Rwanda Food and Beverage Training

Republic of Rwanda
Ministry of Education
WORKFORCE DEVELOPMENT AUTHORITY WDA
Empowering people with employable skills and entrepreneurship capacity

P. O. BOX 2707
FOOD AND BEVERAGE SERVICE
Kigali, March 2012
PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Coordination
HABIMANA Thodore, TVET Training Department - WDA
MPAMO Aim, Curriculum Development Unit - WDA
Editing
TUMAINI Manimbi, Curriculum Facilitator, WDA
NGOMA Marie-Pierre, VVOB-PAFP (Programme dAppui la Formation Professionnelle)
Participation
MUHIRE Jean Marie Vianney, Curriculum Facilitator, WDA
NYAGATARE Joyce, Food and Beverage Instructor, WDA
BATAMURIZA Sonia, Food and Beverage Instructor, WDA
NTAMBARA Steven, Food and Beverage Instructor, WDA
MUNYANEZA Alex, Food and Beverage Instructor, WDA
TURATSINZE NZIZA David, Food and Beverage Instructor, WDA
MUKUNGIRWA Jean Pierre, Food and Beverage Instructor, WDA
NTARE Deus, Food and Beverage Instructor, WDA
MUNYANGABE Valentin, Food and Beverage service
GAFIRIGI CLEMENTINE, Pedagogue, WDA
2
TABLE OF CONTENTS
SECTION 1 : GENERAL INTRODUCTION ............................................................................................................................................................................... 6
CONCEPTS AND DEFINITIONS ................................................................................................................................................................................................. 7
SECTION 2 : TRAINING PACKAGE .......................................................................................................................................................................................... 9
LIST OF MODULES....................................................................................................................................................................................................................... 9
MODULE 1 : Occupation and learning process ............................................................................................................................................................... 10
Learning unit 2: Learn about the occupation and the training process
Learning unit 3: Reflect upon the teaching and learning methods
..................................................................................................................... 13
Learning unit 1: Apply good personal care and healthy habits at work.
Learning unit 2: Address unsafe situations on the job.
............................................................................................................. 17
....................................................................................................................................... 18
Learning unit 3: Respond appropriately to emergencies at work.

Learning unit 4: Prevent HIV/AIDS and sexual violence.
.............................................................................................................. 12
...................................................................................................................... 18
.................................................................................................................................... 19
MODULE 3 : Communication on the workplace ............................................................................................................................................................. 20

Learning unit 1: Listen and speak effectively
.................................................................................................................................................... 22
Learning unit 2: Cooperate and work as a team member

Learning unit 3: Apply customer care
.................................................................................................................................... 23
................................................................................................................................................................. 24
MODULE 4: Computer literacy.............................................................................................................................................................................................. 26

3
Learning Unit 1 : Apply computer fundamentals
......................................................................... 29
Learning Unit 2 : Use a word processing package
.............................................................................................................................. 32
Learning Unit 3: Use spreadsheet package
.................................................................................................................................................... 35
Learning Unit 4: Use Presentation application
............................................................................................................................................ 38
Learning Unit 5: Use Internet/Intranet (Outlook)
........................................................................................................................ 41
MODULE 5 : Personal grooming and workplace hygiene .......................................................................................................................................... 43

Learning Unit 1: Maintain Personal Hygiene
....................................................................................................................................................... 46
Learning Unit: 2 Maintain Workplace Hygiene

Learning Unit 3: Apply Workplace Safety
.................................................................................................................................................. 49
............................................................................................................................................................ 53
MODULE 6 : Customer care ................................................................................................................................................................................................... 54

Learning unit 1: Demonstrate personal and interpersonal skills
Learning unit 2: Apply Customer Care
........................................................................................................................ 56
............................................................................................................................................................ 59
MODULE 7 : Non-alcoholic beverages ............................................................................................................................................................................... 63

Leaning unit 1: Prepare cold non-alcoholic beverages
.......................................................................................................................................... 66
Learning unit 2: prepare hot non alcoholic beverages
........................................................................................................................................... 69
MODULE 8 : Alcoholic beverages ........................................................................................................................................................................................ 73

Learning unit 1: Serve alcoholic drinks
.................................................................................................................................................................... 76
4
Learning unit 2: Prepare and serve cocktails
........................................................................................................................................................... 78
MODULE 9 : Food and Beverage service ......................................................................................................................................................................... 80

Learning unit 1: Prepare for Service
................................................................................................................................................. 83
Learning unit 2: Apply Service Techniques
............................................................................................................................................................. 85
Learning unit 3: Handle Guests Payments
.............................................................................................................................................................. 89
MODULE 10 : Entrepreneurship ........................................................................................................................................................................................... 93

Learning unit 1: Manage money
......................................................................................................................................................................... 96
Learning unit 2: Keep record and budget

Learning unit 3: Manage a small business
........................................................................................................................................................... 97
......................................................................................................................................................... 98
Learning unit 4: Prepare a business plan for a micro business
........................................................................................................................... 99
MODULE 11 : INTERNSHIP .................................................................................................................................................................................................. 100

Learning unit 1: Apply for internship / employment
........................................................................................................................................ 103
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes
.................................................................................................. 104
Learning unit 3: Have a good understanding of workers and employers rights and responsibilities ................................................................... 105
Learning unit 4: Organise and evaluate ones internship
................................................................................................................................. 106
Learning unit 5 : Develop ones competences on the workplace
...................................................................................................................... 107
SECTION 1 : GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of FOOD AND
BEVERAGE The curriculum design approach has taken into account the training needs, the work situation, as well as the goals and
the means to implement training.
At the end of the training programme, the learners will be able to :
1. Understand the occupation and the learning process
2. Apply health, safety and security procedures on the workplace
3. Communicate effectively on the workplace
4. Apply computer literacy
5. Personal grooming and workplace hygiene
6. Apply customer care
7. Prepare and present non-alcoholic beverages
8. Prepare and serve alcoholic beverages
9. Serve food and beverages
10. Create and manage a small business
11. Integrate the workplace
The modules of the curriculum include a description of the expected results at the end of training. They have a direct influence on
the choice of the theoretical and practical learning activities. The competences are the targets of training: the acquisition of each is
required for certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of learning are developed on the basis of
this document.
The present curriculum consists of two parts. The first part is of general interest and shows the nature and goals of a program and
the key concepts and definitions used in the document. The second part deals with the training package. It includes the list of
modules, the description of each module and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the module, the length of training, the
amount of credits, the context in which the competence is performed, the prerequisite competences, the learning units and the
performance criteria.
In each module, a course structure is provided. The course structure describes the learning outcomes (knowledge and skills) and
the learning contents related to each learning unit. Also, the learning activities and resources for learning are suggested.
CONCEPTS AND DEFINITIONS

Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a standard of
performance. See also competency-based assessment.
Competence: A competence is the result of a combination of knowledge and skills. This integration is demonstrated when the
learner is able to achieve specific results and performances, understand what he/she does and do it autonomously.
Complementary competences: (also known as employability skills or key skills) skills which are not specific to work in a specific
occupation or industry, but are important for work, education and life generally, such as communication skills, mathematical skills,
organisational skills, computer literacy, interpersonal competence and analytical skills.
Credit: the acknowledgement that a person has satisfied the requirements of a module.
7
General competences : competences correspond to larger operations that go beyond the tasks, but generally contribute to their
implementation. These activities require more fundamental learning and are generally common to several tasks and transferable to
many work situations.
Internship: an opportunity for a learner to integrate career related experience by participating in planned, supervised work.
Learning activities: suggested activities that can be developed during lesson planning and activity preparation. The choice of
learning activities must be tailored according to group size, available material resources and communication tools.
Learning assumed to be in place: a requirement for the attainment of a specific module or modules prior to commencement of
another module.
Learning hours : amount of hours required to acquire the competence, including the time allocated to evaluation, which is
estimated between 5 and 10% of the total learning time of the competence.
Learning outcomes: are statements that indicate what learners will know or be able to do as a result of a learning activity.
Learning outcomes are usually expressed as knowledge, skills, or attitudes.
Learning unit: any of the basic building blocks of a module which describes the key activities or elements of the work covered by
the module.
Module: a unit of education or training which corresponds to one competence and can be completed on its own or as part of a
qualification.
Occupation: the principal business of ones life.
Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.
Specific competences : competences that are directly related to the tasks of the occupation in the workplace context. They refer
to concrete, practical, and focused aspects.
8
SECTION 2 : TRAINING PACKAGE

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

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

Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
Learning unit
Performance criteria
By the end of the module, the trainee will be able to :

1. Understand oneself as part of a team and respect the rules of
the workshop
2. Learn about the occupation and the training process
5. Reflect upon the teaching and learning methods
1.1
Know each other.
1.2
Be part of a team and behave accordingly.
1.3
Rules and requirements are agreed upon and known.
2.1
The occupation is understood.
2.2
The training required is known.
2.3
The training organisation is known.
3.1
The active and participatory learning methods are applied.
3.2
The assessment method is understood.
11
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 outcomes
Contents
Learning activities
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: 6
Resources
Learning hours: 12
Learning outcomes
Contents
Learning activities
Resources
2.1 Understand the

occupation
Characteristics of the
occupation
Working conditions
o Personal research
o Visit of a business in the
neighbourhood
- Pictures of people in
working situation
- Documents describing the
occupation
12
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
Learning unit 3: Reflect upon the teaching and learning methods

Learning outcomes
Contents
Learning activities
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
Learning hours: 2
Resources
Reference books :
1. Work Readiness Training Programme Trainers Manual, Akazi Kanoze Youth Livelihoods Project.
2. Work Readiness Training Programme Participants Manual, Akazi Kanoze Youth Livelihoods Project.
13
MODULE 2 : Health, safety and security on the workplace

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

14

Performance criteria describe the required performance needed to demonstrate achievement of
the learning unit.
Learning unit
By the end of the module, the trainee will be

able to :
1. Apply good personal care and healthy
habits at work
2. Address unsafe situations on the job
1.1
Hands are washed at appropriate times and hand washing procedures are followed
correctly and consistently according to organization and legal requirements.
1.2
Clothes are clean, required personal protective clothing are worn and only
organization-approved bandages and dressings are used.
1.3
Food is not contaminated with any body fluids or tobacco product from sneezing,
coughing, blowing nose, spitting, smoking.
1.4
Clean materials and clothes are used and safe and hygienic practices are respected
to ensure that no cross-contamination of other items in the workplace occurs.
2.1
Appropriate methods are used to identify actual or foreseeable hazards that have the
potential to harm the health and safety of workers or anyone else in the workplace.
2.2
Immediate work area is free from hazards.
15
3. Respond appropriately to emergencies at

work
4. Prevent HIV/AIDS and sexual violence
2.3
Control measures are implemented according to individual level of responsibility or

appropriate personnel is referred to for permission or further action.
3.1
Emergency and potential emergency situations are recognised promptly and required
actions are determined or taken within the scope of individual responsibility.
3.2
Appropriately response to emergencies is provided.
3.3
Assistance from colleagues or other authorities is sought promptly and when

appropriate.
4.1
Reproductive health is understood.
4.2
Transmission, prevention and treatment of HIV/AIDS and other STIs are understood.
4.3
Sexual violence is understood and can be avoided.
16
COURSE STRUCTURE
Learning unit 1: Apply good personal care and healthy habits at work.
Learning outcomes
1.1 Identify important health
practices in the workplace
Contents
Healthy habits
Learning activities
o Discussion
o Individual work
o Presentation
1.2 Describe the importance

of personal and public
cleanliness
Definition of hygiene
Definition of sanitation
Importance of hygiene and
sanitation at work
Sources of germs, microbes

Prevention techniques (Hygiene
and sanitation good practices)
o Presentation by trainer
o Group work and discussion
o Role play
1.3 Know how to prevent the

spread of illness and
contamination at work
1.1 Identify important health
practices in the workplace
Healthy habits
Learning hours: 4
Resources
- List of habits for good
health
- Health education material
from Ministry of Health or
other organisations
- Posters/pictures of health
habits
- Handout: healthy hygiene
and sanitation practices,
food sanitation, clean water
and toilet facilities
o Brainstorming
o Discussion
o Individual work
o Presentation
17
- List of habits for good

health
- Health education material
from Ministry of Health or
other organisations
- Posters/pictures of health
habits
Learning unit 2: Address unsafe situations on the job.
Learning hours: 10
Learning outcomes
Contents
Learning activities
Resources
2.1 Identify the primary

hazards found in workplaces
Types of hazards in the

workplace (safety, chemical,
biological, other health hazards)
Hazardous situations
Dangerous substances
o Brainstorming
o Group work
o Discussion
Pictures
Control methods (remove

hazard, work policies and
procedures, protective
equipment)
o Brainstorming
o Discussion
Stories and pictures
2.2 Understand why the

situation or substance is
hazardous
2.3 Identify the best ways to
address specific problem
situations
Learning unit 3: Respond appropriately to emergencies at work.
Learning outcomes
Contents
Learning activities
3.1 Identify emergencies
Definition of emergency
Types of emergencies in a
workplace

o Experience sharing
18
Learning hours: 8
Resources
3.2 Handle emergencies
Possible responses to
emergencies in the workplace
o Disaster Blaster Game
Learning unit 4: Prevent HIV/AIDS and sexual violence.
Learning hours: 8
Learning outcomes
Contents
Learning activities
4.1 Understand reproductive

health
o Small group discussions

o Pair discussion
o
4.2 Be sensitized to HIV

/AIDS
4.3 Be sensitized to sexual

violence
Puberty and body change

Female reproduction
Male reproduction
Consequences of early
pregnancy
Definition
Transmission
Prevention (ABC)
Treatment
Other STIs
Stigma and VCT
Definition of sexual violence
Definition of rape
Consequences of sexual
violence
- Disaster Blaster Game

board, paper, marker, dice,
game cards
o
o
o
o
o
o
o
o
o
HIV game
Questions and answers
True or false
Group work
Demonstration (condom use)
Role play (condom negotiation)
Story telling
Group discussion
Large group discussion
Resources
- Scenarios for HIV game

- True and false statements
Reference books :
3. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.
19
MODULE 3 : Communication on the workplace

Competence : Communicate effectively on the workplace
RTQF LEVEL:
CREDITS: 2
LEARNING HOURS : 20
SECTOR: All
SUB-SECTOR: All
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 and to provide good customer service.
Not applicable
the learning unit.
20
Learning unit
By the end of the module, the trainee will be able to:
1. Listen and speak effectively
1.1
Strategies for effective listening are applied.
1.2
Instructions are adequately interpreted and followed.
1.3
Clear and accurate information and instructions are provided to colleagues.
2.1
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
3.1
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.
2. Cooperate and work as a team member
3. Apply customer care
21
COURSE STRUCTURE
Learning unit 1: Listen and speak effectively
Learning hours: 6
Learning outcomes
Contents
Learning activities
1.1 Apply effective listening

skills & strategies
Effective listening skills &

strategies
Assess ones listening skills
Model good listening skills
o
o
o
o
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 peoples
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
Role play
Observing role play
Feedback from observers
Discussion
22
Resources
- Role play scenarios
- List of effective listening
skills & strategies
- Effective Listening
Observation Form
1.4 Demonstrate effective

speaking skills
Effective speaking skills and

strategies
o small group work

o practice presentations
Learning unit 2: Cooperate and work as a team member
Learning outcomes
Contents
2.1 Identify the different

personalities
Different personalities and

approaches that individuals
bring to a group
2.2 Handle different

personalities in a group
- List of Effective Speaking

Skills & Strategies
- Speaking Scenarios for
group work
- Effective Speaking
Observation Form
Learning hours : 8
Learning activities
o Self-assessment
o large group activity (inner/outer
circles)
o Discussion
Strategies on how to handle

different personalities in a
group
Resources
- Working in Groups Self

Assessment
- Cooperating with Others
Roles
- Elements of an Effective &
Cooperative Team
Member
2.3 Cooperate with others to

reach the same objective
Characteristics of an effective
and cooperative team member
o
o
o
o
2.4 Lead a team efficiently
Qualities of an effective leader

Different leadership styles
Appropriate leadership style in a

o small group work
o role plays
Large group activity

Large group discussion
Individual reflection/journal writing
Pair work
23
2.5 Demonstrate problem

solving and decision making
skills
given context
Strategies to lead a team
efficiently
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 small group activity
o
o
o
o
o
Large group activity

pair sharing
small group work
large group discussion
Task leadership competition
Learning unit 3: Apply customer care
Learning hours : 6
Learning outcomes
Contents
Learning activities
3.1 Understand the

importance of good 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 customers
perception
Meeting and exceeding
expectations
Getting feedback on the
provided service
Definition of customer service

Levels of customer service
Customer care principles
Importance of customer care
- Scenarios for problem

solving activity
o individual reflection
o role play
24
Resources
3.3 Communicate effectively

with customers by telephone
and face to face
Telephone tips
Recording a telephone message

o skit
o pair role plays
3.4 Handle conflict with

difficult customers
Definition of conflict, conflict

resolution/management
Steps of conflict management
with difficult customers
o
o
o
o
individual reflection
Brainstorming
role play
- Role Play scenarios for

Communicating with
Customers
Reference books :
25
MODULE 4: Computer literacy

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

Learning unit

1 Apply computer fundamentals
2.Use a current word processing package
1.1
Identification of Various connectors and ports
1.2
Use of different I/O devices
1.3
Use of Desktops elements
1.4
Scanning of Viruses in the computer and Different Storages Devices
2.1
Text formatting
2.2
Table creation and editing
2.3
Text Editing
2.4
Printing
2.5
Saving
5.6
Inserting of header ,Footer and footnotes
27
3. Use current spreadsheet package
4.Use current Power Point Presentations
5.Use Internet/Intranet (Outlook)
3.1
Using of basic excel tasks
3.2
Managing of Sheets in excel workbook
3.3
Formatting of cells and their contents
3.4
Using of functions and perform mathematical operations
3.5
Excel worksheet Printing
4.1
Creating a new presentation
4.2
Creating , Inserting a slide
4.3
Inserting of Graphics
4.4
Converting word documents to PowerPoint presentation
4.5
Animation
4.6
Using Different Presentation view
4.7
Printing a presentation
5.1
Defining and explaining a website
5.2
Interacting through instant messaging (Chatting)
5.3
Using search Engines (example Google)
5.4
Creating , Managing favorites using internet explorer
28
5.5
Browsing the internet using the hyperlinks
5.6
Downloading and Uploading files using internet
COURSE STRUCTURE
Learning Unit 1 : Apply computer fundamentals
Learning outcomes
1.1 Apply Computer

basics
Learning hours:10
Contents
Computer Definition
Types of computers
Laptops
Desktops
Resources
-Open a computer case and

Observe different types of
memory
-Computer Lab
-Group Discussion on each type of

memory
-CD, DVDs, Diskettes
-Computer Tool Kit
-White Board
-Markers
Palm tops
PDA (Personnal Digital assistance)
Learning activities
Computer Hardware
29
Memory
1.2.Identify Various
connectors and ports
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)
Connectors and ports
Definition
I/O (Input and Output) Ports and

connectors
Serial ports
-Observe different connectors as

well as input and output ports
-Exercises on ports identifications
-Computer Lab
-Computer Tool Kit
-Different types of Cables,
Different types Connectors
30
1.3.Use different I/O

devices
Parallel ports
-White Board
USB
-Markers
Keyboard, Mouse connectors
VGA Connectors
Peripherals
Definition
Categories I/O devices
Practical exercises on connecting

the mouse, keyboard. Monitor to
the CPU (Central processing unit)
-Computer Lab
-Computer Tool Kit
Input devices (mouse, Keyboard,

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

CD/DVD-ROM Writer, Printer, etc)
-White Board
-Scanner
Types of keyboards
-
AZERTY
QWERTY
31
1.4.Use Desktops
elements
1.5.Scan Viruses in the

computer and Different
Storages Devices (Flash
disk, External Hard disk)
Windows and its components:
Desktop
Task bar
Start menu
Minimize, Maximize, Close buttons
My Computer
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 on Desktops
elements
-Computer Lab
-Projector
-Use the desktop, the tasks bar

and the start menu
-Brainstorming the use of

antivirus
-Computer Lab
-Flash disks
-Practical exercises on Scanning

viruses
-External Hard disk
-Compile activities reports
-Cds, DVDs
-Antivirus
-White Board
-Markers
Learning Unit 2 : Use a word processing package
Learning hours: 5
32
Learning outcomes
2.1.Format a text
2.2.Create and edit a

table
Contents
Style,Font,Size,Colour
Paragraph
Column
Tabulation
Paragraph spacing
Inserting symbols:Special
characters,bullet and numbering
Borders and shading,header and

footer.
Inserting a table
Inserting a column
Inserting a row
Deleting table
Deleting row
Deleting column
Merging cells
Splitting cells
Learning activities
Resources
-Reproduce document already

formatted
-Computer Lab With Current

Word processing Package
installed in each computer
-Various exercises to familiarize

with formatting a text.
-Projector
-White Board
-Markers
-Practical exercises on creating,

editing and handling a table

-Projector
-White Board
33
2.3.Edit document
(Text)
Drawing a table
Table auto format
Formula
Search/Find.Replace
-Brainstorming Editing text
Deleting a range of text
The undo command
-Perform practical exercises on

the various tips (options)
Spelling and grammar
Synonyms
-compile activities reports

-Projector
-White Board
-Markers
2.4.Print document
2.5.Save documents
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
-Printer
-Projector
-Practical Exercises on creation of

files, folders and file Saving
File management
- Creation of files
- Creation of Folders
- File Naming
- File Formats

-Projector
34
2.6.Insert Header,
Footer and footnotes
-Exercises on footnotes
Footnotes
Header and Footer
- Automatic page
numbering
- Total number of pages
- Automatic date
- Automatic automatic
author;s name
-Create a document containing

several pages
With elements such as the page
number, date automation.

-Projector
-practical exercises.
Learning Unit 3: Use spreadsheet package
Learning outcomes
3.1.Use Some basic
excel tasks
Learning hours: 5
Contents
Basic excel tasks

-
Open
Close
New document
Learning activities
Resources
-Practical exercises on the use of

basic excel tasks

spreadsheet package installed
in each computer
-Projector
35
3.2.Manage Sheets in
excel workbook
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
Selecting a sheet
-Practical exercises
Renaming a sheet
Insert new sheets
On Managing sheets in excel

workbook
Moving a sheet in a workbook
Deleting a sheet

in each computer
-Projector
36
3.3.Format cells and

their contents
3.4.Use some functions

and perform
mathematical operations
Choosing font,size,colour
-Practical exercises in groups and

individual homework on
formatting cells
Adjusting Cow height
-Projector
Alignment of cell
Number format
Inserting rows
Merging cells
Creating borders
Patterns
-Practical exercises in groups and
individual homework on
formatting cells

in each computer
-Projector
Formatting text and cells
Numbers and Mathematical

calculations
- Addition
- Multiplication
- Division
- Subtraction
- AutoSum
- Absolute and relative
Reference
- Function
Average
Minimum
Maximum
37

in each computer
3.5. Print an excel

worksheet
-Print one or more copies of a

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 colour or white and black

worksheet
-practical exercises (individual
and in group)

in each computer
-Projector
-Printer
-print horizontally/vertically
Learning Unit 4: Use Presentation application
Learning outcomes
4.1.Launch Ms Power
point
Learning hours: 5
Learning outcomes
Power point Definition
Role
Power point environment

-
Title Bar
Menu Bar
Toolbars
Learning outcomes
Learning outcomes
-Using a power point

presentation with slide show,get
feedback from learners on the
area of application of Ms power
point

presentation Software
-Launch powerpoint and observe

the screen individual exercises.
38
-Projector
4.2.Create a new
presentation
4.3.Create, Insert a slide
4.4.Insert Graphics
Formatting tool bar
Title
Sub title
Creating new presentation
Blank presentation
Design template
Auto content wizards
Creating a slide
Inserting a slide
Modifying a slide
Graphics:Clip art,Word
Art,Library Images,Inserting
image from file
-Create presentation using the

various methods
-practical exercises (individual
and in groups)
-Exercises on creating, inserting

and modifying a slide

-Projector

-Projector
Exercises on inserting images in

the slides

-Projector
39
4.5.Convert word
documents to
PowerPoint presentation
Copy, Cut, Move
Process of conversion
-Practical exercises on File

transformation

-Projector
4.6.Animate a
presentation
4.7.Use Different
Presentation view
4.8 Print a presentation
Animation
Custom animation
Slide transition
Normal View
Slide Sorter view
Slide show
Printing a presentation
Print preview
Printing a copy or multiple

copies
Printing one slide on a page
Printing more slides on a page
-Familiarize with animation of a

presentation

-Projector
-Switch between the views to

improve the presentation
-Group discussion and
brainstorming
-Exercises on printing in black

and white or in colour, printing
one or more copies of a
presentation
40

-Projector

-Projector
Learning Unit 5: Use Internet/Intranet (Outlook)
Learning outcomes
5.1. Define and explain a
website
Learning hours: 5
Contents
Introduction
World wide web
Learning activities
Resources
-Visit web sites and browse

different pages.
-Internet Connection
-Group discussion based on

observation
Web page
-Computer Lab
-projector
Web site
5.2.Interact through
instant messaging
(Chatting)
Definition
Steps to create a chat account
-Group Discussion on Interacting

through instant messaging
-Exercises on chatting in groups
Chatting options
Instant messaging with or
no web cam
-Computer Lab
-projector
Calling
Sending files
5.3.Use search Engines
(example Google)
-Perform practical exercises on

the use of search engines
Search engines
-
Definition
41
-Computer Lab
Role
Some Types of search

engine
-projector
www.Google.com
www.Yahoo.com
5.4.Create, Manage
favorites using internet
explorer
Favorites
- Create Favorites
- Rename, Move Favorites
-Practical exercises on creating,

moving and renaming favorites
-Computer Lab
-projector
5.5.Browse the internet

using the hyperlinks
5.6.Download and
Upload files using
internet
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
Downloading
File attachment
-Practical exercises on
downloading and uploading files
using internet
-Browse different web pages
-Computer Lab
-projector
-practical exercises On Browsing

internet using hyperlink
-Computer Lab
-projector
42
MODULE 5 : Personal grooming and workplace hygiene

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

Learning unit

1. Maintain Personal Hygiene
1.1
Hygiene of the entire body and dressing code according to the standards
are respected.
1.2
Hygiene procedures and policies are followed correctly and consistently

according to legal requirements to ensure health and safety of
customers and colleagues.
1.3
Hygiene regulations in food handling activities are respected to avoid

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

avoided (sneezing, coughing, blowing nose, spitting, smoking or eating
over food or food preparation surfaces).
1.8
Hands are washed at appropriate times and procedures of hand washing

44
are followed correctly and consistently according to legal requirements.

2. Maintain Workplace Hygiene
2.1
The use of clean materials and clothes; and safe and hygienic practices
to ensure that no cross-contamination of other items in the workplace is
maintained.
2.2
Cleaniless,sterilization and sanitization of workplace and service

equipments are observed.
45
COURSE STRUCTURE
Learning Unit 1: Maintain Personal Hygiene

Leaning Outcome
Content
1.1 Maintain Personal
grooming
Importance of Body Cleanliness

Body Cleaning Products and
equiments
- Hand driers
- Hand wash basin
- Soap bowles
- Soap dispensors
- Mirrors
- Toilet papers
Body cleanliness practices
- Washing Hair and Tied
behind
- Keep nails short,clean and
free from nail polish
- Face clean shaven - no
beards or goatees
- Usage of Light cosmetics
- Teeth Brushing
- Hand wash procedures
- Wet hands with running
water as hot as you can
comfortably stand (at least
Learning Activities
o Brainstorming on Body cleanliness
o Practice on Hand washing
o Documentary research and group
discussion on body cleanliness
o Compile activities reports
46
Learning hours : 10
Resources
-
Water
Soaps
hand wash Basin
Hand towels
Deodorant
Equipped wash room
100F/38C
Apply soap
Vigorously scrub hands
and arms for ten to
fifteen seconds Clean
under fingernails and
between fingers
Rinse thoroughly under
running water
Dry hands and arms
with a single-use paper
towel or warm-air hand
dryer Use a paper
towel to turn off the
faucet.
work attire composition:

- apron
- Shirt
- Trousers/skirts
- Neck tie
- Black shoes
- Black socks
- Half coat
Proper Maintainance of work
attire
47
1.2 Maintain good health
1.3 Prevent food

contamination caused by food
handlers
Importance of maintaining
good health
How to maintain good health:
- Balance diet
- Enough sleep
- Periodical medical checkup
- Sports
How can food handlers
contaminate food:
- Scratching the scalp
- 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 in the
establishment
Prevention of food
contamination:
- Avoiding unsanitary habits
and actions
- Reporting illnesses
- Exclude food handlers
from working with or
around food if they have
the following symptoms
Fever
o Brainstorming on good health

o Group discussion
o Brainstorming on prevention of
food contamination
o Group discussion on prevention of
food contamination
48
Flipcharts
Markers
Flipcharts stand
Training room
Diarrhoea
Vomiting
Sore throat
Jaundice
Bandage and cover cuts, burns,
sores, and skin infections
Exclude food handlers
diagnosed with a food borne
illness from the
establishment
Learning Unit: 2 Maintain Workplace Hygiene

Leaning Outcome
Content
2.1 Identify
Cleaning,Sterilizing and
saniting Products, materials
and equipments
Definition of
- Cleaning
- Sanitizing
- Sterilizing
Importance of
- Cleaning
- Sanitizing
- Sterilizing
Different Cleaning Products
- Heat
- Detergents
- Solvent cleaners
- Acid cleaners
- Abrasive cleaners
Different Sanitizing and
sterilizing products
- Hot water above 82oC
- Steam
Learning Activities
o Brainstorming on different cleaning
and sanitizing products
o Documentary research
o Demonstration of Cleaning and
sanitizing products and materials
o Exercises on Cleaning and
sanitizing products identification
49
Learning hours : 25
Resources
- Training room
- Cleaning and sanitizing
Products
- Shelves
Chemical disinfectants
(Chlorine,Lodine)
Cleaning materials and
equipements
- Brushes
- Sponges
- Sterilizer
- Still wire
- Rug
-
2.2 Clean,Sterilize and

Sanitize WorkPlace and
Service equipments
Cleaning,sterilizing and
sanitizing Procedures
Service equipments to be
sanitized:
- Food contact surfaces:
Knives, tongs,
other utensils
Slicers
Mincers
Mixers
Containers
Chopping boards
Work surfaces
- Hand contact surfaces:
Handles
Doors
Refrigerators
Freezers
o Brainstorming on Cleaning,
Sanitizing and Sterilizing
o Demonstration on Cleaning,
Sterilizing and sanitizing
procedures
o Exercises on Cleaning, Sterilizing
and sanitizing procedures
o Compile activities Reports
50
Washing Machine
Detergents
wipers
Training room
Cupboards
utensils
Taps
Switches
Different Sterilizing Equipments
Sterilized Service equipments:
- Plates
- Catleries
- Surface area
2.3 Store cleaning and

sanitizing products
Proper Cleaning, Sanitizing and

sterilizing products Storages
2.4 Prevent Pests at the

workplace.
Animals that live in or on food

- Rats
- Flies
- Ants
- Mice
- Cockroaches
Birds
Stored product pests
(beetles, rice weevils)
Causes of Pests at work place
- Poor housekeeping
- Poor food hygiene
Evidence of food pests
- Insects
Live or dead
insects
Eggs/larvae
o -Brainstorming
o -Exercises on proper products
storage
o -compile activities reports
o Brainstorming pests prevention
o Documentary research and Group
discussion on causes of pests and
preventions
51
Damage
Droppings
Smell Debris
- Rodents
-Live or dead
rodents
Droppings
Noise
Smell
fur
Damage
Footprints
Rat runs
Birds
Live or dead birds
Droppings
Feathers
Damage
Prevention procedures
- Pest proof building
- Remove pest shelters
- Good housekeeping
- Food in pest proof
containers
- Waste in pest proof bins
- Regular collection of
refuse/waste
- Thorough cleaning
- Effective stock rotation
- Suitable storage
- Daily checks
Discourage pests by not leaving
52
food or dirty dishes out on the

benches
Learning Unit 3: Apply Workplace Safety

Leaning Outcome
Content
3.1 Manage safety
equipments
Safety equipments
identification
- Fire extinguisher
- Fire Horse
- Fire Blanket
- First aid kit
- Fire triangle
- Water fire extinguisher
Safety equipments usage
Learning Activities
o Brainstorming on safety
equipments
o Demonstration on safety
equipments usage
o Organize safety drills
53
Learning hours : 5
Resources
-
Fire extinguisher
Fire Horse
Fire Blanket
First aid kit
Fire triangle
Water fire extinguisher
MODULE 6 : Customer care

Competence : Apply customer care
RTQF LEVEL:
CREDITS: 6
LEARNING HOURS : 60
SECTOR: Hospitality and tourism
SUB-SECTOR: Hospitality
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to welcome and treat customer with care and politeness, according to the hospitality
and tourism sector standards.
Not applicable
54

the learning unit.
Learning unit
1. Demonstrate personal and interpersonal skills
1.1
The ability to participate in the service process and work flow as

part of a team and take responsibility for own work and the
quality of outcomes is guaranteed.
1.2
Problems are identified, possible solutions are determined and

appropriate action is taken to resolve the situation according to
job role and work procedures.
1.3
The day-to-day hospitality activities are conducted according to

legal obligations and ethical industry practices.
2.1
The quality customer service is provided in a professional way

according to standards.
2.2
Customer queries, requests and complaints are responded

appropriately and courteously.
2.3
Service using appropriate methods and techniques is provided to

meet customer expectations of quality, presentation and
timeliness of delivery.
2.4
The workplace safety and hygiene procedures are followed

according to organizations and legislative requirements.
2. Apply Customer Care
55
COURSE STRUCTURE
Learning unit 1: Demonstrate personal and interpersonal skills
Learning hours : 30
Learning outcomes
Contents
Learning activities
1.1 Apply organization Skills
How to Improve organizational skills

at work
- Innovative Skills
- Time Management
- Prioritizing
- Planning Skills
o Research on organization
skills
o Compile learners activity
report
o Case study on applying
organization skills
o Group discussion on
organization skills
Computer
Software (PMS)
Telephone
Stationeries
Relevant text books
Photocopy machine
Printer
Reception counter,
Internet connection
1.2 Handle Cultural Diversity
Definition of culture diversity

Importance of culture diversity
Diversity issues related to;
- Race, gender, job title disability,
age and religion
o Research on culture diversity

and its importance
report
o Group work on diversity
issues
Computer
Software (PMS)
Telephone
Stationeries
Relevant text books
Photocopy machine
Printer
Counter
56
Resources
Learning outcomes
Contents
Learning activities
Resources
- Internet connection
1.3 Handle Conflicts
Identification of sources of conflicts

- Power conflicts (between
individuals, groups or
internationally)
- Value Conflict (Incompatibility in
ways of life, Ideologies )
- Economic (competing motives to
attain scarce resources)
Tips for dealing with conflict
- Encourage employees
- Look for core causes
- Request employees inputs to
work out a situation
- Focus on specific behaviors not
personality
- Redirect the person making the
complaint
- Request for feedback
57
o Research on the sources of

conflicts
report
o Role play on tips for dealing
with conflicts.
Computer
Software (PMS)
Telephone
Stationeries
Relevant text books
Photocopy machine
Printer
Counter,
Internet connection
Learning outcomes
Contents
1.4 Apply professional ethics
Behaviour
- Self Presentation
- Posture and Gesture
- Expression
- Speech
- Non Verbal Speech Element
Rules and Regulations
- Respect of hierarchy
- Professional Ethics
- Discipline
- Self esteem
- professional description of a
waiter
- Integrity
- Reliability
- Responsibility
- Interest and effort
- Co-operation
- positive attitude
- punctuality
Learning activities
o Research on the sources of
professional ethics
report
o Role play on tips for dealing
with conflicts.
58
Resources
-
Computer
Software (PMS)
Telephone
Stationeries
Relevant text books
Photocopy machine
Printer
Counter,
Internet connection
Learning unit 2: Apply Customer Care
Learning outcomes
Learning hours : 30
Contents
Learning activities
Resources
2.1 Apply Quality Customer

Service
Principles of quality Customer service

- Definition of Customer Service
- Types of Customers
External
Internal
- Importance of Quality customer
service
o
o
o
o
Brainstorming
Group Discussion
Role Play Activities
Compile activities reports
- Food and Beverage

related text books
- Audio Visual aids
TVs/Projectors
DVD PLAYERs
Loud Speakers
2.2 Apply Effective Customer

Care in Food & Beverage
service
Good personal presentation

- Professional Image
Always be well-groomed:
Smile! Never show your
unhappy face to
the guests.
Maintain balanced eyecontact, but do
not stare too
much.
Good Conduct
How to Provide Excellent Food and
Beverage Service:
- Pay attention to your customers
(Body Language)
- Greet guests
- Guests acknowledgement
- Apply big five tools
- Learn the Menu
o
o
o
o
Brainstorming
Group Discussion
- Food and Beverage

related text books
- Audio Visual aids
TVs/Projectors
59
DVD PLAYERs
Loud Speakers
Learning outcomes
Contents
Learning activities
Always do what you promise

Do not talk with co-workers
unnecessarily.
- Anticipate guests needs
Useful Dos and Donts in English
Phrases
- Donts Phrases:
I dont know
Sorry, thats our policy
Its not our policy to.
Its not our fault
Thats not my job
You dont seem to
understand.
You must be confused.
You have to.
We never.
- Dos Phrases:
Im sorry about your
problem. How can I help?
How can I make this
right for you?
I see what you mean.
I understand why you
feel that way.
Can I suggest?
Would you mind?
Is there anything else I
can do for you?
-
60
Resources
Learning outcomes
2.3 Handle Difficult Customers
and Guest Complaints
Contents
Learning activities
Why customers Complaints in a

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

Manager
Follow up with the guest to make
sure he/she is satisfied
Thank the guests
Dos of Handling Complaints
Do focus on solving the
problem

(act on the problem not
on the guest)
Do act positively and use
positive language
Do respond quickly
Do respect the guest and
treat him/her accordingly
Do speak to your
Manager when in doubt
Donts of Handling Complaints
Dont make excuses (e.g.
we are short of staff)
Dont blame anyone
especially your colleagues
Dont ask for sympathy or
understanding
Dont argue with the
guest or be defensive
Dont quote policy (e.g. it
is our restaurants
policy)
62
Resources
MODULE 7 : Non-alcoholic beverages

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

Learning unit

1. Prepare cold non-alcoholic beverages
2. Prepare hot beverages
1.1
Ingredients and equipment for non-alcoholic drinks are prepared

prior to service.
1.2
The name and style of drink in response to a customer request is

identified.
1.3
The correct equipment and relevant machinery according to

standards are selected.
1.4
Drinks are prepared correctly using appropriate methods, according

to standard recipes, customer requests and required timeframe.
1.5
Correct strength, taste, temperature and appearance for each drink

prepared are guaranteed.
1.6
Drinks are presented attractively in appropriate crockery or

glassware and garnish attractively where appropriate, according to
enterprise standards.
2.1
Advices about coffee and tea types and characteristics where

appropriate are provided to customers.
64
2.2
Customer coffee or tea preferences and requirements, coffee or tea

style choices and accompaniments accordingly are offered.
2.3
Select coffee and grind to correct particle size, according to

enterprise requirements and customer preferences.
2.4
Cups or glassware are selected and prepared appropriately and

they are warm.
2.5
Required dosage is measured and dispensed into clean filter basket,

tamping coffee evenly using correct pressure.
2.6
Cold milk and appropriate clean jug are prepared according to

espresso requirements and quantity on order.
2.7
Hot beverages are presented attractively using clean ceramic or

glass cups; and drips and spills are avoided.
2.8
Hot beverages are served at the required temperature, according to

customer requirements and style, with appropriate crema, milk
froth and accompaniments.
65
COURSE STRUCTURE
Leaning unit 1:
Prepare cold non-alcoholic beverages
Learning hours : 30
Learning outcomes
Content
1.1 Identify cold non-alcoholic

beverages
Different types of Non Alcoholic

Beverages:
- Non alcoholic Wines
Definition
Wine processing
Types of wines
Main producing countries
Wine tasting
Leaning activities
Resources
o Brainstorming
o Group discussion
o Observation of different drinks
- Reference books
- Recipes
o Brainstorming
o Group discussion
o Demonstration of equipments
usage
Soft drinks
Definition
Types of Soft drinks
Soft drinks classification
1.2 Select and use equipments
Different types of equipments

- Cocktail Shaker
- Mixing glass
- Cutting board
- Bar-spoon
- Juice strainer
- Ice Bucket
- Ice Tongs
- Blender machine
66
Cock tail Shaker

Mixing glass
Cutting board
Bar-spoon
Juice strainer
Ice Bucket
Ice Tongs
Blender machine
Corkscrew
- Corkscrew
- Tot measure
- Bar Hummer
- Bar Knives
- Squeezing Bottle
- Fruit Pillars
- Glassware
Equipments usage
Maintenance of Equipments
1.3 Select and clean all

ingredients
Types of Ingredients as per beverages:

- International Cocktails
- Local/Own creation Cocktails
Cleaning steps
- Washing
- Rinsing
- Drying
67
o Exercises on Cleaning
ingredients
Tot measure
Bar Hummer
Bar Knives
Fruit Peelers
Glassware
Squeezing Bottle
Bucket
Water Sink
Cutting board
Racks
Serviettes
1.4 Manage unused ingredients
storages of unused ingredients

Correct temperatures for ingredients
storages
Ingredients Shelf life.
o Demonstration on ingredients
storage
o Exercises on ingredients
storage
- Shelves
- Fridge
- Ingredients
1.5 Prepare and present cold

non-alcoholic beverages
Preparation of different types of cold

non alcoholic drinks
- Fruit juices
- Mocktails
Presentation
- Garnishing
- Cocktail Glass
Cocktail Service
o Demonstration
o Individual practice
68
Cocktail Shaker
Mixing glass
Cutting board
Juice strainer
Blender machine
Bar Hummer
Bar Knives
Fruit Peelers
Glassware
Squeezing Bottle
1.6 prepare and serve special

non alcoholic drinks
Special cold beverages

- Coffee and Tea
Iced Caf latte
Iced Americano
Iced white chocolate mocha
Iced caf mocha
Iced caramel macchiato
Iced tea
Iced lemon tea
Garnishing
Special beverages service
o
o
o
o
1.7 Store of cold non alcoholic

beverages
Storage techniques of remained of these
o Brainstorming
o Presentation
o Demonstration
o Practical exercises
cold non alcoholic drinks
Brainstorming
Documentary research
Demonstration
Exercises on Special
beverages Preparation
Learning unit 2: prepare hot non alcoholic beverages
Still room
Coffee machine
Espresso machine
Glasses
Tea cups
Coffee cups
Pots
Sugar bowls
Demi tasse spoon
Tea spoon
Milk jug
Coffee grinder
Fridge
Learning hours: 30
Learning outcomes
Contents
Learning activities
Resources
2.1 Identify hot non alcoholic

beverages
Different types of Hot Beverages

- Coffee
Background
Origin of coffee
Coffee Beans
Types of coffee
Espresso
Americano
Caf Latte
Caf au Lait
o Research
o Brainstorming
o Presentation
o observation
- Reference books
- Pictures
- recipes
69
Caf Macchiato
Cappuccino
Decaffeinated Coffee
Special/Alcoholic
Coffee
Coffee Brewing
Coffee service

2.2 Select spices ,syrups and

sauces
Tea
Background
Type Of Tea
African
Green
Red
Black
White
Herb and Fruit
Infusions
Tea Brewing
Tea Service
Chocolate Drinks
Background
Types Of Chocolate
With Milk
With Coffee
With Tea
Types of spices, syrups and sauces as

per hot beverages
- List of hot beverages
- List of special hot beverages
70
o Brainstorming on spices,
syrups and sauces
- Buckets
- Knives
- Shelves
2.3 Perform proper

2.4 Produce Hot beverages
Different Equipments (Machine)

- Espresso
- Blender
- Grinder
- Digital Scale
- Tamper
Equipments Cleaning products
- Liquid Soap
- Vim
- Steel wire
- Sanitizers
- Caffeizer
Equipments Operating Procedures
Proper Storage of Equipments
Preparation of different types of Hot
Beverages
- Coffee
Espresso
Americano
Caf Latte
Caf au Lait
Caf Macchiato
Cappuccino
Decaffeinated Coffee
Special/Alcoholic Coffee
Coffee Brewing
Coffee service
- Tea
African
Green
Red
Black
71
o
o
o
o
Brainstorming
Demonstration
Exercises on Equipments
maintenance
Espresso
Blender
Grinder
Digital Scale
Tamper
Liquid Soap
Vim
Steel wire
Sanitizers
Caffeizer
Brainstorming
Demonstration
Exercises on Hot beverages
Preparation
Still room
Coffee machine
Espresso machine
Glasses
Tea cups
Coffee cups
Pots
Sugar bowls
Demi tasse spoon
Tea spoon
Milk jug
Coffee grinder
o
o
o
o
White
Herb and Fruit Infusions
- Chocolate Drinks
With Milk
With Coffee
With Tea
Presentation and garnishing
72
MODULE 8 : Alcoholic beverages

Competence : Prepare and serve alcoholic beverages
RTQF LEVEL:
CREDITS: 6
LEARNING HOURS : 60
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to serve alcoholic beverages and to prepare and serve cocktails.
This module must be assessed after the following prerequisite modules :
73

Learning unit

1. Serve alcoholic drinks
2. Prepare and serve cocktails
1.1
General information on alcoholic beverages served by the enterprise is

provided.
1.2
Drinks and wine list is offered to customers, using correct terminology

and pronunciation to describe beverages.
1.3
Advice and recommendations on beverage choices is given to

customers courteously and when appropriate.
1.4
Customers are assisted in selection of food and wine combinations

when appropriate.
1.5
Customers orders are taken and the selection is verified with the
customer.
2.1
Materials are displayed appropriately to promote cocktails.
2.2
Accurate information is offered to customers in a courteous manner

about the style and range of cocktails available.
2.3
Cocktail glassware and equipment are selected correctly according to

industry standards.
74
2.4
Cocktails are correctly and efficiently made according to recipes.
2.5
Eye appeal, texture, flavour and required temperature are considered

in preparing cocktails.
2.6
Options for new cocktails are considered using suitable combinations of

alcoholic and non-alcoholic ingredients, and developed.
2.7
Cocktails are presented attractively and eye appeal is maximized using

garnishes and decorations according to enterprise standards.
75
COURSE STRUCTURE
Learning unit 1: Serve alcoholic drinks
Learning hours : 30
Learning outcomes
Contents
Learning activities
Resources
1.1 Identifying alcoholic

beverages
Different types of Alcoholic

Beverages:
- Wines
Definition
Wine processing
Types of wines
Wine tasting
- Spirits
o
o
o
o
Brainstorming
Group Discussion
Demonstration
- assorted beverages stock

- Bar Dispenser
- Beverage Lists
Definition
Spirit processing
Types of spirits
Spirit classification
Liqueurs
Definition
Liqueurs processing
Types of Liqueurs
Alcoholic contents
Beers
Definition
Beer processing
76
Types of Beers
Beer composition
Alcoholic contents
Common faults in beer
Cloud Beer
Flat Beer
Sour Beer
Foreign
Different types of equipments
- Corkscrew
- Glasseware
- Ice Bucket
- Ice Tongs
- Tot measure

1.2 Select and use equipment
1.3 Storage
Different storage techniques include:

- refrigeration
- shelving and cellaring
- vertical or horizontal storage.
77
o Brainstorming
o Group discussion
o Demonstration of
equipments usage
Still room
Corkscrew
Glasseware
Ice Bucket
Ice Tongs
Tot measure
o Brainstorming
o Group discussion
o Demonstration of
equipments used in
alcoholic beverages storage
- Fridge
- Shelves
Learning unit 2: Prepare and serve cocktails
Learning hours : 30
Contents
Learning activities
Resources
2.1 Identify alcoholic cocktails
Definition
Types of Cocktails
- International
- Local/Own creation
Cocktail composition
o Brainstorming
o Presentation
2.2 Select and use equipments
Different types of equipments.

- Cocktail Shaker
- Mixing glass
- Cutting board
- Bar-spoon
- Juice strainer
- Ice Bucket
- Ice Tongs
- Blender machine
- Corkscrew
- Tot measure
- Bar Hummer
- Bar Knives
- Squeezing Bottle
- Fruit Pillars
- Glassware
Equipments usage
o Brainstorming
o Group discussion
o Demonstration of
equipments usage
Learning outcomes
78
Cocktail Shaker
Mixing glass
Cutting board
Bar-spoon
Juice strainer
Ice Bucket
Ice Tongs
Blender machine
Corkscrew
Tot measure
Bar Hummer
Bar Knives
Fruit Peelers
Glassware
Squeezing Bottle
2.3 Select and clean all

ingredients
Types of Ingredients as per beverages:

- International Cocktails
- Local/Own creation Cocktails
Cleaning steps
- Washing
- Rinsing
- Drying
o Exercises on Cleaning
ingredients
2.4 Manage unused ingredients
storages of unused ingredients

Correct temperatures for ingredients
storages
Ingredients Shelf life.
o Demonstration on
ingredients storage
o Exercises on ingredients
storage
- Shelves
- Fridge
- Ingredients
2.5 Prepare and present

cocktails
Methods of mixing Cocktails

- Shaking
- Stirring
- Building
- Blending
Presentation
- Garnishing
- Cocktail Glass
Cocktail Service methods
Brainstorming
Group Discussion
Demonstration
Exercises on Alcoholic
beverages preparation
o
o
o
o
o
79
Bucket
Water Sink
Cutting board
Racks
Serviettes
spirits
fortified wines
liqueurs
fruit and vegetables
fruit and vegetable juices
milk and cream
eggs
spices
sugar
sugar syrup
salt
cordials
bitters
Bar Dispenser
- Beverage Lists
MODULE 9 : Food and Beverage service

Competence : Serve food and beverage
RTQF LEVEL:
CREDITS: 12
LEARNING HOURS : 120
SECTOR:
SUB-SECTOR:
ISSUE DATE:
REVIEW DATE:
PURPOSE STATEMENT
This unit describes the skills and knowledge required to serve food and beverage to customers in a range of hotels and restaurants.

This module must be assessed after the following prerequisite modules :
80

Learning unit

1. Prepare for Service
2. Apply Service Techniques
1.1
Furniture, equipment and fittings are checked for cleanliness and

condition prior to service, and corrective action is taken where required.
1.2
The environment is prepared and adjusted to ensure comfort and

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

customer and staff convenience and safety.
1.4
Food and beverage items are displayed according to standards.
2.1
Customers are greeted on arrival, according to customer service standards.
2.2
Information is provided to customers, giving clear explanations and

descriptions.
2.3
Recommendations and suggestions are made to customers to assist them

with drink and meal selection.
2.4
Customer questions on menu items are answered correctly and

courteously.
81
3. Handle Guests Payments
2.5
Orders and special requests are taken accurately and legibly and recorded
using the format required by the enterprise, and are conveyed promptly to
the kitchen or bar, where appropriate.
2.6
Glassware, serviceware and cutlery suitable for menu choice are provided.
2.7
Food and beverage selections are collected promptly from kitchen or bar,
and checked for accuracy and presentation, then conveyed to customers
safely.
2.8
Food and beverage are served courteously and to the correct person.
2.9
Any delays or deficiencies in service are promptly recognised and followed

up, and customers are advised and reassured.
2.10
Used items are removed in a timely manner and transfered safely to the
appropriate location for cleaning.
2.11
Leftover food and disposables are disposed of, according to hygiene

regulations.
2.12
Furniture and equipment are cleared, cleaned, prepared and set up for
next service.
3.1
Billing is processed and payment is received at appropriate time.
3.2
Customer satisfaction is checked at the appropriate time.
3.3
Customers are thanked and farewell is given courteously.
82
COURSE STRUCTURE
The course structure describes the learning outcomes for each learning unit. These learning outcomes are the essential skills and knowledge
to be acquired. The contents to be covered for each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
Learning unit 1: Prepare for Service

Leaning outcomes
Content
1.1 Replenish F & B supplies
Importance of replenishing
Different materials and products
to be replenished.
- Linen
- Glass ware
- Crockery
- cutleries
- Cocktail ingredients
- condiments
Different types of folding
napkins
- Bishops hat
- Pyramid
- Sun rise
- Bird in Paradise
- Silver poach (etc)
Different types of Service
equipments
Different Service equipments
operations
1.2 Fold napkins
1.3 Check F & B service

equipments
Learning hours: 30
Leaning activities
o Brainstorming
o Group work
o
o
o
o
Brainstorming
Demonstration
Exercises on folding napkins
o Brainstorming
o Demonstration
o Exercises on checking the service
equipments
83
Resources
-
Linen
Glass ware
Crockery
Cocktail ingredients
condiments
- Napkins
POS Machine
Coffee machine
Radio
TV
Service equipments basic
maintenance
1.4 Stock service station
1.5 Set Guests Table
1.6 Conduct briefings
Importance of side station in a

restaurant
Equipments, tools, materials
and products found at the
service station
Set up and stock a service
station
Sanitizing and cleaning of side
station.
Service station maintainance
Items used in setting guests
table.
Menu interpretation
Different styles of Table set up
- Board of director
- T-shape
- U-Shape
- Auditorium
- Rectangular
- Class Room set up
- Checking of table set up
Different types of menu set up
- A la carte
- Table dhte
- Buffet
Importance of briefings
Time of conducting briefings
Managerial skills
o
o
o
o
Brainstorming
Demonstration
Exercises on stock service station
o Brainstorming of different Tables

styles
o Site Visit
o Exercises on arranging Different
Table styles.
o Demonstration of setting different
types of table according to the
menu
o Exercises on setting up different
types of menu
o Compile Learners activities reports
o Demonstration on conducting
briefings
o Organize exercises on conducting
briefings
84
- Stock service station
- Tables
- Napkins
Learning unit 2: Apply Service Techniques

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

- Present a clean menu
Determination of which menu
to present to guests
Identification of whom to give
the menu first
Ladies first
menu Products Knowledge
2.2 Use service tools
Identification of Big five tools

- Pen
- Captain order
- Cockscrows (Opener)
- Waiters Cloth
- Match box
Basic rules of tray service
How to Load food and beverage
on a tray.
Service Gear application
How to use service gear
Appropriate of ashtray
o Demonstration
o Exercises on using Service tools.
placement
2.3 Take food and beverage

orders
When to change an ashtray on

the guests table.
How to change an ashtray on
the guests table.
Order Taking Techniques
- Interpretation of the menu
and methods of cookings
- Captain order and pen
usage
- Appropriate position for
o Demonstration
o Role play activities
o compile activities reports
86
computer
training room
handouts notes
markers /chalks
white or black board
Flip charts
Projector
pens /pencils
training room
taking guests order

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

styles
2.5 Apply service sequence
liquors
Importance of confirming order
to guests
Body postures and gestures
- Stand up right
- Do not cross your arms
- Do not tap your
foot,pen,or fingers
- Do not roll your eyes at
customers
- Do not let your eyes
wander
- Do not point a finger to
customers.
Importance of restaurant
service
Importance of service style
Styles of restaurant Service
- Silver/ Platter Service
- American service
- Gueridon service
- Family service
- Buffet service
Application of service styles
Service Sequence definition

Importance of service sequence
Service sequences procedures
- Serve beverage
o Documentary Research on service

styles
o Demonstrate service styles
o Exercises on service styles under
guidance.
o Demonstrate service styles without
guidance
o Compile learners activities reports
o Brainstorming on service sequence

definition\
o Group Discussion on service
sequence
- Food and Beverage related

text books
- Handouts
- Restaurant service tools
88
Handouts notes
Pens/ Pencils
Computer
Projector
Flip charts
Markers/Chalks
White or black Board
Training Room
Food and Beverage Text
Books
2.6 Clear Guests Table
Serve starter
Serve main course
Serve dessert
basic rules for table clearing

Techniques of clearing tables.
work place languages when
clearing
Crumbing down Procedures
When to crumb down guests
table
Clearing tools
Cleared tools storage
Table cloth storage
Replacement of soiled/Dirty
table cloth/linen
Resetting table procedures
o Demonstration of service sequence

o Organize the role play exercises
on service sequence
o Demonstration On Clearing
Techniques
o Organize exercises on Clearing.
and equipments
- Food and Beverage related

text books
- Handouts
- Restaurant service tools
and equipments
- Training room
Learning unit 3: Handle Guests Payments

Leaning outcomes
Content
3.1 Prepare Bills for guests
Billing Methods
- Bill as check
- Separate Bill
- Bill with Order
- Voucher
- Credit transaction
- Deferred
Modes of Payments
- By Check
- By Credit Card
Learning hours : 30
Leaning activities
o Brainstorming
o Group Discussion
o Exercises on POS machine and Bill
Presentation
o Compile activities
89
Resources
POS Machine
Calculators
Bills
Bill Folders
Petit Cash
- Training Room
By Debit Card
By Charge Card
By voucher
By Cash
- Payment Order
Point Of Sales (POS) Machine
Operations
- Opening and Closing POS
- Posting-in Sales
- Billing
- Generate Sales Summary
- Information searching
- Cleaning
Procedures for Presenting the
Bill
- Be alert when guest asks
for bill
- Notify guest you will get
the bill
- Check the bill to ensure it
is correct
- Put bill in bill folder and
present to guest who
asked for the bill
- Return change and copy of
bill to the guest
General Guidelines of
presenting a bill
- Be alert to signs that
guests may want their bill.
- May be presented at the
table, at the bar or at the
-
3.2 Present bill to host
o Group Discussion
o Role Play Activities
o Compile Activities Reports
90
POS Machine
Calculators
Bills
Bill Folders
Petit Cash
- Training Room
cashier point.
Bills must be updated at all
times.
- Present as soon as the
guest requires it.
- Bill should not be
presented until the guest
asked for.
- Stand on the right hand
side of the guest.
- Place the bill on the table
promptly
- Place in front of the host
with bill folder or on a
small plate.
- Do not move around
waiting for your guest to
pay.
Feedback Form Definition
Importance of Guests Feedback
Forms
Guests Feedback form elements
When to provide Guests
feedback forms
How to fill Feedback forms
English phrases used when
bidding the guests farewell
Procedures for bidding farewell
to the guests
- Address the guests by
names wherever possible
especially the host
-
3.3 Provide Guests feedback

forms
3.4 Bid guests farewell
o Give Example of a guest feedback

and How to fill it
o Group discussion
o Exercises on guests feedback
forms
o compile activities reports
o
o
o
o
Brainstorming
Role play activities
Group discussion
91
- Feedback forms
- Chairs
- Table
- Linen
Thank the guests for

dining at the restaurant
Wish the guests and bid
farewell
92
MODULE 10 : Entrepreneurship
Competence : Create and manage a small business
RTQF LEVEL:
CREDITS: 3
LEARNING HOURS : 30
SECTOR: All
SUB-SECTOR: All
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 incomegenerating activities, for their family expenses, and for savings. They learn about different market actors.
93
Not applicable
Learning unit

1. Manage money
2. Keep record and budget
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.
2.1
Basic record-keeping is performed adequately.
2.2
A financial plan over a defined period of time is developed.
94
3. Manage a small business
4. Prepare a business plan for a micro 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.
4.1
The objectives of the small business are realistic, clearly stated and measurable.
4.2
The business plan template is filled in appropriately.
4.3
The simulated small business has brought benefits.
95
COURSE STRUCTURE
Learning unit 1: Manage money
Learning hours: 10
Learning outcomes
Contents
Learning activities
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
1.2 Access money
Plan how to get money

Ways to access money
(borrowing, saving and working
to earn money)
o
o
o
o
o
small group discussion

brainstorming
prioritizing
role-play
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
96
Resources
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)
Savings goals
Saving possibilities and
institutions
o
o
o
o
o
1.5 Manage debts

debt
Risks of getting into debt
Strategies to avoid debt
Strategies to get out of debt

o group work
o prioritizing
Brainstorming
role-play
individual goal setting
guest speakers
Learning unit 2: Keep record and budget
Learning hours : 5
Learning outcomes
Contents
Learning activities
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
budgeting
Principle of budgeting
o group work
o case study
o individual work
97
Resources
2.3 Develop a financial

strategic plan
structure of a financial plan
o Brainstorming
o individual work
Learning unit 3: Manage a small business
Learning outcomes
Contents
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
- Financial fitness plan
Learning hours : 5
Learning activities
Resources
o simulation game
- Entrepreneurs profiles
- Entrepreneurs Cycle Chart
Importance of maintaining
positive cash flow
3.2 Deal with unexpected

costs
List of possible unexpected

expenses or financial events
Plan for, and deal with,
unexpected financial events
o simulation game
- Life cards for simulation

game
3.3 Identify the risks of

credits
Risks and potential benefits of

selling to customers on credit
o simulation game
- Life cards for simulation

game
98
Financial risks involved with

extending credit to friends and
family members
3.4 Fill in a record-keeping

sheet
Value of keeping records

Sections of a record-keeping
sheet
o simulation game,
Learning unit 4: Prepare a business plan for a micro business
Learning outcomes
Contents
4.1 Understand the value of a

business plan
4.2 Identify the profit to

achieve
Value of a business plan

Flexibility of a business plan
Importance of realistic goals
Sections of a business plan
- Record-keeping template
Learning hours : 10
Learning activities
o simulation game
Resources
- Entrepreneurs Cycle Chart
- Record-keeping template
- Business plan template
4.3 Prepare a business plan

4.4 Operate a business
according to the plan
Reference books :
99
MODULE 11 : INTERNSHIP
Competence : Integrate the workplace
RTQF LEVEL:
CREDITS: 30
LEARNING HOURS : 300
SECTOR: All
SUB-SECTOR: All
REVIEW DATE:
PURPOSE STATEMENT
This module describes the skills and knowledge required to integrate the workplace for an internship or employment. At the end of this
module, participants know how to apply for and present themselves for employment. They demonstrate good time management and
show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that
workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know
how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and
have explored ways to exercise rights in the workplace
Not applicable
100

Learning unit

1. Apply for internship / employment
2. Demonstrate appropriate workplace behaviour and

attitudes
3. Have a good understanding of workers and

employers rights and responsibilities
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.
2.1
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.
3.1
Workers and employers obligations according to the Rwandan Labour

code are understood.
101
4. Organise and evaluate ones internship
5. Develop ones competences on the workplace
3.2
The workers responsibilities are performed on the workplace.
3.3
Exercise rights on the workplace.
4.1
The internship agreement is concluded with the enterprise.
4.2
The internship report contains all the required elements as well as ones
own findings and experience.
4.3
Active participation in the assessment of ones internship.
5.1
The tasks assigned according the agreement with the enterprise are
performed adequately.
5.2
Positive response and active participation in meetings with the matre de

stage
5.3
Adequate work behaviour and attitudes are demonstrated
102
COURSE STRUCTURE
The course structure describes the learning outcomes for each learning unit. These learning outcomes are the essential skills and
knowledge to be acquired. The contents to be covered for each learning outcome are prescriptive. The Learning Activities contain a
series of suggestions, usually with several options, that will guide the learner and the trainer.
Learning unit 1: Apply for internship / employment
hours : 8
Learning
Learning outcomes
Contents
Learning activities
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
o
o
o
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 individual work
o pair work
103
small group work

panel discussion
speakers
Resources
- 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
- 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
o small group work

o interview role plays
Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes
Learning outcomes
Contents
Learning activities
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)
Importance of task planning
and managing time
Strategies to better manage
time
o small group work

o brainstorming
2.2 Manage time

o small group activity (tower
building)
o reflection
o pair sharing
104
- Interview Observation Tool
Learning hours: 5
Resources
- Workplace behaviour
scenarios
- Work habits inventory
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
o
o
o

individual work
self assessment
pair sharing
- Scenarios : Did S/he Do

the Right Thing?
Learning unit 3: Have a good understanding of workers and employers rights and responsibilities
hours: 8
Learning
Learning outcomes
Contents
Learning activities
Resources
3.1 Be familiar with the

universal human rights
Definition of right and

human right
Universal Declaration of
Human Rights
Definition of responsibility
Relationship between rights
and responsibilities
o small group work

Universal Declaration of
Human Rights plain
language version
rights (what you can expect

your employer to provide)
responsibilities (what your
employer can expect that
you will do)
legal obligations of
employers
legal obligations of workers

o small group work
o skits
- Worksheet on Rights and

Responsibilities at Work.
large group activity

discussion
small group work
observation
- Statements and Answers

for Agree/Disagree Game
on Rwandan Labour Law
- Articles 47 and 48 of the
3.2 Explore ones personal

rights and responsibilities
3.3 Identify ones rights and

responsibilities at work
3.4 Become familiar with

some of the provisions of
the Rwandan Labour Law
o individual work
o pair share
o large group brainstorming and
discussion
o
o
o
o
105
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
Learning unit 4: Organise and evaluate ones internship
- Labour Code Scenarios

- Labour Code Excerpts
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
- Sample internship
agreement
4.2 Outline ones findings

and experience
Presentation of the logbook
Tips to fill in the

logbook
Contents of the internship
report
Presentation techniques
- Logbook
o Group discussion
o Role play
- Sample internship report
Internship assessment and

self-assessment guidelines
o Group discussion
4.3 Write and present the

report of the internship
4.4 Participate actively to

the assessment of ones
internship
106
Learning unit 5 : Develop ones competences on the workplace
Learning hours: 270
Reference books :
107

Rwanda Food and Beverage Training

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Republic of Rwanda

WORKFORCE DEVELOPMENT AUTHORITY WDA

Empowering people with employable skills and entrepreneurship capacity

FOOD AND BEVERAGE SERVICE

Kigali, March 2012

PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Learning unit 3: Respond appropriately to emergencies at work.

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

Learning unit 2: Cooperate and work as a team member

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

Learning Unit 1 : Apply computer fundamentals

Learning Unit 2 : Use a word processing package

Learning Unit 3: Use spreadsheet package

Learning Unit 4: Use Presentation application

Learning Unit 5: Use Internet/Intranet (Outlook)

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

Learning Unit: 2 Maintain Workplace Hygiene

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

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

Learning unit 2: prepare hot non alcoholic beverages

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

Learning unit 2: Prepare and serve cocktails

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

Learning unit 2: Apply Service Techniques

Learning unit 3: Handle Guests Payments

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

Learning unit 2: Keep record and budget

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

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

Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes

Learning unit 5 : Develop ones competences on the workplace

SECTION 1 : GENERAL INTRODUCTION

CONCEPTS AND DEFINITIONS

SECTION 2 : TRAINING PACKAGE

Occupation and learning process

Health, safety and security on the workplace

Communication on the workplace

Personal grooming and workplace hygiene

Food and beverages service

MODULE 1 : Occupation and learning process

ISSUE DATE: January 2012

LEARNING ASSUMED TO BE IN PLACE

LEARNING UNITS AND PERFORMANCE CRITERIA

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

2. Learn about the occupation and the training process

5. Reflect upon the teaching and learning methods

Know each other.

Be part of a team and behave accordingly.

Rules and requirements are agreed upon and known.

The occupation is understood.

The training required is known.

The training organisation is known.

The active and participatory learning methods are applied.

The assessment method is understood.

1.1 Introduce oneself and get

1.2 Work as a team

1.3 Setting rules and

Rules of the classroom

2.1 Understand the

2.2 Obtain an understanding

Content of the training

o Presentation by the teacher