HOTCA3001-TVET CERTIFICATE I in CULINARY ARTS … · HOTCA3001-TVET CERTIFICATE I in CULINARY ARTS...

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HOTCA3001-TVET CERTIFICATE I in CULINARY ARTS

RTQF LEVEL 3 CURRICULUM

February 2013

Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA

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

Tel: (+250) 255113365

E-mail: [email protected]

Web site: www.wda.gov.rw

mailto:[email protected]

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ACKNOWLEDGMENTS AND LIST OF PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME The Workforce Development Authority wishes to thank the following persons who participated in the development of this training programme.

Coordination HABIMANA Théodore, TVET Training Director, WDA

MPAMO Aimé, Head of Curriculum Development Unit, WDA

Facilitation

GAHUNGU Faradji, Curriculum Development Facilitator, WDA

MUHIRE Jean-Marie Vianney, Curriculum Development Facilitator, WDA

TUMAINI MANIMBI, Curriculum Development Facilitator, WDA

Participation

BAGIRE Emmy-B., Hospitality Unit, WDA

GITENGE Claire, Hospitality Unit, WDA

HAKUNDWUGUMUKIZA Henry, Trainer culinary arts, TSS Ruhango Ikirezi

INGABIRE Louise, French Lecturer, RTUC

KARWERA Eugénie, Trainer culinary arts, VTC Rwabuye

KERAZI Justine, Hospitality Unit, WDA

MUGIRANEZA Oswald, French and Kinyarwanda teacher,

Groupe Scolaire Hanika

MUKABADEGE Judith, Trainer culinary arts, VTC Mpanda

MUKANTABANA Rose, Head of Examination Unit, WDA

MUTONI Beatrice, Curriculum Development Unit - WDA

NGEZAHAYO Emmanuel, Sawhili lecturer, RTUC

OGENDO Daniel, English lecturer, RTUC

OKURUT Charles, English teacher, St Mazzarello

RUSANGANWA Frédéric, Assessment Officer, WDA

RUTAYISIRE Innocent, Lecturer, Rwanda Tourism University

College (RTUC)

SAYRE James, English teacher, VTC Mpanda

UMUGANWA Jackie, Hospitality Unit, WDA

UWIMANA Kevin, Trainer culinary arts, TSS Ruhango Ikirezi

Technical assistance

FILIOT Aline, APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)

NGOMA Marie-Pierre, VVOB-PAFP (Programme d’Appui à la Formation Professionnelle)

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CONTENTS

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

SECTION 2 : QUALIFICATION ........................................................................................................................................................................................... 9

PURPOSE ................................................................................................................................................................................................................... 9

RATIONALE OF THE QUALIFICATION ....................................................................................................................................................................... 10

ENTRY REQUIREMENTS TO THE QUALIFICATION ................................................................................................................................................... 10

EMPLOYABILITY AND LIFE SKILLS ........................................................................................................................................................................... 11

MODULES AND QUALIFICATION RULES ................................................................................................................................................................... 12

SECTION 3 : TRAINING PACKAGE ................................................................................................................................................................................... 15

COMPETENCES CHART............................................................................................................................................................................................ 15

FLOWCHART ............................................................................................................................................................................................................. 17

CM301 Occupation and learning process ..................................................................................................................................................................... 19

Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop .................................................................................. 21

Learning unit 2: Learn about the occupation and the training process ............................................................................................................... 21

Learning unit 3: Reflect upon the teaching and learning methods ...................................................................................................................... 22

ASSESSMENT GUIDELINES .................................................................................................................................................................................. 23

CM302 Health, safety and environment in the workplace ............................................................................................................................................... 24

Learning Unit 1: Maintain personal hygiene .................................................................................................................................................... 27

Learning unit 2: Prevent HIV/AIDS and sexual violence. ................................................................................................................................... 28

Learning unit 3: Address unsafe situations on the job. ....................................................................................................................................... 28

Learning unit 4: Respond appropriately to emergencies at work. ......................................................................................................................... 29

Learning unit 5: Sustain environment ............................................................................................................................................................ 29


CM303 Computer literacy ............................................................................................................................................................................................ 34

Learning Unit 1 : Apply computer fundamentals ....................................................................................... 36

Learning Unit 2 : Use a word processing package ................................................................................ 38

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Learning Unit 3: Use spreadsheet package .................................................................................................................................................. 40

Learning Unit 4: Use Presentation application ........................................................................................................................................... 42

Learning Unit 5: Use Internet/Intranet (Outlook) ...................................................................... 44


CM304 Communication in the workplace ...................................................................................................................................................................... 48

COURSE STRUCTURE ..................................................................................................................................................................................................... 50

Learning unit 1: Listen and speak effectively ................................................................................................................................................... 50

Learning unit 2: Cooperate and work as a team member ................................................................................................................................... 51

Learning unit 3: Apply customer care ............................................................................................................................................................ 52

Learning unit 4: Write and submit a report ..................................................................................................................................................... 52


CM305 Entrepreneurship ............................................................................................................................................................................................ 55

Learning unit 1: Manage money ................................................................................................................................................................... 57

Learning unit 2: Keep record and budget ......................................................................................................................................................... 58

Learning unit 3: Manage a small business ..................................................................................................................................................... 59

Learning unit 4: Prepare a business plan for a micro business ........................................................................................................................... 60


HTLG301 Workplace English ....................................................................................................................................................................................... 64

Learning unit 1 : Be courteous to customers and colleagues. ............................................................................................................................ 66

Learning unit 2 : Communicate with customers and colleagues in English to support routine workplace activities. ........................................................ 69

HTLG302 Workplace French ....................................................................................................................................................................................... 71

Learning unit 1 : Be courteous to customers and colleagues. ............................................................................................................................ 73

Learning unit 2 : Communicate with customers and colleagues in French to support routine workplace activities. ........................................................ 75

HTLG303 Workplace Swahili ....................................................................................................................................................................................... 77

Learning unit 1 : Be courteous to customers and colleagues. ............................................................................................................................. 79

Learning unit 2 : Communicate with customers and colleagues in Swahili to support routine workplace activities. ........................................................ 80

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HTCA301 Hygiene and food safety .............................................................................................................................................................................. 82

Learning unit 1: Maintain workplace hygiene .................................................................................................................................................. 84

Learning unit 2: Clean, sanitise and store equipment ........................................................................................................................................ 85

Learning unit 3: Clean and sanitise premises .................................................................................................................................................. 86

Learning unit 4: Apply food safety procedures ................................................................................................................................................. 86

HTCA302 Food storage .............................................................................................................................................................................................. 90

Learning unit 1: Select the type of food to be stored ......................................................................................................................................... 92

Learning unit 2: Maintain storage area and storage conditions ........................................................................................................................... 92

Learning unit 3: Store food and apply proper storage procedures ........................................................................................................................ 93

HTCA303 Mise-en-place ............................................................................................................................................................................................. 94

Learning unit 1 : Select and use cooking equipment and technology. ................................................................................................................... 97

Learning unit 2 : Select ingredients for menu items .......................................................................................................................................... 97

Learning unit 3 : Prepare food items ............................................................................................................................................................. 98

Learning unit 4: Contribute to profitability and minimal negative environmental impact .............................................................................................. 99

HTCA304 Cooking methods and basic dishes ............................................................................................................................................................ 101

Learning unit 1 : Identify the different cooking methods ................................................................................................................................... 103

Learning unit 2 : Prepare and cook food using basic methods of cooking. ............................................................................................................ 104

ASSESSMENT GUIDELINES ................................................................................................................................................................................ 105

HTCA305 INTERNSHIP ............................................................................................................................................................................................ 107

Learning unit 1: Apply for internship / employment ........................................................................................................................................ 109

Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes ....................................................................................................... 110

Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities............................................................................. 110

Learning unit 4: Organise and evaluate one’s internship ................................................................................................................................. 111

Learning unit 5 : Develop one’s competences on the workplace ...................................................................................................................... 112

ASSESSMENT GUIDELINES ................................................................................................................................................................................ 112

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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 a commis cook or head

steward. 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.

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.

The curriculum is the reference to carry out the assessment of learning. Assessment tools are developed on the basis of this document.

The present curriculum consists of three sections. The first section 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 section deals with the qualification the learner will achieve at the end of training.

The last section is the actual training package containing all the modules of the qualification.

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, skills and attitudes) and the

learning contents related to each learning unit. Also, learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

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CONCEPTS AND DEFINITIONS

Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a standard of performance.

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.

Core modules: describe the competencies within a competency standard that an industry sector has agreed are essential to be achieved if a

person is to be accepted as competent at a particular level. All modules may be core, but in many cases competency at a level will involve core

modules plus optional or specialisation modules. Core competencies are normally those central to work in a particular industry.

Credit: the acknowledgement that a person has satisfied the requirements of a module.

Elective modules: are modules that can be used to complete a qualification and broaden the competencies of the learners. The electives are

not part of the qualification and the learner does not have to succeed in the assessment of elective modules in order to progress to the next

level.

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.

Generic modules: describe the complementary competences.

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.

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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 one’s 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 : QUALIFICATION

TITLE OF THE

QUALIFICATION: TVET Certificate I in Hospitality : Culinary arts

LEVEL: 3

CREDITS: 120

SECTOR: HOSPITALITY AND TOURISM

SUB-SECTOR: HOSPITALITY

ISSUE DATE:

REVIEW DATE:

PURPOSE This qualification provides the skills, knowledge and attitudes for a learner to be competent in a range of routine kitchen tasks and activities that require the application of a limited range of basic practical skills in a defined context. Work would be undertaken in various hospitality enterprises where food is prepared and served, including restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias and coffee shops, as well as hospitals and households. Learners may work with some autonomy or in a team but usually under close supervision. Learners with this qualification are able to :

1. Understand the occupation and the learning process 2. Maintain health and safety, and sustain the environment in the workplace

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3. Communicate effectively in the workplace 4. Apply computer skills 5. Apply hygiene and food safety 6. Store food 7. Perform mise-en-place 8. Apply cooking methods and cook basic dishes 9. Communicate in 3 other languages than Kinyarwanda 10. Create and manage a small business

11. Integrate the workplace

RATIONALE OF THE QUALIFICATION

The Hospitality and Tourism sector is one of the highest priority sectors in the Rwandan economy. This qualification prepares individuals to integrate the hospitality sector and operate as a commis or a head steward. Also, with the professionalization of household workers, this qualification offers the opportunity to work in a household and ensure that hygiene regulations are respected and food preparation is of quality. This qualification constitutes a basis for further learning in hospitality, especially in the culinary arts domain. The individuals with this qualification can enter the TVET Certificate II in hospitality: culinary arts in order to be equipped with the necessary competences to function as a cook.

ENTRY REQUIREMENTS TO THE QUALIFICATION The minimum entry requirement to this qualification is to have completed the 9 Year Basic Education.

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EMPLOYABILITY AND LIFE SKILLS

Through the generic modules, individuals with this qualification have acquired the life skills and employability skills that are described in the table below.

Personal development

- Understand own personal values, strengths and areas of challenge or weakness and are able to effectively use or address them;

- develop, implement and evaluate progress toward personal goals; - know own preferred way of learning, take initiative for learning new skills, and know how to monitor own

learning progress.

Interpersonal communication

- communicate and get along well with others, in a variety of settings and for a range of purposes; - speak and listen actively and appropriately, one-on- one and in groups; - cooperate and work effectively within a group; - provide good customer service.

Health, hygiene and safety

- know the standard health and safety practices and regulations in the workplace; - maintain hygiene and personal grooming; - identify unsafe situations; - respond to emergencies and accidents at work; - prevent HIV/AIDS and sexual violence.

Environment sustainability

- know the environmental regulations in Rwanda; - dispose of waste ; - recycle waste ; - report environmental hazards to appropriate person.

Integration of the workplace

- know how to apply for and present themselves for employment; - demonstrate good time management and show up for work on time; - demonstrate behaviour and attitudes that are appropriate for the workplace and understand that

workplaces have policies and procedures that need to be followed; - take initiative and responsibility for own work and know how to work under and respect supervision; - know the rights and responsibilities of workers and employers and explore ways to exercise rights in the

workplace.

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Financial fitness - understand principles and tools behind personal and family money-management; - understand the importance of saving and reducing expenses; - organize and manage personal and household finances; - create a personal budget and think strategically about their finances; - evaluate their options for earning money and are familiar with ways to establish and maintain personal

credit; - be aware of the risks associated with credit.

Management of a small business

- simulate income-generating activities with the basic cycles of business; - plan for income-generating activity expenses and loan repayments; - keep basic business financial records; - evaluate the risks and opportunities of using credit in income generating contexts; - distinguish between money to be used for investment into own income-generating activities, for family

expenses, and for savings; - know the different market actors.

Computer skills

- operate a computer - use word processing applications in the production of workplace or personal documents - create and use spreadsheets and charts through the use of spreadsheet software - design electronic presentations - send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms,

intranets and instant messaging.

Language skills - produce and respond to simple written and oral communication in three languages other than Kinyarwanda in the hospitality context.

MODULES AND QUALIFICATION RULES

To achieve the Certificate I in Hospitality: Culinary arts, 13 modules (92 credits) must be completed: - 5 generic modules - 8 mandatory modules

The learners who are willing to meet multi-skilled job outcome can take 2 to 4 elective modules from Food and Beverage Service or from Housekeeping sub-sectors.

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Module No Module title Credit Value

Generic modules

CM301 Occupation and learning process 2

CM302 Health, safety and environment in the workplace 3

CM303 Computer literacy 3

CM304 Communication in the workplace 3

CM305 Entrepreneurship 3

Mandatory modules

HTLG301 Workplace English 1 3

HTLG302 Workplace French 1 3

HTLG303 Workplace Swahili 1 3

HTCA301 Hygiene and food safety 8

HTCA302 Store food 7

HTCA303 Mise-en-place 12

HTCA304 Cooking methods and basic dishes 12

HTCA305 Internship

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Elective modules*

HTFB301 Bar and Restaurant mise-en-place 12

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HTFB302 Basic food and beverage service 12

HTHK301 Cleaning equipment and techniques 6

HTHK302 Cleaning public areas 8

HTHK303 Guest room servicing 12

HTHK304 Laundry equipment and techniques 6

HTHK305 Washing and ironing linen and clothes 10

* The elective modules are to be found in the curriculum of the qualification they belong to, i.e. TVET Certificate I in Hospitality: Food and

Beverage Service or TVET Certificate I in Hospitality : Housekeeping.

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SECTION 3 : TRAINING PACKAGE

The training package includes the competences chart, the flowchart, the modules, the course structure, and the assessment guidelines.

COMPETENCES CHART

The competences chart is a table that presents an overview of the specific competences, the general competences, the work process and the

time allocated to each competence. This table provides an overall view of the competences of the training programme and allows to identify the

logical sequence of the learning of these competences.

The competences chart shows the relationship between general competences and specific competences that are particular to the occupation,

as well as the key stages of the work process. It shows the links between the elements in the horizontally axis and those vertical axis. The

symbol ( ) marks a relationship between a general competence and specific competence. The symbol ( ) indicates a relationship between a

specific competence and a step in the process of work. When the symbols are darkened, it indicates that the link is taken into account in the

description of the specific competence.

The competences chart allows the trainer to consider the complexity of the competences in the organisation of the progress of learning.

Therefore, the vertical axis shows the specific competences in the order they should be acquired. This is the starting point of the presentation of

the competences in the flowchart presented in the following pages.

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HEAD STEWARD COMMIS COOK

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SPECIFIC COMPETENCIES

No

NUMBER

CM 301

CM 302

CM 304

CM 303

CM 305

HTCA301

HTCA 302

HTLG 301

HTLG 302

HTLG 303

DURATION 20 30 30 30 30 80 70 30 30 30 380

HTCA 303

Perform mise-en-place 120

HTCA 304

Apply cooking methods and cook basic dishes 120

HTCA 305

Integrate the workplace 300

540

920

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FLOWCHART

The flowchart of sequencing of learning is a schematic representation of the order of acquisition of the competences. It provides an overall planning of the entire training programme and shows the relationship between the modules. This type of planning is to ensure consistency and progression of learning. For each module, the flowchart shows the learning that is already in place, the learning that is to take in parallel or later. The positions defined will have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the modules of the training programme is presented on the following page.

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CM301 Occupation and learning process

HTLG301 Workplace English CM304 Communication in the workplace

HTCA303 Mise-en-place

CM303 Computer literacy

HTLG302 Workplace French

HTLG303 Workplace Swahili

HTCA301 Hygiene and food safety

CM305 Entrepreneurship

HTCA302 Store food

HTCA304 Cooking methods and basic dishes

HTCA305 Internship

CM302 Health, safety, security and environment 30 hours

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CM301 Occupation and learning process

Competence : Describe the occupation and the learning process

RTQF LEVEL: ALL CREDITS: 2 LEARNING HOURS : 20

SECTOR: All SUB-SECTOR: All

ISSUE DATE: January 2012

REVIEW DATE:

PURPOSE STATEMENT

This module is covered first in all qualifications. It allows the learner 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 learner. This approach encourages greater motivation and, subsequently, a better integration of various learning.

LEARNING ASSUMED TO BE IN PLACE Not applicable 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.

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Learning unit By the end of the module, the learner will be able to :

Performance criteria

1. Understand oneself as part of a team and respect the rules of the workshop

1.1 1.2 1.3

Know each other. Be part of a team and behave accordingly. Rules and requirements are agreed upon and known.

2. Learn about the occupation and the training process 2.1 2.2 2.3

The occupation and the industry sector are understood. The training required is known. The training organisation is known.

5. Reflect upon the teaching and learning methods 3.1 3.2

The active and participatory learning methods are applied. 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 to know one another

Introductions

Expectations about the training

o Introduction o Game o Presentation of trainees’

expectations

1.2 Work as a team Working as a team

Building trust

o Games o Group discussions

1.3 Setting rules and responsibilities

Rules of the classroom

Group responsibilities

o Brainstorming o Discussions

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


2.1 Understand the occupation and the industry sector

Characteristics of the occupation

Place of the occupation in the industry sector

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighbourhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the industry sector

2.2 Obtain an understanding of the goals of the training programme

Content of the training programme (modules)

Importance of the initial and continuous training

o Presentation by the teacher o Research

- Overview of the training programme

- Testimonies of people performing the occupation

2.3 Have a common understanding of the training organisation

Presentation of the timetable

Presentation of the classrooms and workshops

o Visits of the premises of the school.

- School year calendar - Timetable

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Learning unit 3: Reflect upon the teaching and learning methods Learning hours: 2


3.1 Understand the teaching and learning methods

Overview of the active and participatory teaching and learning methods

o Experience sharing. o Presentation by the trainer

3.2 Understand the assessment methodology

Assessment methodology and its purpose

o Explanation by the trainer

Reference books :

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.

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ASSESSMENT GUIDELINES

To pass this module, the student has to complete:

1. Self-assessment form

2. Tree drawing

3. List of 5 goals

4. Skills and qualities assessment

5. Steps to reach goals

6. Learning goals and steps

7. Business visit’s form

Elements 1 to 6 are available in the Work Readiness Training Programme – Participant’s Manual

Suggestion for the business visit’s form:

1. What interested you during the visit?

2. What surprised you?

3. What did you like?

4. What are your expectations?

5. What is your opinion on:

The working conditions

The training duration

The economic opportunities motivation

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CM302 Health, safety and environment in the workplace

Competence : Maintain health and safety, and sustain environment in the workplace

RTQF LEVEL: 3 CREDITS: 3 LEARNING HOURS : 30



REVIEW DATE:

PURPOSE STATEMENT This module describes the skills, knowledge and attitudes required to respect and apply personal and workplace hygiene. It also covers the personal protective attitudes required in the sector. Moreover, the module describes the skills, knowledge and attitudes required to follow safety and security procedures, identify hazards, assess the associated safety risks and take measures to eliminate or control and minimise the risk. Finally, the learner learns how to participate in environmentally sustainable work practices.


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Learning unit By the end of the module, the learner will be able to :


1. Maintain personal health and hygiene 1.1 Hygiene of the entire body and dressing code according to the standards are respected.

1.2 Food is not contaminated with any body fluids or tobacco product from sneezing, coughing, blowing nose, spitting, smoking.

1.3 Clean materials and clothes are used and hygienic practices are respected to ensure that no cross-contamination of other items occurs.

1.4 The proper work clothing or Personal Protective Equipment is worn to perform work.

1.1 Hygiene of the entire body and dressing code according to the standards are respected.

1.2 Food is not contaminated with any body fluids or tobacco product from sneezing, coughing, blowing nose, spitting, smoking.

1.3 Clean materials and clothes are used and hygienic practices are respected to ensure that no cross-contamination of other items occurs.

2. Prevent HIV/AIDS and sexual violence 2.1 Reproductive health is understood.

2.2 Transmission, prevention and treatment of HIV/AIDS and other STI’s are understood.

2.3 Sexual violence is understood and can be avoided.

3. Address unsafe situations on the job

3.1 Appropriate methods are used to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or anyone else in the workplace.

3.2 The work area is free from hazards.

3.3 Control measures are implemented according to individual level of responsibility or appropriate personnel is referred to for permission or further action.

4. Respond appropriately to emergencies at work 4.1 Emergency and potential emergency situations are recognised promptly and

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required actions are determined or taken within the scope of individual responsibility.

42 Appropriately response to emergencies is provided.

4.3 Assistance from colleagues or other authorities is sought promptly and when appropriate.

5. Sustain environment 5.1 National and enterprise environmental regulations are understood.

5.2 Procedures to ensure compliance are followed.

5.3 Identify and report workplace environmental hazards to appropriate personnel.

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Learning Unit 1: Maintain personal hygiene Learning hours : 10

Leaning Outcome Content Learning Activities Resources

1.1 Maintain good health Importance of maintaining good health

How to maintain good health: - Balance diet - Enough sleep - Periodical medical

checkup - Sports

o Brainstorming o Group discussion

- Flipcharts - Markers - Flipcharts stand - Training room

1.2 Maintain hygiene Importance of Body Cleanliness

Body Cleaning Products and equipment

Body cleanliness practices

o Brainstorming o Documentary research and group

discussion o Individual practice

- Water - Soaps - hand wash Basin - Hand towels - Equipped wash room

1.3 Wear work clothing or Personal Protective Equipment

Composition of work clothing or Personal Protective Equipment

Proper Maintainance of work clothing

o Individual practice

- work clothing or Personal Protective Equipment

1.4 Prevent food contamination caused by food handlers

How can food handlers contaminate food:

Prevention of food contamination:

Bandage and cover cuts, burns, sores, and skin infections

o Brainstorming o Group discussion

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Learning unit 2: Prevent HIV/AIDS and sexual violence. Learning hours: 5


2.1 Understand reproductive health

Puberty and body change

Female reproduction

Male reproduction

Consequences of early pregnancy

o Small group discussions o Pair discussion

2.2 Be sensitized to HIV /AIDS

Definition

Transmission

Prevention (ABC)

Treatment

Other STI’s

Stigma and VCT

o HIV game o Questions and answers o True or false o Group work o Demonstration (condom use) o Role play (condom negotiation)

- Scenarios for HIV game - True and false statements

2.3 Be sensitized to sexual violence

Definition of sexual violence

Definition of rape

Consequences of sexual violence

o Story telling o Group discussion o Large group discussion

Learning unit 3: Address unsafe situations on the job. Learning hours: 5


3.1 Identify the primary hazards found in workplaces

Types of hazards in the workplace (safety, chemical, biological, other health hazards)

o Brainstorming o Group work o Discussion

Pictures

3.2 Understand why the situation or substance is hazardous

Hazardous situations

Dangerous substances

3.3 Identify the best ways to address specific problem situations

Control methods (remove hazard, work policies and procedures, protective equipment)

o Brainstorming o Discussion

Stories and pictures

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Learning unit 4: Respond appropriately to emergencies at work. Learning hours: 5


4.1 Identify emergencies Definition of emergency

Types of emergencies in a workplace

o Presentation by the trainer o Experience sharing

4.2 Handle emergencies Possible responses to emergencies in the workplace

o Disaster Blaster Game o Role play

- Disaster Blaster Game board, paper, marker, dice, game cards

4.3 Manage safety equipment Safety equipment identification - Fire extinguisher - Fire Horse - Fire Blanket - First aid kit - Fire triangle - Water fire extinguisher

Safety equipment usage

o Brainstorming on safety equipment o Demonstration on safety equipment

usage o Organize safety drills o Compile activities reports

- Fire extinguisher - Fire Horse - Fire Blanket - First aid kit - Fire triangle - Water fire extinguisher

Learning unit 5: Sustain environment Learning hours: 5


5.1 Understand the importance of environment sustainability

Natural process that takes place in the environment

Awareness of the interdependence of all species

Attitude towards enjoying the benefits of nature without encroaching upon the rights of others.

o Brainstorming o Group work o Role play

- Reference books - Role play scenario

5.2 Identify environmental regulations in Rwanda

Law determining the modalities of protection, conservation and promotion of Environment in Rwanda.

o Group work o Plenary discussion

- Environmental regulations

http://www.rema.gov.rw/rema_doc/Laws/Environment%20Organic%20Law.pdf.




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Law relating to the prohibition of manufacturing, importation, use and sale of polythene bags in Rwanda

5.3 Identify types of waste Non-hazardous waste

Hazardous waste

o Group work o Research o Visit of an enterprise

- Reference books - Pictures - Videos

5.4 Follow procedures to sustain environment

Waste reduction

Reuse of waste

waste recycling

reporting hazards to appropriate person

o Brainstorming o Group discussion o role play

- sustain environment manual and procedures

Reference books :

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project. 3. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.

ASSESSMENT GUIDELINES To pass this module, the student has to complete: 1. The following elements of the portfolio:

1. Self assessment 2. Writing Space: Putting Safety Tips into Practice 3. Session 2 Writing Space: Dealing with Emergencies 4. Show What You Know Observation Form (filled out by trainer for each team) 5. Habits for Good Health

Those documents are found in the Module 5, Safety and Health at work, of the Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project

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2. An integration-situation related to his/her future occupation or trade, with a score equal or superior to the passing mark defined

(recommended passing mark for this module: 70% or 15/20)

SUGGESTIONS OF SITUATIONS:

ICT

1. A director of an Enterprise of computer lab would like to protect lab users and is coming to you with pictures of his computer lab, which

show various safety and health related problems. Identify the relevant problems that are portrayed by the shown pictures.

2. Write a 1 page set of general instructions related to health (at least 10 instructions), safety (at least 3) and security (at least 2) in a

computer lab.

Resources:

Drawing, pictures or video of a computer lab showing at least 4 safety and health related problems.

Paper

Pen

Criteria Indicators

Identification of the safety hazards from the picture (≥3)

Problem 1 identified Problem 2 identified Problem 3 identified Problem 4 identified, etc.

Health precautions (≥3) Example of health related instructions (other possible answers should be considered by the examiner)

Don’t smoke in the lab Maintain cleanliness in the room Provide comfortable furniture for the users: height of the chair should be

adjustable so the user can sit with eye level on top of the screen Users should take regular breaks Maintain a conducive environment (temperature between 18 and 24 degrees

Celsius, with humidity between 40 per cent and 60 per cent, oxygen, light, calm)

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in the room Protect users from eye damage (don’t stare directly at the beam of a projector)

Safety precautions (≥7) Example of safety related instructions (other possible answers should be considered by the examiner)

Keep emergency exit clear. Keep carbon dioxide fire extinguishers near any ICT equipment. Maintain adequate ventilation as fluids used for cleaning and in some

reprographic processes are flammable Eat and drink carefully, be aware of accidental damage caused by spilt liquid Cover and secure power cables Replace damaged plugs Check regularly plugs, leads and other electrical equipment. Avoid cluttered cables Avoid water flooding Protect the equipment from dust Insure the equipments Use mouse pads Protect computers by UPS

Security precaution (≥1) Example of security related instructions (other possible answers should be considered by the examiner)

Use of antivirus Protection of sensitive contents

Construction TUBEHONEZA Construction Company has contracted to build a 14m x 15m home house in Gasabo district within five months. The study showed that the house will be near the road and 50 workers, female and male, will be involved. Workers will take lunch on construction site. As one of employees, on 1 page maximum, you are asked to advise the site manager as well as your colleagues on health, safety and security practices so that the work can be accomplished as agreed. You have 40 minutes maximum. For each piece of advice, give precise examples. RESOURCES

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Papers

Pen

Criteria Indicators Scoring

Security precautions Establish and communicate rules on the workplace =5/5

Provide protective equipment

Store equipment, tools and material

Fence the site

Use protective equipment

Safety precautions Identify hazards ≥2/2

Address unsafe situations

Health precautions Provide clean water ≥4/6

Have good diet

Use clean water

Provide waste disposal

Use toilet

Sensitize to HIV/AIDS prevention

Precision Relevant examples of security precautions =3/3

Relevant examples of safety precautions

Relevant examples of health precautions

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CM303 Computer literacy

Competence : Apply computer skills




REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to operate a computer, to use word processing applications in the production of workplace documents, to create and use spreadsheets and charts through the use of spreadsheet software, to design electronic presentations, and to send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms, intranets and instant messaging.

LEARNING ASSUMED TO BE IN PLACE Not applicable

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.

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


1 Apply computer fundamentals 1.1

1.2

1.3

1.4

Identification of Various connectors and ports

Use of different I/O devices

Use of Desktop’s elements

Scanning of Viruses in the computer and Different Storages Devices

2.Use a current word processing package 2.1

2.2

2.3

2.4

2.5

5.6

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header ,Footer and footnotes

3. Use current spreadsheet package

3.1

3.2

3.3

3.4

3.5

Using of basic excel tasks

Managing of Sheets in excel workbook

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4.Use current Power Point Presentations 4.1

4.2

4.3

4.4

4.5

Creating a new presentation

Creating , Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

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4.6

4.7

Using Different Presentation view

Printing a presentation

5.Use Internet/Intranet (Outlook)

5.1

5.2

5.3

5.4

5.5

5.6

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating , Managing favourites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet


Learning Unit 1 : Apply computer fundamentals Learning hours:10


1.1 Apply Computer basics

Computer Definition

Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

Computer Hardware

-Open a computer case and Observe different types of memory -Group Discussion on each type of memory

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes -White Board -Markers

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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

Connectors and ports

- Definition

I/O (Input and Output) Ports and

connectors

- Serial ports

- Parallel ports

- USB

- Keyboard, Mouse connectors

- VGA Connectors

-Observe different connectors as well as input and output ports -Exercises on ports identifications

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes -Different types of Cables, Different types Connectors -White Board -Markers

1.3.Use different I/O devices

Peripherals

- Definition

- Categories I/O devices

Input devices (mouse, Keyboard,

scanner, CD/DVD-ROM and

diskettes drivers, etc)

Practical exercises on connecting the mouse, keyboard. Monitor to the CPU (Central processing unit)

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes -Printer -Scanner -White Board

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Output devices (Monitor, Diskette,

CD/DVD-ROM Writer, Printer, etc)

Types of keyboards

- AZERTY

- QWERTY

1.4.Use Desktop’s elements Windows and its components:

- Desktop

- Task bar

- Start menu

- Minimize, Maximize, Close buttons

- My Computer

-Brainstorming on Desktop’s elements -Use the desktop, the tasks bar and the start menu

-Computer Lab -Projector

1.5.Scan Viruses in the computer and Different Storages Devices (Flash disk, External Hard disk)

Antivirus definition

Importance of antivirus

Functionality

Different Types of antivirus - Norton - Kaspersky - Symantec

Storages to be scanned - Flash disk - External hard disk - Memory card - Computer hard disk

-Brainstorming the use of antivirus -Practical exercises on Scanning viruses -Compile activities reports

-Computer Lab -Flash disks -External Hard disk -Cds, DVDs -Antivirus -White Board -Markers

Learning Unit 2 : Use a word processing package Learning hours: 5


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2.1.Format a text

Style,Font,Size,Colour

Paragraph

Column

Tabulation

Paragraph spacing

Inserting symbols:Special characters,bullet and numbering

Borders and shading,header and footer.

-Reproduce document already formatted -Various exercises to familiarize with formatting a text.

-Computer Lab With Current Word processing Package installed in each computer -Projector -White Board -Markers

2.2.Create and edit a table

Inserting a table

Inserting a column

Inserting a row

Deleting table

Deleting row

Deleting column

Merging cells

Splitting cells

Drawing a table

Table auto format

Formula

-Practical exercises on creating, editing and handling a table

-Computer Lab With Current Word processing Package installed in each computer -Projector -White Board

2.3.Edit document (Text) Search/Find.Replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

-Brainstorming Editing text -Perform practical exercises on the various tips (options) -compile activities reports

-Computer Lab With Current Word processing Package installed in each computer -Projector -White Board -Markers

2.4.Print document

Page setup

Print preview

Print dialog box

Selecting printer name

Printer options

-Exercises on printing one or more copies of a colored document, in black and white -printing in landscape, portrait

-Computer Lab With Current Word processing Package installed in each computer -Printer -Projector

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Printing one or more copies

Printing in black/white or color

Print page ranges

2.5.Save documents File management - Creation of files - Creation of Folders - File Naming - File Formats

-Practical Exercises on creation of files, folders and file Saving -Compile activities reports

-Computer Lab With Current Word processing Package installed in each computer -Projector

2.6.Insert Header, Footer and footnotes

Footnotes

Header and Footer - Automatic page

numbering - Total number of pages - Automatic date - Automatic automatic

author;s name

-Exercises on footnotes -Create a document containing several pages With elements such as the page number, date automation. -practical exercises.

-Computer Lab With Current Word processing Package installed in each computer -Projector

Learning Unit 3: Use spreadsheet package Learning hours: 5


3.1.Use Some basic excel tasks

Basic excel tasks

- Open

- Close

- New document

- Undo

- Save,save as….

- Sheet

- Selecting a cell

-Practical exercises on the use of basic excel tasks -Compile activities reports

-Computer Lab With Current spreadsheet package installed in each computer -Projector

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- 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 excel workbook

Selecting a sheet

Renaming a sheet

Insert new sheets

Moving a sheet in a workbook

Deleting a sheet

-Practical exercises On Managing sheets in excel workbook


3.3.Format cells and their contents

Formatting text and cells

- Choosing font,size,colour

- Adjusting Cow height

- Alignment of cell

- Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups and individual homework on formatting cells -Compile activities reports


3.4.Use some functions and perform mathematical operations

Numbers and Mathematical

calculations

- Addition - Multiplication - Division

-Practical exercises in groups and individual homework on formatting cells -Compile activities reports


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- Subtraction - AutoSum - Absolute and relative

Reference - Function

Average Minimum Maximum

3.5. Print an excel worksheet

Page setup

Print preview

Print dialogue box

Print options

Print one or more copies

Print in black/white or color

Print page ranges

Printing a selection

-Print one or more copies of a worksheet -Print colour or white and black worksheet -practical exercises (individual and in group) -print horizontally/vertically

-Computer Lab With Current spreadsheet package installed in each computer -Projector -Printer

Learning Unit 4: Use Presentation application Learning hours: 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

4.1.Launch Ms Power point

Power point Definition

Role

Power point environment

- Title Bar

- Menu Bar

- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power point presentation with slide show,get feedback from learners on the area of application of Ms power point -Launch powerpoint and observe the screen individual exercises.

-Computer Lab With Current presentation Software installed in each computer -Projector

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4.2.Create a new presentation

Creating new presentation

Blank presentation

Design template

Auto content wizards

-Create presentation using the various methods -practical exercises (individual and in groups)


4.3.Create, Insert a slide

Creating a slide

Inserting a slide

Modifying a slide

-Exercises on creating, inserting and modifying a slide


4.4.Insert Graphics Graphics:Clip art,Word

Art,Library Images,Inserting

image from file

Exercises on inserting images in the slides


4.5.Convert word documents to PowerPoint presentation

Copy, Cut, Move

Process of conversion

-Practical exercises on File transformation


4.6.Animate a presentation Animation

Custom animation

Slide transition

-Familiarize with animation of a presentation


4.7.Use Different Presentation view

Normal View

Slide Sorter view

Slide show

-Switch between the views to improve the presentation -Group discussion and brainstorming


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4.8 Print a presentation Printing a presentation

Print preview

Printing a copy or multiple

copies

Printing one slide on a page

Printing more slides on a page

-Exercises on printing in black and white or in colour, printing one or more copies of a presentation


Learning Unit 5: Use Internet/Intranet (Outlook) Learning hours: 5


5.1. Define and explain a website

Introduction

World wide web

Web page

Web site

-Visit web sites and browse different pages. -Group discussion based on observation

-Internet Connection -Computer Lab -projector

5.2.Interact through instant messaging (Chatting)

Definition

Steps to create a chat account

Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interacting through instant messaging -Exercises on chatting in groups -Compile activities reports


5.3.Use search Engines (example Google)

Search engines

- Definition

- Role

-Perform practical exercises on the use of search engines


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- Some Types of search

engine

www.google.com

www.yahoo.com

5.4.Create, Manage favorites using internet explorer

Favorites

- Create Favorites

- Rename, Move Favorites

-Practical exercises on creating, moving and renaming favorites


5.5.Browse the internet using the hyperlinks

Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- Front/Back arrows

- Refresh button

- Start page

-Open a web using the address bar -Browse different web pages -practical exercises On Browsing internet using hyperlink


5.6.Download and Upload files using internet

Downloading

File attachment

-Practical exercises on downloading and uploading files using internet


http://www.yahoo.com/

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ASSESSMENT GUIDELINES To pass this module, the student has to complete:

1) The logbook, with a minimum score of 15/20

Logbook Passing mark

Date Signature of the trainer

The student knows how to connect and disconnect I/O 2/2

The student knows how to use input and output devices (keyboard, mouse, projector, printer, scanner)

3/4

The student knows how to use word processor (text formatting, editing, saving, table creation)

2/4

The student knows how to use spreadsheet (managing sheets, formatting cells, using functions for mathematical operations)

2/3

The student knows how to use power point presentation (creating slides, converting word document to power point presentation, inserting graphics, animation, and presentation)

1/2

The student knows how to use the Internet Knows how to browse using hyperlinks Has an email address Knows how to download and upload documents Has an instant messaging account (skype, gchat, yahoo

messenger, msn messenger, facebook chat etc.) Can search for WDA’s website on a search engine

5/5

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2) An integrated situation, with a minimum score of 8/10

Suggested situation:

You have learned from a friend that the Workforce Development Authority (WDA) has advertised a job position of an IT Manager on its website,

and that all applications and cover letter will be sent through email. Make a search to find out about the mission of WDA and CV templates

which could help you to develop your own. Write your CV and email it to your trainer’s email.

Instructions:

The student will need a computer with internet connection. The teacher will provide his/her own email address to be able to assess the work of

the student.

Criteria Indicator Mark

Student knows computer basics Can write a CV in word processor (≥1/2)

Can format the text (≥1/2)

Can save a CV (1)

3/5

Student knows how to use Internet Can use a search engine to look for information (on

WDA and CV templates in the case above) (2)

Can open his email account in browser or in outlook

(1)

Can upload a CV and send it to the specified email

address (2)

5/5

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CM304 Communication in the workplace

Competence : Communicate effectively in the workplace




REVIEW DATE:

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, to provide good customer service and write simple reports.


49



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.

4. Write and submit a report 4.1 A handover report containing any relevant information on complete and incomplete work is written

4.2 Reports are handed over to both colleague and supervisor.

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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: Listen and speak effectively Learning hours : 6


1.1 Apply effective listen skills & strategies

Effective listening skills & strategies

Assess one’s listening skills

Model good listening skills

o Role play o Observing role play o Feedback from observers o discussion

- Role play scenarios - List of effective listening

skills & strategies - Effective Listening

Observation Form

1.2 Give and receive instructions

Importance of giving clear, concise instructions

Formulation of instructions

Strategies to ask questions for clarification

o individual work o group discussion

1.3 Identify non-verbal communication signs and the impact on people’s perceptions

Importance of non-verbal communication

Impacts of non-verbal communication on how we give information and how we listen.

o pair work o large group discussion

1.4 Demonstrate effective speaking skills

Effective speaking skills and strategies

o small group work o practice presentations o large group discussion

- List of Effective Speaking Skills & Strategies

- Speaking Scenarios for group work

- Effective Speaking Observation Form

51

Learning unit 2: Cooperate and work as a team member Learning hours: 8


2.1 Identify the different personalities

Different personalities and approaches that individuals bring to a group

o Self-assessment o large group activity (inner/outer

circles) o Discussion

- Working in Groups Self

Assessment

- Cooperating with Others Roles

- Elements of an Effective & Cooperative Team Member

2.2 Handle different personalities in a group

Strategies on how to handle different personalities in a group

2.3 Cooperate with others to reach the same objective

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual reflection/journal writing o Pair work

2.4 Lead a team efficiently Qualities of an effective leader

Different leadership styles

Appropriate leadership style in a given context

Strategies to lead a team efficiently

o large group discussion o small group work o role plays o small group activity

- Role play scenarios

2.5 Demonstrate problem solving and decision making skills

challenges and dynamics amongst people during the problem solving process

steps of problem solving to work and community related problems

Communication as a tool for problem solving

o Large group activity o pair sharing o small group work o large group discussion o Task leadership competition

- Scenarios for problem solving activity

52

Learning unit 3: Apply customer care Learning hours : 10


3.1 Understand the importance of good customer care

Definition of customer service

Levels of customer service

Customer care principles

Importance of customer care

o Experience sharing o Brainstorming

Presentation by trainer

-3.2 Provide exceptional quality service

Basic customer needs

Service to meet basic customer needs

Definition of customer’s perception

Meeting and exceeding expectations

Getting feedback on the provided service

o individual reflection o large group discussion o role play

3.3 Communicate effectively with customers by telephone and face to face

Telephone tips

Recording a telephone message

o large group discussion o skit o pair role plays

- Role Play scenarios for Communicating with Customers

3.4 Handle conflict with difficult customers

Definition of conflict, conflict resolution/management

Steps of conflict management with difficult customers

o individual reflection o Brainstorming o large group discussion o role play

Learning unit 4: Write and submit a report Learning hours : 6


4.1 Identify types of reports required

Types of report used in the workplace

- Documentation research - Brainstorming - Group discussion - Presentation

Reference books Different types of reports

53

4.2 Produce the relevant report

Different sections of a report

Report writing tips

- Observation - Presentation - Individual practice

Different types of reports

4.3 Hand the report to the appropriate persons

Transmission route

Transmission slip

- Observation - Presentation - Individual practice

Templates of routing slips

Reference books :


ASSESSMENT GUIDELINES To pass this module, the student has to:

1. Complete the porftolio, which includes:

Self-assessment form

Effective Listening Observation Form

Effective Speaking Observation Form

Session 1 Writing Space: listening and speaking strengths, weaknesses, ways to improve

Working in Groups Self Assessment

Session 2 Writing Space : ways to improve cooperating and working in a group

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2. DEMONSTRATE COMMUNICATION SKILLS IN A SITUATION related to his/her future occupation or trade, AND OBTAIN a score equal or superior to the passing mark defined (recommended passing mark for this module: 70% or 15/20)

SUGGESTED SITUATION (HOSPITALITY) You are a chef de cuisine at Beausejour hotel, and you received an order of spaghetti a la Napolitaine for 4 people from customers who are in a hurry. You oversees three people: the person in charge of the mise en place, the the cook and the dish washer. As the chef, you give instructions to your team to prepare the food and supervise the work. The order should be ready within 30min.

Criteria Indicators

Relevance Time is respected The required covers are communicated The required order is communicated (type of meals/order are specified)

Quality of process The information is received and well understood by the candidate Responsibilities are assigned The clarifications are given according to staff’ learning style (reading, speaking, listening, doing) The follow up is well done (e.g. identification of the problem, activity tracking) The problem is solved

Quality of information The information is given precisely The information is short and clear The technical terms are used accordingly The information is given directly The information is given timely/immediately

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CM305 Entrepreneurship

Competence : Create and manage a small business




REVIEW DATE:

PURPOSE STATEMENT This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business. 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.


56



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.

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.

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Learning unit 1: Manage money Learning hours: 10


1.1 Analyse financial needs

Identify things they need money for

Identify how the things they need money for change as their life situations change

o small group discussion o brainstorming o large group discussion

1.2 Access money Plan how to get money

Ways to access money (borrowing, saving and working to earn money)

o small group discussion o brainstorming o prioritizing o role-play o large group discussion


1.3 Manage money effectively

Good ways to manage money

Ways that they waste money

Ways to cut costs through reducing, recycling, repairing, and reusing

o exercise o role-play o large group discussion


1.4 Save money Definition of the concept of saving

Recognize that not only rich people can save

Reasons for saving (unexpected events and specific needs)

o Brainstorming o large group discussion o role-play o individual goal setting o guest speakers

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Savings goals

Saving possibilities and institutions

1.5 Manage debts Definition of the concept of debt

Risks of getting into debt

Strategies to avoid debt

Strategies to get out of debt

o large group discussion o group work o prioritizing


Learning unit 2: Keep record and budget Learning hours : 5


2.1 Keep basic personal financial records

Income

Expenses

Balance calculations

o group work o case study

2.2 Perform basic budgeting Definition of budget

Definition of the concept of budgeting

Principle of budgeting

o group work o case study o individual work

2.3 Develop a financial strategic plan

structure of a financial plan o Brainstorming o large group discussion o individual work

- Financial fitness plan

59

Learning unit 3: Manage a small business Learning hours : 5


3.1 Understand the business cycle

Basic cycle of business: buying, adding value, selling for profit

Allocation of income between the business, personal expenses and savings

Importance of maintaining positive cash flow

o simulation game o large group discussion

- Entrepreneurs’ profiles - Entrepreneur’s Cycle Chart

3.2 Deal with unexpected costs

List of possible unexpected expenses or financial events

Plan for, and deal with, unexpected financial events


- Life cards for simulation game

3.3 Identify the risks of credits Risks and potential benefits of selling to customers on credit

Financial risks involved with extending credit to friends and family members


- Life cards for simulation game

3.4 Fill in a record-keeping sheet

Value of keeping records

Sections of a record-keeping sheet

o simulation game, o large group discussion

- Record-keeping template

60

Learning unit 4: Prepare a business plan for a micro business Learning hours : 10


4.1 Understand the value of a business plan

Value of a business plan

Flexibility of a business plan

Importance of realistic goals

Sections of a business plan


- Entrepreneur’s Cycle Chart - Record-keeping template - Business plan template

4.2 Identify the profit to achieve

4.3 Prepare a business plan

4.4 Operate a business according to the plan

Reference books :


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ASSESSMENT GUIDELINES To pass this module, the student has to complete:

1. The portfolio, including: 1. Self assessment 2. What I Need Money For 3. Different Stages of Life 4. Ways to Get Money 5. Ways We Waste Money 6. My Plan to Cut Cost 7. Saving 8. My Savings Goals 9. Where I Can Save 10. Things I Could Owe Money For 11. Avoiding Debt 12. Getting Out of Debt Strategies 13. Basic Record Keeping 14. Basic Budgeting 15. My Personal Budget 16. Differences between Types of Institutions 17. My Personal Financial Fitness Plan 18. Cycle of Business (sales, shopping, bank loan, opportunities if business ran out of money) 19. Planning for unexpected Events 20. Selling on credit 21. Financial Record Keeping 22. Business planning 23 Connecting simulation to other learning

Those documents are found in the modules 7 and 8 of the Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project

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2. An entrepreneurship project or a simulation of entrepreneurship project, with a passing mark of 90% Suggestion of project or project simulation for Carpentry: Jabo is a graduate of Carpentry and a resident of Kinyamakara Sector, he incidentally gets a job in Nyamagabe Centre. He takes two hours journey walk from his residence to the work place, when he hires a motor cycle it costs him at least 1000 Frw and his daily income is 3000 frw. Because of his desire to save, he decides to walk daily and save 2000 frw where he does it for 12 months. This seems so ridiculous among his colleagues but he sticks to his goal and he therefore develops a business idea of creating and managing his own employment at his area which will both develop him and the local community. As a entrepreneurship expert, help Jabo to generate his business idea, make his business plan, create and manage his business initiative. Duration: 1 month RESOURCES

Papers

Pen

Calculator

Business plan form

Criteria Indicators Scoring

Business idea Inspiration to make his own business 4/4

Setting personal goals to save 2000frw per day

Market analysis-his home place

Determining a time frame

Business Plan Written document (the business plan form is filled adequately) 2/2

The business is profitable

Financial Management

Record keeping: the files and all necessary documents (store sheets, reception notices, invoices) are available

4/4

Expected income and expenditure plans are available

The source of income is identified

Unexpected costs are considered

Business management/execution/implementatio

Quality products 3/4

Good dealing with customers

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n Good marketing strategies

Insurance Cover

Total 13/14

Passing line Percentage 93%

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HTLG301 Workplace English

Competence : Communicate in English in the workplace


SECTOR: Hospitality and tourism SUB-SECTOR: Hospitality


REVIEW DATE:

PURPOSE STATEMENT This unit describes the skills, knowledge and attitudes required to understand and use the English language for very simple, commonly used expressions of a basic and predictable nature in tourism and hospitality workplaces. It covers activities such as welcoming and farewelling guests, providing face-to-face routine customer service and other routine workplace activities.

LEARNING ASSUMED TO BE IN PLACE Basic English structures General Communication Skills Basic Capacity in Reading, Writing, Listening and Speaking 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.

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1. Be courteous to customers and colleagues. 1.1 The specific language needed is identified in order to conduct basic communications.

1.2 Appropriate, very simple, commonly-used courtesy expressions are used with customers or colleagues including greeting and welcoming, farewelling, apologising and thanking.

1.3 Any social and cultural conventions of the specific language speaker are recognised and observed to support communication.

1.4 Efforts to communicate through use of gestures are made or basic vocabulary is used in the other person's language where language barriers exist.

1.5 Core vocabulary of the most common and useful words and phrases in ‘Service Industry English’ are acquired

1.6. Appropriate resources for continued self-learning are identified and used.

2. Communicate with customers and colleagues in a language other than Kinyarwanda to support routine workplace activities.

2.1 Key words, short phrases and gestures are understood and used to enhance communication.

2.2 Any visual techniques are used to enhance or replace oral communication.

2.3 Necessary reading and writing skills for written communication within the workplace are acquired.

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Learning unit 1 : Be courteous to customers and colleagues. Learning hours : 15

Learning outcomes Content Learning activities Resources

1.1 Use proper greeting and welcoming words and phrases

Greetings:

- Formal

- Informal

- Greetings at different times of the day

Welcoming:

- Self Introductions

- Business/Company Introductions

o Dialogues o Role Play o Demonstrations o Writing Practice Introductions

o Videos o Recordings o Role Play Scenarios o Reference Books (e.g. “Pre-

Intermediate Cutting Edge” and English for International Tourism: Pre-Intermediate, Intermediate)

1.2 To ask and answer Questions

Using 'wh' question words Using auxiliary verbs

o Role Play o Dialogues o Practice Exercises

o Excerpts o Reference Books

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1.3 To thank and apologise Phrases and expressions of apology and thanks

Expressing sincerity and sympathy through appropriate body language and gestures

o Dialogues o Role Play o Demonstrations



1.4 Recognise appropriate and inappropriate language in the service industry

List of inappropriate words and expressions, and their appropriate equivalents

List of direct translations that are inappropriate

o Brainstorming o Discussion o Demonstrations o Practice Exercises



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1.5 Identify acceptable body language in the service industry

Supportive body communication for the English language

o Brainstorming o Discussion o Demonstrations o Role Play

o Videos o Role Play Scenarios o Reference Books (e.g. “Pre-


1.6 Use pronouns and titles politely and appropriately in English

Pronouns Titles

o Dialogues o Written exercises

o Videos or Recordings o Role Play Scenarios o Reference Books (e.g. “Pre-


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Learning unit 2 : Communicate with customers and colleagues in English to support routine workplace activities. Learning hours : 15


2.1 Receive and process requests

- Vocabulary and phrases relative to: food and beverage services, front office, housekeeping and culinary arts. For example: bar/restaurant orders, hotel reservations, and appointment making

- Role Play - Group discussion - Reading/writing/listening to dialogues

- Videos - Role Play Scenarios - Projectors - written dialogues - written exercises - -Reference Books

(e.g. “Pre-Intermediate Cutting Edge” and English for International Tourism: Pre-Intermediate, Intermediate)

2.2 Communicate formally in writing (Beginner)

Appropriate, commonly used vocabulary and phrases used in memos, workplace announcements, brochures, instructions, taking messages, and taking orders.

Record Keeping Reading and Writing: memos, workplace

announcements, brochures, instructions, messages, and taking orders.

-Written exercises -Reading information in posters, announcements, telegrams

Role Play Scenarios Projectors Written dialogues Written exercises -Reference Books (e.g. “Pre-Intermediate Cutting Edge” and English for International Tourism: Pre-Intermediate, Intermediate)

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2.3 Use vocabulary related to numbers

Vocabulary and phrases related to the use of money

Vocabulary related to the use of dates Vocabulary related to times of the day

-Written Exercises -Speaking and Listening Exercises

Worksheets Videos/Recordings -Reference Books (e.g. “Pre-Intermediate Cutting Edge” and English for International Tourism: Pre-Intermediate, Intermediate)

2.4 Give information to clients during orientation

Presenting products and services in the service industry

Giving information (for example; on food and beverages, Culinary arts, Housekeeping and Front office)

-Demonstrations -Speaking/Reading/Listening to dialogues -Role Play -Reading and writing brochures -Weather description exercises

- Videos - Role Play Scenario - Projectors - written dialogues - written exercises - Chalk board - Flip Chart with Markers - -Reference Books (e.g.

“Pre-Intermediate Cutting Edge” and English for International Tourism: Pre-Intermediate, Intermediate)

2.5 Identify and use different resources for self learning

Use of Internet-based Resources Use of community Resources Use of media-based resources

-Brainstorming -Group Discussion -Research -Practice exercises

- Internet Access - Radio - Recorded CDs - Projector - Videos - Magazines

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HTLG302 Workplace French

Competence : Communicate in French in the workplace




REVIEW DATE:

PURPOSE STATEMENT This unit describes the skills, knowledge and attitudes required to understand and use the French language for very simple, commonly used expressions of a basic and predictable nature in tourism and hospitality workplaces. It covers activities such as welcoming and farewelling guests, providing face-to-face routine customer service and other routine workplace activities.


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1.5 Core vocabulary of the most common and useful words and phrases in ‘Service Industry French’ are acquired






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Greetings:

- Formal

- Informal


Welcoming:

- Self Introductions



o Videos o Recordings o Role Play Scenarios

1.2 To ask and answer Questions

Using question words Using auxiliary verbs


o Excerpts o Reference Books

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1.3 To thank and apologise Phrases and expressions of apology and thanks










Supportive body communication for the French language


o Videos o Role Play Scenarios

1.6 Use pronouns and titles politely and appropriately in French

Pronouns Titles


o Videos or Recordings o Role Play Scenarios

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Learning unit 2 : Communicate with customers and colleagues in French to support routine workplace activities. Learning hours : 15



Vocabulary and phrases relative to: food and beverage services, front office, housekeeping and culinary arts. For example: bar/restaurant orders, hotel reservations, and appointment making

o Role Play o Group discussion o Reading/writing/listening to

dialogues

- Videos - Role Play Scenarios - Projectors - written dialogues - written exercises






Role Play Scenarios Projectors Written dialogues Written exercises




o Written Exercises o Speaking and Listening

Exercises

- Worksheets Videos/Recordings




-Demonstrations -Speaking/Reading/Listening to dialogues -Role Play -Reading and writing brochures -Weather description exercises

- Videos - Role Play Scenario - Projectors - written dialogues - written exercises - Chalk board - Flip Chart with Markers

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2.5 Identify and use different resources for self learning


o Brainstorming o Group Discussion o Research o Practice exercises

- Internet Access - Radio - Recorded CDs - Projector - Videos - Magazines - Newspapers, Books

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HTLG303 Workplace Swahili

Competence : Communicate in Swahili in the workplace




REVIEW DATE:

PURPOSE STATEMENT This unit describes the skills, knowledge and attitudes required to understand and use the Swahili language for very simple, commonly used expressions of a basic and predictable nature in tourism and hospitality workplaces. It covers activities such as welcoming and farewelling guests, providing face-to-face routine customer service and other routine workplace activities.


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1.5 Core vocabulary of the most common and useful words and phrases in ‘Service Industry Swahili’ are acquired






79





Greetings:

- Formal

- Informal


Welcoming:

- Self-Introductions



- Videos - Recordings - Role Play Scenarios

1.2 Ask and answer questions

Using question words


- Excerpts - Reference Books

1.3 Thank and apologise Phrases and expressions of apology and thanks



- Videos - Recordings - Role Play Scenarios






80


Supportive body communication for the Swahili language


o Videos o Role Play Scenarios

1.6 Use pronouns and titles politely and appropriately in Swahili

Pronouns Titles


o Videos or Recordings o Role Play Scenarios

Learning unit 2 : Communicate with customers and colleagues in Swahili to support routine workplace activities. Learning hours : 15



- Vocabulary and phrases relative to: food and beverage services, front office, housekeeping and culinary arts. For example: bar/restaurant orders, hotel reservations, and appointment making

- Role Play - Group discussion - Reading/writing/listening to dialogues

- Videos - Role Play Scenarios - Projectors - written dialogues - written exercises






Role Play Scenarios Projectors Written dialogues Written exercises




-Written Exercises -Speaking and Listening Exercises

Worksheets Videos/Recordings

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o -Demonstrations o -Speaking/Reading/Listening

to dialogues o Role Play o Reading and writing

brochures o Weather description

exercises

- Videos - Role Play Scenario - Projectors - written dialogues - written exercises - Chalk board - Flip Chart with Markers

2.5 Identify and use different resources for self-learning


o Brainstorming o Group Discussion o Research o Practice exercises

- Internet Access - Radio - Recorded CDs - Projector - Videos - Magazines - Newspapers - Books

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HTCA301 Hygiene and food safety

Competence : Apply hygiene and food safety procedures



ISSUE DATE: February 2012

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills, knowledge and attitudes required to clean and maintain kitchen, food preparation and storage areas, as well as follow food safety procedures.

LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : CM302 : Health, Safety, security and environment in the workplace 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.

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1. Maintain workplace hygiene

1.1 Hygiene procedures and policies are followed correctly and consistently according to legal requirements to ensure health and safety of customers and colleagues.

1.2 Potential hygiene risks are identified promptly.

1.3 1.4

Action is taken to minimise or remove the risk within the scope of individual responsibility and in accordance with enterprise and legal requirements. Hygiene risks beyond the control of individual staff members are reported immediately to the appropriate person for follow up.

2. Clean, sanitise and store equipment. 2.1 Suitable wet and dry cleaning agents and chemicals are selected, prepared and used safely.

2.2 Equipment and utensils are cleaned and sanitised according to manufacturer instructions and without causing damage.

2.3 Assemble and disassemble equipment and utensils in a safe manner.

2.4 Cleaned equipment and utensils are stored or stacked safely and in the designated place.

2.5 Store cleaning equipment safely and correctly in the designated position and area.

3. Clean and sanitise premises

3.1 Cleaning schedules are followed correctly.

3.2 Chemicals and equipment are used correctly and safely to clean and sanitise walls, floors, shelves and other surfaces.

3.3 Walls, floors, shelves and working surfaces are cleaned and sanitised without causing damage to health or property.

4. Apply food safety procedures 4.1 All food safety policies and procedures are followed correctly.

4.2 All food hazards at critical control points are controlled.

4.3 Food safety monitoring processes are completed.

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Learning unit 1: Maintain workplace hygiene Learning hours: 15


1.1 Understand workplace hygiene procedures

Importance of hygiene and sanitation at workplace

Hygiene procedures may include - safe and hygienic handling

of food and beverage - regular hand washing - correct food storage - appropriate and clean

clothing - avoidance of cross-

contamination - safe handling disposal of

linen and laundry - appropriate handling and

disposal of garbage - cleaning and sanitising

procedures - personal hygiene.

o Brainstorming o Group discussion o Documentation research o Presentation by the trainer

- Reference books

1.2 Identify hygiene risks Potential hygiene risks may include : - bacterial and other

contamination arising from

o Brainstorming o Observation o Demonstration o Group discussion

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poor handling of food - inappropriate storage of

foods. - poor work practices. - cross-contamination

through inappropriate cleaning practices

- inappropriate handling of potentially infectious linen

- contaminated wastes such as blood and body secretions

- disposal of garbage and contaminated or potentially contaminated wastes.

1.3 Manage hygiene risks Factors which contribute to workplace hygiene problems

Prevention of general hazards in the handling of food, linen and laundry and garbage, including major causes of contamination and cross-infection

Reporting hygiene risks - Beyond the level of

responsibilities - Out of control

o Observation o Role play

- Short films - Role play scenarios

Learning unit 2: Clean, sanitise and store equipment Learning hours: 20


2.1 Identify wet and dry cleaning agents and chemicals

Cleaning agents and chemicals, equipment and procedures for cleaning various materials

o Brainstorming o Presentation

- Reference books - Cleaning agents and

chemicals

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2.2 Clean and sanitise equipment and utensils

Personal protective equipment

sanitising and disinfecting methods

Cleaning procedures for various equipment, including wet and dry

o Demonstration o Group work o Individual practice

- Manufacturer’s instructions - Kitchen equipment and

utensils

2.3 Assemble and disassemble equipment

Assembling and disassembling techniques of equipment and utensils according to manufacturer’s instructions

2.4 Store cleaned equipment Safe storage of equipment

2.5 Store cleaning agents and equipment

Safe storage of cleaning materials and chemicals

Learning unit 3: Clean and sanitise premises Learning hours: 20


3.1 Identify cleaning agents and equipment

Cleaning agents and equipment o Brainstorming o Presentation

- Reference books - Cleaning agents and

chemicals

3.2 Clean different surfaces Personal protective equipment

Cleaning procedures for various surfaces, including wet and dry

o Demonstration o Group work o Individual practice

3.3 Store cleaning agents and equipment

Safe storage of cleaning equipment and chemicals

Learning unit 4: Apply food safety procedures Learning hours: 25


4.1 Understand food safety legislation and regulations

Food safety legislative compliance requirements,

Contents of national codes and standards that underpin

o Research o Group work o Presentation

Legal documents Government regulations

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regulatory requirements

Government food safety regulations and inspection regimes

4.2 Apply food safety procedures

HACCP principles, procedures and processes

Policies, procedures, product specifications

Monitoring documents

Consequences of failure to observe food safety policies and procedures

Critical control points for the specific food production system

Monitoring methods (especially time and temperature controls used in the storage, preparation, display, service and disposal of food)

Meaning of hazardous foods, especially as described by local legislation and national food codes

high risk customer groups (those who may have a higher than average risk of harm from food contamination), such as:

- children or babies - pregnant women - aged persons - people with immune

deficiencies or allergies

o Brainstorming o Role play o Group work o Presentation

- Procedures - Policy documents - Reference books

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Assessment guidelines

SITUATION Muhanga District inspected Tranquility restaurant and decided to stop its activities due to hygiene and food safety. Mpanda VTC has won the tender to tackle

this problem according to hygiene and food safety standards. Mpanda VTC requested you to clean and sanitize the following in two hours:

1. Cutting boards

2. the sink

3. Floor and

4. Fridge

Criteria Indicators Indicator type (Compulsory or tolerable)

Scoring Passing line per criteria

safety 1. Cleaning agents are used safely 1

2. PPE is worn 1

3. Agents and premises are cleaned safely 1

Quality of process

1. Cleaning agents and tools are appropriately selected 1

2. Cleaning agents are properly mixed 1

3. Respect of cleaning Steps 1

4. The utensils and equipment used are cleaned 1

Quality of product

1. The product is attractive 1

2. There is no bad odours 1

3. There are no pests 1

4. There are no stains 1

Relevance 1. Timing is respected 1

2. Appropriate cleaning agents are applied 1

3. Proper clean torchon and other serviettes are used 1

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4. Suitable cleaning techniques are applied 1

5. The required task is accomplished (sink, floor, cutting boards and fridge)

1

Total 16

Decision making Fail Minimum pass work Pass Total marks 16

Passing line …….

Criteria

Tasks

Safety Quality of process

Quality of product

Relevance Decision

1. Clean, sanitize and store Cutting boards 0-1 0-1 0-1 0-1

2. Clean, sanitize the sink 0-1 0-1 0-1 0-1

3. Clean theFloor 0-1 0-1 0-1 0-1 0-1

4. Clean, sanitize Fridge 0-1 0-1 0-1 0-1 0-1

Result

Success 2-3 2-3 2-3 2-3

Decision Failure/or

Success

Failure/or

Success

Failure/or

Success

Failure/or

Success

Failure/or Success

90

HTCA302 Food storage

Competence : Store food




REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills, knowledge and attitudes required to handle and store food accordingly.

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules : CM302 : Health, Safety, security and environment in the workplace HTCA301 : Hygiene and food safety


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1. Select the type of food to be stored 1.1 Food items are selected accordingly.

1.2 Food items are categorised according to their types.

1.3 Storage standards are observed.

2. Maintain the storage area and storage conditions

2.1 Cleaning schedules are followed correctly

2.2 Chemicals and equipment in the storage area are used correctly and safely.

2.3 Walls, floors, shelves are cleaned and sanitised.

2.4 Ventilation and light is observed.

3. Store food and apply proper storage procedures.

3.1 Food is stored safely according to the right procedures.

3.2

Food storage conditions are followed depending on the type of food to be Stored.

3.3 All food hazards are controlled and monitored to prevent contamination.

3.3 Temperature and quality of the food to be stored is respected.

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Learning unit 1: Select the type of food to be stored Learning hours : 20

Learning outcomes Content Leaning activities Resources

1.1 Identify the type of food Dry goods, dairy products, perishable food and frozen products,

o Research o Role play o Group discussion. o Observation.

Flipchart , markers , internet , projectors Reference books.

1.2 Select storage conditions depending on the type of food

Respect the characteristics and conditions of different food items to maintain freshness and nutritive value.

Apply storage methods and their instructions

o Research o Role play o Group discussion. o Observation.

Flipchart , markers , internet , projectors Reference books

Learning unit 2: Maintain storage area and storage conditions Learning hours: 20


2.1 Clean and sanitise storage area.

Types and characteristics of storage area - Dry store - Frozen store - Refrigerated store - Chemical store

Evidence of food pest, insects.

Prevention procedures

Cleaning methods Sanitisation

o Research o Role play o Group discussion. o Demonstration o Observation o Practice

Flipchart , markers , internet , projectors

Reference books Hand gloves Liquid soap

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2.2 Maintain storage conditions

Learning unit 3: Store food and apply proper storage procedures Learning hours: 30


3.1 Store food items Definition of store

Objectives of storing products:

Storage procedures. o FIFO system, o LIFO o Labelling o Stocktaking o Packaging o Cooling

o Group work o Individual practice for storing

products o Research o Role play o Group discussion. o Demonstration o Observation.

Flipchart , markers , internet , projectors

Reference books

3.2 Identify appropriate temperature for food storage

Receiving and storage temperatures levels for food

Temperature for

- Dry goods

- Perishable goods

- Dairy products

- Frozen products

o Research o Role play o Group discussion. o Demonstration

Observation.

Flipchart , markers , internet , projectors Reference books Food thermometer

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HTCA303 Mise-en-place

Competence : Perform mise-en-place




REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools, to prepare mise-en-place of the different ingredients, using the proper cutting and preparation techniques.

LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : CM302 : Health, Safety, security and environment in the workplace HTCA301 : Hygiene and food safety HTCA302 : Food storage 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.

95



1. Select and use cooking equipment and technology.

1.1 Appropriate equipment and technology is selected for particular cooking methods.

1.2 Equipment is used hygienically, safely and according to manufacturer instructions.

2. Select ingredients for menu items 2.1 Ingredients are identified and obtained according to standards recipe.

2.2 Ingredients assembled according to the correct quantity, type and quality required.

3. Prepare food items

3.1 Food items required for menus are prepared according to correct weight, amount and number of portions.

3.2 Suitable knives and equipment are selected and used for food portioning.

3.3 Vegetables and fruit are cleaned, peeled and prepared as required for menu items.

3.4 Dairy products required for menu items are prepared, ensuring they are correctly handled.

3.5 Dry goods are measured, sifted where appropriate, and used as required for menu items.

3.6 All food items are correctly handled according to food safety procedures and the handling requirements for particular types of food.

3.7 Food items are prepared and portioned according to size, weight and required menu items, in the required form and timeframe.

3.8 Prepared and portioned foodstuffs are stored according to food safety

procedures and the storage requirements for particular types of food.

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4. Contribute to profitability and minimal negative environmental impact

4.1 The designated quantity, weight and portions of ingredients are used to minimise wastage and maximise profitability of meals prepared.

4.2 Energy and water resources are used efficiently when cleaning equipment and organising and preparing food to reduce costs and negative environmental impacts.

4.3 Reusable by-products of food preparation are saved for future cooking activities.

4.4 All kitchen waste and hazardous substances are disposed of safely to minimise negative environmental impacts.

97


Learning unit 1 : Select and use cooking equipment and technology. Learning hours : 20


1.1 Identify kitchen equipment and tools

Specification of Kitchen equipment & tools

Kitchen orientation

o Group discussion o Research o Role Play o

- Kitchen equipment, Kitchen tools

- Reference Books - Flipchart, markers - Projectors - Board - Laptops

1.2 Use and maintain Kitchen equipment and tools

Hand tools

Electrical tools

Heavy equipment

o Group discussion o Research o Role Play

- Kitchen equipment, Kitchen tools

- Reference Books - Flipchart, markers - Projectors - Board - Laptops

Learning unit 2 : Select ingredients for menu items Learning hours : 15


2.1 Identify ingredients for a recipe

Types of food items

Characteristics and uses of food items

Contents of recipe

o Group discussion o Research o Role Play

- Recipe book, - Reference Books - Flipchart, markers- - Projectors

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Quality points of ingredients - Board - Laptops

2.2 Assemble ingredients Contents of recipe

Quantities in function of number of customers to be served

Weighing and measuring ingredients

o Group discussion o Demonstration o Personal practice

- Recipes - Scales - Containers -

Learning unit 3 : Prepare food items Learning hours : 70


3.1 Select knives and kitchen equipment

Kitchen equipment used for mise-en-place

Types of knives used according to food item to be portioned

safe work practices, particularly with regard to using knives

o -

3.1 Prepare vegetables Vegetables cleaning techniques

Vegetables pealing techniques

Vegetable cuts

Hygienic handling of vegetables

o Demonstration o Individual practice

- Kitchen equipment - Kitchen tools, knives - Containers

3.2 Prepare fruit Fruit cleaning techniques

Fruit pealing techniques

Fruit cuts

hygienic handling of fruit



3.3 Prepare dairy products Dairy products: milk, yoghurt, cheeses

Hygienic handling of dairy


- Kitchen equipment - Kitchen tools - Containers

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products

3.4 Portion food items

Portioning techniques

Weighing, measuring



3.5 Store ingredients Storage techniques for different food items

Checklist procedures : - FIFO - LIFO

Verification of quality product



Learning unit 4: Contribute to profitability and minimal negative environmental impact Learning hours : 15


4.1 Calculate portions, and weigh and measure quantities of ingredients

Calculation methods

o Research o Demonstration o Individual practice

4.2 Effective use of energy and water resources

Effective use of energy and water resources to reduce costs

Environmental impacts of cleaning equipment and preparing food

Minimal impact practices to reduce environmental impacts especially those that relate to reusable resources, water and energy use

o Research o Observation o Practice

4.3 Save reusable by-products of food preparation

Techniques to store and reuse by-products of food preparation in future cooking activities

o Research o Observation o Practice

4.4 Dispose safely of kitchen waste and hazardous

Essential features of and safe practices for using common

o Research o Observation

100

substances hazardous substances used within kitchens and in particular cleaning products

correct and environmentally sound disposal methods for kitchen waste and hazardous substances

o Practice

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HTCA304 Cooking methods and basic dishes

Competence : Apply cooking methods and cook basic dishes




REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools, to prepare mise en place and use basic cooking methods.

LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : CM302 : Health, Safety, security and environment in the workplace HTCA301 : Hygiene and food safety HTCA302 : Food storage

102




1. Identify the different cooking methods The different cooking methods are identified and their underlying principles are known.

The equipment and technology used for the various cooking methods are identified.

2. Prepare and cook food using basic methods of cooking.

3.1 Various cooking methods are used to prepare dishes to enterprise standard.

3.2 Correct quantities and ratios of commodities for specific cooking methods are calculated.

3.3 Cooking process is completed in a logical and safe manner.

3.4 Problems with the cooking process are identified promptly and take corrective action.

3.5 Dishes are prepared using a range of methods and current technology within acceptable enterprise and customer timeframes.

3.6 Work cooperatively with kitchen and front-of-house colleagues to ensure timely preparation of dishes.

103


Learning unit 1 : Identify the different cooking methods Learning hours : 20


1.1 Identify the different cooking methods

Types of cooking methods Boiling Deep frying Stir-frying Baking Steaming Simmering skimming grilling roasting broiling smoking poaching

Characteristics of different foods and appropriate cooking methods

Underlying principles of all basic cooking methods

Effect of different cooking methods on the nutritional value of food.

o Small group discussion o Demonstration o Individual practice

1.2 Select appropriate equipment and technology for particular cooking methods

Equipment used for each method of cooking

o Observation o Demonstration o paractice

Kitchen equipment and tools

104

Learning unit 2 : Prepare and cook food using basic methods of cooking. Learning hours : 100


3.1 Identify the different cooking methods

Types of cooking methods Boiling Deep frying Stir-frying Baking Steaming Simmering skimming grilling roasting broiling smoking poaching

Characteristics of different foods and appropriate cooking methods

Underlying principles of all basic cooking methods

Effect of different cooking methods on the nutritional value of food.

o Small group discussion o Demonstration o Individual practice

3.2 Prepare basic dishes using basic cooking methods

Basic dishes : Basic salads and

sandwiches Basic vegetable dishes Basic fruit dishes Basic egg dishes Basic meat, poultry and

fish dishes Basic starches dishes Basic pastries Basic bakery


- List of proposed recipes annexed to the curriculum

- Recipes - Ingredients - Kitchen equipment and

tools -

105

ASSESSMENT GUIDELINES

Tasks Consumables Quantity of

consumables

Equipment

prepare bread - Buns

- ketchup

- 27

- 3

- Omelet pan or

sauce pan

- 4Knives - 4 Bread knives

- Plastic gloves - 4plastic Cutting

board

- 4Basin with holes(colander)

- 4 Kitchen towel - Plastic foil

- cooker

Prepare vegetables - Lettuce - White onions

- Tomatoes - Garlic

- 10 cloves - 3kg(30 pieces)

- 2kg(30 pieces) - 2ounces

Prepare meat - Minced meat - Black pepper

- Salt

- Flour

- 3kg - 1 can

- 1/2 kg

- 1kg

Task: IKIREZI VTC is expected to receive a training session of 13 WDA representatives. They wish to eat 27 beef burgers. As a commis de cuisine , you are

required to do mise-en place of bread , vegetables and minced meat for beef burger in 1 hour by respecting recipe guidelines.

Criteria Indicators Type

(tolerable/compulsory)

scoring Passing

line

Hygiene and

safety

Professional attire is worn T 1 4/5

Workplace is well cleaned C 1

Hands are washed C 1

Food items are handled hygienically C 1

Professional handling of tools and equipment (cutting) is respected C 1

Quality of

process

Proper equipment and ingredients are selected C 3 6/9

Food items are measured accordingly C 3

Proper food preparation techniques are done T 3

Quality of

product

Food items are presented on appropriate containers C 1 2/3

Prepared food items are presented attractively(no damages, right T 1

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color)

Shapes of food are observed C 1

Relevance Time is respected C 1 2/3

Types of food items are respected C 1

Proper equipments are respected T 1

Global passing line 20 14

Comm

ents:

Success of

the criteria: all the compulsory indicators have to be passed in order to succeed the criterion. Passing line per task: 10 compulsory indicators out of 14 indicators have to be succeeded by the learner in order to succeed the assessment of the task.

(The learner has to succeed all the essential criteria to pass the assessment of the task). Success of the module/competence: 2/3. The criteria must be assessed through 3 tasks; in order to succeed the learner has to succeed all the essential

criteria in at least 2 tasks.

Criteria

Tasks

Hygiene and

safety

Quality of the

process

Quality of

product

Relevance Decision

1. Prepare bread 0-1 0-1 0-1 0-1

2. Prepare vegetables 0-1 0-1 0-1 0-1

3. Prepare meat 0-1 0-1 0-1 0-1

Result

Success 2-3 2-3 2-3 2-3

Decision Failure/or Success Failure/or Success Failure/or Success Failure/or Success Failure/or Success

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HTCA305 INTERNSHIP

Competence : Integrate the workplace




REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills, knowledge and attitudes 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.

LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : CM302 : Health, Safety, security and environment CM303: Computer literacy CM304: Communication in the workplace HTCA301 : Hygiene and food safety HTCA302 : Food storage HTCA303 :Mise-en-place HTCA304 : Cooking methods and basic dishes

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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 attitudes

2.1 Appropriate workplace habits and attitudes are observed.

2.2 Strategies to manage time effectively are implemented.

2.3 Personal and work lives are managed efficiently.

3. Have a good understanding of worker’s and employer’s rights and responsibilities

3.1 Worker’s and employer’s obligations according to the Rwandan Labour code are understood.

3.2 The worker’s responsibilities are performed on the workplace.

3.3 Exercise rights on the workplace.

4. Organise and evaluate one’s internship 4.1 The internship agreement is concluded with the enterprise.

4.2 The internship report contains all the required elements as well as one’s own findings and experience.

4.3 Active participation in the assessment of one’s internship.

5. Develop one’s 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 “maître de stage”

5.3 Adequate work behaviour and attitudes are demonstrated

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Learning unit 1: Apply for internship / employment Learning hours : 8


1.1 Identify and use resources to find a job

Resources to find employment in the community and at national level

Identify contact persons

o small group work o panel discussion o large group discussion o speakers

- job announcements and information: newspaper advertisements; 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 (CV) and an application letter

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o large group discussion o individual work o pair work

- sample CVs and application letters

- format of an application letter

1.3 Take part in an interview Main parts of an interview

Interviewing tips : what to do before, during and after the interview

Typical questions asked during an interview Q

o small group work o interview role plays o large group discussion

- Interview Observation Tool

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Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes Learning hours: 5


2.1 Identify appropriate workplace behaviours and attitudes

Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)

Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)

o small group work o large group discussion o brainstorming

- Workplace behaviour

scenarios - Work habits inventory

2.2 Manage time Importance of task planning and managing time

Strategies to better manage time

o large group discussion o small group activity (tower building) o reflection o pair sharing

2.3 Balance work and personal life

Common situations that make it challenging to balance work & personal life

Tips to manage personal and work lives

o large group discussion o individual work o self assessment o pair sharing

- Scenarios : “Did S/he Do the Right Thing?”

Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities Learning hours: 8


3.1 Be familiar with the universal human rights

Definition of “right” and “human right”

Universal Declaration of Human Rights

o small group work o large group discussion

Universal Declaration of Human Rights – plain language version

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3.2 Explore one’s personal rights and responsibilities

Definition of “responsibility”

Relationship between rights and responsibilities

o individual work o pair share o large group brainstorming and

discussion

3.3 Identify one’s rights and responsibilities at work

‘rights’ (what you can expect your employer to provide)

‘responsibilities’ (what your employer can expect that you will do)

o large group discussion o small group work o skits

- Worksheet on Rights and Responsibilities at Work.

3.4 Become familiar with some of the provisions of the Rwandan Labour Law

legal obligations of employers

legal obligations of workers

o large group activity o discussion o small group work o observation

- Statements and Answers for Agree/Disagree Game on Rwandan Labour Law

- Articles 47 and 48 of the Labour Code

3.5 React appropriately when the Labour Code is broken

Possible solutions or responses in case the Labour Code is broken

o small group work o scenario analysis o large group discussion

- Labour Code Scenarios - Labour Code Excerpts

Learning unit 4: Organise and evaluate one’s internship Learning hours: 9 Learning outcomes Contents Learning activities Resources

4.1 Conclude an internship agreement

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement

4.2 Outline one’s findings and experience

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook

4.3 Write and present the report of the internship

Contents of the internship report

o Group discussion o Role play

- Sample internship report

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Presentation techniques

4.4 Participate actively to the assessment of one’s internship

Internship assessment and self-assessment guidelines

o Group discussion o Presentation by the trainer

Learning unit 5 : Develop one’s competences on the workplace Learning hours: 270

Reference books : 1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.

ASSESSMENT GUIDELINES In order to pass this module, the student must complete and submit to the trainer:

The portfolio, including:

1. Interview Observation Tool 2. Work habits inventory 3. CV and Application letter writing 4. Rights & Responsibilities Drawing 5. Worksheet on Rights and Responsibilities at Work 6. Rights & Responsibilities Statements 7. Observation form for demonstration 8. Using Rwandan Labor Law

Those documents are found in Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project, modules 3 and 6. And complete (or have the relevant person to complete) and submit to the school and company:

9. Industry Attachment Company logbook

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10. Industry Attachment Director/liaison officer logbook, including the Overall Assessment by Company Supervisor with a minimal C grade 11. Industry Attachment Student’s logbook, including a 90% attendance score

Documents 1 to 3 are found in the module 3, Work habits and conducts, of Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.

Documents 4 to 8 are found in the module 6, Rights and responsibility of employers and employees, of Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.

Documents 9 to 11 are the WDA’s/JICA TVET Industrial attachment program (IAP) set of documents.

HOTCA3001-TVET CERTIFICATE I in CULINARY ARTS … · HOTCA3001-TVET CERTIFICATE I in CULINARY ARTS...

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