TVET CERTIFICATE I in HOSPITALITY: FOOD AND … · 1 tvet certificate i in hospitality: food and...

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TVET CERTIFICATE I in HOSPITALITY: FOOD AND BEVERAGE SERVICE

CURRICULUM

January 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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PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Coordination HABIMANA Théodore, TVET Training Director, WDA

MPAMO Aimé, Head of Curriculum Development Unit, WDA

Facilitation

MUHIRE Jean-Marie Vianney, Curriculum Development Facilitator, WDA

TUMAINI MANIMBI, Curriculum Development Facilitator, WDA

Participation

BATAMURIZA Sonia, Food and Beverage Instructor, WDA

BUKUMURA Egide, Lecturer, RTUC

GAFIRIGI Clémentine, Pedagogue, WDA

INGABIRE Louise, French Lecturer, RTUC

MUGIRANEZA Oswald, French and Kinyarwanda teacher, Groupe

Scolaire Hanika

MUKUNGIRWA Jean-Pierre, Food and Beverage Instructor, WDA

MUNYANEZA Alex, Food and Beverage Instructor, WDA

MUNYANGABE Valentin, Food and Beverage service, S.O.M.

MUNYANZIZA Eugene, Hospitality teacher, TSS Ruhango Ikirezi

NGEZAHAYO Emmanuel, Sawhili lecturer, RTUC

NTAMBARA Steven, Food and Beverage Instructor, WDA

NTARE Deus, Food and Beverage Instructor, WDA

NYAGATARE Joyce, Food and Beverage Instructor, WDA

OGENDO Daniel, English lecturer, RTUC

OKURUT Charles, English teacher, St Mazzarello

SAYRE James, English teacher, VTC Mpanda

TURATSINZE NZIZA David, Food and Beverage Instructor, WDA

TUYISHIME Michel, Hospitality teacher, TSS Ruhango Ikirezi

ZIRIKANA Oscar, Hospitality teacher, 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

SECTION 1 : GENERAL INTRODUCTION ............................................................................................................................................................................ 6

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 ........................................................................................................................................................................... 10

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

SECTION 3 : TRAINING PACKAGE ................................................................................................................................................................................... 14

COMPETENCES CHART............................................................................................................................................................................................ 14

FLOWCHART ............................................................................................................................................................................................................. 16

CCM301 Occupation and learning process ................................................................................................................................................................... 18

Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop Learning hours: 6 ........................................................ 20

Learning unit 2: Learn about the occupation and the training process Learning hours: 12 .................................................................................... 20

Learning unit 3: Reflect upon the teaching and learning methods Learning hours: 2 ............................................................................................ 21

ASSESSMENT GUIDELINES .................................................................................................................................................................................. 22

CCCM008 Health, hygiene and personal grooming ........................................................................................................................................................ 23

Learning Unit 1: Maintain hygiene and personal grooming .......................................................................................................................................... 25

Learning unit 2: Maintain workplace hygiene ............................................................................................................................................................. 28

Learning unit 3: Prevent HIV/AIDS and sexual violence. ............................................................................................................................................. 29

CCM302 Health, safety and environment in the workplace ............................................................................................................................................ 31

Learning Unit 1: Maintain personal hygiene Learning hours : 10 ...................................................................................................................... 33

Learning unit 2: Prevent HIV/AIDS and sexual violence. Learning hours: 5 ......................................................................................................... 34

Learning unit 3: Address unsafe situations on the job. Learning hours: 5 ............................................................................................................ 35

Learning unit 4: Respond appropriately to emergencies at work. Learning hours: 5 .............................................................................................. 35

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Learning unit 5: Sustain environment Learning hours: 5 .................................................................................................................................. 36


CCM303 Computer literacy ......................................................................................................................................................................................... 40

Learning Unit 1 : Apply computer fundamentals Learning hours:10 ............................................................ 42

Learning Unit 2 : Use a word processing package Learning hours: 5 ........................................... 45

Learning Unit 3: Use spreadsheet package Learning hours: 5 ...................................................................................................................... 47

Learning Unit 4: Use Presentation application Learning hours: 5 ................................................................................................................. 48

Learning Unit 5: Use Internet/Intranet (Outlook) Learning hours: 5 ........................................... 50


CCM304 Communication in the workplace ................................................................................................................................................................... 55

COURSE STRUCTURE ..................................................................................................................................................................................................... 57

Learning unit 1: Listen and speak effectively Learning hours: 6........................................................................................................................ 57

Learning unit 2: Cooperate and work as a team member Learning hours: 8......................................................................................................... 58

Learning unit 3: Apply customer care Learning hours: 10 ............................................................................................................................... 59

Learning unit 4: Write and submit a report Learning hours : 6 .......................................................................................................................... 59


CCM305 Entrepreneurship .......................................................................................................................................................................................... 62

Learning unit 1: Manage money Learning hours: 10 ...................................................................................................................................... 64

Learning unit 2: Keep record and budget Learning hours : 5 ............................................................................................................................ 65

Learning unit 3: Manage a small business Learning hours : 5 .......................................................................................................................... 66

Learning unit 4: Prepare a business plan for a micro business Learning hours : 10 ............................................................................................... 67


HTLG301 Workplace English ....................................................................................................................................................................................... 71

Learning unit 1 : Be courteous to customers and colleagues. Learning hours : 15 ................................................................................................ 73

Learning unit 2 : Communicate with customers and colleagues in English to support routine workplace activities. Learning hours : 15 ........................... 75

HTLG302 Workplace French ....................................................................................................................................................................................... 77

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Learning unit 1 : Be courteous to customers and colleagues. Learning hours : 15 ............................................................................................... 79

Learning unit 2 : Communicate with customers and colleagues in French to support routine workplace activities. Learning hours : 15 ............................ 80

HTLG303 Workplace Swahili ....................................................................................................................................................................................... 82

Learning unit 1 : Be courteous to customers and colleagues. Learning hours : 15 ............................................................................................... 84

Learning unit 2 : Communicate with customers and colleagues in Swahili to support routine workplace activities. Learning hours : 15 ........................... 85

HTFB301 Bar and restaurant mise-en-place ................................................................................................................................................................. 87

Learning unit 1: Describe the organisation of the restaurant Learning hours: 20 ................................................................................................. 89

Learning unit 2: Describe the organisation of the bar Learning hours: 20 ........................................................................................................... 90

Learning unit 3: Perform mise-en-place in the restaurant Learning hours: 40 ....................................................................................................... 91

Learning unit 4: Perform Bar mise-en-place Learning hours: 40 ........................................................................................................................ 93


HTFB302 Food and beverage service .......................................................................................................................................................................... 99

Learning unit 1: Host a guest in a restaurant Learning hours : 10 .................................................................................................................... 101

Learning unit 2: Take Guest Order learning hours: 10 ................................................................................................................................... 101

Learning unit 3: Apply service style and techniques learning hours: 70 ............................................................................................................ 102

Learning unit 4: Clear guest table learning hours: 10..................................................................................................................................... 103

Learning unit 5: Reset a Table learning hours: 10 ........................................................................................................................................ 104

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

HTFB303 INTERNSHIP ............................................................................................................................................................................................ 109

Learning unit 1: Apply for internship / employment Learning hours : 8 .............................................................................................................. 111

Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes Learning hours: 5 ............................................................................ 112

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

112

Learning unit 4: Organise and evaluate one’s internship Learning hours: 9 ...................................................................................................... 113

Learning unit 5 : Develop one’s competences on the workplace Learning hours: 270 ......................................................................................... 114

ASSESSMENT GUIDELINES ................................................................................................................................................................................ 114

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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 waiter. 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 : Food and Beverage Service

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 service 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 and beverages are prepared and served, including restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias and coffee shops. 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. Perform bar and restaurant mise-en-place 6. Perform basic food and beverage service 7. Communicate in 3 other languages than Kinyarwanda 8. Create and manage a small business 9. 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 waiter. This qualification constitutes a basis for further learning in hospitality, especially in the food and beverage service domain. The individuals with this qualification can enter the TVET Certificate II in hospitality: Food and Beverage Service in order to be equipped with the necessary competences to function as a waiter, a barman or a barista.

ENTRY REQUIREMENTS TO THE QUALIFICATION The minimum entry requirement to this qualification is to have completed the 9 Year Basic Education or have completed the Basic Vocational Skills Level, or equivalent level in numeracy and literacy skills.

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.

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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.

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;

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- 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: Food and Beverage Service, 13 modules (91 credits) must be completed: - 5 generic modules - 8 core modules

The learners who are willing to meet multi-skilled job outcome can take 2 to 4 elective modules of the same level from the Culinary arts or Housekeeping sub-sectors.

Module No Module title Credit Value

Generic modules

CCM301 Occupation and learning process 2

CCM302 Health, safety and environment in the workplace 3

CCM303 Computer literacy 3

CCM304 Communication in the workplace 3

CCM305 Entrepreneurship 3

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Core modules

HTLG301 Workplace English 1 3

HTLG302 Workplace French 1 3

HTLG303 Workplace Swahili 1 3

HTHK301 Cleaning equipment and techniques 6

HTHK302 Cleaning public areas 8

HTFB301 Bar and Restaurant mise-en-place 12

HTFB302 Basic food and beverage service 12

HTFB303 Internship

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Elective modules*

HTHK303 Guest room servicing 12

HTHK304 Laundry equipment and techniques 6

HTHK305 Washing and ironing linen and clothes 10

HTCA301 Hygiene and food safety 8

HTCA302 Store food 7

HTCA303 Mise-en-place 12

HTCA304 Cooking methods and basic dishes 12

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

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Process General competencies

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SPECIFIC COMPETENCIES

No

NUMBER

CCM 301

CCM

302

CCM

304

CCM

303

CCM

305

HTHK 301

HTFB

301

HTLG 301

HTLG 302

HTLG 303

DURATION 20 30 30 30 30 60 120 30 30 30 410

HTHK 302

Clean public areas 80

HTFB 302

Serve food and beverages

120

HTFB 303

Integrate the workplace 300

500

910

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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

20 hours

CM302 Health, safety, security and environment 30 hours

HT301 Workplace English 30 hours

HT302 Workplace French

30 hours

CM303 Computer literacy

30 hours

HT303 Workplace Swahili 30 hours

CM305 Entrepreneurship

30 hours

CM304 Communication in the workplace 30 hours

HTFB303 Internship 300 hours

HTFB301 Bar and restaurant mise-en-

place 120 hours

HTFB302 Food and beverage service 120 hours

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CCM301 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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CCCM008 Health, hygiene and personal grooming

Competence : Maintain health, hygiene and personal grooming

RTQF LEVEL: CREDITS: 4 LEARNING HOURS : 40

SECTOR: Hospitality SUB-SECTOR: Food and Beverages

ISSUE DATE: REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to respect and apply personal and workplace hygiene in the hospitality sector. Also, it

covers the personal grooming attitudes required in the sector.


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


1. Maintain hygiene and personal grooming

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

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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. Maintain workplace hygiene

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

2.2 Potential hygiene risks are identified promptly.

2.3 2.4

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.

3. Prevent HIV/AIDS and sexual violence 3.1 Reproductive health is understood

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

3.3 Sexual violence is understood and can be avoided.


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Learning Unit 1: Maintain hygiene and personal grooming Learning hours : 15

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 on good health o Group discussion

- Flipcharts - Markers - Flipcharts stand - Training room

1.2 Maintain hygiene Importance of Body Cleanliness Body Cleaning Products and

equipments : - Hand driers - Hand wash basin - Soap bowls - Soap dispensers - Mirrors - Toilet papers

Body cleanliness practices - Washing Hair and Tied

behind - Keep nails short, clean

and free from nail polish - Face – clean shaven - no

beards or goatees - Usage of Light cosmetics - Teeth Brushing - Hand wash procedures - Wet hands with running

water as hot as you can comfortably stand (at least 100°F/38°C

- Apply soap

o Brainstorming on Body cleanliness o Documentary research and group

discussion on body cleanliness o Practice on Hand washing

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

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Vigorously scrub hands

and arms for ten to

fifteen seconds clean

under fingernails and

between fingers

Rinse thoroughly under

running water

Dry hands and arms

with a single-use paper

towel or warm-air

hand dryer Use a

paper towel to turn off

the faucet.

1.3 Maintain personal grooming

work attire composition: - overalls - jackets - aprons - goggles and masks - gloves - waterproof clothing and

footwear - headwear - breathing apparatus.

Proper Maintainance of work attire

o Practice on wearing work attire o

- overalls - jackets - aprons - goggles and masks - gloves - waterproof clothing and

footwear - headwear - breathing apparatus. -

1.4 Prevent food contamination caused by food handlers

How can food handlers contaminate food: - Scratching the scalp

o Brainstorming on prevention of food contamination

o Group discussion on prevention of

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- Running fingers through hair

- Wiping or touching the nose

- Rubbing an ear - Touching a pimple or

open sore - Wearing a dirty uniform - Coughing or sneezing into

the hand - Spitting

Prevention of food contamination: - Avoiding unsanitary habits

and actions - Reporting illnesses - Exclude food handlers

from working with or around food if they have the following symptoms

Fever Diarrhoea Vomiting Sore throat Jaundice

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

Exclude food handlers diagnosed with a food borne illness from the establishment

food contamination

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Learning unit 2: Maintain workplace hygiene Learning hours: 15


2.1 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

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

contamination arising from poor handling of food

- inappropriate storage of foods.

- poor work practices. - cross-contamination

through inappropriate cleaning practices

o Brainstorming o Observation o Demonstration o Group discussion

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- inappropriate handling of potentially infectious linen

- contaminated wastes such as blood and body secretions

- disposal of garbage and contaminated or potentially contaminated wastes.

2.3 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 3: Prevent HIV/AIDS and sexual violence. Learning hours: 10


3.1 Understand reproductive health

Puberty and body change Female reproduction Male reproduction Consequences of early

pregnancy

o Small group discussions o Pair discussion

3.2 Be sensitized to HIV /AIDS

Definition Transmission Prevention (ABC)

o HIV game o Questions and answers o True or false o Group work

- Scenarios for HIV game - True and false statements

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Treatment Other STI’s Stigma and VCT

o Demonstration (condom use) o Role play (condom negotiation)

3.3 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

Reference books :

1. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.

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CCM302 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.


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.

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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.



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

42 Appropriately response to emergencies is provided.

33

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.

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: 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

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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

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

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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

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

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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.

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

o Group work o Plenary discussion

- Environmental regulations

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.

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




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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 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

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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) 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

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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

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

40

CCM303 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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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

COURSE STRUCTURE The course structure describes the learning outcomes for each learning unit. These learning outcomes are the essential skills and knowledge to be acquired. The contents to be covered for each learning outcome are prescriptive. The Learning Activities contain a series of suggestions, usually with several options, that will guide the learner and the trainer. Learning Unit 1: Apply 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

Memory

-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

43

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

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

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes

44

Categories I/O devices

Input devices (mouse, Keyboard,

scanner, CD/DVD-ROM and

diskettes drivers, etc)

Output devices (Monitor, Diskette,

CD/DVD-ROM Writer, Printer, etc)

Types of keyboards

AZERTY

QWERTY

- Printer - Scanner - White Board

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

Desktop

Task bar

Start menu

Minimize, Maximize,

Close buttons

My Computer

o Brainstorming on Desktop’s elements

o 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

45

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


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

46

2.4.Print document

Page setup

Print preview

Print dialog box

Selecting printer name

Printer options

Printing one or more copies

Printing in black/white or color

Print page ranges

-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

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

47

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

- 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

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

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

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

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


48

- Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

3.4.Use some functions and perform mathematical operations

Numbers and Mathematical

calculations

- Addition - Multiplication - Division - Subtraction - AutoSum - Absolute and relative

Reference - Function

Average Minimum Maximum

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


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

49

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

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


50

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


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

51

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

- Some Types of search

engine

www.google.com

www.yahoo.com

-Perform practical exercises on the use of search engines


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


http://www.yahoo.com/

52

5.6.Download and Upload files using internet

Downloading

File attachment

-Practical exercises on downloading and uploading files using internet


53

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

54

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

55

CCM304 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.


56



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.

57

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

58

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

59

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

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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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CCM305 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.


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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

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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

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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

70

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

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



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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



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)

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)

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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 (The Independent, Rwanda Dispatch), Newspapers, Books

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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:




o Videos o Recordings o Role Play Scenarios

1.2 To ask and answer Questions

Using question words Using auxiliary verbs












80


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

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





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






Role Play Scenarios Projectors Written dialogues Written exercises

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Worksheets Videos/Recordings





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




-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






84





Greetings:

- Formal

- Informal


Welcoming:





1.2 To ask and answer questions

Using question words












85


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





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






Role Play Scenarios Projectors Written dialogues Written exercises





Worksheets Videos/Recordings

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




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

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HTFB301 Bar and restaurant mise-en-place

Competence : Perform bar and restaurant mise-en-place



ISSUE DATE: January 2013 REVIEW DATE:

PURPOSE STATEMENT This unit describes the skills, knowledge and attitudes required to organise and prepare the restaurant and the bar for service. LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : CCM302 Health, safety, security and environment 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. Describe the organisation of the restaurant 1.1 The different types of restaurants are identified.

1.2 The different sections (areas) of a restaurant are identified and their function is explained.

1.3 The different types of restaurant lay out are described.

1.4 Food and beverage equipment, tools and furniture as well as their usage are described.

2. Describe the organization of the bar 2.1 The different types of bars and their lay out are defined.

2.2 The different sections of a bar are identified and their function is explained.

2.3 Different types of bar equipment, tools and furniture as well as their usage are described.

2.4 The duties of the bar staff are well described

2.5 Types of beverages and their storage are described

3. Perform mise-en-place in the restaurant 3.1 Furniture, equipment, fittings, linens and work place are checked for cleanliness and in good condition prior service.

3.2 All furniture is well arranged

3.3 Linens are evenly spread on the table.

3.4 Cutleries, Crockery, Glassware and other accessories are set accordingly.

4. Perform bar mise-en-place

4.1 Bar furniture, equipment and fittings are checked for cleanliness and in good condition prior to service.

4.2 Bar ambiance is prepared to meet customer’s requirements

4.3 All furniture is well arranged.

4.4 Glassware and other bar tools are checked and well placed.

4.5 Stock level of beverages in bar is checked and replenished.

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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: Describe the organisation of the restaurant Learning hours: 20

Leaning outcomes Content Leaning activities Resources

1.1 Identify the types of

restaurants

Types of restaurants : - Cafeteria - Fine dining - Casual dining - Fast food

o Brainstorming o Group work o Presentation o Field trips

o Projector o Books o Internet o Flip chart o Computer

1.2 Identify the sections of the

restaurant and their function

Parts of the restaurant :

Front of restaurant

Back of the restaurant

Office Function of each section

o Brainstorming o Group work o Case study o Presentation o Videos o Field trip


1.2 Identify the lay outs of

restaurants

Different lay outs according to different service : - Buffet service - Table service - Room service

o Brainstorming o Observation o Videos o Field trip


1.4 Identify restaurant

equipment

Restaurant equipment:

- Glassware

- Flatware/silverware

- Hollowware

- Furniture

- Crockery

- Linens

o Brainstorming o Compile activities report o Group work o Case study o Presentation o Videos


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Learning unit 2: Describe the organisation of the bar Learning hours: 20


2.1 Identify the types of bars Types of bars and their lay out : - Dispense bar - Pool bar - Mini bar - Mobile bar - Open bar - Cash bar - Night club bar - Cocktail bar

o Brainstorming o Group work o Presentation o Field trips

o Projector o Books o Internet o Flip chart o Computer o Mini bar

2.2 Identify the sections of the

bar and their function

Sections of bar and their functions : - Front bar - Under bar - Back bar

o Brainstorming o Group work o Case study o Presentation o Videos o Field trip


2.3 Identify bar equipments,

furniture, tools and their

usage

Different types of bar equipments, tools, furniture and their usage:

- Fridge - Deep freezer - Espresso Machine - Ice Making machine - Cocktail equipment - Juice blender machine

o Brainstorming o Demonstration o Group work o Presentation o Videos o Field trip


2.5 Describe the duties of the bar staff

Job description of: - Bar manager

o Brainstorming o Compile activities report

o Projector o Books

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- Bar supervisor - Bartender - Glass washer - Bar Server

o Group work o Case study o Presentation o Videos

o Internet o Flip chart o Computer

2.6 Types of beverages and their storage are described

Types of beverages: - Alcoholic

Beers Spirits Liqueurs Aperitifs Wine

- Non-Alcoholic Soft/cold Hot



Learning unit 3: Perform mise-en-place in the restaurant Learning hours: 40


3.1 Clean and check furniture,

equipment, fittings and work

place

Cleanliness of Service equipment:

Tables and chairs

Side station

Trolleys

Crockery

Hollowware

Glassware

Flatware

Fittings

o Brainstorming o Demonstration o Group work o Case study o Presentation o Videos o Role play o Field trip


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3.3 Arrange Furniture in the

restaurant

Arrangement of furniture o Tables o Chairs o Trolleys o Side station

o Brainstorming o Demonstration o Group work o Case study o Presentation o Videos o Field trip


1.1 Set table according to the menu

Two types of table set up: 1. Ala carte 2. Table d’ hote

o Brainstorming o Site Visit o Practical exercises o Demonstration o

- Tables - Napkins - Demonstration room - Furniture - Flatware - Glassware

1.2 set the restaurant

according to event

different styles are set 1. t- shape 2. rectangular 3. u - shape 4. e – shape 5. L-shape 6. Comb-shape

o Brainstorming o Site Visit o Practical exercises o Demonstration o Compile Learner’s activities

reports

- Tables - Napkins - Demonstration room - Furniture - Flatware - Glassware

3.4 Spread linens on table. Evenly spread, free from stains and not tone linens:

Molleton/fleece-linen

Table cloth

Napelon/Slip cloth

Guest Napkins and their different types of folding:

- Bishop’s hat - Pyramid - Sun rise - Bird in Paradise

Silver poach (etc



3.5 Set Cutleries, Crockery,

Glassware and centre piece

Cutleries, Crockery, Glassware:

Diner Forks

o Brainstorming o Demonstration

o Projector o Books

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on tables Starter fork

Dessert fork

Diner Knife

Starter knife

Dessert knife

Soup spoon

Cocktail spoon

Butter knife

Side plate

Show plate

Red wine glass

White wine glass

Water goblet

Salt and Pepper shaker

Table number

Flower vase

o Group work o Case study o Presentation o Videos o Role play o Field trip

o Internet o Flip chart o Computer o Demonstration room

Learning unit 4: Perform Bar mise-en-place Learning hours: 40


4.1 Clean and check furniture, equipment, fittings and work place in Bar

Furniture:

Bar counter

Bar stools

Bar shelves Equipment

Fridge

Ice machine

Coffee machine

POS(Point Of sales)

Juice squeezer

Blender machine Fittings



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Music system

TV

Lamps

Platitudes

4.2 Prepare bar ambiance to meet Customer’s requirements

Bar display

Music

Creativity

o Brainstorming o Demonstration o Group work o Case study o Presentation o Videos o Role play o Field trip

o Projector o Books o Internet o Flip chart o Computer o Radio o Demonstration bar room

4.3 Arrange Furniture,

Glassware and tools in the

bar

Arrangement of furniture, Glassware and bar tools:

Bar stools

Bar Shelves

Cocktail shaker

Corkscrew

Bar spoon

Assorted glasses

White wine cooler

Red wine basket

o Brainstorming o Demonstration o Exercises o Group work o Presentation o Field trips


4.5 Check and replenish beverages in the bar.

Beverages

Beers

Spirits

Liqueurs

Aperitifs

Wine

Soft/cold beverages

Hot beverages



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ASSESSMENT GUIDELINES Situation A hotel is having a 10pax from WDA who will start with a meeting at 8h30. Then at 12h30 they will take their lunch which should be a buffet for 4 course menu in main restaurant. In the evening at 18h00 they end up with Cocktail party: As 3 Waiters, perform the mise-en-place for each event. Extra information and instructions are given below:

1. Set-up for meeting will be U-shape and provide all necessary equipment which will be used in the meeting

2. Round table will be used in dinig room and Rectangle for Buffet counter

3. All required equipment and Furniture will be used in Cocktail Party

4. Standards Operating Procedures of hotel should be followed in each task

5. At least all activities of mise-en-place should be done within 1 hour before each event considering that each activity will take 1 hour.

Resources:

Tasks SETTING FOR MEETING SETTING FOR LUNCH SETTING FOR COCKTAIL

Equipment and tools

- Projector and accessories - printer - extension cable - Scatting Table Cloths - Flip chart - Pins

- China ware - Cutleries - Glass ware - Linen - Pins

- Glass ware - China ware - Cutleries if necessary - Linen - Pins

Furniture - Rectangle tables - Square tables - Chairs

- Rectangle tables - Chairs - Round table

- Tall stools - Rectangle tables for bar

counter

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Criteria Indicators Passing Line/Indic. Passing

line/Criteria

Hygiene All table ware are cleaned

o Task 1: Table cloth, Napkin, Cutleries, China ware

o Task 2 :

o Task 3 :

2/2

7/10

Tables are in good condition( not damaged, well wiped that is tolerated) ½

Linen are checked for cleanliness and ironed(free from stain, not Crumpled)

Crumpled is tolerated

½

All Fittings are checked for cleanliness(doors, Light, Curtains, TV) 1/1

Work place cleanliness is checked (Floor, Walls, Roof) roof is tolerated 2/3

Max Score 10

Safety Tools and Equipment are carried carefully(Lifting tables, Tray is used, Service

Cloth is used) Using tray is Tolerated

2/3 7/10

Correct use of tools and equipment is respected (good status of tools, use of

tools and equipment according to the instruction, Appropriate tools are used,

Tools are set accordingly)Tools set-up is tolerated

3/4

All electronic equipment are checked( Printer, Project, Extensions)Printer is

tolerated

2/3

Max Score 10

Quality of All required tools and equipment have been well selected 5/5 17/20

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process Setting of furniture in each tasks is well done according to the instructions( U-

Shape, Buffet counter, Bar counter, Stools)Stools and Bar counter are

Tolerated

3/5

Scatting of tables is well done( Pins are well fixed, Scatting cloths are well

fixed, Table legs are hidden)

3/3

Set- up procedures have been respected 3/4

Cutleries are well set accordingly( Knives are in right site of the cover, Forks on the Left, Glasses on the right just on the top of meet knife )

3/3

Max Score 20

Relevance Appropriate tools and equipment are used 2/3 7/10

Required set-up is done in each task 3/3

Napkins folding style is well done 1/2

Each activity is ready 1 hour before event 1/2

Max Score 10

Total Passing

Line

38/50

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Scoring

Criteria Task

Hygiene Safety Quality of process Relevance

SETTING FOR MEETING

0-1

0-1 0-1 0-1

SETTING FOR LUNCH 0-1 0-1 0-1 0-1

SETTING FOR COCKTAIL 0-1 0-1 0-1 0-1

Success: 2/3 2/3 2/3 2/3

Comments EACH TASK: Hygiene, Relevance, Safety: Under 7/10=0 and Above 7/10=1 EACH TASK: Quality of process: Under 17/20=0 and Above 17/20=1 All Criteria to pass, students should succeed 2 and fail 1 which will be equal to 2/3 each Task. (rule of 2/3)

Number of assessors : 2 Duration of assessment : 30 min for each task.

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HTFB302 Food and beverage service

Competence : Serve food and beverage


SECTOR: Hospitality and Tourism SUB-SECTOR: Hospitality

ISSUE DATE: January 2013 REVIEW DATE:

PURPOSE STATEMENT This unit describes the skills, knowledge and attitudes required to serve food and beverage to customers in a range of hotels and restaurants. LEARNING ASSUMED TO BE IN PLACE This module must be assessed after the following prerequisite modules : CCM302 Health, safety and environment in the workplace CCM304 Communication 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. Host a guest in a restaurant

1.1 Guidelines for greeting and seating the guest are applied.

1.2 Hosting duties procedures are performed.

2. Take guest order 2.1 The five big tools are used.

2.2 Menu presentation is done.

2.3 Suggestive selling is applied.

2.4 Body posture and gestures are observed.

3. Apply Service Style and Techniques 3.1 Factors consider to select service style are discussed.

3.2 Categories of service are defined.

3.3 Service techniques are described.

3.4 Service styles and techniques are applied.

4. Clear guest table 4.1 Clearing guest table tools are used.

4.2 Clearing techniques are applied.

4.3 Crumbing down procedures are applied.

5. Reset guest table 5.1 Table cloth replacement techniques are followed.

5.2 Arrangement of tables and chairs is done.

5.3 Table is reset for the next service.

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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: Host a guest in a restaurant Learning hours : 10


1.1 Follow the guidelines for

greeting and seating the

guest

Greeting guidelines: - Know how to greet guest - Know how to welcome

guest and introduce institution and yourself

Guests sitting techniques: - Pulling out the chairs for

guest - Pushing back the chairs - Unfolding napkins on

guest’ laps

o Brainstorming o Group Discussion o Exercises on POS machine and

Bill Presentation o Compile activities

- POS Machine - Calculators - Bills - Bill Folders - Petit Cash - Training Room

1.2 Apply hosting procedures are performed

- Specification of the guest needs are noted

- Hand over guests to statation’s waiter techniques are applied

Learning unit 2: Take Guest Order learning hours: 10


2.1 Use the five big tools Five big tools and their usage: o Brainstorming

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- Match box/Lighter - Pen - Captain order - Corkscrew - Service cloth

o Group Discussion o Presentation o Compile activities

- Projector - Computer - Flip chart - Marker pen - White board

2.2 Present a menu Menu presentation

techniques: - Present the menu open - Side from which menu is

presented to the guest - Identification of whom to

give the menufirst

o Brainstorming o Group Discussion o Presentation o Compile activities

- Projector - Computer - Flip chart - Marker pen - White board - Menus

2.3 Apply suggestive selling

Importance of suggestive selling

Recoment specific menu items

Suggest wine to match with the meal



2.4 Demonstrate body posture and gestures

Body postures and gestures - Stand up right - Do not cross your arms - Do not let your eyes

wander - Do not point a finger to

customer - Do not tap your foot, pen,

or fingers



Learning unit 3: Apply service style and techniques learning hours: 70


3.1 Describe factors consider to select service style

Factors to consider - The type of establishment

o Brainstorming o Group Discussion

- Projector

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- The time available for the meal

- The turnover of customer expected

- The type of the menu presented

- The cost of the meal to be served

- The site of the establishment

- Qualification of staffs( Service)

- Equipment available

o Presentation o Compile activities

- Computer - Flip chart - Marker pen - White board

3.2 Define categories of service

Categories of service: - Table Service - Assisted service - Self- service - Single point service - specialized or insitu

service



3.3 Describe service techniques

Styles and techniques - French service or guérdon

service - American service or plate

service - English service - Russian service - Buffet service



Learning unit 4: Clear guest table learning hours: 10


4.1Use Clearing guest table Clearing tools and their usage: o Brainstorming

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tools

- Service cloth - Service plate - Service tray

o Group Discussion o Presentation o Compile activities

- Projector - Computer - Flip chart - Marker pen - White board - Demonstration room - Furniture and tools

4.2 Apply Clearing techniques

Clearing techniques: - Know when clealing is

needed - Hold the clearing tools in

a proffessional manner - Remove soiled items from

table proffessionaly



4.3 Apply Crumbing down procedures

- Fold service cloth

appropriately - Hold service plate near

the edge of a table - Excuse your self - Start crumbing from both

side



Learning unit 5: Reset a Table learning hours: 10


5.1 Follow table cloth replacement techniques

Table cloth replacement techniques:

- Clean for dirty - Remove dirty table cloth

professionally - Spread new table cloth

professionally



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5.2 Perform arrangement of tables and chairs

- Check the stability of the table

- Check symetry of the chairs

- Check if chairs are damaged



5.3 Reset table for the next service

reset the following items on the table:

- Guest Napkin - Flatware - Hollowware - Glassware - Salt and pepper shakers - Flower vase - Table number

o Brainstorming o Group Discussion o Presentation o Compile activities o Play role

- Projector - Computer - Flip chart - Marker pen - White board - Demonstration

restaurant

ASSESSMENT GUIDELINES Situation A hotel is having a Casual Dining Restaurant. The Hotel is hosting 3 groups of guest:

- 10 guests from WDA who will be having their Breakfast from 6:00am,

- Group of 10pax from RTUC who will come to have only Lunch at 12:30pm

- And At 7:00pm in the same restaurant the other group from RDB of 10pax will come for dinner only.

Knowing that; Mise-place is already done before for each task. As waiters, please serve those groups. Here are the instructions and information to respect:

Menu will be A la Carte for each group

Report at workplace 30 minutes before service

Payment will be done after consumption of each group

Report any Complain to your Supervisor

All necessary Tools and Equipment used to serve are available in the restaurant.

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TASKS SERVE BREAKFAST

FOR WDA

SERVE LUNCH FOR

RTUC

SERVE DINNER FOR

RDB

Criteria Indicators Passing Line/Indic. Passing

line/Criteria

Hygiene Uniform is cleaned and ironed( White shirt, Black trousers, Black bow tie), “3marks” 3/3 10/10

Shoes are black and well polished “2marks” 2/2

socks are black and cleaned“1mark” 1/1

Nails are well trimmed and Hands are clean with soap “2marks” 2/2

Hair and Bears are well shaved “2marks” 2/2

Max

Score

10

Quality of

process

Five Tools are checked( Cork screw, Match box/Lighter, Pen, Captain Order, Service

Cloth “2marks”

2/2 24/30

Hosting techniques are applied properly( Guest is greeted, guest is escorted to table,

Chairs are pulled out to assist customer to seat, Napkins are unfolded for the

customer) “2marks” Escorting guest and pulling chairs are tolerated

½

Introduction is well done( waiter’s name is pronounced to the guest, Establishment

name is well pronounced) “2marks” Establishment name is tolerated

½

Aperitif is served( e.g. Glass of champagne, Glass of water) “1mark” 1/1

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Food Order taking techniques are applied( Menu is presented from the right side of

the guest, Recommendations and suggestions are made to customer to assist him/her

meal selection, special orders from customer are taken accurately) “3marks” Menu

presentation from the right side is tolerated

2/3

Food service techniques are applied(Cutleries have been adjusted according to the

order, Hot dishes are served on hot plate and Cold dishes are served on cold plate,

Plates are curried on rectangle tray) “6marks”

6/6

Plate service Techniques are applied( Ordered food is served from the right side of

the guest, Proteins on plate are facing guest, customer has been wished to enjoy his

meal) “3marks” Wishing customer Appetite is tolerated

2/3

Wine list is well presented to the customer( from the right side, suggestive

techniques have been applied ) “2marks” Wine list presentation from the right

side is tolerated

½

Order of wine is well taken and wine service techniques are applied “2mark” 2/2

Guest table Clearing techniques are applied( all soiled items are cleared from the

right side of the guest, Crumbing down is done from both side of the customer)

“2marks” Clearing soil items from the right side is tolerated

1/2

Billing techniques are applied(Payment method is well identified from the customer,

The amount on the bill has been checked if it matches to the consumption, Bill is

presented in bill holder, Balance is returned to the customer if it is there) “4marks”

4/4

Customers have been escorted from restaurant by wishing them to come back again.

“1mark”

1/1

Max

Score

30

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Scoring

Criteria Task

Hygiene Quality of process Relevance

SERVE BREAKFAST FOR WDA

0-1

0-1 0-1

SERVE LUNCH FOR RTUC

0-1 0-1 0-1

SERVE DINNER FOR RDB

0-1 0-1 0-1

Success: 42/50(83%) 2/3 2/3 2/3

Comments Hygiene: Under 10/10=0 and Equal to 10/10=1 to each task Quality of process: Under 24/30=0 and ≥24/30=1 to each task Relevance: Under 8/10=0 and ≥ 8/10=1

Relevance Appropriate tools and equipment are used ( Corkscrew, Tray, Service Cloth, Pen,

Captain Order, Match box/Lighter) “6marks” using tray and service cloth is

tolerated

4/6 8/10

Body Postures are applied in all process( Smiling, Eye contact) “2marks” 2/2

Customers needs have been anticipated( All items have been provided to customer

in time without delaying) “2marks”

2/2

Max

Score

10

Total

Passing

Line

42/50

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HTFB303 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 : CCM302 : Health, Safety, security and environment in the workplace CCM303: Computer literacy CCM304: Communication HTHK301 : Bar and restaurant mise-en-place HTHK302 : Food and beverage service LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.



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.

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And complete (or have the relevant person to complete) and submit to the school and company: 9. Industry Attachment Company logbook 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.

TVET CERTIFICATE I in HOSPITALITY: FOOD AND … · 1 tvet certificate i in hospitality: food and...

Documents

Transcript of TVET CERTIFICATE I in HOSPITALITY: FOOD AND … · 1 tvet certificate i in hospitality: food and...