirements and customer preferences.
2.4 Cups or glassware are selected and prepared appropriately and
they are warm.
2.5 Required dosage is measured and dispensed into clean filter basket,
tamping coffee evenly using correct pressure.
2.6 Cold milk and appropriate clean jug are prepared according to
espresso requirements and quantity on order.
2.7 Hot beverages are presented attractively using clean ceramic or
glass cups; and drips and spills are avoided.
2.8 Hot beverages are served at the required temperature, according to
customer requirements and style, with appropriate crema, milk
froth and accompaniments.
65
COURSE STRUCTURE
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
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- 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
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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
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1.6 prepare and serve special Special cold beverages o Brainstorming - Still room
non alcoholic drinks - Coffee and Tea o Documentary research - Coffee machine
Iced Caf latte o Demonstration - Espresso machine
Iced Americano o Exercises on Special - Glasses
Iced white chocolate mocha beverages Preparation - Tea cups
Iced caf mocha o Compile activities reports - Coffee cups
Iced caramel macchiato - Pots
Iced tea - Sugar bowls
Iced lemon tea - Demi tasse spoon
Garnishing - Tea spoon
Special beverages service - Milk jug
- Coffee grinder
1.7 Store of cold non alcoholic Storage techniques of remained of these o Brainstorming - Fridge
beverages cold non alcoholic drinks o Presentation
o Demonstration
o Practical exercises
Learning unit 2: prepare hot non alcoholic beverages Learning hours: 30

2.1 Identify hot non alcoholic Different types of Hot Beverages o Research - Reference books
beverages - Coffee o Brainstorming - Pictures
Background o Presentation - recipes
Origin of coffee o observation
Coffee Beans
Types of coffee
Espresso
Americano
Caf Latte
Caf au Lait
69
Caf Macchiato
Cappuccino
Decaffeinated Coffee
Special/Alcoholic
Coffee
Coffee Brewing
Coffee service
- Tea
Background
Type Of Tea
African
Green
Red
Black
White
Herb and Fruit
Infusions
Tea Brewing
Tea Service
- Chocolate Drinks
Background
Types Of Chocolate
With Milk
With Coffee
With Tea
2.2 Select spices ,syrups and Types of spices, syrups and sauces as o Brainstorming on spices, - Buckets
sauces per hot beverages syrups and sauces - Knives
- List of hot beverages o Documentary research - Shelves
- List of special hot beverages o Compile activities reports
70
2.3 Perform proper Different Equipments (Machine) o Brainstorming - Espresso
Maintenance of Equipments - Espresso o Documentary research - Blender
- Blender o Demonstration - Grinder
- Grinder o Exercises on Equipments - Digital Scale
- Digital Scale maintenance - Tamper
- Tamper o Compile activities reports - Liquid Soap
Equipments Cleaning products - Vim
- Liquid Soap - Steel wire
- Vim - Sanitizers
- Steel wire - Caffeizer
- Sanitizers
- Caffeizer
Equipments Operating Procedures
Proper Storage of Equipments
2.4 Produce Hot beverages Preparation of different types of Hot o Brainstorming - Still room
Beverages o Documentary research - Coffee machine
- Coffee o Demonstration - Espresso machine
Espresso o Exercises on Hot beverages - Glasses
Americano Preparation - Tea cups
Caf Latte o Compile activities reports - Coffee cups
Caf au Lait - Pots
Caf Macchiato - Sugar bowls
Cappuccino - Demi tasse spoon
Decaffeinated Coffee - Tea spoon
Special/Alcoholic Coffee - Milk jug
Coffee Brewing - Coffee grinder
Coffee service
- Tea
African
Green
Red
Black
71
White
Herb and Fruit Infusions
- Chocolate Drinks
With Milk
With Coffee
With Tea
Presentation and garnishing
72
MODULE 8 : Alcoholic beverages
Competence : Prepare and serve alcoholic beverages
PURPOSE STATEMENT
This module describes the skills and knowledge required to serve alcoholic beverages and to prepare and serve cocktails.
This module must be assessed after the following prerequisite modules :
73

1. Serve alcoholic drinks 1.1 General information on alcoholic beverages served by the enterprise is
provided.
1.2 Drinks and wine list is offered to customers, using correct terminology
and pronunciation to describe beverages.
1.3 Advice and recommendations on beverage choices is given to
customers courteously and when appropriate.
1.4 Customers are assisted in selection of food and wine combinations
when appropriate.
1.5 Customers orders are taken and the selection is verified with the
customer.
2. Prepare and serve cocktails 2.1 Materials are displayed appropriately to promote cocktails.
2.2 Accurate information is offered to customers in a courteous manner
about the style and range of cocktails available.
2.3 Cocktail glassware and equipment are selected correctly according to
industry standards.
74
2.4 Cocktails are correctly and efficiently made according to recipes.
2.5 Eye appeal, texture, flavour and required temperature are considered
in preparing cocktails.
2.6 Options for new cocktails are considered using suitable combinations of
alcoholic and non-alcoholic ingredients, and developed.
2.7 Cocktails are presented attractively and eye appeal is maximized using
garnishes and decorations according to enterprise standards.
75
COURSE STRUCTURE
Learning unit 1: Serve alcoholic drinks Learning hours : 30

1.1 Identifying alcoholic Different types of Alcoholic o Brainstorming - assorted beverages stock
beverages Beverages: o Documentary research - Bar Dispenser
- Wines o Group Discussion - Beverage Lists
Definition o Demonstration
Wine processing o Compile activities reports
Types of wines
Wine tasting
- Spirits
Definition
Spirit processing
Types of spirits
Spirit classification
- Liqueurs
Definition
Liqueurs processing
Types of Liqueurs
Alcoholic contents
- Beers
Definition
Beer processing
76
Types of Beers
Beer composition
Alcoholic contents
Common faults in beer
Cloud Beer
Flat Beer
Sour Beer
Foreign
1.2 Select and use equipment Different types of equipments o Brainstorming - Still room
- Corkscrew o Group discussion - Corkscrew
- Glasseware o Demonstration of - Glasseware
- Ice Bucket equipments usage - Ice Bucket
- Ice Tongs - Ice Tongs
- Tot measure - Tot measure
1.3 Storage Different storage techniques include: o Brainstorming - Fridge

- refrigeration o Group discussion - Shelves
- shelving and cellaring o Demonstration of
- vertical or horizontal storage. equipments used in
alcoholic beverages storage
77
Learning unit 2: Prepare and serve cocktails Learning hours : 30
2.1 Identify alcoholic cocktails Definition o Brainstorming -

Types of Cocktails o Presentation
- International o Documentary research
- Local/Own creation
Cocktail composition
2.2 Select and use equipments Different types of equipments. o Brainstorming - Cocktail Shaker
- Cocktail Shaker o Group discussion - Mixing glass
- Mixing glass o Demonstration of - Cutting board
- Cutting board equipments usage - Bar-spoon
- Bar-spoon - Juice strainer
- Juice strainer - Ice Bucket
- Ice Bucket - Ice Tongs
- Ice Tongs - Blender machine
- Blender machine - Corkscrew
- 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
78
2.3 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
2.4 Manage unused ingredients storages of unused ingredients o Demonstration on - Shelves
Correct temperatures for ingredients ingredients storage - Fridge
storages o Exercises on ingredients - Ingredients
Ingredients Shelf life. storage
2.5 Prepare and present Methods of mixing Cocktails o Brainstorming - spirits
cocktails - Shaking o Documentary research - fortified wines
- Stirring o Group Discussion - liqueurs
- Building o Demonstration - fruit and vegetables
- Blending o Exercises on Alcoholic - fruit and vegetable juices
Presentation beverages preparation - milk and cream
- Garnishing o Compile activities reports - eggs
- Cocktail Glass - spices
Cocktail Service methods - sugar
- sugar syrup
- salt
- cordials
- bitters
- Bar Dispenser
- Beverage Lists
79
MODULE 9 : Food and Beverage service
Competence : Serve food and beverage
SECTOR: SUB-SECTOR:
PURPOSE STATEMENT
This unit describes the skills and knowledge required to serve food and beverage to customers in a range of hotels and restaurants.
This module must be assessed after the following prerequisite modules :
80
1. Prepare for Service 1.1 Furniture, equipment and fittings are checked for cleanliness and
condition prior to service, and corrective action is taken where required.
1.2 The environment is prepared and adjusted to ensure comfort and

ambience for customers, as appropriate.
1.3 Any furniture is set up according to customer requests, as well as

customer and staff convenience and safety.
1.4 Food and beverage items are displayed according to standards.
2. Apply Service Techniques 2.1 Customers are greeted on arrival, according to customer service standards.
2.2 Information is provided to customers, giving clear explanations and
descriptions.
2.3 Recommendations and suggestions are made to customers to assist them
with drink and meal selection.
2.4 Customer questions on menu items are answered correctly and
courteously.
81
2.5 Orders and special requests are taken accurately and legibly and recorded
using the format required by the enterprise, and are conveyed promptly to
the kitchen or bar, where appropriate.
2.6 Glassware, serviceware and cutlery suitable for menu choice are provided.
2.7 Food and beverage selections are collected promptly from kitchen or bar,
and checked for accuracy and presentation, then conveyed to customers
safely.
2.8 Food and beverage are served courteously and to the correct person.
2.9 Any delays or deficiencies in service are promptly recognised and followed
up, and customers are advised and reassured.
2.10 Used items are removed in a timely manner and transfered safely to the
appropriate location for cleaning.
2.11 Leftover food and disposables are disposed of, according to hygiene
regulations.
2.12 Furniture and equipment are cleared, cleaned, prepared and set up for
next service.
3. Handle Guests Payments 3.1 Billing is processed and payment is received at appropriate time.
3.2 Customer satisfaction is checked at the appropriate time.
3.3 Customers are thanked and farewell is given courteously.
82
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,
Learning unit 1: Prepare for Service Learning hours: 30

Leaning outcomes Content Leaning activities Resources
1.1 Replenish F & B supplies Importance of replenishing o Brainstorming - Linen

Different materials and products o Group work - Glass ware
to be replenished. - Crockery
- Linen - Cocktail ingredients
- Glass ware - condiments
- Crockery
- cutleries
- Cocktail ingredients
- condiments
1.2 Fold napkins Different types of folding o Brainstorming - Napkins
napkins o Demonstration
- Bishops hat o Exercises on folding napkins
- Pyramid o Compile activities reports
- Sun rise
- Bird in Paradise
- Silver poach (etc)
1.3 Check F & B service Different types of Service o Brainstorming - POS Machine
equipments equipments o Demonstration - Coffee machine
Different Service equipments o Exercises on checking the service - Radio
operations equipments - TV
83
Service equipments basic o Compile activities reports
maintenance
1.4 Stock service station Importance of side station in a o Brainstorming - Stock service station
restaurant o Demonstration
Equipments, tools, 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.
Service station maintainance
1.5 Set Guests Table Items used in setting guests o Brainstorming of different Tables - Tables
table. styles - Napkins
Menu interpretation o Site Visit
Different styles of Table set up o Exercises on arranging Different
- Board of director Table styles.
- T-shape o Demonstration of setting different
- U-Shape types of table according to the
- Auditorium menu
- Rectangular o Exercises on setting up different
- Class Room set up types of menu
- Checking of table set up o Compile Learners activities reports
Different types of menu set up
- A la carte
- Table dhte
- Buffet
1.6 Conduct briefings Importance of briefings o Demonstration on conducting
Time of conducting briefings briefings
Managerial skills o Organize exercises on conducting
briefings
84
Learning unit 2: Apply Service Techniques Learning hours : 60
2.1 Perform hosting duties Greeting guidelines o Group discussion on confirming - Computer
- Know How to greet guests order to guests. - Projector
with a smile and keep eye o Demonstrate correct body - Flip charts
contact by using their postures and gestures - Markers/Chalks
Names if not use Mrs., Ms, o Organize a role play exercise. - White or black
Mr., Sir or Madam. o Compile learners activities reports Board
- Know How to welcome - Captain orders
guests and introduce your - Pens/ Pencils
establishment. - Training Room
- Know how to introduce - Handout notes
yourself in front of the
guests.
Restaurant plan
Host identification
Body Posture
Specification of guests needs
Guests sitting techniques
- Pulling out the chairs for
guests
- Pushing back the chairs
- Unfolding napkins on
guests laps
Handing over guests to stations
waiter
Menu Presentation Techniques
- Present the menu open
- Present the Menu from
85
right of the guests
- Present a clean menu
Determination of which menu
to present to guests
Identification of whom to give
the menu first
- Ladies first
menu Products Knowledge
2.2 Use service tools Identification of Big five tools o Demonstration - computer
- Pen o Exercises on using Service tools. - training room
- Captain order o Compile activities reports - handouts notes
- Cockscrows (Opener) - markers /chalks
- Waiters Cloth - white or black board
- Match box - Flip charts
Basic rules of tray service - Projector
How to Load food and beverage - pens /pencils
on a tray. - training room
Service Gear application
How to use service gear
Appropriate of ashtray
placement
When to change an ashtray on
the guests table.
How to change an ashtray on
the guests table.
2.3 Take food and beverage Order Taking Techniques o Demonstration
orders - Interpretation of the menu o Role play activities
and methods of cookings o compile activities reports
- Captain order and pen
usage
- Appropriate position for
86
taking guests order
- Take ladies order first.
- Repeat order
- Note any special
requirements
- Take the orders up to main
course
- Take the order from the
left hand side of the host
(clockwise)
Importance of suggestive
selling and up selling
- Recommend specific menu
items from each area of
your menu to interest
guests
- Suggest foods that
complement each other
- Make food sound
appetizing
- Suggest popular menu
items
- Find out what guests like
by asking questions
- Find out what guests like
by listening
- Keep checking on the
guests to refill beverages
throughout the meal
- Suggest a wine to go with
the meal
- Suggest brand-name
87
liquors
Importance of confirming order
to guests
Body postures and gestures
- Stand up right
- Do not cross your arms
- Do not tap your
foot,pen,or fingers
- Do not roll your eyes at
customers
- Do not let your eyes
wander
- Do not point a finger to
customers.
2.4 Apply restaurant service Importance of restaurant o Documentary Research on service - Handouts notes
styles service styles - Pens/ Pencils
Importance of service style o Demonstrate service styles - Computer
Styles of restaurant Service o Exercises on service styles under - Projector
- Silver/ Platter Service guidance. - Flip charts
- American service o Demonstrate service styles without - Markers/Chalks
- Gueridon service guidance - White or black Board
- Family service o Compile learners activities reports - Training Room
- Buffet service - Food and Beverage Text
Application of service styles Books
2.5 Apply service sequence Service Sequence definition o Brainstorming on service sequence - Food and Beverage related
Importance of service sequence definition\ text books
Service sequences procedures o Group Discussion on service - Handouts
- Serve beverage sequence - Restaurant service tools
88
- Serve starter o Demonstration of service sequence and equipments
- Serve main course o Organize the role play exercises
- Serve dessert on service sequence
2.6 Clear Guests Table basic rules for table clearing o Demonstration On Clearing - Food and Beverage related
Techniques of clearing tables. Techniques text books
work place languages when o Organize exercises on Clearing. - Handouts
clearing o Compile activities reports - Restaurant service tools
Crumbing down Procedures and equipments
When to crumb down guests - 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

3.1 Prepare Bills for guests Billing Methods o Brainstorming - POS Machine
- Bill as check o Group Discussion - Calculators
- Separate Bill o Exercises on POS machine and Bill - Bills
- Bill with Order Presentation - Bill Folders
- Voucher o Compile activities - Petit Cash
- Credit transaction - Training Room
- Deferred
Modes of Payments
- By Check
- By Credit Card
89
- By Debit Card
- By Charge Card
- By voucher
- By Cash
- Payment Order
Point Of Sales (POS) Machine
Operations
- Opening and Closing POS
- Posting-in Sales
- Billing
- Generate Sales Summary
- Information searching
- Cleaning
3.2 Present bill to host Procedures for Presenting the o Group Discussion - POS Machine
Bill o Role Play Activities - Calculators
- Be alert when guest asks o Compile Activities Reports - Bills
for bill - Bill Folders
- Notify guest you will get - Petit Cash
the bill - Training Room
- Check the bill to ensure it
is correct
- Put bill in bill folder and
present to guest who
asked for the bill
- Return change and copy of
bill to the guest
General Guidelines of
presenting a bill
- Be alert to signs that
guests may want their bill.
- May be presented at the
table, at the bar or at the
90
cashier point.
- 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.
- Stand on the right hand
side of the guest.
- Place the bill on the table
promptly
- Place in front of the host
with bill folder or on a
small plate.
- Do not move around
waiting for your guest to
pay.
3.3 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
3.4 Bid guests farewell English phrases used when o Brainstorming - Chairs
bidding the guests farewell o Role play activities - 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
- Thank the guests for
dining at the restaurant
- Wish the guests and bid
farewell
92
MODULE 10 : Entrepreneurship
Competence : Create and manage a small business
PURPOSE STATEMENT
This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business. At the end
of this module, the participants understand the principles and tools behind personal and family money-management. They are able to
understand the importance of saving and reducing expenses. They are able to organize and manage personal and household finances. They
can create a personal budget and think strategically about their finances. They can evaluate their options for earning money and are
familiar with ways to establish and maintain personal credit. They are aware of the risks associated with credit. The participants simulate
income-generating activities after which they are familiar with the basic cycles of business. They can plan for income-generating activity
expenses and loan repayments. They can keep basic business financial records. They are able to evaluate the risks and opportunities of
using credit in income generating contexts. They are able to distinguish between money to be used for investment into their income-
generating activities, for their family expenses, and for savings. They learn about different market actors.
93
Not applicable
1. Manage money 1.1 Personal financial needs in different life situations are identified.
1.2 The required amount of money for different needs is acquired.
1.3 Money is managed effectively and waste of money is avoided.
1.4 Money is saved in the appropriate manner and within appropriate institution.
1.5 Debts are managed effectively.
2. Keep record and budget 2.1 Basic record-keeping is performed adequately.
2.2 A financial plan over a defined period of time is developed.
94
3. Manage a small business 3.1 The basic business cycle is understood.
3.2 Credit risks and unexpected costs are dealt with appropriately.
3.3 Record-keeping is done on time and adequately.
4. Prepare a business plan for a micro business 4.1 The objectives of the small business are realistic, clearly stated and measurable.
4.2 The business plan template is filled in appropriately.
4.3 The simulated small business has brought benefits.
95
COURSE STRUCTURE
Learning unit 1: Manage money Learning hours: 10
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
1.2 Access money Plan how to get money o small group discussion - Role play scenarios
Ways to access money o brainstorming
(borrowing, saving and working o prioritizing
to earn money) o role-play
o large group discussion
1.3 Manage money effectively Good ways to manage money o exercise - Role play scenarios
Ways that they waste money o role-play
Ways to cut costs through o large group discussion
reducing, recycling, repairing,
and reusing
96
1.4 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
1.5 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
2.1 Keep basic personal Income o group work

financial records Expenses o case study
Balance calculations
2.2 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
2.3 Develop a financial structure of a financial plan o Brainstorming - Financial fitness plan
strategic plan o large group discussion
o individual work
Learning unit 3: Manage a small business Learning hours : 5
3.1 Understand the business Basic cycle of business: buying,

cycle adding value, selling for profit
o simulation game - Entrepreneurs profiles
o large group discussion - Entrepreneurs Cycle Chart
Allocation of income between
the business, personal
expenses and savings
Importance of maintaining
positive cash flow
3.2 Deal with unexpected List of possible unexpected o simulation game - Life cards for simulation
costs expenses or financial events o large group discussion game
Plan for, and deal with,
unexpected financial events
3.3 Identify the risks of Risks and potential benefits of o simulation game - Life cards for simulation
credits selling to customers on credit o large group discussion game
98
Financial risks involved with
extending credit to friends and
family members
3.4 Fill in a record-keeping Value of keeping records o simulation game, - 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
4.1 Understand the value of a Value of a business plan o simulation game - Entrepreneurs Cycle Chart
business plan Flexibility of a business plan o large group discussion - Record-keeping template
Importance of realistic goals - Business plan template
4.2 Identify the profit to Sections of a business plan
achieve
4.3 Prepare a business plan
4.4 Operate a business

according to the plan
Reference books :
99
MODULE 11 : INTERNSHIP
Competence : Integrate the workplace
PURPOSE STATEMENT
This module describes the skills and knowledge required to integrate the workplace for an internship or employment. At the end of this
module, participants know how to apply for and present themselves for employment. They demonstrate good time management and
show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that
workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know
how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and
have explored ways to exercise rights in the workplace
Not applicable
100
1. Apply for internship / employment 1.1 Appropriate resources in the community or nationwide are used to find
employment information.
1.2 A basic CV that is accurate and neat is written.
1.3 Application letters that target specific jobs or types of jobs are written.
1.4 Effective interviewing skills are demonstrated.
2. Demonstrate appropriate workplace behaviour and 2.1 Appropriate workplace habits and attitudes are observed.
attitudes
2.2 Strategies to manage time effectively are implemented.
2.3 Personal and work lives are managed efficiently.
3. Have a good understanding of workers and 3.1 Workers and employers obligations according to the Rwandan Labour
employers rights and responsibilities code are understood.
101
3.2 The workers responsibilities are performed on the workplace.
3.3 Exercise rights on the workplace.
4. Organise and evaluate ones internship 4.1 The internship agreement is concluded with the enterprise.
4.2 The internship report contains all the required elements as well as ones
own findings and experience.
4.3 Active participation in the assessment of ones internship.
5. Develop ones competences on the workplace 5.1 The tasks assigned according the agreement with the enterprise are
performed adequately.
5.2 Positive response and active participation in meetings with the matre de
stage
5.3 Adequate work behaviour and attitudes are demonstrated
102
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.
Learning unit 1: Apply for internship / employment Learning

hours : 8
1.1 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;
Identify contact persons o speakers information from
recruitment agencies,
youth organizations such
as YES Rwanda and
government agencies such
as the RDB, WDA; sample
advertisements posted on
business walls or bulletin
boards, internet websites,
through cooperatives
1.2 Write a Curriculum Vitae Differences between a CV and o large group discussion - sample CVs and
(CV) and an application an application letter o individual work application letters
letter Types of application letters o pair work - format of an application
Elements of a well written CV letter
Elements of an application
letter
103
1.3 Take part in an Main parts of an interview o small group work - Interview Observation Tool
interview Interviewing tips : what to do o interview role plays
before, 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
2.1 Identify appropriate Appropriate workplace o small group work

workplace behaviours and behaviours and attitudes o large group discussion
attitudes (dress code, time o brainstorming - Workplace behaviour
management, respect, scenarios
honesty, integrity, work as a - Work habits inventory
team member)
Work habits (cooperation,
initiative, courtesy,
constructive criticism,
supervision, accuracy, pace of
work, time usage,
adaptability, personal
appearance, attendance,
punctuality)
2.2 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
2.3 Balance work and Common situations that make o large group discussion - 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 workers and employers rights and responsibilities Learning
hours: 8
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
3.2 Explore ones personal Definition of responsibility o individual work
rights and responsibilities Relationship between rights o pair share
and responsibilities o large group brainstorming and
discussion
3.3 Identify ones rights and rights (what you can expect o large group discussion - Worksheet on Rights and
responsibilities at work your employer to provide) o small group work Responsibilities at Work.
responsibilities (what your o skits
employer can expect that
you will do)
3.4 Become familiar with legal obligations of o large group activity - 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 - Articles 47 and 48 of the
105
Labour Code
3.5 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 - Labour Code Excerpts
broken Code is broken o large group discussion
Learning unit 4: Organise and evaluate ones internship Learning hours: 9
4.1 Conclude an internship Definition of the concept o Brainstorming - Sample internship

agreement internship o Group discussion agreement
Objectives of the internship o Presentation by the trainer
Presentation of internship
agreement
4.2 Outline ones findings Presentation of the logbook o Presentation by the trainer - Logbook
and experience Tips to fill in the
logbook
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
4.4 Participate actively to Internship assessment and o Group discussion

the assessment of ones self-assessment guidelines o Presentation by the trainer
internship
106
Learning unit 5 : Develop ones competences on the workplace Learning hours: 270
Reference books :
107

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Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY WDA

FOOD AND BEVERAGE SERVICE

Kigali, March 2012

HABIMANA Thodore, TVET Training Department - WDA

TUMAINI Manimbi, Curriculum Facilitator, WDA

MUHIRE Jean Marie Vianney, Curriculum Facilitator, WDA

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

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

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

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

Learning Unit 2 : Use a word processing package .............................................................................................................................. 32

Learning Unit 3: Use spreadsheet package .................................................................................................................................................... 35

Learning Unit 4: Use Presentation application ............................................................................................................................................ 38

Learning Unit 5: Use Internet/Intranet (Outlook) ........................................................................................................................ 41

MODULE 5 : Personal grooming and workplace hygiene .......................................................................................................................................... 43

Learning Unit 1: Maintain Personal Hygiene ....................................................................................................................................................... 46

Learning Unit: 2 Maintain Workplace Hygiene .................................................................................................................................................. 49

Learning Unit 3: Apply Workplace Safety ............................................................................................................................................................ 53

MODULE 6 : Customer care ................................................................................................................................................................................................... 54

Learning unit 1: Demonstrate personal and interpersonal skills ........................................................................................................................ 56

Learning unit 2: Apply Customer Care ............................................................................................................................................................ 59

MODULE 7 : Non-alcoholic beverages ............................................................................................................................................................................... 63

Leaning unit 1: Prepare cold non-alcoholic beverages .......................................................................................................................................... 66

Learning unit 2: prepare hot non alcoholic beverages ........................................................................................................................................... 69

MODULE 8 : Alcoholic beverages ........................................................................................................................................................................................ 73

Learning unit 1: Serve alcoholic drinks .................................................................................................................................................................... 76

MODULE 9 : Food and Beverage service ......................................................................................................................................................................... 80

Learning unit 1: Prepare for Service ................................................................................................................................................. 83

Learning unit 2: Apply Service Techniques ............................................................................................................................................................. 85

Learning unit 3: Handle Guests Payments .............................................................................................................................................................. 89

MODULE 10 : Entrepreneurship ........................................................................................................................................................................................... 93

Learning unit 1: Manage money ......................................................................................................................................................................... 96

Learning unit 2: Keep record and budget ........................................................................................................................................................... 97

Learning unit 3: Manage a small business ......................................................................................................................................................... 98

Learning unit 4: Prepare a business plan for a micro business ........................................................................................................................... 99

MODULE 11 : INTERNSHIP .................................................................................................................................................................................................. 100

Learning unit 1: Apply for internship / employment ........................................................................................................................................ 103

Learning unit 4: Organise and evaluate ones internship ................................................................................................................................. 106

Learning unit 5 : Develop ones competences on the workplace ...................................................................................................................... 107

At the end of the training programme, the learners will be able to :

1. Understand the occupation and the learning process

CONCEPTS AND DEFINITIONS

Occupation: the principal business of ones life.

1 Occupation and learning process General 2

2 Health, 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

RTQF LEVEL: CREDITS: 2 LEARNING HOURS : 20

SECTOR: All SUB-SECTOR: All

ISSUE DATE: January 2012 REVIEW DATE:

LEARNING ASSUMED TO BE IN PLACE

Learning units describe the essential outcomes of a competence.

Learning unit Performance criteria

By the end of the module, the trainee will be able to :