National Certificate in Hotel and Institutional Catering

NATIONAL
CERTIFICATE IN
HOTEL AND
INSTITUTIONAL
CATERING
NCHIC
Teaching Syllabus
NATIONAL
CERTIFICATE IN
HOTEL AND
INSTITUTIONAL
CATERING
NCHIC
Teaching Syllabus
A product of the National Curriculum Development Centre for
the Ministry of Education and Sports
Published by
National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug
ISBN: 978-9970-00-140-8
All rights reserved: No part of this publication may be re-

produced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the
copyright holder
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NATIONAL CERTIFICATE IN HOTEL AND INSTITUTIONAL CATERING
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Government of Uganda through the National Curriculum Development

Centre, under the Ministry of Education and Sports embarked on
reviewing the Business, Technical and Vocational curricula to make it
competence based as advocated for by the BTVET Strategic Plan (2011 –
2020) of “Skilling Uganda”. Government emphasis has been placed on
provision of knowledge, skills and work attitudes for majority of Ugandans
with a view of improving service delivery and increasing productivity
citizens.
To ensure quality and standards across the country, the Ministry through
National Curriculum Development Centre (NCDC) and in partnership with
the various institutions that had developed individual curricula took up the
responsibility of harmonising the curricula materials for all institutions
both private and public. Government further streamlined all post Ordinary
level programmes to two years, with the aim of equating such
qualifications to the Advanced Certificate of Education to allow for
progression and in accordance with the recommendations of the
Government White Paper (1992).
The harmonisation of this curriculum was premised on the current labour
market demands, making it learner centred, and competence based. It
focuses on core tasks and continuous assessments, with each semester
involving execution of a real life project that makes the graduate
competent in the field of work. It aims at making Business, Technical,
Vocational and other Tertiary Institutions the Centres of excellence for
skills development which will result in greater trade, industrialisation, and
development of our country.
The increasing business demands with increasing enterprises established
daily in the economy require acquisition of Hotel and Institutional Catering
knowledge and skills to facilitate learners in successfully monitoring and
managing their businesses through making appropriate Hotel and
Institutional Catering decisions. As long as businesses are established,
knowledge of Hotel and Institutional Catering will always be required,
therefore, the Hotel and Institutional Catering course is aimed at equipping
learners with skills of managing businesses efficiently through sound
business decision making, understanding how to organise the kitchen,
prepare and serve food, cost food and beverages, manage housekeeping,
Laundry operation, Reception and manage Events.
The National Certificate in Hotel and Institutional Catering program is one
of the programmes that support achievement of Government’s goal of
employment creation. When well implemented, it is expected to enable
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learners to perfect their professional attitudes towards innovation and

self-employment.
As Minister responsible for the provision of education, I endorse the
National Certificate in Hotel and Institutional Catering as the official
curriculum to be taught by all institutions engaged in offering a certificate
in Hotel and Institutional Catering in Uganda.
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National Curriculum Development Centre (NCDC) extends her

appreciation to all panel members who participated in developing this
syllabus for National Certificate in Hotel and Institutional Catering.
Great thanks go to the following institutions that provided participants
who worked tirelessly to make better the curriculum for skills
development:
The Ministry of Education and Sports, Uganda Colleges of Commerce
(UCCs), Uganda National Examinations Board (UNEB), the Directorate
of Education Standards (DES), Universities, and the various institutions
under the UGAPRIVI umbrella.
Special thanks go to Uganda Business and Technical Examinations
Board (UBTEB) for the financial support that enabled the successful
review and harmonisation of the various curricula, as well as their
contributions towards the implementation policies.
The consultants are greatly applauded for the guidance provided
during the development of the professional profiles. Special thanks go
towards each and every individual who has worked behind the scenes
to ensure successful completion of this curriculum.
We shall always be grateful for your ideas, time and efforts offered
towards the design of this National Curriculum.
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BTVET Business Technical Vocational Education and Training

CBET Competence Based Education and Training
CD Compact Disc
CGPA Cumulative Grade Point Average
CH Contact Hours
CPU Central Processing Unit
CU Credit Units
DES Directorate of Education Standards
DVD Digital Versatile Disc
FIFO First in First Out
FVH Field Visit Hours
GDP Gross Domestic Product
GP Grade Point
GPA Grade Point Average
JVC Junior Vocational Certificate
LAM Local Network Area
LIFO Last in First Out
MoES Ministry of Education and Sports
NCBF Letter code for Basic French
NCBK Letter code for Bookkeeping
NCBL Letter code for Business law
NCCA Module code for Computer Applications
NCCC Letter code for Customer Care
NCCS Module code for Basic Communication Skills
NCDC National Curriculum Development Centre
NCED Module code for Entrepreneurship Development
NCHC National Certificate in Hotel and Institutional Catering
NCHE National Council for Higher Education
NCHO Letter code for Housekeeping Operations
NCKS Letter code for Basic Kiswahili
NP Normal Progress
PESTE Political, Economic, Social, Technical, and Environmental
PH Practical Hours
PP Probationary Progress
RAM Random Access Memory
ROM Read-only Memory
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SME Small scale and Medium Enterprises

SWOT Strength, Weaknesses, Opportunities, and Threats
TH Tutorial Hours
UBTEB Uganda Business and Technical Examinations Board
UCCs Uganda Colleges of Commerce
UGAPRIVI Uganda Association of Private Vocational Institutions
UNEB Uganda National Examinations Board
WAN Wide Area Network
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Catering is recognised as one of the fastest growing industries that

produces goods and services for direct consumption. A module for
certificate in hotel and institutional catering is aimed at boosting the
human resource capacity that can contribute to high quality service
delivery in the catering sector. It will further propel and promote the
growth of the economic, social and structural transformation of the
economy in terms of its GDP and attract tourists to the country. The
curriculum is in line with the BTVET Act of (2008), the BTVET Strategic
Plan2011 – 2020 of “Skilling Uganda’’ and the Uganda Vision 2040. The
modules are packaged in a manner that will enable the learner to attain
particular skills required for performing tasks at any level of the respective
year of study. The competences that the learner is expected to acquire are
clearly spelt out in the modules covered in each of the semesters of the
academic years.
Modules such as Computer Applications, Basic Kiswahili, Basic French and
Life Skills are aimed at enhancing the learner’s communication, report
writing, and presentation skills. While modules like Food Production, Food
and Beverage, Fundamentals of Housekeeping, Office Operations,
Fundamentals of Nutrition, Basic Pastry and Bakery and Real Life Project;
are aimed at equipping the learner with the core hands-on skills and
techniques in hotel and institutional catering.
Entrepreneurship skills module is hoped to provide the learner with skills
of starting, operating and sustaining an enterprise in an ethical manner.
Internship, which is done at the end of each academic year, is aimed at
bridging the gap between institutional-based training and the world of
work.
The professional profile developed is an amalgamation of the various tasks
from which modules are formed. The educational concept which has been
developed focuses on assessment criteria, roles of the learner and
academic staff. The skills to be acquired are expected to enhance the
learner’s confidence and ability to participate effectively in income
generating activities, both as a member of the business world and creative
citizen dealing with issues that impact on other people’s lives.
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When effectively implemented, this syllabus is intended to produce

graduates with skills in:
i) food production
ii) food costing
iii) food and beverages service
iv) housekeeping
v) laundry operations
vi) reception operations
General Guidelines for Implementing the NCHC

Curriculum
Programme Title
The programme shall be called National Certificate in Hotel and
Institutional Catering abbreviated as NCHC.
Duration of the Programme

The National Certificate in Hotel and Institutional Catering is full time
programme to be taught in two academic years. Each academic year will
consist of two semesters composed of 17 weeks of which 15 shall be for
training and continuous assessments and 2 for final examinations.
The CBET system caters for free exit before completion of the programme
once the learner has obtained reasonable skills to enable him / her do some
work to earn a living. Such a learner may return to continue with the
programme at a later date as long as it is done within a period of not more
than 5 years from the date of enrolment.
Admission / Entry Requirements

A candidate shall be eligible for admission to National Certificate in Hotel
and Institutional Catering programme on meeting any of the following
minimum qualifications:
a) Ordinary Level Entry Scheme (Uganda Certificate of Education)

The candidate should be a holder of Uganda Certificate of Education with
three passes without restrictions on the passes and year of sitting.
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b) Certificate Entry Scheme

The candidate should hold a Junior Vocational Certificate (JVC) or any
other relevant certificate obtained from a recognised institution.
Curriculum Implementation
The curriculum for National Certificate in Hotel and Institutional Catering
is based on a modular system. During the training, continuous assignments
shall be carried out as a CBET requirement. Each module contains sub-
modules that will help the learner to understand how to perform the core
tasks through:
 Applied knowledge
 Practical involvement, and
 Professional attitude
The learner will also carry out a real life project to put into practice the
knowledge and competences acquired in class.
Prospects for National Certificate in Hotel and

Institutional Catering
NCHC graduates may opt to further their education and improve on their
skills by offering a diploma and or degree in Hotel and Institutional
Catering or any other vocational programme of their choice.
Assessment Criteria
a) Each module shall be assessed out of 100 marks as follows:
 Continuous assessments 40%
 Final examinations 60%
b) Continuous Assessments
These shall be either individual or group based assignments. They will
consist of:
i) classroom exercises and presentations
ii) assignments
iii) tests
iv) practical work
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v) internship and projects execution
c) There shall be final examinations within the last two weeks of

every semester set and conducted by UBTEB.
d) A candidate shall be considered to have acquired a competence on
performing tasks required in the labour market. One must have
attended at least 75% of the module lessons and done both
continuous assessments and end of semester final examinations.
e) Continuous assessment shall be handled by the training
institutions and verified by UBTEB officials.
Project Work
This involves a combination of subject knowledge, process skills and
transferable abilities. The learner should be able to apply classroom
knowledge and skills proactively in a real-life context for an extended
period of time to produce an article or provide a service outside classroom
time. At the end of every semester the learner should have a visible real-
life project on the ground to be authenticated by UBTEB. Project work shall
be assessed continuously by the instructors and marked out of 100% just
like other modules. This shall be based on both the final product and the
process involved in making it. A team of examiners from UBTEB will be
moving around to assess the implementation, authenticity, and
progression of the projects.
The following guidelines shall be considered for project assessment:

Innovation and creativity 10 marks
Customer care 10 marks
Neatness 10 marks
Record keeping 05 marks
Health and safety observation 10 marks
Actual performance 30 marks
Final product 25 marks
TOTAL 100 marks
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Internship
Every student must get a placement for internship to be done at the end of
the second academic year examinations for at least 8 weeks. A placement
in this case is any place where hands-on training and practice shall be
applied to produce items or provide services. This may include
manufacturing enterprises, companies, corporate organisations, shops,
supermarkets, media houses, hotels, a restaurant, libraries, hospital,
schools etc.
i) An industrial supervisor shall award 50% of the marks. This is

because she / he is in contact with the learner much of the time and
gives the necessary practical guidance, support, corrections and
observation.
ii) An academic supervisor shall visit the industry on appointment and
award 30% of the marks. She / he shall interact with the learner in the
presence of the industrial supervisor where applicable.
iii) An internship report shall be written by the trainee and submitted to
UBTEB. This will be marked out of 20% and the scores added to the
marks awarded by the industrial and academic supervisors to make
100%. The following assessment guide may be applied by the
supervisors:
 Attendance 05 marks
 Time management 05 marks
 Teamwork 05marks
 Creativity and innovativeness 15 marks
 Customer care 10 marks
 Health and safety 15 marks
 Actual performance 25 marks
 Written report 20 marks
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Total 100%
Detailed samples of assessment forms for the academic and the work
supervisors are provided in the appendices.
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Awards
A learner who completes the programme with at least 2.0 Cumulative
Grade Point Average (CGPA) in each of the modules shall be awarded a
classified ‘’National Certificate in Hotel and Institutional Catering by
Uganda Business and Technical Examinations Board (UBTEB).
A learner who completes the programme and does not attain at least 2.0
(GPA) in some modules shall be awarded a ‘’Competence Class
Certificate” by UBTEB for the modules passed. The competence class
Certificate shall enable the learner to have a specialised upgrading and
employment since he / she will have attained some useful competences
and skills to perform in the specialised field.
On completion of year one, a learner may on request be given a statement
of results by the UBTEB indicating the grades obtained in each module.
Module Credits and the Weighing System

i) Each module will be weighted using the credit units (CU).
ii) One credit unit is equivalent to 15 contact hours (CH).
iii) A contact hour can either be a teaching / lecture hour (LH), tutorial
hour (TH), field visit hour (FVH) or practical hour (PH).
iv) One contact hour is equivalent to 1 lecture hour / 2 tutorial or
practical hours / field visits hours.
v) Credit units (CU) range from a minimum of 2.0 to a maximum of
5.0 based on the level of relevancy of each module in the
programme.
vi) Hence a module weighted 2 CU would take 30 contact hours, 3 CU
would take 45 contact hours 4 CU, would have 60 contact hours,
and 75 contact hours for a module with 5 CU. No module will have
less than 2 CUs or more than 5 CUs.
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Grading of Modules
Each module shall be graded out of 100 marks and assigned an
appropriate letter grade and grade points as follows:
Marks (%) Letter Grade Grade Point (GP)
80-100 A 5.0
75-79 B+ 4.5
70-74 B 4.0
65-69 C+ 3.5
60-64 C 3.0
55-59 D+ 2.5
50-54 D 2.0
0 – 49 F 0
Cumulative Grade Point Average (CGPA)

The certificate awarded to a learner shall be graded based on the
Cumulative Grade Point Average (CGPA) score.
Computation of the CGPA

The learner’s CGPA at a given time shall be obtained by:
i) Multiplying the grade points obtained in each module by the
corresponding credit units assigned to the module to arrive at the
weighted score for that module.
ii) Adding together the weighted scores for all modules up to that
time
iii) Dividing the total weighted scores by the total number of credit
units taken up to that time.
Classification of the Certificates

The National Certificate in Hotel and Institutional Catering shall be
classified according to the CGPA obtained up to the end of the module. The
certificates shall be classified as follows:
Class CGPA
Distinction 4.30 – 5.00
Credit 2.80 – 4.29
Pass 2.00 – 2.79
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Progression of the Learner

Progression of a learner shall be classified as normal, probationary, or stay
put.
a) Normal Progress
Normal progression will occur when a learner passes all the modules taken
in a semester with a grade point of not less than 2.0.
b) Probationary Progress
This is a stage in which a learner passes some modules but does not
measure up to the minimum GP of 2.0 in other modules. Such a learner will
be allowed to move to the next level carrying along the failed module(s) as
“Retake(s)”
Retaking a Module
i) Retaking will require a learner to redo the entire module by attending
lectures, doing continuous assessments, and sitting the final
examinations of that module. There shall not be a supplementary
examination or test set for any retake but a learner will re-sit the
failed module when it is next examined.
ii) A learner may retake a module to improve the grades obtained at the
first sitting. Should the learner get a lower grade for a retake, his / her
original grade shall prevail.
iii) Whenever a module is retaken and passed, the academic transcript
should not indicate it as a retake.
Stay-put
A learner who does not measure up to the minimum GP of 2.0 in more than
half of the total number of modules in a semester shall not proceed to the
next semester until those modules are cleared. However, the passed
modules should not be repeated.
Dead Year
A learner shall be allowed to apply for a dead year of study due to financial
constraints, sickness or any other genuine problem and should be allowed
to resume the module at the level he / she exited for the dead year. A
learner who applies for a dead year should bear in mind that he / she has
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to complete the programme within duration of five (5) years from the time
of enrolment and registration into the programme.
Academic Load
A Certificate programme shall carry a maximum of 25 Credit Units per
semester.
No semester should have more than seven modules / assessment units
including project work.
Final Examinations Paper Format

Depending on the respective module examination paper formats the questioning
techniques to be applied should seek the learner’s ability to remember,
comprehend, apply, analyse, synthesis, and evaluate conditions. All questions
should aim at guiding the learner to perform the tasks expected of him / her in
the world of work.
The structure below shall be followed to guide the assessors during item
writing.
Year 1 Semester 1
Paper Name and Examination Format
Code
NCBK 111: The paper shall consist of two sections: A and B, with a
Bookkeeping total of eight questions.
NCCS 112: Basic The learner will be required to answer five questions.
Communication Section A shall consist of one compulsory question.
Skills
Section B shall consist of six high order questions and
NCHC 115:
the candidate will be required to answer any four.
Introduction to
Hygiene and All questions shall carry equal marks.
Safety The questioning techniques to be applied should seek
the candidate’s ability to remember, comprehend,
apply, analyse, synthesise and evaluate conditions.
The duration shall be 2 hours and 30 minutes.
NCHC 113: Food These are practical papers that shall be examined one
Production after the other. They will consist of several questions
NCHC 114: Food and the candidate shall pick one by ballot.
Service UBTEB will send to the institutes the cut list of the
items needed for the practical two weeks for
preparation before the examinations date.
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Code
A candidate shall be required to do the following:
a) Prepare and cook in the kitchen
b) Serve the cooked product in the restaurant
UBTEB shall send an external invigilator to assess the
candidates as they progress with the examinations.
The questioning techniques to be applied should seek
the candidate’s ability to apply the practical skills
acquired during the training to perform the tasks.
The duration of this examination shall be four hours.
NCHC 116: Real The real-life projects shall be assessed continuously as
Life Project each learner progresses with the project.
UBTEB shall verify the authenticity of the awarded
marks from the completed projects on the ground and
the learner’s participation through presentations.
The tasks to be performed should seek the learner’s
ability to comprehend, apply, analyse, synthesise and
evaluate conditions.
The duration of the project assessment shall be the
period during the 15 weeks of teaching in an academic
year of study
Year 1 Semester 2
NCHC 121: The paper shall consist of two sections: A and B, with a
Housekeeping total of eight questions.
0perations The candidate will be required to answer five
NCHC 123: Basic questions.
Nutrition Section A shall consist of one compulsory question.
NCHC 125:
Section B shall consist of six questions and the learner
Elements of
will be required to answer any four.
Entrepreneurship
Development All questions shall carry equal marks.
the learner’s ability to remember, comprehend, apply,
analyse, synthesise and evaluate conditions.
The duration shall be 2 hours and 30 minutes
NCFR 122: Basic The paper shall consist of two examination papers:
French Paper One and Two
Paper one will consist of two sections A and B.
Section A will comprise of one (1) compulsory
question of 20 marks involving listening and speaking
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Code
skills. The question will be recorded information to be
played to the candidates after which they will write
down the answers to the questions that will follow in
the question paper provided.
Section B shall consist of 4 (four) questions and the
candidate will be required to answer any 2 (two) to be
taken to UBTEB for marking. Each of these questions
shall be marked out of 20 marks.
Paper two will consist of several oral questions where
a candidate will directly interface with the examiner
and answer the questions in about 15 minutes while
the marks are recorded. The paper will carry a total of
40 marks.
NCCA 123: The paper shall consist of six practical questions set
Computer from any three computer packages: of the syllabus. The
Applications candidate will be required to answer any two. A print
out of the practical outputs together with the
softcopies of all files used will be sent to UBTEB.
The duration of this examination shall be three hours.
UBTEB should verify the authenticity of the awarded
learner’s participation through presentations.
The tasks to be performed should seek the candidate’s
evaluate conditions
year of study
Year 2 Semester 1
Code
NCFO 211: The paper shall consist of two sections: A and B, with a
Fundamentals of total of eight questions.
Front Office The candidate will be required to answer five
Operations questions.
NCBL 212:
Section A shall consist of one compulsory question.
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Code
Introduction to Section B shall consist of six questions and the
Business Law candidate will be required to answer any four.
NCCS 213: All questions shall carry equal marks.
Customer Service
the candidate’s ability to remember, comprehend,
The duration shall be 2 hours and 30 minutes
NCHC 214: The modules will consist of two papers—one is
Beverage service knowledge based and another is practical.
NCHC 215: Linen The knowledge based examination shall consist of two
and Laundry sections: A and B with a total of seven questions.
Operations
The candidate will be required to answer any five
questions in 2 hours and 30 minutes.
Section A shall consist of one compulsory question.
Section B shall consist of six questions and the
candidate will be required to answer any four.
All questions shall carry equal marks.
the learner’s ability to remember, comprehend, apply,
analyse, synthesise and evaluate conditions.
The practical paper shall consist of three questions for
a candidate to choose one by ballot.
The candidate will be required to do the following:
a) Prepare a beverage from the kitchen
b) Serve a beverage in the restaurant
candidates as he/she progresses with the
examinations.
the candidate’s ability to apply the practical skills
acquired during the training, to perform the tasks.
Life Project each student learner progresses with the project.
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Code
year of study.
Year 2 Semester 2
Code
NCHC 222: The papers shall consist of two sections: A and B, with
Introduction to a total of eight questions.
Food Sales and The candidate will be required to answer five
Marketing questions.
NCHC 224: Food Section A shall consist of one compulsory question.
Costing Section B shall consist of six questions and the
NCHC 225: candidate will be required to answer any four.
Introduction to All questions shall carry equal marks.
Events The questioning techniques to be applied should seek
Management the candidate’s ability to remember, comprehend,
The duration shall be 2 hours and 30 minutes.
NCHC 221: Pastry This is a practical paper that consist of three questions
and Baking for the candidate to choose one by ballot.
UBTEB will send to the institution the cut list of the
items needed for the practical two weeks for
preparation before the examinations date.
A candidate shall be required to do the following:
a) Prepare and cook in the kitchen;
b) Serve the cooked product in the restaurant.
candidates as he/she progresses with the
examinations.
the learner’s ability to apply the practical skills
acquired during the training, to perform the tasks.
NCKS 223: Basic The paper shall consist of two examination papers:
Kiswahili Paper One and Two
Paper one will consist of two sections A and B
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Code
Section A will comprise of one (1) compulsory
question of 20 marks involving listening and speaking
skills. The question will be recorded information to be
played to the candidates after which they will write
down the answers to the questions that will follow in
the question paper provided.
Section B shall consist of 4 (four) questions and the
candidate will be required to answer any 2 (two) to be
taken to UBTEB for marking. Each of these questions
shall be marked out of 20 marks.
Paper two will consist of several oral questions where
a candidate will directly interface with the examiner
and answer the questions in 15 minutes while the
marks are recorded. The paper will carry a total of 40
marks.
year of study.
NCHC 227 Internship shall be assessed by three (3) supervisor:
Internship One field supervisor,
One academic supervisor, and
UBTEB
The assessment guidelines to be followed are
provided in the appendix.
Professional Profile for NCHC Graduates

This section describes the professional profile of the National Certificate
in Hotel and Institutional Catering, the various job titles and the related
tasks that can be performed by the graduates of NCHC.
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Main Duties and Tasks for NCHC Graduates

Job Guestroom Attendant
SN Duty Tasks
1 Prepare for duty  Dress up
 Register attendance
 Attend briefing
 Obtain rooming list
 Sign for keys
 Obtain guestroom supplies and materials
2 Make up  Access guestroom
guestroom  Clean guestroom
 Make bed
 Replenish amenities
 Perform turndown services
 Make housekeeping report
3 End shift  Fill and sign log book / handover report
 Store tools, equipment and unused
materials
 Handover keys
Job Laundry Attendant
1 Laundering  Obtain cleaning materials
 Receive and record linen
 Sort and group linen
 Remove stains
 Wash linen
 Dry linen
 Iron linen
 Fold linen
 Tag linen
 Dispatch linen to linen room
 Return unused materials
 Store tools and equipment
Job Linen Room Attendant
2 Handle linen  Carry out linen room mise en place
 Receive, count and record linen
 Check linen
 Repair linen
 Sort linen
 Store linen
 Tag linen
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 Dispatch linen to linen room

 Collect used linen for cleaning
 Store cleaned linen
Job Public Area Attendant
SN Duty Tasks
3 Gardening and  Obtain cleaning supplies and materials
flower  Prune plants and flowers
arrangement  Water and spray flowers
 Polish potted plants / flowers
 Dust artificial flowers
 Arrange flowers
 Trim compound grass and shrubs
4 Make up public  Access public room
rooms  Ventilate public room
 Clean public room
 Refresh public room
 Store tools and equipment
5 Handle internal  Carry out reception mise en place
and external  Distribute memos and mails
communication  Dispatch rooming list
 Give staff update
 Handle calls
 Handle staff visitors
 Handle institutional visitors
 Perform clerical tasks
6 Attend to guest  Receive guests
 Make reservation
 Allocate room to guests
 Provide information to guests
 Handle luggage
 Escort guests to guestrooms
 Handle guest complaints and compliments
 Provide safe custody for guest property
7 Handle occupancy  Handle complaints and compliments
 Handle payments
 Maintain records
 Provide safe custody for guest property
 Direct / guide guest
 Receive keys for custody
 Balance sales
 Make guests reports
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Job Assistant Baker

SN Duty Tasks
8 Prepare for work  Register attendance
shift  Prepare self
 Clean bakery
 Set Bakery
 Collect baking materials
9 Produce pastry  Prepare and bake simple cakes
products  Prepare and bake yeast products
 Prepare and make filo pastry products
 Prepare and make straight dough products
 Prepare and make sugar paste products
 Prepare fruits and sweet dishes
10 Present pastry  Decorate cakes
products  Garnish pastry products
 Pack and label products
 Store pastry products
11 Close bakery  Store unused materials
 Clean up bakery
 Turn off power and gas
 Dispose leftovers
 Sign out
Job Assistant Cateress / Caterer
12 Organise the  Carry out kitchen mise en place
kitchen  Carry out cafeteria mise en place
 Identify required materials
 Requisition and collect materials
 Store unused materials
13 Supervise food  Assign tasks
production and  Regulate the cooking and serving of food
service.  Store equipment
Job Assistant Cook

SN Duty Tasks
14 Prepare for work  Register attendance
shift  Prepare self
 Set work area
15 Prepare dishes  Clean work area
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 Obtain day’s schedule

 Make requisitions
 Make mise-en-place
 Prepare and cook stocks, sauces and soups
 Prepare and cook main dishes and
accompaniments
 Prepare and cook vegetables
 Prepare hot beverages and cold beverages
 Prepare desserts
16 Dish out food  Prepare serving area
 Monitor orders
 Serve food
 Clear serving area
 Tally food orders
 Store unused food
 Dispose leftovers
17 Close work shift  Store unused food
 Clean up work area
 Turn off power and gas
 Close up work area
 Sign out
 Handover
Job Assistant Waitron
18 Organise  Obtain day’s schedule
restaurant  Stock damn waiter
 Make restaurant mise-en-place
 Clean restaurant utensils
 Stock refrigerators and boilers
 Make napkin folds
 Prepare table decorations
 Lay tables
 Arm waitron
19 Serve guests  Receive guest
 Take guest order
 Serve food and beverages
 Receive payment
 Clear table
20 Handle bouquet  Take function reservation
and special  Do pre-function activities
bookings  Receive functional guests
 Handle functional extras
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 Dress chairs / skirt tables

 Provide functional amenities
 Manage P.A. and picture equipment
 Organise and set buffet
 Do after function activities
 Handover function report
5 Close work shift  Store unused items
 Clean work area
 Turn off power driven machines
 Close up work area
 Balance sales
 Handover restaurant
Job Bartender
Bartender  Replenishing bar stocks
 Make bar requisitions
 Take beverage orders
 Server drinks
 Collect payments and operate tills
 Provide shacks
 Prepare cocktails
 Keep the bar area clean
 Ensure that bar glasses are clean
 Clear and clean tables
 Store empty bottles
 Ensure all bar / restaurant equipment are
operational and in line with the health and
safety requirements
Characterisation of Core Tasks

The core tasks for the National Certificate in Hotel and Institutional
Catering can be characterised as follows:
Core Task 1. Food Production
Result To master kitchen recipes and mise- en
place.
Working environment  Classrooms / Lecture rooms
 Laboratory
 Kitchen
Level of complexity Food garnishing
Performance indicators Ready food for human consumption
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Tools and materials used 

Blender
in food production 
Cake tester

Chopping boards

Colander

Cook tongs

Cookers / microwave / stoves / hotplate
/ oven
 Dishwasher
 Freezers / refrigerator
 Fruit squeezer
 Grater
 Griddle
 Heaters, steamers, warmers
 Kettles, pots and pans,
 Knives, pastry cutters, slicing machine
 Masher, mincer, grinder
 Measuring jug
 Mixing bowls
 Mortar and pestle
 Pepper mill
 Rolling pin
 Sieve, strainer
 Spatula
 Weighing scale
Core Task 2. Food and Beverage Service
Results  Mastery of food and beverage service
styles
Level of complexity  Acquaintance with food service language
Performance indicators  Customer care
 Customer acquisition, and retention
Tools and materials used  Check spindles
in food and beverage  Order pads
service  Table numbers
 Table mats
 Table linen
 Cash registers
 Bottle openers
 Service tongs
 Glasses
 Menu-cards
 Flatware
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 Cutlery
 Glassware
 Sauce boats
 Toast racks
 Cups
 Trays
 Plates/bowls/dishes
Core Task 3. Food Costing and Control
Results  To maximise profits
Level of complexity  Portion estimation
Performance indicators  Profits achieved
Tools and materials used  Calculators
in Food costing and  Invoices
control  Stamp
 Temperature control tools
 Knives
 Poking scoop
 Weighing scale
 Inspection table
 Crow bars
Core Task 4. Housekeeping
Results  To provide accommodation space
Level of complexity  Maintenance of housekeeping standards
Performance indicators  Attractive environment
 Guest health and safety
Tools and materials used  Mops, brushes, brooms, dusters
in Housekeeping  Buckets, dust pans
 Squeegee
 Spray gloves
 Linen
 Cloth hanger
 Fire extinguishers
 Maid’s cart
 Suction cleaner
 Dressing mirror
 Calendar
 Flatiron, Press machine
 Ironing board
 Washer, hydro extractor
 Hair dryers
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Core Task 5. Laundry Operations

Result  To provide high standards of guest
services
Level of complexity  Adherence to laundry procedures
Performance indicators  Clean linen
Tools and materials used  Wash basins and buckets
in laundry operations  Caution signs
 Laundry bags and baskets
 Work tables
 Laundry sinks
 Flatiron
 Ironing boards
 Steam pressers
 Finishing machine
 Trolleys
 Dry cleaning machine
Core Task 6. Reception Operations
Results  To receive and guide guests
Level of complexity  Attaining customer satisfaction
Performance indicators  Effective communication
Tools and materials used  Guest register
in Reception operations  Pens
 Computer and fax machine
 Reservation forms
 Credit card processer
 Alarm system
 Telephone switchboard
 Filing cabinet
 Photocopying equipment
 Billing machine
Core Task 7. Hygiene and Safety
Results  To provide hygienic services
Level of complexity  Providing risk free services
Performance indicators  Hygienic products, personnel hygiene,
and safe working environment
Tools and materials used  Cleaning materials such as brooms, mops,
detergents, clean water Hoes, slasher,
spades, rakes
 Carpets, curtains, trays, flasks, food
warmers, workers’ health certificates
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Organisations where hotel and institutional catering

tasks may be performed
 Bars
 Cafes
 Clubs
 Eating houses
 Function service organizations
 Grocery stores
 Guest houses
 Holiday Centres
 Homes
 Hospitals
 Hostels
 Kitchens
 Motels
 Museums
 Restaurants
 Roadside barbeques
 Schools
Focus of Training
The training for NCHC should emphasise the following aspects of learning:
i) Competence based education and training
ii) Modularisation of programmes
iii) Practical assignments and tests
iv) Entrepreneurship development
v) Integrated education (knowledge, application, skills and attitude)
vi) Health, safety and environmental considerations
vii) Sports, clubs and social interactions
viii) Disability and gender consideration
ix) Sustainability of professional practices, general and specialised
code of conduct
x) Internship
xi) Real-life project implementation
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Roles of the Learner, Teacher, and Administrative Staff

Individuals in the education sector have several roles and responsibilities
they play to make training and learning a smooth, pleasant, and
constructive process. Below are some of the roles of the learner, teacher,
and administrative staff.
Role of the Learner

The learner should take into consideration that learning requires great
commitment. The learner’s roles include among others to
i) Participate fully in class work and assignments
ii) be resourceful in group and personal research
iii) Seek guidance
iv) learn to communicate - oral presentation, report writing and
development of personal interactive skills
v) Learn to solve problems she / he has never faced before (initiation and
innovation)
vi) Participate in community-based real life projects
vii) Serve as ambassadors of the institution to the world of work
viii) Learn to work independently and as part of a team
ix) Keep time and manage oneself and other people effectively
x) Participate in sports, social and guild activities
xi) Participate in environment, health, safety and security awareness as well
as preservation activities
xii) Practice leadership roles
xiii) Learn practical and entrepreneurship skills to enable them start up
projects on their own
xiv) Maintain discipline outside the institution
Role of Teaching Staff

Teacher is the main source of information to the learner. His/her roles
include among others, to
i) set the tone for a good learning environment
ii) prepare schemes of work and lesson plans
iii) keep records of attendance and assessment results
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iv) serve as instructor, lecturer, supervisor and coach

v) plan, design and carry out assessment of learner’s performance
vi) engage the learner in continuous assessments and help the
learner to understand what is expected of him/her
vii) participate in quality assurance and ensure that training and
assessments are valid and reliable
viii) contribute to continuing innovation in education
ix) counsel and guide the learner on career and social issues that
may affect his/her studies
x) arrange for and carry out internship placement and supervision
xi) arrange industrial tours and site visits
xii) prepare the learner for project work as well as assess and record
the learner’s progress
xiii) guide the learner in project design and writing
xiv) carry out interdisciplinary activities
xv) guide the learner on the effectiveness of the module
xvi) demonstrate ethical roles
xvii) identify learning materials for the learner
xviii) Update the learner on the developments and requirement
standards of the industry
xix) carry out interdisciplinary activities
xx) guide the learner on the effectiveness of the module
xxi) demonstrate ethical roles
xxii) identify learning materials for the learner
xxiii) Update the learner on the development and requirement
standards of the industry
Role of Administrative Staff

The institute administrative staff coordinates the running of the institution
and play various roles in the implementation of the training syllabi. Such
roles include among others to
i) plan for the smooth running of the college by mobilising funds
and human resources
ii) ensure equity and gender equality
iii) link the institution with the government, world of work and
other stakeholders
iv) support and facilitate teaching and learning
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v) keep custody of college property (inventories).

vi) admit the learner to the institution
vii) maintain and uphold the good image of the institution
viii) ensure high academic standards of the institution
ix) arrange for graduations and regular meetings of alumni
x) maintain ethical and moral conduct
xi) ensure a safe and conducive learning environment
xii) provide the learner with adequate materials
xiii) allow and facilitate inter-institutional activities
xiv) ensure co-curricular activities and implementation
xv) appraise staff performance
xvi) ensure the security of the learner and his/her property
xvii) ensure discipline among staff and learners
xviii) recommend staff for promotion or disciplinary action
Learning Environment
For successful implementation of NCHC syllabus, a conducive learning
environment should be provided. This should include
i) adequate physical infrastructure such as lecture rooms,
laboratories, workshops and libraries equipped with relevant
resources
ii) an electronic learning and teaching environment (ELE) which may
include computers, and the Internet sources among others, to
support teaching and learning processes
iii) teaching and learning materials
iv) healthcare facilities for hygiene and sanitation
v) welfare and security officers
vi) inspiration of staff and the learner to feel committed to the
module.
vii) adequate arrangements for seminars, workshops and exhibitions,
sites and industrial visits
viii) a platform for the learner and staff to air out their views such as
representation on governing councils
ix) adequate maintenance of the learning facilities
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Co-curricular Activities
Co-curricular activities are part of the institution’s activities for they
enhance the teaching and learning process. Therefore, the institution
should ensure that:
i) There are adequate sports and recreational facilities
ii) There is an effective learners’ guild through which their affairs
may be channelled and organised
iii) Religious and cultural affairs of all learners are well catered for
without discrimination
iv) Disability and gender issues are considerations
Teaching and Learning Methods

The teaching and learning methods in this syllabus are just samples. It is at
the teacher’s discretion to apply any other methods deemed suitable to the
classroom setting. The type of methods selected should be guided by the
competences to be acquired by the learner. The teacher is encouraged to
use a variety of methods in a lesson to make it more interesting and
practical. Examples of some of the teaching and l earning methods include
1. Discussion
a) Group Discussions
The learner discusses issues in groups. This methodology enables
knowledge / information to come from the learner rather than from the
teacher. It promotes teamwork and allows all learners to have an
opportunity to give their opinions and ideas, and also stimulates their
interest as they learn from each other.
Guidelines for using group discussion method

i) Group the learners
ii) Give clear instructions to the learner as to what each group should
do
iii) Assign task(s) to each group
iv) Give instructions on the pattern to be followed by when
discussing to ensure that each individual in the group contributes
v) Monitor the group discussions to ensure that the social skills
development takes place
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vi) Assign responsibilities to the learner for positions of Chairperson,

Secretary, Timekeeper, etc. for effective group dynamics
vii) The learner discusses issues raised in the task with the guidance
of the teacher
viii) The learner agrees on the issues to be presented
ix) Group presentations and general discussions
x) Summary of agreed class points
b) Guided Discussions
Guidelines for using guided discussion method:
i) The teacher leads the discussion and acts as the chairperson /
secretary
ii) Give clear instructions to the learner as to what they should do
iii) The learner discusses issues raised in the task with the guidance
of the teacher
iv) The learner agrees on the issues
v) Summarize the session by drawing on the main points
2. Case Study
This method encourages the learner to give information about a situation,
and also comes up with decisions or solutions to a problem. The purpose of
case study is to-
i) help the learner to identify and solve problems in a typical
situation
ii) provide the learner with confidence in decision-making
iii) help the learner develop analytical skills
3. Brainstorming
This is a way of obtaining as many views as possible from the learner in a
short time. The learner should be guided to give as many ideas as he / she
can on a particular issue. It is recommended that all ideas are accepted
without questioning. The ideas should be ranked according to the
relevancy to the issue being brainstormed.
Basic rules for brainstorming

i) Encourage as many ideas as possible
ii) Criticisms of ideas should not be allowed
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4. Buzz Method
This is a method of training that requires the learner to be seated near
each other to discuss an issue that has many points or is controversial. The
noise is the murmur that the class makes like that of buzz. Therefore, some
manageable noise or murmur should not be mistaken for no learning. This
method is good in situations where one cannot conduct effective training
like when it is raining.
The teacher asks questions on what the learner has discussed to find out if
he/she has understood.
5. Guided Discovery
This method is based on the notion that the learner knows more than he /
she thinks he / she knows. The assumption is that the learner only needs
to be prompted to discover this knowledge for himself / herself. The
teacher’s role is to organise the learning environment and present the
content in such a way that the learner can discover more knowledge and
ideas.
6. Demonstration
This is the act of exhibiting, describing and explaining the operation or
process by use of a device, machine, process, product to the learner. A
demonstration can be carried out by the teacher or the learner.
7. Illustration
This is a depiction or representation of a subject matter such as a drawing,
sketch, painting, photograph or other kind of image of things seen,
remembered or imagined using a graphical representation. This method is
best used where words are not sufficient to clearly bring out a concept. It
gives a visual impression to what is being taught.
8. Guest Speaker
Guest speakers could be local entrepreneurs, government officials,
professional practitioners, or community leaders invited to make a
presentation to the learner. Guest speakers can provide a variety to the
entrepreneurship education learning through sharing experience and
adding value by engaging the learner in an educational or informative
manner.
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The method provides the learner with an opportunity to physically

interact with a practitioner who can motivate him / her to develop an
entrepreneurial attitude.
9. Role-play
This method is where the learner is presented with a situation he / she is
expected to explore by acting out the roles of those represented in this
situation. The learner to role-play should be carefully selected and
properly prepared for his / her role. The remaining learners should be
equally prepared for the role-play by briefing them on how they are to act
during the presentation. The players should try to behave naturally during
the presentation.
The teacher:
i) observes when the presentation is taking place.
ii) guide the learner in the programme of presentation to ensure
that he / she focuses on theme of the play.
iii) engages the learner in a discussion or asks him / her about what
they have learnt from the role-play with a view to finding out if
the role-play has provided sufficient information.
10. Study Tour

This is when the learner is taken out to perform particular tasks with the
aim of carrying out an observation, practice or witness the flow of events.
It enables the learner to link the school situation with the reality in the
communities or world of work.
11. Field Attachment

This is when the learner is attached to some entrepreneur(s) to practise
during his / her study time. It does not only enable the learner to relate
what he / she has learnt in class, but also allows him / her to acquire more
knowledge and skills beyond what was covered. It further motives him /
her to become practitioners or entrepreneurs.
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Programme Structure
National Certificate in Hotel and Institutional Catering programme will run
for two academic years and each year is divided into two semesters as
follows:
Year 1 Semester 1
Code Module Name LH PH CH CU
NCBK Bookkeeping 30 60 60 4
111
NCCS 112 Basic Communication Skills 30 30 45 3
NCHC Food Production 30 90 75 5
113
NCHC Food Service 30 60 60 4
114
NCHC Introduction to Hygiene and Safety 30 90 75 5
115
NCHC Real Life Project 30 60 60 4
116
Total 210 240 330 25
Year 1 Semester 2
NCHO Housekeeping Operations 30 90 75 5
121
NCFR Basic French 30 30 45 3
122
NCHC Basic Food Nutrition 30 60 60 4
123
NCCA Computer Applications 30 60 60 4
124
NCED125 Elements of Entrepreneurship 30 60 60 4
Development
126
Total 165 330 345 24
Year 2 Semester 1
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NCHC Fundamentals of Front Office 30 90 75 5
211 Operations
NCBL Introduction to Business Law 45 0 45 3
212
NCCC 213 Customer Care 30 60 60 4
NCHC Beverage Service 30 60 60 4
214
NCHC Linen and Laundry Operations 45 30 60 4
215
216
Total 210 270 330 22
Year 2 Semester 2
NCHC 221 Pastry and Baking 30 90 75 5
NCHC 222 Introduction to Food Sales and 30 30 45 3
Marketing
NCKS 223 Basic Kiswahili 30 30 45 3
NCHC 224 Fundamentals of Food Costing 45 30 60 4
NCHC 225 Introduction to Events Management 30 60 60 4
NCHC 226 Real Life Project 30 60 60 4
NCHC 227 Internship 10 10 60 4
0
Total 19 36 37 25
5 0 5
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Duration: 60 Hours
Module Overview
This module introduces the learner to the fundamental principles and
practices of bookkeeping with emphasis on the framework and procedures
of recording, classifying and analysing business transactions. The learner
will be expected to acquire knowledge and understanding of bookkeeping
concepts and apply the generally accepted principles to his / her day – to-
day business scenarios. It mainly involves recording of transactions,
preparation of source documents, books of account and simple sets of
financial statements.
Learning Outcomes
By the end of this module, the learner should be able to:
i) prepare source documents.
ii) maintain ledger accounts.
iii) prepare basic financial statements.
Sub-module 1: Concepts of Bookkeeping

Duration: 8 Hours
Competences Contents Teaching and
Learning
Strategies
The learner:  Definition of  Conduct a
 differentiates bookkeeping guided
between  Distinction between discussion
forms of bookkeeping and with the
accounting. accounting learner to
 describes the  Forms of accounting: differentiate
activities and - financial accounting between
elements in - cost accounting forms of
the - management accounting.
accounting  Task the learner
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Learning
Strategies
cycle. accounting to identify the
 identifies the  Accounting cycle elements in the
users and uses of  Importance of accounting accounting cycle.
accounting information  Assign the
information  Users and uses of learner in groups
 applies accounting information to identify users
accounting  Accounting concepts, and uses of
concepts, bases, bases, and standards accounting
and standards. information.
 Demonstrate to
the learner the
application of
accounting
concepts, bases
and standards.
Assessment Strategies
Assign learners to:
i) discuss the importance of bookkeeping.
ii) identify the users and uses of accounting information.
Teaching and Learning Resource

Financial reporting conceptual framework
Sub-module 2: Business Transactions and

Source Documents
Duration: 8 Hours
Competences Contents Teaching and Learning
Strategies
The learner:  Types of business  Lead the learner in a
 classifies the transactions guided discussion on the
business  Types of source types of transactions made
transactions. documents by businesses.
 identifies the  Preparation of  Task the learner to look for
source source copies of business source
documents to be documents documents and discuss
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Strategies
used. their purposes in class.
 prepares source  Illustrate the preparation
documents for of different source
the business. documents.
Assessment Strategy
 Give the learner assignments involving preparation of different source
documents used in accounting.
Sub-module 3: Journals
Duration: 4 Hours
Learning
Strategies
The learner:  Meaning of journal  Illustrate the
 classifies journals according  Classification of preparation of
to their purposes. journals different
 prepares journals using  Preparation of journals.
source documents journals  Give the learner
information.  Importance of exercise to
 justifies the importance of journals prepare journals.
using journals.
Task learners to
i) classify journals according to their purposes.
ii) record transactions in journals.
Teaching and Learning Resources

Samples of:
 Invoices  Debit notes
 Vouchers  Receipts
 Credit notes  Journal books
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Sub-module 4: Double Entry System and

Ledgers
Duration: 8 Hours
Competence Contents Teaching and learning
strategies
The learner  Concept of double  Illustrate the concept of
applies double entry double entry system of
entry rules in  Double entry rules bookkeeping.
recording  Meaning of a ledger  Let the learner identify the
transactions in  Classification of source documents used in
ledger ledger accounts business and discuss their
accounts.  Source documents purposes.
 Preparation of  Demonstrate the recording
ledger accounts of business transactions.
 Balancing ledger  Guide the learner in the
accounts balancing of ledger
accounts.
Assessment Strategy
 Give the learner assignment to record business transactions in the
ledgers using double entry system and balance off accounts.

 Source documents
 Ledger books
Sub-module 5: Cashbooks
Duration: 8 Hours
Learning Strategies
The learner:  Cash book as a book of  Demonstrate to the
 categorises a original or prime entry learner the dual role
cash book as a (cash receipts and cash of a cashbook.
book of payments journal)  Display different
original/prime  Cashbook as a ledger types of cashbooks
entry (journal) book (with debit and for the learner to
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Learning Strategies
as well as a credit sides taking on identify them.
principle book double entry)  Provide the learner
of accounts  Types of cashbooks with various source
(ledger). (single column, double documents and
 identifies column, and three information from
different types column cashbooks) which to prepare
of cashbooks  Posting cash, bank and cashbooks.
 records discount transactions in  Demonstrate the
transactions in the cashbook (including preparation of a
cash books. contra entries) petty cashbook using
 prepares a petty  Two column cashbook imprest system.
cashbook  Three column cashbook
following the  Petty cashbook
imprest system.
Assessment Strategy
 Assess the learner on the preparation of different cashbooks.

 Cashbooks
 Source documents (receipts, cheques, bank statements)
 Payment vouchers
Sub-module 6: Trial Balance

Duration: 6 Hours
Strategies
The learner:  Meaning of trial balance
 identifies the  Purpose / uses of a trial  Guide the learner on
purpose / uses balance the purpose of a trial
of a trial  Preparation of trial balance.
balance. balance  Let the learner
 prepares a trial  Errors detected and not prepare a trial balance
balance. detected by trial from a give
balance information.
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Assessment Strategy
Give the learner exercise to:
i) identify errors of the trial balance.
ii) extraction the trial balance.

 Ledger books
 Structure of a trial balance
Sub-module 7: Preparation of Financial

Statements
Duration: 10 Hours
Learning Strategies
The learner:  Elements of financial
 defines statements (incomes,  Guide the learner in
elements of expenses, gross profit, net classifying financial
financial profit, assets, liabilities and information into
statements. capital) elements of financial
 prepares  Trading account and statements.
trading profit determination of gross profit  Demonstrate the
or loss account or gross loss preparation of
and balance  Profit and loss account and the financial statements.
sheet. determination of net profit or  Task the learner to
 interprets the net loss prepare final
balance sheet  Combined trading, profit and accounts and
equation. loss account balance sheet using
 Accounting equation and the different formats.
balance sheet
 Balance sheet and
determination of financial
position
Assessment Strategy
 Assign the learner with information to prepare financial statements.
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 Financial statements  Calculator
 Accounting manuals  Ruler
Sub-module 8: Bank Reconciliation

Duration: 8 Hours
Learning
Strategies
The learner:  The need for bank  Demonstrate
 explains the reconciliation the process of
importance of  Posting bank transactions in identifying
bank the bank statement discrepancies
reconciliation.  Comparing the cashbook and using a
 prepares a bank the bank statement (practical) cashbook and
statement.  Causes of differences between a bank
 identifies the the cashbook and the bank statement.
discrepancies statement  Guide the
between a  Adjusting or amending the learner to
cashbook and a cashbook correct the
bank statement.  Preparation of bank cashbook and
 adjusts the reconciliation statement prepare bank
cashbook. starting with: reconciliation
 reconciles the - adjusted cashbook statements.
cashbook and balance
the bank - cashbook balance
statement. - bank statement balance
- bank overdraft
Give the learner tasks to:
i) identify the causes of discrepancies between cashbook and bank
statement.
ii) update the cashbook.
iii) reconcile the cashbook balance with the bank statement balance
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 Cash deposit slips
 Cheques deposit slips
 Withdrawal forms
 Cheques
 Cashbooks
 Bank statements
Suggested References
Elliott, B. & Elliott, J. (2007). Financial Accounting and Reporting, 6th ed.
London, Financial Times Prentice Hall
Frank, W. & Sangster (2009). Business Accounting 1, 12th ed. London,
Pitman Publishers.
Jennings, A. R. (2008). Financial Accounting, 10th ed. London, DP
Publications Ltd.
Saleemi, N. A. (2010). Financial Accounting Simplified. London,
Champman & Hall.
Stickney, C.P. & Weil, R.L. (2008). Financial Accounting: An Introduction to
Concepts, Methods and Uses. Mason, South-Western College.
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Duration: 45 Hours
Module Overview
The module provides the learner with opportunity to develop skills to
communicate and get along with others through writing, speaking,
listening, and interpreting of body language. The learner will be expected
to acquire skills needed to perform reception work such as welcoming
clients, consulting, giving the necessary advice and making simple reports.
Learning Outcomes
i) communicate effectively with business stakeholders.
ii) handle correspondences at operational levels.
Sub-module 1: Introduction to Communication

Duration: 4 Hours
Strategies
The learner:  Meaning of  Lead the learner to
 defines communication brainstorm the
communication  Importance of definition of
 identifies the communication communication.
importance of  Classification of  Brainstorm the
communication communication importance of
in business. (internal and communication.
 classifies the external)  Lead the learner in a
categories of  Forms of guided discussion on
communication. communication types and forms of
 applies the (formal and communication.
different forms informal)  Demonstrate to
of learner the types of
communication. communications.
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Assessment Strategy
Task the learner to identify the types and forms of communication.
Sub-module 2: Grammar
Duration: 6 Hours
Strategies
The learner:  Parts of speech  Guide the learner in
 applies the (nouns, pronouns, a discussion on the
correct verbs, adverbs, parts of speech.
grammar in adjectives,  Give exercises on
speeches. conjunctions and spellings of words.
 spells words interjections)  Organise a tutorial
correctly.  Spellings for tenses and
 construct  Tenses pronunciations.
sentences  Pronunciation
with the
right tenses.
 pronounces
words
correctly.
Assessment Strategy
Give the learner task to:
i) construct sentences using nouns, verbs, adverbs, and pronouns.
ii) apply different tenses to construct meaningful sentences.
Sub-module 3: Communication Process

Duration: 6 Hours
Learning Strategies
The learner:  Elements of  Illustrate to the
 describes the elements communication learner the
of communication. process communication
 develops the  Channels of process.
communication communication  Demonstrate the
channel.  Barriers to channels of
 identifies barriers to effective communication.
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Learning Strategies
effective communication  Task the learner to
communication.  Solution to the suggest ways of
 identifies solutions to barriers of overcoming barriers
the barriers to communication to communication.
effective
communication.
Assessment Strategy
Assess learners on:
i) The communication process.
ii) The barriers to effective communication.
Sub-module 4: Written Communication

Duration: 10 Hours
Strategies
The learner:  Business letters  Guide the learner on how
 writes business  Curriculum vitae to write business letters,
correspondence.  Business reports notices, memos and
 writes reports.  Memorandum reports.
 prepares memos.  Notices  Let the learner practise
written communication.
Assessment Strategy
 Give the learner exercises to write business letters, memos, notices and
reports.

Samples of:
 Business letters
 Curriculum vitae
 Business reports
 Memorandum
 Notices
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Sub-module 5: Oral Communication

Duration: 8 Hours
Strategies
The learner:  Importance of  Use a video recording
 justifies the oral reflecting conduct of
importance of oral communication oral communication.
communication.  Meetings  Organise role-plays
 organises  Negotiations for learners to
meetings. demonstrate.
 negotiates for meetings and
better business negotiations.
terms.
Assessment Strategy
Let the learner:
i) discuss the roles of a chairperson and a secretary to a meeting.
ii) make class presentations on the conduct of meetings and
business negotiations.
Sub-module 6: Non-verbal Communication

Duration: 6 Hours
Learning Strategies
The learner:  Types of non-  Use a video
 applies non-verbal verbal recording
communication to communication reflecting
express feelings. - body language different non-
 interprets the non- - facial verbal.
verbal expressions communications
communication - gestures  Organise role-
made by others - postures plays in which
correctly.  Eye contact the learner
 analyses the  Advantages and should emulate
advantages and disadvantages of different non-
disadvantages of non-verbal verbal
non-verbal communication communication
communication. styles.
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Assessment Strategy
 Ask the learners to describe the different types of non-verbal
communications.

Video tapes
Sub-module 7: Listening
Duration: 5 Hours
Learning
Strategies
The learner:  Importance of  Organise a video
 justifies the importance listening show on listening
of effective listening.  Barriers to skills.
 listens effectively. effective  Conduct role-
 identifies the causes of listening plays on the
poor listening skills. listening modes.
Assessment Strategy
 Use of cassette player to assess the learner on the listening skills.

 Video tapes
 Tape recorder
 Radio cassette
Wardrope, W. J. & Bayless, M. L. (2009). Oral Business Communication;
Instructions in Business Schools: Journal of Education for Business.
Florida, Pearson.
Komunda, B.M. (2005). Business Communication Skills, 2nd ed. Kampala,
Mukono Printing and Publishing Company.
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Duration: 75 Hours
Module Overview
Catering is of the fastest growing industries in the modern business world
with very high competition. This calls for provision of competent caterers
and hotel service providers. This module is aimed at providing the learner
with introductory skills and knowledge in food and cuisine preparation. It
is expected to also provide the learner with further insight and knowledge
in food and cuisine preparation. The learner will gain experience in
planning menus and preparing them to suit the customer preferences. It
involves production of a range of sandwiches, local and international food
dishes, soups, and fruit desserts.
Learning Outcomes
By the end of this module, the learner should be able to: formulate menus.
i) set the kitchen.
ii) operate the kitchen equipment.
iii) formulate a menu.
iv) prepare and present a selection of dishes.
v) select and mix ingredients to produce a variety of soup flavours.
vi) make delicious fruit desserts.
Sub-module 1: Introduction to Food Production

Duration: 4 Hours
Strategies
The learner:  Meaning of food  Provide the learner
 applies the production with different
culinary terms as  Terms used in food culinary terms and
used in food production guide him/her on
production.  Attributes/qualities how they are applied.
 exhibits the of a good cook  Let the learner
qualities of a demonstrate the
good cook. good practices of a
cook.
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Assessment Strategy
Assess the learner on:
i) the application of different culinary terms.
ii) qualities of a good cook.
Sub-module 2: Kitchen
Duration: 5 Hours
Learning Strategies
The learner:  Types of kitchens  Guide the learner
 lays and (commercial, on how to lay a
organises the domestic, standard kitchen.
kitchen. institutional)  Let the learner
 sections the  Kitchen structure discuss the
kitchen based on and organization qualities of a good
the activities  Kitchen layout kitchen
therein.  Sections of a kitchen  Lead the learner in
 exhibits the  Qualities of a good a guided
qualities of a kitchen discussion on the
good kitchen  Kitchen staff /brigade roles of different
staff. and their duties kitchen staff.
Assessment Strategy
Assess the learner on:
i) a good kitchen layout.
ii) qualities of a kitchen staff.
Sub-module 3: Kitchen Tools and equipment

Duration: 6 Hours
Learning Strategies
The learner:  Small/portable  Let the learner
 categorises kitchen equipment identify and describe
kitchen tools  Large/fixed kitchen kitchen tools and
and equipment. equipment equipment.
 sets and  Factors to consider  Guide the learner on
operates when selecting kitchen the setting and
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Learning Strategies
kitchen tools and equipment operation of modern
equipment  Operating kitchen kitchen tools and
correctly. equipment equipment.
 maintains  Maintenance of  Demonstrate the best
kitchen tools kitchen ways to maintain
and equipment tools and equipment kitchen tools and
in good equipment.
working
condition.
Assessment Strategy
 Assess the learner on the handling and maintenance of kitchen tools
and equipment.
Sub-module 4: Cookery Methods

Duration: 10 Hours
Strategies
The learner:  Moist  Illustrate to the learner the
 selects the methods steps of mise-en-place for
cooking method  Dry ingredients.
that suits a methods  Illustrate on board a set of
particular dish.  Frying instructions (recipes) with
 cooks foods methods ingredients for preparing
following the  Micro wave different dishes.
most appropriate methods  Let the learner demonstrate
method. the different cooking
methods.
Assessment Strategy
i) Assess learners on how to operate kitchen equipment.
ii) Task learners to apply the most appropriate cookery methods
in preparing selected food items.
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 First aid kits  First aid cabinets
 Aprons  Kitchen tools and
 Water equipment
 Soap  Cutlery
 Fire extinguishers  Foodstuffs
Sub-module 5: Menu Planning

Duration: 6 Hours
Competences Content Teaching
and/Learning
Strategy
The learner:  Meaning of menu  Illustrate with
 identifies the  Types of menus examples the types
various types of (a’larte menu, table of menus and
menus. d’hote menu) components of a
 analyses the factors  Factors to consider standard menu.
to consider when when formulating a  Guide learners on
formulating a menu. menu the factors to
 formulates menus  Menu formulation consider when
based on the nature and design formulating a menu.
of customers.  Types of foods  Ask learner’s to
 designs menu cards. (perishables and design a menu for
dry foods breakfast.
Assessment Strategy
Task learners to design menu cards for different dishes

 Computer
 Sample Menus
 Stationary
 Manila Cards
 Markers
 Flip charts/ stand
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Sub-module 6: Preparation of Stocks and

Sauces
Duration: 6 Hours
Competences Content Teaching and Learning
Strategy
The learner:  Types of  Guide learners in the
 Prepares stock stocks selection of spices for
 Classifies the  Types of different sauces.
types of sauces. sauces  Demonstrate the
 Selects - Brown preparation of stocks and
ingredients for sauce sauces.
making different - White  Let learners practice the
sauces. sauce preparation of different
 Prepares sauces  Preserving stocks and sauces.
of various types. stock and  Lead a guided discussion
 Prevents stock sauce on the factors that make
and sauce from  What makes stock and sauce to get
getting bad. stock and spoilt.
sauce to go  Demonstrate ways of
bad preserving stocks and
sauces.
Assessment Strategy
 Task learners to select a variety of sauces and assess them on the
handling and preparation processes.

 First aid kits  Kitchen tools and
 Aprons equipment
 Water  Cutlery
 Soap  Foodstuff
 Fire extinguishers  Fruits
 First aid cabinets  Fruit platters
 Chop boars
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Sub-module 7: Preparation of Soups

Duration: 10 Hours
Competences Content Teaching and
Learning
Strategy
The learner:  Meaning of soup  Guide
 Classifies the  Types of soup learners
types of soups. - Stock in the
 Identifies - Veloute (chicken soup preparati
ingredients for mushroom soup) on of
making - Puree (potato soup, pea soup) different
different - Cream (tomato soup, pumpkin categorie
soups. soups) s of
 Prepares tasty - Clear (consomme a la julienne, soups.
soups of ala celestine)
various types.  Broth (mixed vegetable,
chicken broth)
Assessment Strategy
 Assess learners on the preparation of a selection of soups.
 First aid kits  Kitchen tools and

 Aprons equipment
 Water  Cutlery
 Soap  Foodstuff
 Fire extinguishers  Fruits
 First aid cabinets  Fruit platters
 Chop board
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Sub-module 8: Preparation of Main dishes

Duration: 14 Hours
Learning Strategy
The learner:  Local/traditional dishes:  Illustrate to
 Prepares - Rice learners the
recipes for - Potatoes steps of mise-en-
different - Banana place for
foods. - Millet/posh ingredients.
 Identifies - Cassava  Illustrate on
variations  International dishes: board a set of
in recipes. - Irish potatoes instructions
 Prepares - Spaghetti (recipes) with
and cooks - Chips ingredients for
local and  Eggs cookery preparing
internation  Fish cookery different dishes.
al dishes  Meat (beef, pork, mutton,  Guide learners
following goat) as they prepare
the set  Poultry different dishes.
recipes.  Vegetables
Assessment Strategy
Assess the learner’s
i) arrangement of the mise-en-place.
ii) application of the mise-en-place in preparing dishes.

 First aid kits
 Aprons
 Water
 Soap
 First aid cabinets
 Kitchen tools and equipment
 Cutlery
 Foodstuff
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 Fruits
 Fruit platters
 Chop boards
Sub-module 9: Preparation of Snacks

Duration: 8 Hours
Learning
Strategy
The learner makes an  Snacks  Guide
assortment of fast foods  Burgers learners in
such as:  Sandwiches the
 burgers  Chaps preparation
 chaps  Rolex of fast foods.
 sandwiches  Eggroll  Ask each
 rolex  Chips (banana, potatoes, learner to
 eggrolls cassava) choose and
 chips  Crisps (banana, cassava, prepare one
 crisps potatoes) fast foods.
Assessment Strategy
 Assess learners as they prepare different fast foods.

 First aid kits
 Aprons
 Water
 Soap
 First aid cabinets
 Kitchen tools and equipment
 Cutlery
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Sub-module 10: Preparation of Fruit Desserts

Duration: 6 Hours
Competences Content Teaching and Learning
Strategy
The learner:  Fruit salads  Ask learners to collect
 selects fruit mixture  Methods of fruits for making
for salads. fruit slicing salads.
 prepares and chops  Fruit fritters  Demonstrate the
fruits for salad.  Cocktails methods of chopping
 organises platters for different shapes of
serving salads. salads.
 clears the remains of  Display for learners the
the ingredients to appropriate platters for
keep the working serving salads.
area clean.  Guide learners on the
handling of fritters.
Assessment Strategy
 Let learners prepare and produce basic hot and cold dessert items.

 Foodstuff
 Fruits
 Fruit platters
 Chop boards
Suggested Reference
Campbell, J. David, F. & Victor, C. (2008), Practical Cookery. 11th edn,
Fakanham Ltd, Norfork.
Gonahasa, J. (2002). The Taste of Uganda. 1st edn, Makerere Printing Press,
Kampala.
Victor, C. & Ronald, K. (1995). Practical Cookery. (8th edition), Stoughton
Publishing company
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Duration: 60 Hours
Module Overview
This module will equip the learner with technical and operational skills to
run a food service establishment. The learner will gain experience in
preparing and presenting a variety of food dishes in the most appreciated
manner by the customers.
Learning Outcomes
By the end of the module the learner should be able to:
i) organise, set up and run a restaurant.
ii) apply technical and social skills to orient and serve customers.
Sub-module 1: Introduction to Food Service

Operations
Duration: 6 Hours
Strategies
The learner:  Food and  Let the learner discuss
 applies the terms beverage the types of food and
used in food service terms beverage service
service  Types of food organizations.
appropriately. service  Lead the learner in a
 categorizes food organizations discussion on the
and beverage (hotels, meaning of food and
service restaurants, beverage service terms.
organizations. coffee shops,  Illustrate the
 draws snack bars, organizations structure
organization nightclubs, of food and beverage
structure of the cafes) service department and
food and beverage  Organizational let the learner emulate.
service structure of  Let the learner
department and the food and brainstorm the qualities
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Strategies
follow hierarchy beverages of food and beverage
when carrying out department service staff.
restaurant  Duties and  Group learners and task
activities. qualities of them to make a check
 carries out duties food service list of qualities of food
of food and personnel and beverage service
beverage service  Role of food staff and let them
staff. and beverage present to the class.
 applies food and operations in  Lead a discussion on the
beverage service hospitality role of food and
terms industry beverage service in the
 justifies the need hospitality industry.
of food and
beverage service
operations in the
hospitality
industry.
Assessment Strategy
Task the learner to:
i) categorise food and beverage service organisations.
ii) draw the organisation structure of food and beverage service
staff.
iii) describe the duties and qualities of food and beverage service
staff.

 Restaurant
 Restaurant tools and equipment
 Text books, Kitchen, first aid kit Equipment: Cookers (Electric
and Gas), Charcoal Stoves, refrigerators, ovens. Tools: Chopping
Board, Knives, Source Pans, Frying Pans, Plates, Bowls
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Sub- module 2: Ushering Guests in a Restaurant

Duration: 10 Hours
Learning Strategies
The learner:  Receiving and  Let the learner
 receives and seating guests role-play receiving,
seats guests.  Presenting menu seating guests and
 presents the  Offering bread rolls presenting of the
menu to the and butter menu.
guests.  Pouring water in the  Guide the learner
 takes orders glass to offer rolls and
and serves the  Taking order butter, pour water
guest.  Serving the guest in the glass, take
 crumbs down  Crumbing down orders, serve food
and presents  Serving desserts and beverages and
bills.  Presenting a bill present bills.
 leads guest out  Bidding farewell  Demonstrate how
of the to crumb down
restaurant. and learner
emulates.
Assessment Strategy
i) receive and seat guests.
ii) present the menu and serve food to guests.
iii) crumb down.
iv) present bills and bid farewell.

 Restaurant
 Menu cards
 Food and Beverage
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Sub-module 3: Menus
Duration: 10 Hours
Strategies
The learner:  Meaning of menu  Let the learner
 categorises  Types of menus, brainstorm the
menus. (characteristics, meaning and types of
 Compiles menus advantages and menus.
following disadvantages)  Demonstrate how to
appropriate - aa carte menu formulate and design
guidelines. - table d’hôte menus and let the
 formulates and - cyclic menu learner emulate.
designs a menu. - French classical  Lead the learner in a
 harmonizes menus guided discussion on
dishes with  Factors to consider the factors to
accompaniments. when compiling consider when
menus compiling menus.
 Menu  Lead the learner in a
formulation/design discussion on how to
 Types of dishes and match dishes with
their accompaniments accompaniments.
Assessment Strategy
The learner:
i) distinguish between a la carte and table d’ hote menu.
ii) describe the factors to consider when compiling menus.
iii) formulate and design a menu.
iv) harmonizes dishes and their respective accompaniments.

 Restaurant
 Samples of Menu Cards
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Sub-module 4: Restaurant Tools and Equipment

Duration: 10 Hours
Strategies
The learner:  Classification of  Visit a standard food
 categorises restaurant and beverage service
restaurant equipment organisation and show
tools and (chinaware, the learner various
equipment. glassware, tools and equipment.
 selects silverware)  Display restaurant
restaurant  Factors to tools and equipment
tools and consider when and ask the learner to
equipment. purchasing identify them.
 applies correct food& beverage  Demonstrate the uses,
tools and service care and maintenance
equipment for equipment of the restaurant tools
service of a  Handling (usage, and equipment and the
particular care and learner emulates.
cover. maintenance) of  The learner
 maintains food food and brainstorms factors to
and beverage beverage consider when
service tools service tools purchasing food and
and equipment. and equipment beverage service tools
and equipment.
Assessment Strategy
i) categorise food and beverage service tools and equipment.
ii) describe the factors to consider when purchasing food and
beverage tools and equipment.

 Restaurant
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Sub-module 5: Restaurant Mise en Place / Mise-

en-scene
Duration: 10 Hours
Strategies
The learner:  Mise – en – scene :  Demonstrates to the
 attends to the - attending to the learner how to attend
environment environment to the environment and
and ambience - ambience ambience and let the
effectively.  Mise – en – place: learner emulate.
 sets up - cleaning and  Demonstrate to the
restaurant polishing cutlery, learner how to set up
mise- en-place crockery and restaurant mise- en
correctly. glasses place and task them to
 carries, care - setting and laying perform mise - en-
and maintains tables, prepare place.
glasses sideboards,  Guide the learner to set
correctly. accompaniments, and lay tables, prepare
napkin folding. sideboards and fold
- carrying glasses, napkins.
tray, care and  Demonstrates to the
maintenance learner how to carry,
care and maintain
glasses and let
him/her emulate.
Assessment Strategy
Task the learner to
i) perform mise – en – scene and mise – en – place
ii) describe how to carry, care and maintain glasses

 Restaurant
 Side board
 Restaurant Manuals
 Table Linen
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Sub-module 6: Techniques and Styles of Service

Duration: 14 Hours
Competences Contents Teaching /Learning
Strategy
The learner serves  Description /application, Demonstrate to the
food using various advantages and learner how to serve
styles. limitations of the food using various
following styles of service: styles and let him/her
- American/table emulate.
service
- Russian/silver
service
- French/guéridon
- English/family
service
- buffet/full self-
service
- Cafeteria/assisted
service
i) serve food using different styles.
ii) describe various styles of service of food.

 Tables, chairs, table cloths, plates, cutlery, glassware, chinaware
 Chalk board
 Restaurant furniture
 Kitchen, first aid kit equipment: Cookers (electric and gas),
charcoal stoves, refrigerators, ovens. Tools: chopping board,
knives, source pans, frying pans, plates and bowls
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Ceseran, S. & Campbell, J. (2010). Theory of Catering, 11th ed. London, Cool
power.
Coller, H. & Sussams (1990). Success in Principles of Catering. Hobson, S.
(200). Theory and Public Health, 5th ed. London, Oxford University.
Melica, B. (2000). Cookery for Schools.)
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Duration: 75 Hours
Module Overview
Hygiene is a point of focus in the hospitality industry today because it
highly contributes to customers’ safety, health, and satisfaction. This
module will introduce the learner to hygiene requirements that give him /
her an understanding of the necessary steps to undertake whilst
preparing, handling, cooking, and serving of foodstuffs. It covers the
importance of personal and food hygiene and work area sanitation. This
will enable the learner to be competent in the hygiene and safety
procedures required in the catering industry.
Learning Outcomes
i) observe and demonstrate personal hygiene and practices.
ii) handle food and kitchen equipment.
iii) keep the kitchen and other work areas clean.
iv) protect food from contamination.
Sub-module 1: Concepts of Hygiene and Safety

Duration: 6 Hours
Strategies
The learner:  Meaning of  Guide the learner in a
 categorises hygiene, safety and discussion on meaning
types of hygiene. sanitation of hygiene, safety,
 selects the  Main categories of sanitation and main
cleaning tools hygiene (personal, categories of hygiene.
and materials. food, workplace  Ask the learner to make
 cleans and and environment) some of the common
disinfects  Cleaning and local cleaning materials
working disinfection such as brooms, dusters,
surfaces. procedure of mops and brushes.
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Strategies
 justifies the surfaces  Task the learner to clean
importance of  Importance of his/her working areas.
hygiene safe. hygiene and safety
Assessment Strategy
The learner is tasked to:
i) describe the importance of hygiene and safety.
ii) categorise the branches of hygiene.

 Cleaning agents
 Cleaning tools and equipment
Sub-module 2: Personal Hygiene

Duration: 10 Hours
Strategies
The learner:  Importance of  Guide the learner in a
 justifies the personal discussion on aspects of
importance of hygiene personal hygiene and
personal  Aspects of task learners to discuss
hygiene. personal ways of maintaining
 observes hygiene (care personal hygiene and
personal for body parts) then give a report.
hygiene.  Requirements  Let the learner
 demonstrates for personal brainstorm the
the need for health requirements for good
personal health.
hygiene.
Assessment Strategy
i) identify the requirements for good health.
ii) suggest rules of personal hygiene.
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 Cleaning agents
Sub-module 3: Food Hygiene

Duration: 18 Hours
Learning
Strategies
The learner:  Meaning of food hygiene  Guide the
 practices good  Bacteria learner in a
food hygiene - types of bacteria ( discussion on
to prevent harmful and useful meaning , types,
food bacteria) causes and
poisoning. - conditions for growth prevention of
 stores food and multiplication of food poisoning
correctly to bacteria and cross
minimize food  Food poisoning contamination.
spoilage. - meaning , types, causes  Guide the
and prevention of learner in a
food poisoning brainstorming
 Cross session on the
contamination(meaning and causes of food
prevention) spoilage and
 Food spoilage (meaning, ways of
causes and prevention ) preserving food.
 Food preservation
(methods, importance)
Assessment Strategy
Task the learner t:
i) identify the conditions necessary for the growth of bacteria.
ii) describe the causes and prevention of food poisoning.
iii) describe five food preservation methods.

 Cleaning agents
 Food preservation manuals
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 Computer
 Stationary
 Flip charts and Stand
Sub-module 4: Safety in the Kitchen

Duration: 16 Hours
Strategies
The learner:  Hygiene focal  Take the learner on a
 draws Lay out points on the study tour on the
of the kitchen Kitchen layout kitchen floor surfaces,
indicating  Suitable surfaces layouts and
hygiene focal for the kitchen maintenance.
points.  Kitchen care and  Task the learner to
 identifies the maintenance identify suitable kitchen
best surface for  Suitable clothing clothing style and then
the kitchen. for kitchen staff give a report on
 maintains  Kitchen essential qualities for
kitchen ventilation the same
hygiene.  Kitchen waste  Guide the learner on
 selects the best disposal how to dispose kitchen
clothing for waste.
kitchen work.
 disposes off
kitchen waste
correctly.
Assessment Strategy
i) identify the qualities of a good kitchen clothing.
ii) suggest the different ways of disposing kitchen waste.
iii) describe how to care for various kitchen surfaces.

 Cleaning agents
 Kitchen Linen
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 Computer
 Flip Charts/Flip Stand
 Mark pens
 Audio/Video
Sub-module 5: Water Used in Catering Industry

Duration: 15 Hours
Learning Strategies
The learner:  Sources of water  Let the learner
 identifies the used in catering brainstorm the
sources of water. establishments sources, types and
 prevents  Types of water properties of water.
contamination of  Properties of  Lead the learner in
water. clean water a guided discussion
 purifies water  Contamination on prevention of
using different of water water
methods.  Purification of contamination.
 stores water water  Demonstrate the
safely. (decanting, various methods of
filtration, water purification
boiling) and let learners
 Tips on safe emulate.
water storage
Assessment Strategy
Task the learners to:
i) identify the sources of water.
ii) describe the ways through which water is contaminated.
iii) purify water using various methods.

 Cleaning agents
 Computer
 Demonstration Charts
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 Water purification equipment

 Water
Sub-module 6: First Aid

Duration: 10 Hours
Strategies
The learner:  Meaning and  Lead the learner in a
 justifies the purpose of first guided discussion
purpose of aid on importance of
offering first  Content of a first offering first aid.
aid aid box  Display the items to
 identifies  Causes of include in the first
items to common aid box and task the
include in the accidents in the learner to state their
first aid box hotel uses.
and their uses. establishments  Lead the learner in a
 sets measures  Provision of first guided discussion
to control aid to burns, on the causes of
accidents in scalds and accidents.
the hotel bruises  Let the learner role-
establishment  Prevention of play the
. common administration of
 administers accidents in the first aid for different
first Aid to hotel injuries.
accident establishment
victims.
Assessment Strategy
Task learners to:
i) suggest different causes of accidents.
ii) identify items to include in the first Aid box and their uses.

 First Aid box
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Teaching References
Ceseran, S & Campbell, J. (2010). Theory of Catering, 11th ed. London, Cool
power.
Coller, H. & Sussams (1990). Success in Principles of Catering. (Hobson, S.
(200). Theory and Public Health, 5th ed. London, Oxford University.
Melica, B. (2000). Cookery for Schools.
Chartered Inst. of Environmental Health (2012). Food Safety, CIEC,
London.
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Duration: 60 Hours
Module Overview
This module introduces the learner to real-life projects involving
application of classroom knowledge to produce and present real-life items
with the aim of acquiring skills to do business for self-sustainability.
Learning Outcome
By the end of this module, the learner should be able to identify a project,
plan for the source of funds and other required resources and start up a
real-life project related to the programme.
Project Identification and Planning

Duration: 60 Hours
Strategies
The learner:  Environmental  Guide the learner in
 identifies a analysis identifying problems
project.  Project around the college
 carries out a identification community which
feasibility study.  Feasibility he/she can transform
 determines the study into business
initial capital  Capital opportunities.
required. estimation  Assign the learner to
 draws the budget.  Budgeting make budgets for the
identified projects.
Sample projects
The learner may setup and run any of the projects listed below or think
of any other of his / her choice:
 Plan and write menus for different classes of people
 Design brochures and tariffs
 Design a la carte menu or table d’hôte menu
 Construct a composite pit
 Sell assorted fruits and vegetables
 Grow vegetables for sale
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Harold, K. (2010). Project Management: A Practical Planning and
Implementation Guide. Nairobi, CBPS Publisher & Distributors.
Jason, W. (2006). The Project Management Life Cycle: A Complete Step by
Step Method for Initiating, Planning, Executing and Closing a
Project Successfully. New York, McGraw Hill Publishing Company
Ltd.
Kerzner, H. (2002). Project Management: A System Approach to Planning,
Scheduling & Controlling, 2nd ed. California, CBP Publishing
Company.
Lewis, J.P. (2004). Project Planning Schedule and Control: A Hands-on
Guide to Bringing Projects in on Time and on Budget. New Delhi,
New Age International (P) Limited.
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Duration: 75 Hours
Module Overview
This module equips the learner with skills of general care, cleanliness,
orderliness and ability to keep personal and organisational property. It
covers cleaning and maintenance of guestrooms, linen, laundering and
garden care: all of which play an important role in the reputation of a hotel.
A trainee will be able to make the hotel environment comfortable for the
guests by making the ambiance pleasant, attractive and peaceful to live in.
Learning Outcomes
By the end of the module, the learner should be able to:
i) take care of the accommodation establishments.
ii) service guest rooms.
iii) keep linen clean.
Sub-module 1: Concepts of Housekeeping

Duration: 7 Hours
Strategies
The learner:  Housekeeping  Guide the learner to
 applies housekeeping terminologies apply housekeeping
terminologies. and importance terminologies
 justifies the role of of correctly.
housekeeping hotel housekeeping  Illustrate on board or
settings.  Housekeeping chart the housekeeping
 draws the organisational organisational
Housekeeping structure structure and let
organisational  Attributes of a learners emulate.
structure. housekeeper  Let the learner
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Strategies
 exhibits attributes of a  Roles of brainstorm the
housekeeper. housekeeping attributes and
 performs roles of staff importance of
various housekeeping  Relationship housekeeping staff
staff. between  Guide the learner in a
 coordinates the housekeeping discussion on the
housekeeping with and other relationship between
other departments. departments housekeeping and
other departments.
Assessment Strategy
i) describe the importance of housekeeping in hotels.
ii) illustrate the organisational structure of the Housekeeping
department.
iii) identify attributes of a housekeeper.
iv) analyse the relationship between housekeeping and other
departments.

 Housekeeping structure charts
 Computer
 Audio/video
Sub-module 2: Cleaning
Duration: 16 Hours
Strategies
The learner:  Types of soiling (stains,
 identifies tarnish, dust and dirt)  Display different
types of  Types of cleaning types of soiling for
soiling. equipment and tools the learner to get
 selects - manual cleaning exposed.
cleaning equipment and tools  Take the learner
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Strategies
equipment - mechanical cleaning on a field visit to
and tools. equipment get exposed to the
 applies and - factors to consider various cleaning
maintains when selecting cleaning equipment, tools,
cleaning equipment agents and
equipment - use and maintenance of methods.
and tools. cleaning tools and  Let the learner
 applies equipment discuss the factors
various  Cleaning agents to consider when
Cleaning  Cleaning methods selecting cleaning
agents. - manual (sweeping, equipment.
 applies dusting, mopping,  Demonstrate the
various scrubbing, polishing, application of
methods to dump dusting) different cleaning
clean. - mechanical (suction, agents.
 cleans on a scrubbing, washing)  Let the learner
daily and  Cleaning routine (daily, practises the different
periodic periodic ) cleaning methods
basis. used in housekeeping.
Assessment Strategy
i) classify the various types of soiling.
ii) apply the right agent to clean different soiling.
iii) suggest the factors to consider for selecting cleaning equipment.
iv) use mechanical and manual cleaning equipment.

 Cleaning agents
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Sub-module 3: Guestroom
Duration: 18 Hours
Competences Contents Teaching and Learning Strategies
The learner:  Types of  Lead the learner on a study
 distinguishes guestrooms visit to a hotel with different
different types  Qualities of a types of guestrooms and task
of guestrooms. good the learner to identify
 identifies guestroom. distinguishing features.
qualities of a  Cleaning and  Guide the learner in a discussion
good making up a on qualities of a good
guestroom. guestroom guestroom.
 cleans a - cleaning  Demonstrate the techniques of
guestroom occupied cleaning an occupied room and
thoroughly. rooms cleaning a vacant rooms and let
 provides - cleaning the learner emulate.
guestroom vacant  Lead the learner in a guided
amenities / rooms discussion on guestroom
facilities. - cleaning amenities and facilities.
 makes up a departure  Demonstrate the procedure of
guestroom. rooms making-up a guestroom and the
 makes the bed.  Amenities/ learner emulates.
 Performs facilities  Demonstrate the bed-making
evening  Bed-making procedure and the learner
services in the procedure emulates.
guestroom.  Turndown  Demonstrate turndown service
services and the learner emulates.
Assessment Strategy
i) identify qualities of a good guestroom.
ii) make a bed.
iii) clean an unoccupied and a vacant room.

 Guestrooms  Towels
 Beddings  Sleepers
 Cleaning materials  Flat iron
 Mosquito net  Sprays
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Sub-module 4: Public Areas

Duration: 18 Hours
Learning Strategies
The learner:  Cleaning  Demonstrate the
 cleans public - washrooms procedure of
areas following (Bathroom and cleaning public
recommended Toilet) areas and the
procedures. - restaurants, learner emulates.
 designs conference  Take the learner
compound rooms, corridors, on a study tour to
 Designs a flower staircases landscaped places.
garden.  Gardening  Guide the learner
 makes flower - landscaping on the different
gardens and - natural and flower
indoor plants. artificial flowers arrangements.
 arranges flowers - flower patterns  Guide the learner
in different and arrangement to care and
patterns. - care and maintain flowers
 cares for and maintenance of and indoor plants.
maintains flowers and
flowers and indoor plants
indoor plants.
Assessment Strategy
i) clean public areas.
ii) make different flower arrangements.
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 Spades  Garden
 Rakes  Watering cans
 Hoes  Wire mesh
 Ribbons  Flower stands
 Pots  Pliers
 Flower vases  Scissors and shears
 Flowers  Gloves
 Flower oasis  Cello tape
 Gumboots  Herbicides
 Masks  Spraying cans / bottles
 Overalls
Sub-module 5: Pests and Pest Control

Duration:16 Hours
Learning
Strategies
The learner:  Common pests in  Let the
 identifies the housekeeping, learners
common pests signs of pest brainstorm
in activities, methods the common
housekeeping. of pest control) pests in
 identifies the - bed bugs housekeeping.
signs and - moths  Lead the
effects of - wood beetles learner in a
pests. - fleas, lice, silver fish guided
 mitigates pest - wood rot ( dry rot, discussion on
infestation. wet rot) the signs and
 eliminates - rats, mice, bats effects of
pests from - cockroaches pests.
establishments - mosquitoes  Demonstrate
. - houseflies the
 Effects of pest elimination of
activities pests and the
learner
emulates.
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Assessment Strategy
i) describe effects of pests in establishments.
ii) identify signs of pest infestation.
iii) suggest methods of controlling pest infestation in establishments.

 Maids carte
 Buckets
 Spray pump
 Pesticides
 Baits / traps
Joan, C. B. (2004). Hotel, Hostel & Hospital Housekeeping, 5th ed. New
Delhi, Replika Press Pvt Ltd.
Campbell, J. David, F. & Victor, C. (2008), Theory of Catering, 11th ed.
Norfork, Fakanham Ltd.
Mulumba, M. (2013). A Guide for Hotel Housekeeping and Laundry
Operations. Olca Publications.
Robyng, G. (2004). Catering towards a Career, 2nd ed. Brisbane, Pearson
Educational Australia pty Ltd.
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Duration: 45 Hours
Module Overview
The foundation of catering and hospitality industry is based on French
culture and most of the menu formulations were and are still in the French
language worldwide. This module is thus intended to equip learners with
knowledge and skills to familiarise with, and apply the basic French
terminologies used in catering.
Learning Outcome
By the end of this module, the learner should be able to understand and
apply the French terminologies in day-to-day catering business.
Sub-module 1: Introduction to French

Duration: 6 Hours
Strategies
The learner:  Introducing  Demonstrate
 introduces oneself and introduction of oneself
oneself and others and others.
the  Greetings  Let the learner role-play
colleague. (morning, the introduction of
 greets different afternoon, oneself and others.
people at evening, peers,  Demonstrate the
different times elders, one greeting in French, and
of the day. person, many let the learner responds
 makes use of people) and emulates.
French catering  Pronunciation of  Play an audio recording
terminologies. catering on the pronunciation of
 applies terminologies in numbers and words
cardinal points French commonly used in
to give  Use cardinal catering.
direction. points (East, west,  Guide the learner in a
north, south) for role-play to apply
direction catering terminologies.
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Assessment Strategy
i) introduce and greet each other at different times of the day.
ii) direct one another using cardinal points.
Sub-module 2: Letters and Numbers

Duration: 6 Hours
Learning Strategies
The learner:  French alphabet  Guide the learner on
 states the French  Basic numbers the application of
alphabet. - cardinal the French alphabet.
 counts numbers in numbers  Let the learner count
French. - ordinal in French stating
 distinguishes numbers whole numbers and
between cardinal - fractions fractions.
and ordinal  Demonstrate the
numbers. application of
 states fraction cardinal points.
figures in French.
Assessment Strategy
Give the learner exercises to:
i) write French alphabet and numbers.
ii) count ordinary and cardinally in French.
Teaching and learning Resources

 Charts of French alphabet and numbers
 French dictionary
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Sub-module 3: Definite and Indefinite Articles

Duration: 12 Hours
Strategies
The learner:  Application of  Guide the learner on
 asks for and definite articles the conjugation of
states the date,  Feminine, verbs in the present,
and age. masculine, plural future and conditional
 asks for and forms tenses.
tells time.  Prepositions (at, to,  Guide the learner on
 pronounces in, on) the application of
nationalities  Pronouns (me, you, prepositions in
and countries. us, him, her, them) different forms.
 applies the  Application of  Ask the learner to
definite and indefinite articles construct sentences
indefinite  Stating the date, with indefinite articles.
articles. days and months  Play an audio recording
 identifies and  Stating age onpronunciation of
names items  Stating dates, days and
used in the nationalities and months.
kitchen, countries  Let every learner say
restaurant and  Naming objects out his/her date of
guest rooms in used in kitchen, birth and nationality in
French restaurant and French.
 contracts the guestroom  Guide the learner on
definite articles.  Contraction of the the names of items
definite article used in the kitchen,
restaurant and
guestroom.
Assessment Strategy
i) express himself / herself in French indicating his / her age, date of
birth, and nationality.
ii) involve in reading French and assess his / her pronunciations of
words.
iii) name objects in the kitchen, restaurant, and guest room in French.
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Teaching and learning Resources

 Calendar
 Clock
 Kitchen utensils and cutlery
 Linen
 Beddings
 Laundry items
Sub-module 4: Phrases and Terminologies

Duration: 12 Hours
Learning
Strategies
The learner:  Formal and informal:  Task the learner to
 applies the “etrre” “tu and vous” construct different
and “avoir”  Verbs “etrre” and sentences in French
correctly. “avoir” using different
 constructs French  Conjugation of verbs verbs, quantities
sentences using - present tense and tenses.
the right tenses. - future tense  Play videos / audio
 states the prices - conditional tense CDs with French
of different  Use of “how tenses.
quantities of many/much”  Let the learner role-
items.  Description of hotel play the ordering
 uses the singular and catering items meals and apply the
and plural terms  Use of “there is” and “how many/much”.
correctly. There are”  Give examples of
 makes orders for  Ordering food/drink business cards and
food / drinks in  Writing: postcards, ask the learner to
French. menus, addresses use them to make
 writes menus menus and
cards in French. postcards.
Assessment Strategy
Let the learners:
i) construct formal and informal sentences in French.
ii) read out simple texts written in French.
iii) make reservations in French.
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 Audio tape
 Television set
 Video tapes /CDs
 Role-play scenarios
Sub-module 5: Making Requests and Placing

Orders
Duration: 9 Hours
Learning Strategies
The learner:  French culinary  Guide the learner
 applies French culinary terms in the application
terms correctly.  French beverage of the culinary
 pronounces French brands French terms.
beverage brands correctly.  Responding to  Let the learner
 applies French inquiries name the French
reservation terminologies  Taking beverage brands.
correctly. orders/reservatio  Group the learner
 handles guest inquiries. ns from guests to role-play taking
 takes orders /reservations  Making orders from guests
from guests. appreciation and expressing
 appreciates the guests and appreciations.
responds to appreciation.
Assessment Strategy
i) construct sentences in the present, future and conditional tenses.
ii) interrogate in French.
iii) make requests in French.
Brian, H. (2000). Just Listen “N Learn French Plus Yokohama, McGraw-Hill.
Lucette, B. (2002). French for Business: Students Book, 5th ed. London.
Loutledge.
Nathalie, M. (1995). French Business Situations: A Spoken Language Guide.
London, Loutledge.
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Duration: 60 Hours
Module Overview
Tourism and hospitality industry has led to an increase in the number of
people eating in hotels and restaurants. This calls for caterers and
hoteliers with knowledge in nutrition to provide well-planned and
balanced diets to different hotels and catering institutions. This module is
therefore aimed at providing the learner with a firm grounding in food and
nutrition practices to venture into food services. It focuses on sub-modules
about proteins, carbohydrates, vitamin and fats that influence nutrition
design for good health.
Learning Outcomes
i) plan nutritious meals for different categories of people.
ii) promote healthy eating habits.
Sub-module 1: Introduction to Nutrition

Duration: 4 Hours
Strategies
The Learner:  Meaning of  Lead the learner in a
 applies the nutrition guided discussion on
nutritional terms  Nutritional terms nutritional terms and
correctly.  Classification of the classification of
 classifies food food nutrients food nutrients.
nutrients.  Role of food in the  Let the learner
 justifies the role of body discuss the role of
food in the body. food in the body.
Assessment Strategy
i) classify food nutrients.
ii) discuss the role of food in the body.
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 Food stuff
 Audio/ video
 Computer
 Nutritional manuals
 Flip charts/Stand
 Mark pens
Sub-module 2: Meal Planning

Duration: 12 Hours
Strategies
The learner:  Importance  Let learners brainstorm the
 justifies the of meal importance of meal planning.
importance of planning  Let the learner discuss the
meal planning.  Types of factors to consider when
 classifies types of meals planning meals for different
meals for different  Diets for categories of people, and
categories of different present in class.
people. groups of  Guide the learner to plan meals
 prepares a well- people for different categories of
balanced meal for people.
different  Let the learner prepare a well-
categories of balanced meal for different
people. categories of people.
Assessment Strategy
i) describe the importance of meal planning.
ii) describe the factors to be considered when planning meals for
different categories of people.
iii) plan meals for different categories of people.
iv) prepare a well-balanced meal for different categories of people.

 Food stuff
 Menu Samples
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 Audio/ video
 Computer
 Mark pens
Sub-module 3: Proteins
Duration: 10 Hours
Strategies
The learner:  Classification  Let the learner brainstorm
 defines protein. of Proteins sources of proteins.
 classifies  Sources of  Let the learner Illustrate
proteins. Proteins the various classifications
 identifies sources  Functions of of proteins giving examples
of proteins. Proteins in each case.
 justifies the role  Effect of  Lead the learner in a
of proteins in the deficiency of guided discussion on the
body. Proteins role of proteins in the body.
 Mitigates the  Let the learner brainstorm
effects of protein the effects of protein
deficiency in the deficiency in the body.
body.
Assessment Strategy
Give the learner tests on:
i) the importance of proteins to human health.
ii) effects of deficiency of proteins in the body.

 Food stuff
 Menu samples
 Audio/ video
 Computer
 Flip charts/stand
 Mark pens
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Sub-module 4: Carbohydrates
Duration: 10 Hours
Strategies
The learner:  Classification of  Display to the learner a
 defines and carbohydrates chart on classification of
classifies  Sources of carbohydrates giving
carbohydrates. carbohydrates examples in each category.
 identifies sources of  Functions of  Task the learner to name
carbohydrates. carbohydrates sources of carbohydrates.
 justifies the role of  Effect of  Let the learner discuss the
carbohydrates in deficiency of functions of carbohydrates
the diet. carbohydrates in the body.
 mitigates the effects  Group the learner and
of carbohydrate task him/her to discuss
deficiency in the the effects of
body. carbohydrates deficiency
in the body.
Assessment Strategy
i) discuss the importance of carbohydrates in the body.
ii) discuss the mitigation measures to effects of deficiency of
carbohydrates.

 Food stuff
 Audio/ video
 Computer
 Mark pens
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Sub-module 5: Fats and Oils

Duration : 10 hours
Strategies
The learner:  Difference  Show the learner
 distinguishes fats between fats samples of cooking
from oils. and oils oil and cooking fat.
 identifies different  Classification of  Let the learner
sources of fats and fats and oils identify sources of
oils.  Sources of fats fats and oils.
 classifies fats and oils. and oils  Group the learner
 justifies the role of  Functions of fats and task him/her to
fats and oils in the and oils in the discuss the
body. diet importance of oils
 mitigates negative  Effects of and fats, and let
effects of over deficiency him/her present to
consuming fats and the class.
oil.
Assessment Strategy
i) explain the importance of fats and oils in the diet.
ii) describe effects of deficiency of fats and oils.

 Food stuff
 Audio/ video
 Computer
 Mark pens
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Sub-module 6: Micro-nutrients and Water

Duration: 14 Hours
Strategies
The learner:
 classifies  Classification  Display a chart about
vitamins. of vitamins classification of vitamins to
 identifies  Sources of learner and task him/her to
different vitamins identify the categories.
sources of  Functions of  Let the learner brainstorm
vitamins. vitamins sources of vitamins.
 justifies the  Conservation  Group the learner and ask
role of of vitamins him/her to discuss the
vitamins in the  Effect of importance of vitamins.
body. deficiency of  Let the learner brainstorm
 mitigates vitamins the symptoms of deficiency of
negative  Mineral salts the different types of
effects of Classification: vitamins.
vitamin - sources  Demonstrate the
deficiency. - functions conservation of vitamins and
 classifies - effects of let learner emulate.
mineral salts. deficiency  Lead the learner in a guided
 justifies the  Water discussion to distinguish
value of - sources between major and minor
mineral salts - functions minerals, giving examples in
in the body. - effects of each case.
 mitigates deficiency  Task the learner to discuss
negative the importance of the various
effects of mineral salts and the effects
mineral salts of deficiency of each mineral
deficiency. salt, and present in class.
 justifies the  Let the learner brainstorm
role of water the sources of water in the
in the body. diet, and importance of water
 mitigates in the body.
negative  Task the learner to discuss
effects of the effects of deficiency of
water water in the body.
deficiency.
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Assessment Strategy
i) justify the importance of calcium in the diet.
ii) demonstrate the effects of deficiency of calcium.

 Food stuff
 Audio/ video
 Computer
 internet
 Mark pens
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Duration: 60 Hours
Module Overview
This module introduces the learner to the use of computers. It will provide
him/her with basic computer knowledge and skills using different modern
information communication technologies. The learner will acquire hands-
on experience in Microsoft Office applications such as Word Processing,
Spreadsheet, Database applications, Publication and the use of the Internet
resources that will enable him/her to digitally access, process, store, and
disseminate information.
Learning Outcome
By the end of the module, the learner should be able to use and manipulate
a computer to prepare documents and search web-based information from
the Internet.
Sub-module 1: Introduction to Computer

Duration: 6 Hours
Strategies
The learner:  Origin of  Lead the learner in a
 identifies the computer guided discussion on the
origin of a  Types of origin computers.
computer. computers  Display components of a
 describes the  Components of a computer for the learner to
types of computer identify their functions.
computers.  Starting a  Guide the learner through
 describes the computer practice to start and close a
components of a  Closing down computer.
computer. the computer  Demonstrate the use of the
 boots and shuts  Computer different components of a
a computer. hardware computer.
 identifies the  Computer  Let the learners
computer software(video demonstrate the removal
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Strategies
hardware. card, network and replacement of
 identifies the cards, ROM, computer RAMS.
computer RAM, cameras,  Guide the learner to use the
software, processors) keyboard to manipulate the
 observes the  Importance of a typing techniques.
need for computer  Lead the learner in a
computers.  Dangers of using guided discussion on the
 Identifies the computers uses and dangers of
dangers of using  Safety and computers.
computers. Security of a  Guide the learner through
 provides safety computer practice to implement the
and security of a safety and security
computer. measures of a computer.
Assessment Strategy
 Assign the learner to identify and sort out computer hardware,
components according to their application.

 Computer  CPU
 External drives  Monitor/screen
 Keyboard  UPS
 Mouse  Power cables
 Memory cards  Power source
 RAM sets
Sub-module 2: Operating System

Duration: 6 Hours
Strategies
The learner:  Types and  Assign the learner to research
 classifies the classification on the types and
computer of operating classifications of operating
operating systems systems and make class
systems.  Functions of presentations.
 describes the an operating  Lead the learner in a guided
operation of the system discussion on computer
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NCHIC

Strategies
computer  Benefits of operating system and its
system Operating functions.
 identifies the Systems  Guided the learner through a
benefits of using  Installation of discussion on types,
the computer windows classification and benefits of
operating operating computer Operating System.
systems. system and  Demonstrate the procedure
 installs and application of installing and uninstalling
uninstalls software Operating System and other
windows support computer
operating programmes.
system,
application
software and
other support
programmes.
Assessment Strategy
 Give the learner assignment to install and uninstall the computer
operating system.

 Computers with installed operating system
Sub-module 3: Desktop Main Menu

Duration: 6 Hours
Strategies
The learner:  Start menu  Guide the learner
 locates the  Applications through practice to
desktop start menu locate desktop start
menu.  Working with menu.
 creates desktop the desktop  Guide the learner
background and background through practice to
screen saver. and screen create desktop
 identifies icons on saver background and screen
desktop and their  Icons, files and saver from default
application. folders settings.
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Strategies
 resizes windows.  Manipulating  Demonstrate the
 maximises and open windows; application of various
minimises resizing, icons on desktop and
windows to task maximising, allow the learner to
pane. minimising practise.
 closes and opens task pane and  Demonstrate the
windows from tiling windows resizing, minimising and
task pane. maximising of open
windows.
Assessment Strategy
Assign the learners to:
i) create desktop background and screen saver from default settings
and pictures or photographs saved in the computer.
ii) apply the different icons of the computer to produce documents.

 Functioning computers
 Monitors / screens
 Power
Sub-module 4: Word Processing

Duration: 12 Hours
Strategies
The learner:  Starting, creating  Guide the learner to open
 starts, and opening a new documents and work
creates or Word window with texts to manage files.
opens a  Working with  Guide the learner through
Word texts practice to use Word menus
window.  Word menus for for document editing; e.g.
 works with document editing; copy, paste, cut.
texts and e.g. copy, paste, cut  Guide the learner through
manages  Saving a Word demonstrations and
files. document practice to save a document
 uses Word  Formatting a page, in different formats and to a
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NCHIC

Strategies
menus to document, and storage media, e.g. flash
typeset paper size disc.
and edit  Working with  Demonstrate the formatting
documents. tables of a page and documents for
 formats  Working with the learner to practise.
documents. drawings, clipart
 saves and pictures
documents
to different
to storage
media.
Assessment Strategy
 Give the learner assignment to type documents and save on the
desktop.

 Computers
 Power source
 Power cable
 Monitor
Sub-module 5: Printing, Scanning and Copying

Documents
Duration: 6 Hours
Strategies
The learner:  Installing a  Guide the learner
 installs a printer printer through practice to
to the computer.  Working with install the printer to a
 describes the printer computer.
procedure cartridges and  Guide the learner on
followed when toners the insertion of toners
printing  Printing into a printer
documents. documents  Demonstrate the
 inserts tonner in  Scanning printing of a
the printer. documents and document.
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Strategies
 prints pictures  Guide the learner
documents.  Safety, security through practice to
 scans documents. and health scan and copy
 observes security precautions documents.
and safety when printing  Guide the learner to
precautions and scanning observe security and
printing and documents safety precautions
scanning when printing and
documents. scanning documents.
Assessment Strategy
 Give the learner tasks to type and print documents.

 Working computers
 Power source
 Printer
 Scanner
 Tonner / cartridge
 Working scanner
 Used up toner and cartridges
 Useful tonner and cartridges
 Flash disc
 CDs
Sub-module 6: Microsoft Excel

Duration: 8 Hours
Learning Strategies
The learner:  Creating an excel  Guide the learner
 creates an excel document. through practice to
document.  Entering data to a create excel
 enters data in a spreadsheet, documents.
spreadsheet. editing and  Give the learner
 edits and formats formatting a tasks to enter data
spreadsheet datasheet in excel sheets.
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NCHIC

Learning Strategies
information.  Using formulas  Guide the learner
 applies excel and functions through practice to
formulae to  Creating/plotting calculate using
calculate figures. charts and graphs excel formulae.
 draws charts, from excel data  Demonstrate the
tables, and graphs values insertion of tables,
using excel icons.  Inserting tables to charts, and graphs
 prints excel excel worksheet in excel documents.
documents.  Printing a
spreadsheet
Assessment Strategy
Give the learner test to enter data in excel sheets and apply the formulae
for addition and multiplication to calculate figures.

 Computers
 Power source
 Samples of excel documents
 Printer
Sub-module 7: Internet and E-mail

Duration: 8 Hours
Learning Strategies
The learner:  The Internet, web  Demonstrate the
 connects to an browsers connections to the
internet website.  Opening a website; Internet websites.
 surfs information website address  Guide the learner
from the internet,  Internet surfing and through practice to
downloads saves search engines browse
information from  Saving information information from
the Internet. from the Internet, the Internet.
 creates a strong downloading files,  Guide the learner
password for the music, pictures to to save
email address. the computer downloaded
 creates an e-mail  Electronic mail information.
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Learning Strategies
address. - creating email  Demonstrate the
 creates an e-mail account creation of an e-
password. - e-mail folders mail account and
 connects two and attachments password.
computers in one - attaching  Give the learner
room to a LAN. documents to tasks to write and
 sends messages outgoing email send messages
through e-mails. - downloading through e-mails,
 downloads email attachment with an
messages received - formatting mail attachment.
through e- mails. - searching mail  Lead the learner in
 observes the health,  Health, safety and a guided discussion
safety, and security security precautions on the security,
precautions when when using the safety and health
using the Internet. Internet and email practices to be
observed when
using the Internet
and e-mail.
Assessment Strategy
Give the learners exercises to:
i) open e-mail addresses.
ii) write and send to each other electronic mails.

 Computers
 Internet connections
Sub-module 8: Basic Networking

Duration: 8 Hours
Strategies
The learner:  Introduction to  Lead the learner in a
 connects to computer guided discussion on
wireless and networking the types of networks.
cable  Types of network;  Guide the learner to
networks. WAN (Wide Area connect to both cable
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NCHIC

Strategies
 communicates Networks), LAN and wireless networks.
through the (Local Area  Demonstrate the
LAN and Network) procedure of
WAN.  Types of networking and allow
 troubleshoots communication the learner to practise.
simple media; cables,  Demonstrate the
network wireless, optic fibres installation and
connection  Connecting a disconnection of a
problems. computer to a network computer and
 connects a network modem.
printer to a  Troubleshooting  Guide the learner to
network. simple connection troubleshoot network
problems problems.
 Connecting and
configuring a printer
to a network
Assessment Strategy
Give learners assignments to send messages through LAN.

 The Internet router
 Data cable
 Computer
 Local Area Network connections
Bazi, M, Baguma, I. & Anjoga, H. (2007). Unmasking Information
Communication Technology, 1st ed. Kampala
Moya, M. & Nyeko, S. (2009). Information and Communication Technology
in business, 1st ed.
Saleemi, N. A. (1997). Electronic Data Processing Simplified. Nairobi, N.A
Saleemi Publishers.
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99
Duration: 60 Hours
Module Overview
This module will equip the learner with creative and innovative skills and
ability to look out for opportunities by manipulating the natural and man-
made resources into business. It is intended to make the learner develop a
positive career attitude towards entrepreneurship as a means of making a
living. It covers units concerning creativity and innovation, scanning the
environment for business opportunities, planning a business, managing a
business, and entrepreneurial ethics.
Learning Outcomes
i) generate business ideas
ii) identify viable business opportunities.
iii) mobilises business resources.
iv) start and manage a business.
Sub-module 1: Concepts of Entrepreneurship

Duration: 6 Hours
Strategies
The learner:  Entrepreneur and  Let the learner
 defines entrepreneurship brainstorm on the
entrepreneur and  Characteristics/qu differences
entrepreneurship. alities of an between
 observes the entrepreneur entrepreneur and
qualities of an  Types of entrepreneurship.
entrepreneur. entrepreneurs  Let the learner
 identifies the  Roles of an discuss in groups
types of entrepreneur the qualities of a
entrepreneurs  Entrepreneurship good entrepreneur
and what they do. process and make
 justifies the roles  Barriers to presentations.
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NCHIC

Strategies
of entrepreneurs entrepreneurship  Lead the learner in
in the community. development a guided
 describes discussion on the
entrepreneurship types and roles of
process entrepreneurs in
 identifies the the community.
barriers to  Illustrate the
entrepreneurship process followed
development. by entrepreneurs
to create business.
 Guide the learner
on the barriers to
entrepreneurship
development.
Assessment Strategy
 Groups the learner to discuss the characteristics of a good
entrepreneur.

 Business magazines
 Compendiums about entrepreneurs
 Computer
 Flip charts/ Flip Stands
 Mark Pens
 Free publicity and promotional materials
 Government publications
 Journal articles
 Newspaper articles
 Proceedings of conferences
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101
Sub-module 2: Creativity and Innovation

Duration: 10 Hours
Strategies
The learner:  Distinction  Let the learner
 distinguishes between brainstorm the
between creativity Creativity and differences between
and innovation innovation creativity and
 demonstrates the  Characteristics of innovation.
characteristics of a a creative person  Give the learner tasks to
creative person.  Types of research the
 analyses the types innovation characteristics of
and causes of  Causes of creative and innovative
innovation. innovation persons.
 identifies barriers  Characteristics of  Lead the learner in a
creative and innovative people guided discussion the
innovation  Barriers to barriers to creative
thinking. creative and thinking.
 justifies the innovation  Group the learner to
benefits of thinking discuss the benefits of
innovation to  Benefits of innovation in business
small businesses. innovation to and make classroom
 generates business small business presentations.
ideas for setting up  Sources of  Guide the learner in a
a business. business ideas brainstorming session
on the sources of
business ideas.
Assessment Strategy
i) Task the learner to discuss in groups barriers to creativity and
how to overcome them.
ii) Give the learner homework to discuss the characteristics of an
innovative person.

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NCHIC
Sub-module 3: Business Opportunities

Duration: 8 Hours
Learning Strategies
The learner:  Identifying  Assign the learner to
 identifies business identify business
business opportunities opportunities in
opportunities.  Screening his/her
 screens business business communities.
opportunities to opportunities  Let the learner make
select the most  Forms of presentation on the
appropriate. business identified business
 analyses the ownership (sole opportunities so as
forms of proprietorship to screen out the
businesses. and partnership) most viable ones.
 sets up a  Establishing a  Let the learner
business based business discuss the
on the analysis  Reasons for requirements
and decisions success / failure needed for starting
made. of businesses up a business.
 looks out for  Lead the learner in a
causes of guided discussion
businesses on the forms of
success/failure. business ownership.
Assessment Strategy
i) Let the learner discuss the different forms of business
ownership.
ii) Give the learner assignment on the causes of business success
and failure.

 Computer
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 Flip Charts/Stand
Sub-module 4: Small and Medium Scale

Enterprises (SMEs)
Duration: 10 Hours
Strategies
The learner:  Definition of SME  Lead the learner in a
 appreciates the  Sources of business discussion on
sources of ideas sources of business
business idea.  characteristics of ideas and let
 identifies the small scale him/her make a
characteristics enterprises presentation.
of SMEs and  Sources of capital to  Let the learner
their sources of small scale brainstorm the
capital. enterprises characteristics,
 describes the  Importance of small source of capital,
challenges scale businesses importance,
faced by SMEs  Challenges faced by challenges and
and the small scale businesses remedies of small
remedies to the in Uganda scale enterprises.
challenges.  Remedies to the
challenges
Assessment Strategy
 Organise a field study on the characteristics and challenges faced by
small and medium enterprises.

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NCHIC
Sub-module 5: Business Planning

Duration: 10 Hours
Strategies
The learner:  Structure of a  Illustrate to the learner
 makes a business business plan the different structures
plan.  Uses of a business of a business plan.
 justifies the plan  Ask the learner to draw
importance of a  Challenges of a business plan for
business plan. planning a business his/her project.
 identifies the  Government role in  Let the learner make a
challenges entrepreneurship classroom presentation
involved in development on the challenges
making a encountered in
business plan. preparing a business
 observes the role plan.
of government in  Lead the learner in a
entrepreneurship guided discussion on
development. the role of government
in entrepreneurship
development.
Assessment Strategy
Task the learner to prepare a simple business plan.

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Sub-module 6: Managing a Business

Duration: 10 Hours
Strategies
The learner:  Business  Lead the learner in a
 scans the environment discussion on how to
environment within  Business risks manage a business in a
which to run a  Sustaining changing environment.
business. competitiveness  Invite an industrialist to
 identifies the risks of a business guide the learner on the
involved in  Leadership and risks involved in
managing a motivation in a business and how to
business. business sustain competitiveness.
 sets measures to  Demonstrate the best
sustain competition leadership styles for the
in business. learner to emulate.
 exhibits good
leadership skills to
promote
implementation of
the business plans.
Give the learner:
i) assignment to describe the macro and micro business
environment.
ii) homework to analyse the leadership styles, power and
motivation of an entrepreneur.

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NCHIC
Sub-module 7: Entrepreneurship Ethics

Duration: 6 Hours
Strategies
The learner:  Introduction to  Guide the learner in a
 appreciates the entrepreneursh group discussion on the
importance of ip ethics importance and roles of
entrepreneurship  Importance of ethics in
ethics. entrepreneursh entrepreneurship.
 identifies the ip ethics  Guide the learner in a
roles of ethics in  Ethical brainstorming session
entrepreneurship. challenges on ethical challenges
 describes the facing facing entrepreneurs
ethical challenges entrepreneurs. and how to overcome
facing  Solution to them.
entrepreneurs. ethical
 identifies challenges
solutions to
ethical challenges.
Assessment Strategy
Task the learner to discuss in groups the importance and role of ethics in
entrepreneurship.

Brychan, T. Miller, C. and Lyndon, M., (2011). Innovation and Small
Businesses, Vol.1. London, BookBoon Publishers.
Greg, B. (2006). Six Sigma for Small Business. Texas, Entrepreneur Press.
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Kuratko (2008). The Emergence of Entrepreneurship Education:

Development, Trends and Challenges, 9th ed. Srivastava S. B.
(2001). A Practical Guide to Industrial Entrepreneurs. New Delhi,
Sultan Chand & Sons.
Timmons, J. A & Spinelli S. (2003). New Venture Creation and

Entrepreneurship for the 21st century, 6th ed. Boston, McGraw-
Hill.
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NCHIC
Duration: 60 Hours
Module Overview
The module is intended to develop the learner’s skills and abilities to
create awareness for the goods / services of the started project. This will
involve implementing the plans created in project 1 as the business runs. A
series of organising and management processes shall be undertaken to
monitor, control and maintain the deliverables as the project records for
the inventories, finances, achievements, and all transactions are
emphasised.
Learning Outcomes
i) manage Front office operations.
ii) provide nutritious meals to customers.
iii) maintain personal hygiene, food hygiene and work place hygiene.
iv) observe safety precautions at work.
v) provide first aid services.
Project Implementation
Duration: 120 Hours

Strategies
The learner:  Creating  Encourage the learner
 creates awareness of awareness to record every
the nature of  Acquiring business transaction.
business stock  Guide the learner to
 provides the required  Maintaining discuss how to manage
goods/service. records business.
 records the transactions  Managing a  Check on how the
following the project learner handles
accounting principles. customers.
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Sample projects
 Set up guestrooms
 Sell assorted fruits
 Set up bar / restaurant
 Provide outside catering services
 Set up coffee shop
 Prepare and sell fresh juices
 Food production
 Table clothes
 Table flowers
 Wreaths
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NCHIC
Duration: 75 Hours
Module Overview
This module will equip the learners with skills to create an impressive
image for an organization to the prospective guests. It provides a
systematic approach to front office procedures by detailing the flow of
activities through a hotel; from reservations to check-out. The learner will
acquire skills and techniques needed to keep the front office desk
attractive and profitable.
Learning Outcomes
By the end of the module the learner should be able to:
i) organise front office.
ii) demonstrate qualities of a good receptionist at operational level.
iii) operate the equipment and tools used at the front office.
Sub-module 1: Introduction to Front Office

Operations
Duration: 5 Hours
Strategies
The learner:  Front office  Lead the learner in a
 applies Front terminologies guided discussion on front
office  Meaning of office terminologies.
terminologies. hotel front  Let the learner brainstorm
 justifies the office the importance of front
importance of  Importance of office.
front office. front office  Illustrate the front office
 designs layout of a  Layout of front layout according to various
hotel front office. office sizes of hotel.
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Assessment Strategy
Task the learner to explain the importance of the front office to a hotel.

 Reception desk
 Computer
 Flip Charts/Flip Stand
 Mark pens
 Booking diary
 Office Telephones
 Bound books, loose leaf
 Guest registration book / form
 Key rack
 Room rack
 Guest comment cards
 Stationery
Sub-module 2: Front Office Organization

Duration: 12 Hours
Strategies
The learner:  Organisation  Task the learner to draw
 draws the structure of small the organisation
organisation and medium sized structure of a small and
structure of a front office medium sized front
small and medium  Roles and office.
sized front office Responsibilities  Guide the learner in a
 performs the roles of front office discussion on the roles
and staff /responsibilities and
responsibilities of  Attributes of front qualities of front office
a front office staff office staff staff
 exhibits the  Front office  Guide the learner in a
qualities of a good equipment and discussion on the
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NCHIC

Strategies
front office staff materials relationship between
 operates front  Relationship with front office and other
office equipment other departments
and materials departments  Play a DVD about front
 coordinates with office operations of a
other departments hotel for the learner to
in a hotel gain more knowledge
about front office
activities
Assessment Strategy
i) draw the organizational structure of a front office of small, medium
and large sized hotel.
ii) describe the relationship between front office and other departments.

 Reception desk  Guest registration book /
 Organisational Charts form
 Booking diary  Key rack
 Reservation forms  Room rack
 Office Telephones  Guest comment cards
 Bound books, loose leaf  Stationery
Sub-module 3: The Hotel

Duration: 8 hours
Strategies
The learner:  Classification of  Lead the learner in a
 classifies hotels hotels by guided discussion on the
by size, type of location, size, categories of hotels.
guests and type of guests  Task the learner to
ownership. and ownership illustrate hotel
 designs hotel  Hotel organisation structures
organizational organizational for small, medium and
structures (for structures (for large hotels.
small and large small hotels and  Lead the learner in a
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Strategies
hotels) large hotels) guided discussion on the
 grades hotels  Hotel rates star rating system and its
according to effect on hotel
stars. performance.
Assessment Strategy
Give the learner assignment to compute tariffs and bill the customer.

 Reception desk  Bound books, loose leaf
 Computer  Guest registration book /
 Flip Charts/Stand form
 Mark pens  Key rack
 Booking diary  Room rack
 Reservation forms  Guest comment cards
 Office Telephones  Stationery
Sub-module 4: Guest Cycle / Stages

Duration: 20 Hours
Strategy
The learner:  Pre-arrival  Lead the learner in a guided
 makes pre-arrival activities discussion on the pre-
arrangements for the  Arrival arrival activities.
guests activities  Let the learner role-play
 receives and registers  Occupancy how to receive and register
guests  Departure guests.
 creates a conducive  Lead the learner in a
environment for the discussion on the activities
guest’s stay carried out during
 prepares for guest occupancy.
departure  Let the learner role-play the
activities carried out during
guest departure.
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NCHIC
Assessment Strategy
i) make a list of activities carried out in preparation for arrival of
guest.
ii) describe the activities during arrival processes.
iii) identify activities during guest occupancy.

 Reception desk
 Booking diary
 Office Telephones
 Bound books, loose leaf
 Guest registration book / form
 Key rack
 Room rack
 Guest comment cards
 Stationery
 Guest Cycle Charts
Sub-module 5: Reservation
Duration: 18 Hours
Strategies
The learner:  Meaning and  Lead a discussion on the
 justifies the importance of meaning and
importance of reservation importance of
advance booking for  Types of reservation.
hotel services. reservations  Lead the learner in a
 identifies various  Sources of discussion on the types,
types, sources and reservations sources and means of
means of making a  Means of making reservations.
reservation. making  Let the learner role-play
 follows the reservations the reservation
recommended  Reservation procedure.
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Strategies
procedure for procedures  Guide the learner on
booking hotel  Reservation how to document
services. records reservation records.
 documents and  Handling  Demonstrate to the
maintains overbooking learner how to make
reservation records.  Handling black reservations.
 handles listed guests  Demonstrate to the
overbooking, black learner how to handle
listed guests and overbooking, black
cancellations. listed guests and
cancellations.
Assessment Strategy
i) identify sources, types and means of making reservation.
ii) illustrate the reservation procedure.
iii) write reservation records.

 Booking diary form
 Reservation forms  Key rack
 Office Telephones  Room rack
 Bound books, loose leaf  Guest comment cards
 Stationery
Sub-module 6: Registration
Duration: 10 Hours
Strategies
The learner:  Pre-arrival  Illustrate the check-in
 prepares for arrangements stages.
guest arrival.  Check-in  Let the learner role-play
 checks-in procedures on how to check-in a guest.
guests  Registration  Illustrate to the learner the
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Strategies
according to methods different methods of
their categories.  Registration registering a guest.
 records guest records(Hotel  Guide the learner to make
particulars. register, check-in records.
 maintains registration  Demonstrate the different
check-in forms) methods of payment.
records.  Methods of  Take the learner on a
 applies payment study tour in a hotel to get
different  Check out an insight of the different
methods of procedures payment modes.
registering  Lead the learner in a
guests. discussion on the
 receives procedure of checking-out
payment the guest.
according to
company’s
policy.
 checks-out the
guest.
Assessment Strategy
i) describe the steps to follow when checking-in a guest.
ii) explain different methods of registering a guest.

 Booking diary form
 Reservation forms  Key rack
 Office Telephones  Room rack
 Bound books, loose leaf  Guest comment cards
 Stationery
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Abbot P. & Lewry S. (2002). Front Office Procedures, Social Skills, Yield
and Management, 2nd ed. ., Routledge Publishing Co.
Beavis JRS & Medlik (2002). A manual of Hotel Reception, 2nd ed. London,
Heinemann.
Collin D. & Baird C., (2008). Front Office Operations.., Longman Publishers.
James, A.B. (2002). Hotel Front Office Management. Wiley
Joan, C.B. (2004). Hotel, Hostel & Hospital Housekeeping, 5th ed. New
Matt A. C. (2014). Front office Management in Hospitality Lodging
Operations, 3rd ed. Mexico, Create Space Independent publishing
Platform.
Mulumba, M. (2014). A Guide for Hotel Reception and Front Office
Operations, 1st ed. Olca Publications.
Educational Australia Pty Ltd.
Tewari J. R. (2009). Hotel Front Office Operations and Management, 1st ed.
London, Oxford University press.
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NCHIC
Duration: 45 Minutes
Module Overview
This module is designed to introduce the learner to legal aspects of trade
at different levels of catering business. It will provide the learner with
knowledge about the court systems and their jurisdictions, terms of
agreements in trade and how to settle commercial disputes.
Learning Outcomes
i) apply the legal principles to business problems.
ii) write legal agreements.
iii) operate business within the legal framework.
Sub-module 1: Nature of Business Law

Duration: 4 Hours
Strategies
The learner:  Meaning of law  Let the learner
 defines Business law.  Classification brainstorm the
 identifies classes of of law definition of business
law in Uganda.  Sources of law law.
 identifies the sources in Uganda  Guide the learner in a
of law in Uganda. discussion on
classification and
sources of law.
Assessment Strategy
 Assign the learner to identify the sources of law in Uganda.

 The Constitution of the Republic of Uganda, 1995 (amended 2005)
 The Local Government Act
 Hotel Act
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 Samples of written agreements

 Flipcharts/Stand
 mark pens
 Computer
Sub-module 2: Administration of Law in

Uganda
Duration: 5 Hours
Strategies
The learner:  Court system and  Let the learner
 illustrates the system hierarchy brainstorm the
and hierarchy of  Composition and powers and
courts in Uganda. jurisdiction of jurisdiction of
 describes the different courts different court in
composition of the Uganda.
different courts and  Guide the learner on
the powers of their the composition of
jurisdictions. different courts and
 illustrates the legal their jurisdictions in
procedures followed handling cases.
in handling business  Illustrate the
issues. procedure followed in
handling cases.
Assessment Strategy
 Give the learner task to draw the structure of courts in Uganda and
describe the jurisdictions of each court.

 The Constitution of the Republic of Uganda, 1995 (amended
2005)
 Hotel Act
 mark pens
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NCHIC
Sub-module 3: Legal Persons

Duration: 8 Hours
Learning Strategies
The learner:  Capacity of persons to enter  Lead the learner in a
 observes the into legal relations: discussion on the
legal persons in - minors legal persons and
eyes of law. - married women their capacities to
 analyses the - persons of unsound mind contract.
capacity of legal - unincorporated bodies  Task the learner to
persons to enter (sole proprietorship, identify the
into contracts. partnership, unincorporated
associations) bodies and their
- citizenship/nationality operations.
and domicile  Let the learner
distinguish between
nationality and
domicile.
Assessment Strategy
Task the learner:
i) to identify the legal persons in the eyes of law.
ii) with cases on capacity to contract to analyse and advise the
parties involved.
iii) to describe the procedures for acquisition of citizenship.

2005)
 Hotel Act
 mark pens
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Sub-module 4: Nature of Hotel and Catering

Law
Duration: 8 Hours
Learning Strategies
The learner:  Hotel and  Use a case study to
 adheres to the Hotel catering guide the learner on
laws while doing hotel legislation the application of the
business.  Purpose of law hotel and catering
 justifies the purpose of in the catering legislation.
law in catering business  Guide the learner in a
business.  The Uganda discussion on the
 applies the Tourism Tourism Act purpose of law in the
and Hotel Acts in 2008 catering business.
catering business.  The Hotel Act  Take the learner
CAP 90 through Uganda
Tourism and Hotel
Acts.
Assessment Strategy
 Task the learner to research on the importance of the Hotel Act CAP 90.

2005)
 Hotel Act
 mark pens
Sub-module 5: Law of Contract

Duration: 10 Hours
Strategies
The learner:  Definition and  Task the learner to
 defines contract nature of a define the term contract.
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NCHIC

Strategies
 analyses the contract  Guide the learner to
importance of contract.  Purpose and identify the importance
 identifies the forms and importance of of signing a contract.
types of contracts. the of the  Lead the learner in a
 observes the exclusion contract brainstorming session on
clauses of a contract.  Forms of the forms of contract.
 executes the essential contracts  Group the learner to
elements of a valid  Exclusion discuss the elements of a
contract. clauses valid contract.
 discharges the contract  Essential  Use a case study to guide
following the elements of a the learner on the factors
recommendations by valid contract that lead breach of a
law.  Discharge/termi contract.
 sets mitigation nation of a  Lead the learner in a
measures for breach of contract guided discussion on the
contract.  Remedies for circumstances under
breach of a which a contract may be
contract terminated.
Assessment Strategy
Test the learner on:
i) forms of contracts.
ii) exclusion clauses.
iii) the essentials of a valid contract.
iv) the remedies for breach of contract.

2005)
 Hotel Act
 mark pens
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Sub-module 6: Laws of Agency

Duration: 4 Hours
Strategies
The learner:  Definition of an  Group the learner to
 defines agency agency role-play a principal-
 identifies the  Types of agents agent relationship.
types of agents.  Creation of agency  Lead the learner in a
 creates agency  Rights and duties guided discussion on
relationship. of the principal the types of agents in
 executes the and agent the law of agency.
duties of a  Appointment  Give the learner
principal/agent. remuneration and homework to research
 appointments termination of an the appointment,
and agent remuneration and
remunerations an termination of agency.
agent.
Assessment Strategy
i) Give the learner homework to discuss how agents are created.
ii) Test the learner on the duties and rights of the principal and an
agent.

2005)
 Computer
 internet
 Hotel Act
 Mark pens
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NCHIC
Sub-module 7: Dispute Resolution

Duration: 6 Hours
Strategies
The learner:  Methods of  Give the learner dispute

 selects the method dispute cases to analyse and make
for solving disputes. resolution class presentation.
 follows the right  Procedure of  Let the learner
procedures to dispute demonstrate an
resolve disputes. resolution understanding of dispute
 solve disputes  Alternative resolution through role-
without going to dispute plays.
court. resolution
Assessment Strategy
Let the learners:
i) discuss the methods of dispute resolution in Uganda.
ii) describe the procedures for dispute resolution.

2005)
 Hotel Act
Bakibinga, D. (2006). Law of Contract in Uganda. Kampala, Professional
Publisher and Consultant Ltd.
Essel, R. D. & Howard, C.G. (2011). Principles of Business Law, 4th ed. New
Jersey, Pearson Prentice Hall Inc.
Partnership Law in Uganda (2003). Kampala, Professional Publisher and

Consultant Ltd.
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Duration: 60 Hours
Module Overview
This module is intended to expose the learner on ways of delivering
quality customer service in any industry. The focus will be on the skills
and knowledge required to perform effectively as a representative of an
organization. The module is designed to develop appropriate knowledge
and attitudes to employee in order to serve customers better.
Module Learning Outcomes

i) handle different customers in a business environment.
ii) create value, satisfy and retain customers in the organization.
Sub-module 1: Introduction to Customer Care

and Service
Duration: 8 Hours
Strategies
The learner:  Definition of  Guide the learner in a
 sets strategies for customer care discussion on the
providing customer and customer meaning of customer
care. service. care and service.
 justifies the  Ways of  Let the learner
importance of providing brainstorm on the ways
customer Care and customer care of providing customer
service to a  Importance of care and service.
business. customer care  Group learners to role
 provides customer play provision of
care. customer care.
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NCHIC
Assessment Strategy
 Give the learner homework to research about ways and importance of
providing customer care by an organisation.

 Computer
 internet
 Flipcharts/ Flip Stand
 Video/Audio
 Customer Care Manuals
 mark pens
Sub-module 2: Customer Care Skills

Duration: 14 Hours
Strategy
The learner:  Telephone customer  Guide the learner
 attends to telephone service through practice how
calls - answering the to answer telephone
 listens and telephone, calls.
communicates - active listening  Organise a video show
effectively with - putting callers on depicting telephone
guests. hold etiquette.
 asks for pardon - transferring a call  Lead the learner in a
where a - taking a message guided discussion on
communication is - closing the call the importance of
not clear.  Effective listening: observing the non-
 observes the non- - asking for clarity verbal communication.
verbal - dialogue  Let the learner
communication in a development, demonstrate the self-
conversation. - use of non-verbal respecting
 demonstrates self- cues presentation skills.
respect before the - presentation skills
customers.
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Assessment Strategy
Give the learner assignments about the skills required while attending to
callers.

 Computer
 internet
 Video/Audio
 mark pens
Sub-module 3: Customer Retention

Duration: 10 Hours
Strategies
The learner:  Meaning of  Guide the learner in a
 defines customer customer retention discussion on the
retention.  First impression strategies for creating
 creates a positive (meaning and tips good impression about an
attitude towards of creating positive organisation.
the organisation. impressions)  Group the learner and task
 maintains  Importance of him/her to discuss the
customer customer retention importance of customer
retention.  Service Quality retention to a business.
 provides quality Factors (SQFs)  Let the learner role-play
services to satisfy customer handling to
customers. ensure retention.
Assessment Strategy
i) identify the factors that affect the quality of service delivery.
ii) explain the benefits of customer retention in hospitality
organisations.
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NCHIC

 Computer
 internet
 Flipcharts/ flip stand
 Video/Audio
 Mark pens
Sub-module 4: Customer Frustration

Duration: 10 Hours
Strategies
The learner:  Meaning of customer  Let the learner
 identifies causes frustration brainstorm on the
of customer  Causes of customer meaning and causes of
frustrations. frustration customer frustration.
 resolves conflicts.  Conflicts and their  Guide the learner in a
 attends to upset possible solutions discussion on the
customers.  Guidelines for causes of customer
calming down upset frustration.
customers  Let the learner role-play
on conflict resolution.
Assessment Strategy
i) discuss the causes of customer frustration.
ii) give measures for calming down upset customers.

 Computer
 internet
 Video/Audio
 mark pens
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Sub-module 5: Time Management

Duration: 6 Hours
Learning Strategy
The learner:  Time management Guide the learner in
 observes time skills a discussion on the
management.  Time wasters effects of time
 analyses the effects of  Effects of poor time management to a
wasting time to the management business.
business.  Mitigation of time
 mitigates time wasters
wasters.
Assessment Strategy
Give the learner tasks to:
i) discuss the causes and effects of poor time management to a
business.
ii) suggest the time management solutions.
Sub-module 6: Dealing with Difficult Guests

Duration: 12 Hours
Competence Contents Teaching and Learning
Strategies
The learner sets  Talkative customers  Guide the learner in a
measures for  Aggressive discussion on the meaning
effective customers and tips essential for
handling of  The ‘know it all’ dealing with difficult
difficult customer behaviour.
customers  Indecisive customer  Group the learner to role-
without hurting  Suspicious play the handling of
them. customers difficult customer.
Assessment Strategy
 Give the learner homework to discuss types of customers and how to
handle them.
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NCHIC

 Computer
 Internet
 Clock
 Video/Audio
 Time Management Manuals
 mark pens
Chris, R. (1997). Understanding customer, 2nd ed. Butterworth,
Heinemann.
David. A. Stale. Understanding customer; a Psychological approach (
Jeff, T. (2018). Customer Service Tip of the week: Over 52 Ideas and
Reminders to Sharpen your Skills – Toister Performance Solutions.
Jeff, T. (2017). The Service Culture Handbook: A Step – by – Step
Guide to Getting your Employees Obsessed with Customer Service;
Toister Performing Service.
Lee. O. (2013). The Customer Rules: The 39 Essential Rules for Delivering
Sensational Service: Currency, 1st ed.
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Duration: 60 Hours
Module Overview
This module will enable the learner to gain expertise in presenting a
variety of dishes and beverages in a manner that is appreciated by
customers. It involves professional receiving of guests, serving and
presenting their bills adequately.
Learning Outcome
By the end of this module, the learner should be able to apply technical
and social skills to orient customers about the available foods and
beverages and serve them satisfactorily.
Sub module 1: Introduction to Beverage Service

Duration: 6 Hours
Strategies
The learner:  Terms used in  Task the learner to
 defines terms beverage service mention various
applied in  Classification of beverages known to
beverage service. beverages (alcoholic them.
 classifies and non-alcoholic)  Involve the learner in
beverages. classifying of the named
beverages.
Assessment Strategy
Task the learner to classify alcoholic and non-alcoholic beverages.

 Computer
 Internet
 Samples of Beverage
 Flip Charts/ Flip Stand
 Mark Pens
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NCHIC
Sub-module 2: Bar Operations

Duration: 10 Hours
Strategies
The learner:  Meaning of bar  Lead the learner in a guided
 defines a bar.  Types of bar operations discussion on meaning and
 classifies bars.  Bar Setting and layout types of bars.
 sets up and  Organization structure  Task the learner to draw the
organises a of a bar lay out and organisation
bar.  Duties and structure of a bar.
 staffs a bar. responsibilities of bar  Guide the learner on the
 opens a bar. staff duties and responsibilities of
 closes a bar.  Bar mise en place bar staff and the procedure
(opening and closing of opening and closing of a
procedures) bar.
Assessment Strategy
i) staff a bar.
ii) open and close a bar.

 Computer
 Bar equipment and Furniture
 Bar Organisational Charts
 Internet
 Mark Pens
Sub-module 3: Bar Equipment and Tools

Duration: 12 Hours
Learning Strategies
The learner:  Bar equipment (Fridges ,  Task the learner to
 names and Blender, Crusher, Ice classify bar tools
classifies bar tools machine, Sinks) and equipment.
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Learning Strategies
and equipment.  Bar tools (jigger, shaker,  Display the various
 handles bar tools strainer, mixing glass, types of glasses.
and equipment cutting board, knife,  Demonstrate the
professionally. Stirring spoon, optics) washing, polishing
 identifies the  Glassware and frosting of
types of glasses - types of bar glasses glasses.
used in a bar. - washing and
 washes, polishes polishing
and frosts glasses. techniques
 Frosting and chilling of
glasses
Assessment Strategy
Task the learner to use bar equipment.

 Computer
 Internet
 Mark Pens
Sub-module 4 Non-alcoholic Beverages

Duration: 12 hours
Learning
Strategy
The learner:  Preparation of Hot beverages Demonstrate the
 names the types - Tea ( types of teas, preparation and
of hot non- procedure for making teas , service of hot and
alcoholic storage of tea) cold non-alcoholic
beverages - Coffees (instant , espresso, beverages
 names the types cappuccino, cafe Macchiato,
of cold non- cafe mocha, storage of
alcoholic coffee)
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NCHIC

Learning
Strategy
beverages - chocolate /cocoa
 prepares and  Cold beverages (aerated drinks:
serves hot and soda, spring water/ mineral water,
cold non-alcoholic squash, juices, syrup)
beverages  Order of service
Assessment Strategy
 Task the learner to prepare and serve hot and cold non-alcoholic
beverages.

 Computer
 Internet
 Mark Pens
Sub-module 5: Fermented and Distilled

Alcoholic Beverages
Duration: 10 hours
Learning Strategy
The learner:  Classification of alcoholic Demonstrate the
 classifies alcoholic beverages presentation and
beverages.  Fermented alcoholic service of beers and
 presents and beverages ( beers and distilled alcoholic
serves beers and wines) beverages.
distilled alcoholic  Distilled alcoholic
beverages. beverages (spirit, rum,
brandy, vodka and
whisky).
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Assessment Strategy
 Task the learner to classify and serve alcoholic beverages.

 Computer
 Samples of alcoholic beverages
 Internet
 Mark Pens
Sub-module 6: Classification and Service of

Wines
Duration: 10 hours
Learning Strategies
The leaner:  Terminologies of  Lead the learner in a
 defines and applies wines guided discussion on
the terminologies of  Types of wines terminologies and
wines.  Storage of wines classification of
 classifies, serves and  Service of wines wines.
stores wines.  Demonstrate the
service and storage of
wines.
Assessment Strategy
Task learners to:
i) serve: ,red wines and white wines.
ii) store wines.

 Computer
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NCHIC
 Internet
 Samples of Wines
 Mark Pens
Davies, B, & Stone, S (1985).Food and Beverage Management.
Heinemann, U.K.2. Collins
Dennis, L & John, C. (2009). Food and beverage service, (7th Ed).
Fakenham Ltd, Norfolk.
Durkan, A. &Cousins, J. (1995). The Beverage Book. Hodder Arnold
H&S.
English Dictionary-Complete and unabridged. (2003).Harper Collins
Pub.
John, F. & Currie, A (1965). The Waiter, (2nd Ed).
Katsigris, C. & Thomas, C. (2006). The Bar and Beverage Book. John
Wiley & Sons Inc.
Lillicrap, D and Cousins, P (2010) Food and Beverage Service, 8th
Edition, Book Power, U.K.
Lou Heiss, M & Heiss, R. (2007). Hot Drinks: Cider, Coffee, Tea, Hot
Chocolate, Spiced Punch, and Spirits, Ten Speed Press.
Marzia, M & Cathy, M, (2001).An Introduction to Food and Beverage
Studies, (2nd Ed). Global Books and Subscription Services,
New Delhi.
Rande, W. & Luciani, V. (2000). The Beverage Service World. Prentice
Hall.
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Duration: 60 Hours
Module Overview
This module builds on the foundation of the learner’s knowledge to
demonstrate housekeeping management skills. It will enable the learner to
show an understanding of how to control keys, manage linen room,
laundry and staff maintain floors and walls in a hotel establishment.
Learning Outcomes
i) supervise the use of laundry equipment and tools.
ii) manage the activities in the linen room.
iii) care for different types of floor finishes, floor coverings, and wall
finishes.
Sub-module 1: Linen Room Operations

Duration: 10 Hours
Strategies
The learner:
 purchases linen  Rules for linen  Guide the learner on the
according to the purchase rules for purchasing linen.
specifications.  Activities in the  Demonstrate to the learner
 performs linen linen room the activities carried out in
room activities.  Linen usage cycle the linen room.
 designs linen  Control of linen  Illustrate the linen usage
usage cycle. (requisitions, cycle.
 controls the stock taking)  Demonstrate the measures
usage of linen.  Linen hire involved in controlling the
 justifies the need (advantages and use of linen.
for hiring linen. disadvantages)  Guide the learner in a
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NCHIC

Strategies
 cares and  Handling of discussion on the concept
maintains staff uniforms of linen hire
uniforms.  Guide the learner on
handling of staff uniforms.
Assessment Strategy
i) illustrate the linen usage cycle.
ii) state the guidelines to be followed when purchasing linen.
iii) state the measures taken in controlling the use of linen.

 Chalkboard
 Linen
 Linen Usage guides
 Manila / flipcharts / markers
 Internet
 Computers
 Projectors
 DVD
Sub-module 2: Laundry Operations

Duration: 16 Hours
Learning Strategies
The learner:
 distinguishes  Types of laundries:  Guide the learner
between a  commercial laundry in a discussion on
commercial  in-house laundry types of laundry.
laundry and in-  Advantages and  Take the learner to
house laundry. limitations of on the laundry for a
 uses and premises laundry study on how to
maintains  Laundry tools and use and maintain
laundry tools equipment equipment and
and equipment  Laundry of different tools.
appropriately. fabrics  Demonstrate the
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Learning Strategies
 launders  Laundering process laundry process,
different fabrics.  Dry cleaning (process, removing of stain
 removes stains solvents used) and dry cleaning.
from fabrics.  Procedure of handling
 dry cleans guest laundry
garment.  The valet service
Assessment Strategy
Task learners to:
i) distinguish between commercial laundry and in-house laundry.
ii) describe how to use and care for various equipment used in the
laundry.
iii) describe the laundering process.

 Chalkboard
 Laundry tools and equipment
 Laundry fabrics
 Internet
 Computers
 Projectors
 DVD
Sub-module 3: Stain Removal

Duration: 18 Hours
Strategies
The learner:
 applies the right  Washing process  Group the learner and
procedure to wash  Identification and guide him/her to
clothes. removal of stain. describe the wash
 classifies stains.  Classification of process.
 removes stains. stains  Guide the learner to
 applies stain  General rules of classify different types
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Strategies
removal agents. stain removal of stains.
 applies stain  General rules for  Play a video on rules of
removal methods. removal of stain removal /
unknown stain demonstrate the
 Stain removal removal of different
agents stains.
 Stain removal  Task the learner to
methods( physical identify stain removal
and chemical) agents.
 Demonstrate the
physical and chemical
stain removal methods.
Task learners to:
i) classify stains.
ii) explain the general rules of stain removal.
iii) apply the physical and chemical stain removal methods to remove
stains from fabrics.

 Chalkboard
 Internet
 Computers
 Projectors
 DVD
Sub-module 4: Care of Floors and Walls

Duration: 16 Hours
Competence Contents Teaching and
Learning
Strategy
The learner:  Types, use and care of Floor  Lead the learner
maintains finishes on a study tour
floor - concrete / cement to
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Learning
Strategy
finishes, - terrazzo establishments
coverings, - lino tiles furnished with
and walls. - wood different types
- ceramics of floors
 Types, use and care of floor finishes, floor
coverings coverings and
 Wall maintenance walls.
Assessment Strategy
Task the learners to clean different types of floors and walls.

 Chalkboard
 Internet
 Computers
 Projectors
 DVD
Campbell, J. David, F. & Victor, C. (2008), Theory of Catering, 11th ed.
Joan, C. B. (2004). Hotel, Hostel & Hospital Housekeeping, 5th ed. New
Mulumba, M. (2013). A Guide for Hotel Housekeeping and Laundry
Operations. Olca Publications.
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Duration: 60 Hours
Module Overview
This module is intended to provide the learner with opportunities to make
another choice of products/services for real-life projects. The learner will
put into practice the skills acquired in class to prepare and produce a wide
range of baked products.
Learning Outcomes
By the end of this module a learner should be able to:
i) make soft beverages.
ii) launder various types of linen.
iii) run guest house.
Duration: 120 Hours

Competences Contents Teaching
and Learning
Strategy
The learner:  Front office operations Guide the
 operates a guest  Beverage services learner in
house.  Linen laundering their real life
 renders public  Sample projects: project
telephone  Run a guest house operations.
services.  Provide public telephones
 makes soft services
drinks  Prepare beverages
 launders clothes.  Dry cleaning services
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Duration: 75 Hours
Module Overview
This module is designed to enable the learner to master ordinary pastries

and basic baking techniques. The learner will gain exciting and dynamic
career in making fast foods in a professionally equipped kitchen. With
guidance from teachers, the learner will acquire skills to measure
ingredients, bake, dessert decoration, and presentation.
Learning Outcomes
i) produce a range of baked products.
ii) perform pastry art.
iii) manage bakeries.
iv) prepare an assortment of fast foods.
Sub-module 1: Concepts of Pastry and Bakery

Duration: 6 Hours
Strategies
The learner:  Overview of  Engage the learner in a
 applies the the pastry discussion on pastry
pastry and section and bakery terms
bakery terms  Terms used  Display various pastry
correctly in pastry and and bakery ingredients
 identifies tools bakery for the learner to get
and equipment  Pastry and acquainted
used in pastry bakery  Demonstrate to the
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Strategies
and bakery ingredients learner the use and
 identifies pastry  Pastry and care of various pastry
ingredients bakery tools and bakery tools and
 follows the and equipment
recommended equipment  Guide the learner in a
baking  Baking discussion on the
procedures procedures baking procedures
Assessment Strategy
i) describe the various terms used in pastry and bakery.
ii) describe the purpose of different pastry and bakery tools and
equipment.
iii) identify ingredients used in baking a given product.

 Equipment: cookers (electric and gas), charcoal stoves,
refrigerators, mixers, ovens.
 Tools: chopping boards, knives, source pans, frying pans,
plates, bowls, cutleries, fuel, water, dust-bins, plate wipers,
hand wipers, caps, aprons, whisks, grater , icing kits, pastry
cutter, pastry brush
 Ingredients: Sugars, baking flours, butter , eggs , lemon ,yeast,
baking powder, bicarbonate of soda, Essences, food colours,
assorted spices, assorted flavours, chicken, cheese, minced
meat, fruits, vegetables, cooking oil, lard, margarine.
 Computer
 Flip charts /flip stand
 Mark pens
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Sub-module 2: Pastry Dough

Duration: 15 Hours
Learning
Strategies
The learner:  Sugar pastry (cut-out-  Demonstrate
 prepares and cooks cookies, bake well tart, preparation of
sugar pastry apple tart, banana tart various pastry
products.  Short pastry (pineapple products.
 prepares and cooks pie, banana pie, baked Jam  Let the learner
short pastry Roll) practise the
products.  Puff pastry (meat pie, preparation of
 prepares and cooks chicken pie, sausage roll) various pastry
puff pastry products.  Filo pastry (samosas, products.
 prepares and cooks spring rolls, pastry crisps,
Filo pastry products. chapatti)
 prepares and cooks  Flaky pastry
flaky pastry  Danish pastry (cocks comb,
products. jam rolls, jam fold-over,
 Prepares and cooks croissants)
Danish pastry
products.
Assessment Strategy
Task the learner to prepare and cook different pastry dough products.

Equipment: Cookers (electric and gas), charcoal stoves, refrigerators,
mixers, ovens.
Tools: Chopping boards, knives, source pans, frying pans, plates, bowls,
cutleries, fuel, water, dust-bins, plate wipers, hand wipers, caps, aprons,
whisks, grater , icing kits, pastry cutter, pastry brush
Ingredients: Sugars, baking flours, butter , eggs , lemon ,yeast, baking
powder, bicarbonate of soda, Essences, food colours, assorted spices,
assorted flavours, chicken, cheese, minced meat, fruits, vegetables,
cooking oil, lard, margarine.
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NCHIC
Sub-module 3: Yeast Dough Products

Duration: 14 Hours
Strategies
The learner  Bread (sweet bread,  Demonstrate
prepares and salted, bread rolls, loaf, preparation of
cooks yeast buns, burger rolls) various yeast dough
dough  Doughnuts (twisted, jam, products.
products. ginger, cinnamon)  Let the learner
 Pizzas (Bolognaise, practise the
Napolitaine, mushroom, preparation of
mixed vegetable) various dough
products.
Assessment Strategy
Task the learner to prepare and cook different yeast dough products.

Equipment: cookers (electric and gas), charcoal stoves, refrigerators,
mixers, ovens.
Tools: chopping boards, knives, source pans, frying pans, plates, bowls,
whisks, grater , icing kits, pastry cutter, pastry brush
Sub-module 4: Sweet Products

Duration: 14 Hours
Strategies
The learner  Fruit sweets (banana  Demonstrate
prepares and fritters, pineapple fritters, preparation of various
cooks sweet pineapple upside down) sweet products.
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Strategies
products.  Sweet sauces (custard,  Let the learner practise
chocolate, jam, apricot, the preparation of
lemon, strawberry) various sweet
products.
Assessment Strategy
Task the learner to prepare and cook different sweet products.

Equipment: Cookers (electric and gas), charcoal stoves, refrigerators,
mixers, ovens.
Tools: Chopping boards, knives, source pans, frying pans, plates, bowls,
whisks, grater, icing kits, pastry cutter, pastry brush
Sub-module 5: Cake Making

Duration: 14 Hours
Strategies
The learner:  Cake making  Display various cake
 identifies various ingredients making ingredients for the
cake making  Cake making learner to get acquainted.
ingredients procedure  Demonstrate to the learner
follows cake  Types of cakes the various cake making
making (queen cakes, cake procedures.
procedures. loaf, fruits cakes,  Let the learner practise the
 prepares and banana cakes) preparation of various
cooks various  Cake icing and cakes.
types of cakes. decorating  Demonstrate preparation
 ices and of different types of icing.
decorates cakes.  Use guided discovery to
decorate a cake.
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Assessment Strategy
i) prepare and cook various types of cakes.
ii) ice and decorate cakes.


Sub-module 6: Other Pastry Products

Duration: 12 Hours
Learning Strategies
The learner  Daddies  Demonstrate
prepares and  Local pancakes (kabalagala) preparation of
cooks other  Mandazi other pastry
pastry  Bagiyas products.
products.  Samosas  Let the learner
 Musiba tayi practise the
 Pancakes (jam pancake, Banana preparation of
pancake, apricot pancake, other pastry
American pancake) products.
Assessment Strategy
Give the learner the task to prepare and cook dadies, pancakes, mandazi,
bagiyas, samosas.
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Campbell, J., David, F. & Victor, C. (2008). Practical Cookery, 11th ed.
Delia, C. & Elizabeth, H. (1988). Food Facts: A Study of Food and Nutrition,
3rd ed. Hong Kong, Macmillan Education.
Victor, C. and Ronald, K (1995). Practical Cookery, 8th ed
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NCHIC
Duration: 45 Hours
Module Overview
This module is intended to expose the learner to the core principles of
marketing and sales in food and beverages service operations emphasizing
food product development, consumer behaviour, marketing mix, selling
techniques, marketing research, sales promotion techniques, purchase
motivations and new developments in food marketing.
Module Learning Outcomes

i) apply concepts of food sales and marketing.
ii) develop appropriate marketing mix.
iii) analyse marketing environment.
iv) apply general selling techniques.
Sub-module 1: Hospitality Marketing

Duration: 4 Hours
Learning Strategy
The Learner:  Introduction of Guide the learner in
 applies hospitality sales and a discussion on
marketing marketing marketing, the
concepts.  Importance and role marketing concepts
 justifies the of hospitality and the importance
need for marketing to a of marketing in
marketing in Business organisation hospitality
hospitality  The concepts of businesses.
businesses. hospitality marketing
Assessment Strategy
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i) suggest the importance of marketing in hospitality businesses.

ii) define marketing concepts.

 Flyers
 Promotional materials
 Public address system
 Television
 Telephone
 Cameras
 Packaging materials
Sub-module 2: Managing Food Products

Duration: 6 Hours
Competence Contents Teaching and Learning Strategies
s
The learner:  Levels of food  Guide the learner in a discussion on
 manages products levels of food product and stages in
stages in  Packaging managing the food product.
the food the food  Using locally available packaged foods
product. product such as Ruwenzori water, guide the
 differentiat  Stages in learner through the processes of
es the food managing the packaging.
product. food product  Group the learner and ask each to
 packages  Food product design a packaging material for
food. differentiatio his/her book.
n  Guide the learner to brainstorm
packaging and differentiating the food
product.
Assessment Strategy
Task learners to:
i) identify the stages in managing the food product.
ii) define food product differentiation.
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NCHIC

 Flyers
 Television
 Telephone
 Cameras
Sub-modules 3: Service Marketing

Duration: 4 Hours
Strategies
The Learner:  Definition  Let the learner research
 identify the  Characteristics the meaning and
characteristics of of services characteristics of services
services. marketing and present.
 justifies the  Importance of  Guide the learner in a
importance of service brainstorming session on
services marketing marketing the importance of service
 applies guidelines to  Service quality marketing.
offer quality Service. characteristics  Guide the learner in a
discussion on the service
quality characteristics.
Assessment Strategy
Task learners to:
i) describe the characteristics of services.
ii) identify the characteristics of quality Service.

 Flyers  Telephone
 Promotional materials  Cameras
 Public address system  Packaging materials
 Television
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Sub-module 4: Marketing Environment

Duration: 5 Hours
Learning Strategies
The learner:  Environmental  Let the learner
 identifies influences on discuss the factors
environmental hospitality affecting marketing
factors affecting organizations in hospitality
marketing in - micro- organisations.
hospitality environment  Let the learner
organisations. - macro- brainstorm the
 scans the environment- characteristics of
hospitality PESTE service marketing.
marketing  Environmental
environment. scanning (SWOT
analysis)
Assessment Strategy
Give learners assignment to describe the environmental factors influencing
marketing in hospitality organisations.

 Flyers  Television
 Flip charts/ Stands  Telephone
 Mark pens  Cameras
 Promotional materials  Packaging materials
Sub-module 5: Market Research

Duration: 6 Hours
Learning Strategy
The Learner:  Importance of market  Let the learner
 justifies the need for research brainstorm the
market research.  Market research process importance of
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Learning Strategy
 provides goods and  Sources of information market research.
service according to for market research  Guide the learner to
customers’ needs. - internal and discuss the market
 identifies the external sources research process.
different sources of - primary and  Let the learner
information for Secondary sources research the data
market research.  Data collection methods collection methods
 collects data using and tools and tools and
various methods. - interviews present.
 identifies the - observation  Let the learner
challenges of market - questionnaires brainstorm the
research.  Challenges of market challenges of
research market research.
Assessment Strategy
i) identify the challenges of market research.
ii) describe the methods used for data collection.

 Flyers  Television
 Computers  Telephone
 Promotional materials  Cameras
 Public address system  Packaging materials
Sub-module 6: The Marketing Mix in Hospitality

Duration: 4 Hours
Learning Strategy
The learner  Concept of the marketing mix Guide the learner in
applies the  The 7 P’s of the marketing mix a discussion on the
marketing mix (meaning and examples of) concept of marketing
concept in - product mix and the 7 P’s.
hospitality - price
context. - promotion
- place
- people
- process
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Assessment Strategy
Task learners to:
i) give the meaning of marketing mix.
ii) identify the 7 Ps of the marketing mix.

 Flyers
 Television
 Telephone
 Cameras
Sub-module 7: Marketing Communications

Duration: 10 hours
Strategies
The learner:  Elements of  Guide the learner in
 identifies the various marketing a discussion on the
marketing communication elements of
communication tools. s marketing
 justifies the need for  Personal selling communications.
personal selling,  Publicity  Group the learner to
publicity, advertising,  Advertising discuss the
sales, promotion, Public  Sales importance of:
relations, merchandising promotion - personal selling
and the Internet  Public relations - publicity
marketing.  Merchandising - advertising
 applies personal selling,  Internet - sales promotion
publicity, advertising, marketing - public relations
sales, promotion, public - merchandising
relations, merchandising - the Internet
and the Internet marketing
marketing.
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NCHIC
Assessment Strategy
Task learners to
i) describe the sales promotion tools.
ii) the challenges faced when advertising hospitality goods.

 Flyers
 Television
 Telephone
 Cameras
Sub-modules 8: The Sales Function in

Hospitality Industry
Duration: 6 Hours
Strategies
The Learner:  Role of the sales  Guide the learner to discuss
 performs man Role and qualities of a good
roles of a  Qualities of a good salesman.
sales man. salesman  Let the learner brainstorm the
 exhibits  General selling general selling techniques.
Qualities of a techniques  Guide the learner in a
good  Franchising discussion on the meaning,
salesman. (meaning, process, advantages and
 applies the process, disadvantages of franchising.
selling advantages and
techniques. disadvantages)
Assessment Strategy
i) identify selling techniques.
ii) describe the roles of a sales man.
iii) suggest the qualities of a good salesman.
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 Flyers
 Television
 Telephone
 Cameras
Kotler, P. (1997). Principles of Marketing. 7th ed. Englewood, Prentice-
Hall international.
Kotler, P. & Armstrong, G. (2004). Principles of Marketing, 10th ed. Upper
Saddle River, Prentice Hall.
Ntayi. J. (1999). Marketing Theory, 3rd ed. Problem Solving and Decision
Making Approach and practical marketing.
Station, .W. M. & Futrell. C. (1999). Fundamentals of Marketing, 8th ed.
Prentice Hall international (UK) Limited.
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NCHIC
Duration: 45 Hours
Module Overview
This module introduces the learner to the basic Kiswahili as used in the
industry and by the general public. The learner will appreciate Kiswahili as
a language spoken and apply it in the day-to-day business dealings;
communicating in any situation that arises in the course of conducting
business.
Learning Outcomes
i) make simple expressions in Kiswahili.
ii) count in Kiswahili.
iii) construct coherent Kiswahili sentences.
Sub-module 1: Introduction to Kiswahili

Duration: 4 Hours
Learning
Strategies
The learner:  Origin and spread of  Allow the
 acknowledges the Kiswahili learner to
importance of learning  Importance of Kiswahili to buzz over
and using Kiswahili Ugandans different
language.  Greetings greeting
 correctly greets elders, - at different times styles.
peers and the young at - to elders, peers, the  Ask the
different times. young learner to
 introduces oneself. - to one person make self-
 makes introduction of - to many people introductions
oneself and other  General Introduction before the
persons. - of oneself class.
- of others
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Assessment Strategy
Assess the learner on the:
i) importance of learning Kiswahili in the context of hotel and
institutional catering.
ii) greeting of peers, elders and supervisors at different times.
Sub-module 2: Definite Articles

Duration: 06 Hours
Competences Contents Teaching and Learning Strategies
The learner:  Vowels and  Use tapes/compact disks for
 makes correct consonants, learners to listen to word sounds
use of the  Verbs and and pronunciations.
Swahili nouns  Guide the learner on the names of
alphabet.  Production of different places and common titles
 pronounces Kiswahili in the catering profession.
Swahili verbs sounds/accent  Set out a number of Kiswahili
and names in vowels, verbs and nouns for the
the correct learners to practice their
accent. application.
 states phrases  Use a tape recording to produce
in the correct Kiswahili sounds for the learner to
tense. emulate.
Assessment Strategy
Assess learners on:
i) word pronunciation.
ii) use of verbs and nouns.

 Kiswahili dictionary
 Documentaries
 Charts
 Video recordings
 Tape recorders
 Radio cassettes
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NCHIC
Sub-module 3: Polite Language

Duration: 7 Hours
Competences Contents  Teaching and Learning
Strategies
The learner:  Welcoming  Organise a role-play in
 expresses customers which the learner shall
appreciation to  Making requests make simple expressions
others.  Presenting menu involving asking for a
 makes requests  Expressing particular product,
for products, appreciation service, place or direction
services, or  Advertising of and appreciating for the
places by products assistance offered.
names.  Negotiating for  Let the learner express
 identifies better terms themselves by asking for
people by their  Asking for pardon forgiveness for a wrong
professional done.
titles.
Assessment Strategy
i) Assess the learner as he / she express himself in a role-play.
ii) Give the learner assignment to design and format a Kiswahili
advert for a hotel menu.
Sub-module 4: Indefinite Articles

Duration: 6 Hours
Strategies
The learner:  Introductory  Guide the learner to use the
 combines vocabulary indefinite article to
words to  Sentence pattern construct sentences.
construct good  Questions and  Group the learner to role-
sentences. responses play the asking and
 asks and  Expressing likes and answering of questions
responds to dislikes related to catering services.
inquiries  Ask the learner to express
 expresses his/her likes and dislikes in
likes and the role-play.
dislikes.
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Assessment Strategy
Assess the learner on the construction of sentences in response to
questions.
Sub-module 5: Numbers and Arithmetic

Duration: 06 Hours
Learning
Strategies
The learner:  Counting cardinal  Lead the learner in
 counts and numbers numbers the counting
items using the  Counting ordinal exercise.
cardinal and ordinal numbers  Guide the learner in
numbers.  Time, dates, days, stating time and
 states the time, date, months dates.
days and months  Ask the learner to
correctly. make presentations
of his/her date of
birth.
Assessment Strategy
i) count using ordinal and cardinal numbers.
ii) state different periods in Kiswahili.

 Charts of numbers, dates and days
 Calendar
 Clock
 Mathematical symbols
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NCHIC
Sub-module 6: Grammar and Syntax

Duration: 08 Hours
Strategies
The learner:  Basic  Guide the learner to make
 makes a logical sentence sentences in Kiswahili
flow of sentence elements using first person singular
construction.  Sentence and first person plural.
 applies the logic  Let the learner
singular and plural  Singular demonstrate the
nouns/verbs and plural application of different
correctly.  Tenses tenses in sentence
 applies correct construction.
Kiswahili tenses in
sentence
construction.
Assessment Strategy
Give the learner exercises on:
i) the way words are arranged the in a sentence.
ii) the rule of singular and plural.
iii) the application of tenses.
Sub-module 7: Professional Related Vocabulary

Duration: 08 Hours
Learning Strategies
The learner:  Terminologies  Guide the learner to
 applies the used in hotels identify and name
terminologies used  Prices, quantity, the tools, materials,
in hotels and quality, order and equipment used
catering correctly.  Names of tools, in hotels and
 identifies and names materials, and catering.
the tools, materials, equipment used  Ask the learner to
and equipment used in hotel and research on the
in hotel and catering. Kiswahili titles for
catering..  Professional titles the staff that work
 refers to officers by like chef, in hotels and
their titles. manager, cook, catering industry.
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Learning Strategies
 describes the tasks cashier, caterer,  Let the learner
performed by waiter, discuss the tasks
different officials in storekeeper, performed by
the hotel and visitor, and different hotels and
catering customer catering officers.
establishments  Tasks performed
in hotels and
catering
establishments
Assessment Strategy
Assign the learner to write the titles and tasks performed by various
professionals in hotel and institutional catering.

 Kiswahili dictionary
 Reading charts
 Audio CD packs
 Radio cassette
 Video tapes
Donavan, M. & Lutz M. (2011). Swahili: A Complete Module for Beginners.
2nd ed. Dar-es-Salaam, Living Language Publishers.
Maw, J. E. (2012). Swahili for Starters: A Practical Introductory and
Intermediate Level. Almasi, W. F. (2014). Swahili Grammar for
Introductory and Intermediate levels
Perrot, D.V. (2010). Essentials of Business Kiswahili. A teach yourself
Guide. Nairobi, Kenya Publications.
Peter, M. W. (2006). Simplified Swahili. New York, Longman Group
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NCHIC
Duration: 60 Hours
Module Overview
In order to maximise revenues in any business, there is need to plan,
forecast and manage costs. Food costing and portion control are two ways
to help price menus correctly by hoteliers so as to maximise profits. This
module is intended to provide the learner with skills, knowledge and
competences to assess the food costs incurred on ingredients offered in a
menu and the revenue generated by preparing and serving that food.
Learning Outcomes
i) Comprehend and implement cost control measures within the food
and beverage service establishments.
ii) Use costs to analyse the performance of an establishment.
Sub-module 1: Concepts of Food Costing

Duration: 8 Hours
Learning Strategies
The learner:  Meaning of costing  Guide the learner
 justifies the  Importance of costing to brainstorm the
importance of  Concepts of costs meaning and
food costing. - current costs importance of
 applies food - past and sunk costs food costing.
costing - value added costs  Guide the learner
concepts. - conversion costs on the
 identifies - charging costs computation of
elements of  Cost unit elements of costs
sales and  Cost centre and sales.
costs.  Elements of sales and costs  Group the learner
 computes food  Sales volume and sales mix and task him/her
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Learning Strategies
costs, kitchen  High and low margin return to find out the
percentages,  The representative composition of
representative customer kitchen costs and
customer, high  Reward for capital invested present findings
and low  Composition of food cost to the class.
margin return. and kitchen percentages
Assessment Strategy
Give the learner homework to:
i) discuss the importance of food costing.
ii) compute representative customers of a dish.
iii) identify elements of sales and costs.

 Chalk board
 Stationary
 Calculator
 Manila / flip charts / markers
 Internet
 Computers
 Projectors
 DVD
Sub-module 2: Cost Classification

Duration: 6 Hours
Strategies
The learner:  Direct  Guide the learner in a
 differentiates between and discussion on the
direct cost and indirect indirect difference between
cost. costs direct and indirect
 distinguishes between  Fixed costs.
fixed and variable costs and  Illustrate fixed and
attached to food variable variable costs and let
business. costs the learner emulate.
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Assessment Strategy
i) distinguish between direct cost and indirect cost.
ii) illustrate fixed and variable costs related to food and beverage
costing.

 Chalk board
 Internet
 Computers
 Projectors
 DVD
Sub-module 3: Dish and Banquet Costing

Duration: 10 hours
Strategies
The Learner:  Illustrate to the learner how
 prepares a  Computatio to develop shopping list and
shopping list for n of dish task him/her to make one for
dishes. gross profit respective dishes.
 computes the dish  Costing  Illustrate to the learner how to
gross profit. sheets and calculate dish gross profit and
 calculates total the concept let him/her practice.
food costs using of  Illustrate how to develop dish
costing sheets. supplement costing sheet for various
 calculates selling  Banquet/fu dishes and let him/her
prices for various nction practise.
dishes. costing  Group the learner and task
 computes him/her to calculate selling
banquet/function prices for dishes and
costs. banquets/functions.
Assessment Strategy
i) develop a shopping list of items for making a given dish.
ii) compute gross profit for a given dish.
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iii) draw dish costing sheet and compute total food cost.
iv) calculate the selling price for a given dish.

 Chalk board  Samples of Shopping Lists
 Manila / flip charts /  Meat (beef, chicken, fish)
markers  Calculators
 Internet  Weighing scale
 Computers  Knives
 Projectors  Cleaver
 DVD  Chopping boards
 Ingredients  Bowls
Sub-module 4: Costing of Meat, Chicken and

Fish
Duration: 10 Hours
Strategies
The learner  Costing of  Display different cuts of
 identifies meat meat cuts meat, fish and chicken and
cuts.  Costing of let the learner identify
 costs special cuts chicken them.
of meat, chicken cuts  Illustrate the costing of
and fish.  Costing of meat cuts and let the
 applies the fish cuts learner practise.
concept of usable  Concept of  Guide the learner in a
meat to cost usable discussion on the
special cuts. meat applicability of the concept
of usable meat
Assessment Strategy
i) identify special cuts of meat, chicken and fish.
ii) cost different cuts of meat, chicken and fish.
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NCHIC

 Chalk board  Meat (beef, chicken, fish)
 Manila / flip charts /  Calculators
markers  Weighing scale
 Internet  Knives
 Computers  Cleaver
 Projectors  Chopping boards
 DVD  Bowls
Sub-module 5: Portion Control

Duration:12 Hours
Strategies
The learner:
 justifies the  Purpose of  Let the learner brainstorm
purpose of portion the purpose of portion
portion control. control control.
 makes use of  Portion  Display portion control
portion control control equipment and tools and
equipment and equipment let the learner practise how
tools.  Factors to use them.
 identifies the affecting  Group the learner and task
factors that portion him/her to discuss the
affect portion control factors affecting portion
control.  Standard control.
 makes use of recipes,  Demonstrate how to use
standard recipes, Portion standard recipe and
portion control control portion control charts to
charts to obtain charts, obtain required portions
the required  Regular and let the learner practise.
portions. checking  Let the learner brainstorm
 performs regular the activities involved in
checks and regular
supervision to checking/supervision to
ensure proper ensure proper portion
portion control. control.
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Assessment Strategy
Let the learner:
i) justify the purpose of portion control.
ii) identify the factors affecting portion control.

 Weighing scale  Rulers
 Measuring jars,  Food checks
 Scoops  Store
 Ladles  Sample store records
 Calculators  Computers
 Graph paper  Stationery
Sub-module 6: Handling Stores

Duration: 14 Hours
Strategies
The learner:  Meaning of  Lead the learner in a
 justifies the stores and guided discussion on
importance of stores. basic concepts the purchasing and
 designs/organises  Importance of receiving procedure
store. stores for stock.
 exhibits the store  Features of a  Illustrate the recording
keeping skills. good store of stock and learners
 records and inspects  Qualities of a practice.
stock. good store  Demonstrate the
 applies FIFO and keeper inspection procedure
LIFO methods to  Stock taking, and let the learner
issue stock. stock control emulate.
 controls the flow of and  Illustrate how to use
stock and maintains importance FIFO and LIFO when
order levels.  Issuing issuing stock.
 counts and records function  Take the learner to a
stock balance.  (FIFO, LIFO) store to observe the
systems applied in
storing, counting and
recording stock.
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NCHIC
Assessment Strategy
i) describe the purchasing and receiving process.
ii) describe the procedures for issuing stock.
iii) apply FIFO / LIFO method to issue stock in a given case scenario.

 Chalk board
 Internet
 Computers
 Projectors
 DVD
 Food Stuff
 Calculators
 Weighing scale
 Portion control equipment
 Sample store records
 Stationery
Boardman, R. D. (1987). Hotel and Catering Costing and Budgets,
Heinemann publishing Company.
Ceseran, S. & Campbell, J. (2010). Theory of Catering, (11th Ed). London,
Cool power.
Dopson, L.R. & Hayes, D.K. (2008). Food and Beverage Cost Control, 4th ed.
New Jersey, John Wiley and Sons.
Richard, K. & Bernard, D. (1981). Food and Beverage Control, 3rd ed.
Glasgow, International Textbook Company Ltd.
Saleemi, N.A. (1990). Cost Accounting Simplified, ed. Nairobi, N.A. Saleemi
Publishers.
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Duration: 60 Hours
Module Overview
This module introduces the learner to the concepts of managing events. It
is intended to provide the learner with knowledge and skills in managing
events, train and setting up venues.
Learning Outcomes
By the end of this module, the learner will be able to:
i) apply concepts of event management.
ii) demonstrate knowledge and skills of managing events.
iii) set up various venues for events.
Duration: 8 Hours
Learning Strategies
The Learner:  Definition of key terms  Let the learner
 explains (event, banquet, brainstorm the
various terms conference, gala, meaning of key
related to cocktail party) terms in events
events  Importance of events management.
management. management  Group the learner
 justifies the  Types of events and and let him/her
importance of expectations of the discuss the
event clients importance, types
management.  Characteristics of and characteristics
 classifies different types of of events.
events. events.  Lead the learner in
 organises  Roles of event manager a discussion on the
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NCHIC

Learning Strategies
events.  Attributes of events roles of staff at
 assigns roles managers events.
to the staff at  Duties of other events
events. staff
 The event life cycle
Assessment Strategy
i) Classify events.
ii) Describe the events life cycle.

 Computer
 Decoration materials
 Tents
 Internet
 Flip Charts/Stands
 Tables
 Chairs
 Table and chair linen
Sub-module 2: Venue Organisation

Duration: 14 Hours
Strategies
The learner:  Factors to  Lead the learner in a
 examines consider when discussion on factors to
factors to choosing consider when choosing
consider venue/sites for venue/sites for different types
when different types of events.
choosing of events  Group the learner and let
venue/sites  Clearing and him/her discuss the factors to
for different cleaning venues consider in the layout of a
types of  Layout of the venue site, viewing areas,
events. venue site circulation areas, exit doors
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Strategies
 prepares  Seating and routes, high table location,
venues for arrangements planning for people with
events.  Event themes/ disabilities.
 designs the visual effects to  Group the learner and task
sitting enhance event him/her to design a seating
arrangemen themes arrangement for a workshop, a
t for an wedding reception, etc. and let
event. him/her present to the rest of
the class.
Assessment Strategy
Task the learner to design the seating arrangement for different events.

 Tents
 Tables
 Chairs
Sub-module 3: Venue Decoration

Duration: 14 Hours
Strategies
The Learner:  Importance of  Task the learner in groups
 justifies the venue decoration to discuss the reasons for
importance  Types of decorating venues.
of venue decorations for  Display different
decoration. events decoration designs for
 applies  Factors to events and task the
different consider when learner to name them.
decoration choosing  Let the learner discuss
designs for decorations for the factors to consider
events. various events when choosing
 costs  Decorating decorations for various
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Strategies
decoration rooms, halls, events
services. tents, outdoor  Illustrate the costing of
venues decoration service for an
 Costing event.
decoration
services
Assessment Strategy
Task the learner to decorate various events venues

 Tents
 Tables
 Chairs
Sub-module 4: Ushering at Events

Module: 10 Hours
Learning Strategies
The learner:  Qualities of ushers  Group the learner
 exhibits qualities  Duties of ushers and task him/her to
of a good usher.  Work ethics of discuss the qualities
 performs the ushers (do’s and and duties of an
duties of an usher. don’ts/offenses) event usher.
 observes the do’s  Ushering  Let the learner
and don’ts at procedures brainstorm the do’s
events.  Handling special and don’ts of event
 gives special groups (guest of ushers.
attention to honour, people  Guide learner in a
special groups. with disabilities, role-play about
 solves guest VIPs) guest complaint
complaints at  Handling handling.
events. complaints and
compliments
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Assessment Strategy
Task the learners to select suitable personnel for ushering.

 Seat labels
 Suggestion / complaint book
Sub-module 5: Conference & Banqueting

Process
Duration: 14 Hours
Learning Strategies
The Learner:  Handling enquiries,  Let learners
 selects the walk-ins, emails, present the
appropriate telephones advantages and
communication  Banquet event disadvantages of
channel when order form/sheet using emails,
handling guest  Programme telephones.
inquiries formulation  Illustrate the
 formulates Banquet  Run through events banquet event
event order  Benefits of order form/sheet.
form/sheet. organizing  Illustrate the
 formulates an event conferences and event cycle.
cycle for a particular banquet.  Let the learner
event and  Challenges of discuss the
implements it. organizing benefits of
 Justifies the benefits conferences and organizing
of organizing banquets. conferences and
conferences and  Evaluation / banquets.
banquets. Checklist of Events-  Let the learner
 Mitigates the before, during and discuss the
challenges associated after events. challenges
with organizing associated with
conferences and organizing
banquets conferences and
 Evaluates events. banquets.
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NCHIC
Assessment Strategy
Task the learner to discuss the benefits and challenges associated with
organising events.

 Computer
 Stationary
 Tents
 Internet
 Flip Charts/Stands
 Tables
 Chairs
Avrich, B. (1994), Event and Entertainment Marketing, Vikas, Delhi.
Bhatia, A.K. (2001), Event Management, Sterling Publishers, New Delhi.
Joe, G. B. (1997), Special Events- Best Practices in Modern Event
Management, John Wiley and Sons, New York.
Panwar, J.S. (1998), Marketing in the New Era, Sage, New Delhi
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Duration: 60 Hours
Module Overview
The module will enable the learner to gain skills and competences to bake
and make pastry products such as bread rolls, cookies, doughnuts, buns,
pizzas, samosas and chapatti.
Learning Outcomes
By the end of this module a learner should be able to:
i) improve product quality.
ii) organise events.
iii) maximise profits.

Learning Strategies
The learner: Sample projects  Guide learners on
 Bakes, packs  Bake, pack and sell Cakes factors to consider
and sells Cakes. (Fruit Cakes, Marble Cakes, when choosing a
 Makes Yeast Queen Cakes, banana cakes, real life project to
dough products. ceremonial cakes, Muffins) set up.
 Makes Sugar  Make yeast dough products  Illustrate to
pastry products. (doughnuts, loaves of bread, learners how to
 Prepares and bread rolls, croissants) make a project plan.
sells fast foods.  Make sugar pastry  Guide learners on
 Prepares and products(piped cookies, cut how to make a
sells mandazi cookies, fruit scones, rock budget for a real life
dough products. buns) project.
 Prepares  Prepare and sell fast  Supervise
variety of foods(chips, chaps, egg rolls, implementation of
snacks scotch eggs ,egg and chapatti the project.
 Sets up a roll)  Illustrate to
laundry.  Prepare and sell mandazi learners how to
dough products (half cakes, make a project
daddies, soft mandazi) report.
 Prepare snacks(cassava
crisps, potato crisps, bagiya)
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NCHIC
Duration: 240 Hours
Module Overview
This module introduces the concept of attachment to industry and studios
to learn practical skills by exposing the learner to workplace environment.
This will not only enable him / her to understand the theories studied but
to have hands-on practice in a real job situation. The learner will be able to
advance the theoretical knowledge by backing it up with the practical
experience of the job.
Learning Outcome
By the end of this module, the learner should be able to exhibit practical
skills in managing hotel and catering activities.
Duration: 120 Hours

Strategies
The learner:  Safety, health  Lead the learner in a guided
 observes safety, health and discussion on the
and environmental environmental importance of internship,
regulations. regulations how it is conducted, where
 acquaints with working  Acquaintance it can be conducted and
environment. with work when to conduct it.
 familiarizes with tools, environment  Write introduction letters
equipment, and  Familiarization for the learner to send to
materials in the catering with firms that he/she intends to
establishments. equipment, train.
 translates theoretical tools and other  Send institute staff to search
knowledge learnt into office for places for the learner’s
practice in a working procedures internship.
environment.  Recordkeeping  Record the learner’s contact
 interrelates with others.  Relating with to ease follow up and
 writes performance others internship supervision.
reports.  Report writing  Supervise the learner as
 demonstrates ethical  Ethical code of he/she trains.
and professional code of conduct  Guide and advise the learner
conduct.  Customer care in the areas of need.
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Appendix 1: Internship Guidelines

The guidelines below should be followed during internship:
i) It starts at the end of the 3rd term.
ii) It takes a minimum period of 6 weeks.
iii) It is carried out at the world of work located in any part of Uganda
including the training institutions.
iv) The training institution has the duty to:
 Budget for internship.
 Obtain money from government for the government sponsored
learner.
 Explain to the learner what he/she is expected to do.
 Find placements for internship.
 Post learners to internship industry.
 Supervise and assess learners during internship training.
Supervision
i) There should be a world of work or field or industry supervisor and
an academic supervisor from the training institution.
ii) The academic supervisor visits the attachment site or firm at least
once, and interacts with both the learner and field supervisor.
Assessment
Assessment marks should be categorized as follows:
i) Assessment by field supervisor 50%
ii) Assessment by academic supervisor 30%
iii) Field attachment report 20%
All the above assessment categories should be carried out for one to
complete internship training. The marks awarded by each category must
be verified by UBTEB.
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Appendix 2: Internship Assessment Form for

Field or Onsite Supervisor
Name of institution........................... Name of the firm.....................

Name of the learner............................Signature....................................
Registration. ................................... Name of supervisor......................
Signature....................... Date. .......................................
Area of Assessment Mar Score Area of Improvement
ks
A Attendance percentage of 5
days and times within the
days present)
B Work Performance 30
Involvement
1. Co-operation with other 5
staff
2. General ability to use 10
various equipment,
machines or plant in the
industry
3. Flexibility—willingness to 7
learn from various
sections in industry
4. Job planning 8
C Initiative and Innovations 15
1. Problem-solving 8
2.
New ideas on 7
improvement for
efficiency of performance
or operations
D Time Management 5
1.Reporting on time 1
2.Leaving at specified 1
break-off or stoppage time
3. Meeting deadlines on 3
assignments given by
supervisors or instructors
E Discipline and Safety 15
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Observation
1. Use of right equipment for 4
right job
2. Obeying instructions 4
3. Proper handling of 2
equipment and / or
materials
4. Ability to practise safety 3
measures in the
workplace
5. Knowledge of first aid 2
procedures in case of
accident
F Practical Skills 20
1. Ability to put into practice 4
training instructions from
instructors or supervisors
2. Ability to relate 4
theoretical knowledge
with practical applications
3. Proper use of manuals and 4
interpretation of drawings
4. Ability to carry out 4
troubleshooting on
equipment, (put right
mistake in work or
finishing)
5. Ability to service and 4
repair equipment (clean
and maintain tools and
workplace)
G General Remarks (other 5
assessment at discretion
of assessor)
The assessment shall be carried out as indicated in each area then the total
mark obtained will be computed out of 50%.
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NCHIC
Appendix 3: Internship Assessment Form for

Academic Supervisor
Name of Institution......................... Name of the Firm................................
Name of Student ......................... Signature………………………………....
Registration Number................................ Name of Supervisor ............................
Signature ………………….. Date......................................................
Area of Assessment Marks Score Area of Improvement
A Attendance (was the 5

learner at his
workplace?)
B Understanding of 21
tasks
1. Did the learner 2
provide weekly
summary of work
performed?
2. How did the 4
learner describe
the tasks
performed?
3. How was the 3
learner able to
explain why tasks
were being done in
a particular way?
4. How did the 3
learner explain
problems
experienced when
carrying out the
work and how they
were solved?
5. How did the 2
learner explain the
knowledge and
skills acquired at
the institute that
enabled him / her
to perform?
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6. How did the 3

learner describe
the new knowledge
and skills gained?
7. How did the 2
learner explain the
relationship with
other co-workers
and supervisors,
and what are the
plans to improve
or maintain it?
8. How did the 2
learner relate the
internship tasks to
the training as a
technician?
C General Remarks 4
(other assessment
at discretion of
examiner)
Total mark 30
The assessment shall be carried out as indicated in each area and then the
total mark obtained shall be computed out of 30%.
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NCHIC
Appendix 4: Field Attachment Report and Guide

for Internship
The report should be written in English and contain the following to be
assessed as shown:
No Contents Maximum
Score
1 Cover page: 1 mark
i) Name of institution
ii) Name of department
iii) Name of learner and year of study
iv) Place of internship
v) Period of internship e.g. July—September 2018
vi) Academic and field supervisor’s signatures
2 Acknowledgements 0.5 marks
i) Acknowledge all assistance during field training
ii) Acknowledge assistance during report writing
3 Executive Summary or Abstract 2 marks
i) To include statement of the most practical work carried
out
ii) Challenges
iii) Conclusions
4 Table of Contents 0.5 marks
This should show the content of the report and page numbers
where they first occur.
5 List of Figures 0.5 marks
i) All figures in the report should have a number and a
caption.
ii) Figures must be numbered according to the chapters
where they occur, for example, Figure 4.1, to refer to
first figure in chapter 4.
iii) The pages where the figures occur should be shown in
the list of figures.
6 List of Tables 0.5 marks
i) All tables in the report should have a number and a
header.
ii) Tables should be numbered according to the chapters
where they occur for example; Table 2.1, to refer to first
table in Chapter 2.
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iii) The pages where the tables occur should be shown in

the list of tables.
7 List of Acronyms or Abbreviations 0.5 marks
Acronyms used should be given in alphabetical order with
their full meaning shown.
8 Introduction 2 Marks
i) Location and description of place of field attachment
ii) Objectives of field attachment
iii) Structure, organisation
iv) Tasks carried out by the place attached to e.g. if
District Local Government describe its role in society
9 Main Body of the Report 8 marks
i) Description of work carried out
ii) Duties and responsibilities assigned and how they were
carried out
iii) New knowledge and skills gained
iv) Relationship with other staff and supervisor
v) Problems experienced and how they were handled
10 Conclusions 1mark
A brief summary of knowledge gained as outlined in the
objectives
11 Recommendations 1.5 marks
i) For improving internship, usually derived from
problems experienced
ii) For improvement of work output at the place of work
(this is included if allowed by the field supervisor)
12 References 1 mark
i) Design standards and guidelines used during training
ii) Books and the Internet material
iii) Harvard style of referencing should be used, for
example, Kyalikisa, R. (2018), “Effect of window net on
the reduction of Malaria,” Journal Health Construction,
Vol. 17, Page 123 –127
13 Appendices 1 mark
i) Drawings
ii) Photographs, etc.
Total mark 20 marks
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NCHIC
Appendix 5: Cost Implication for Training

NCHIC Students
Learner’s Items
Tools Estimated Cost (Shs)

Kitchen knife 4,000
Spatular 10,000
Pastry cutters 12,000
Mixing bowls 10,000
Cake tester 15,000
Cooks tongs 15,000 pair
Colander 20,000
Fish slicer 20,000
Strainer 6,000
Egg cups 4,000
Apron and cap 20,000
Trays 5,000
Bowls 10,000
Order pads 10,000 book
Table numbers 2,000
Table mats 20,000 dozen
Table cloths 30,000 pair
Cash register 5,000 book
Service tongs 10,000 pair
Menu cards 2,000
Potato peeler 10,000
Serving Plates 15,000 set
Cutlery 20,000 set
Whisk 15,000
Measuring jugs 8,000
Hand washing soap 3,000 bar
Hand towels 5,000
Safety pin 500
Glassware 25,000 dozen
Bottle opener 3,000
Drinking straws 8,000 packet
Toothpicks 1,000 pack
Matches 1,500 dozen
Lighter 1,500
Cocktail meddlers 10,000
Cocktail strainers 10,000
Coffee pot 18,000
Lemon squeezer 12,000
Napkin 10,000 packet
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Buckets 6,000
Dusters 5,000
Gloves 1,000 pair
Pens 500
Document files 2,500
Paper clips 5,000
Calculators 15,000
Portion control charts 2,000
Pencils 500
Rulers 1,500
Nutrition chart 2,000
Hand wash bucket 7,000
Scissors 5,000 pair
Cello tape 2,000 roll
Masking tape 1,000 roll
Flowers 15,000 pack
Decoration ribbons 5,000 roll
Decoration cloth 4,500 meter
TOTAL 477,000=
Institution’s Items
Mortar and pestle 20,000
Weighing scale 35,000
Mallet 20,000
Charcoal stoves 25,000
Slicing machine 30,000
Deep-fat fryer 250,000
Deep freezer 1,000,000
Cooking pots 70,000
Pans 150,000 set
Dish washer 200,000
Chopping boards 15,000
Electric cooker 800,000
Refrigerator 1,000,000
Pressure cooker 350,000
Steamer 400,000
Barbeque stove 600,000
Blender 150,000
Coffee machine 150,000
Oven 800,000
Griller 150,000
Griddle 150,000
Hotplate 200,000
Electric kettle 80,000
Masher 60,000
Micro-wave 600,000
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NCHIC
Mincer 50,000
Pepper-miller 70,000
Percolator 120,000
Range cooker 600,000
Charcoal 80,000 sack
Toast racks 40,000
Stoves 20,000 each
Check spindles 40,000 set

Side board 400,000
Bain Marie 1,000,000
Soup desiccator 100,000
Ashtrays 15,000
Wine buckets / coolers 30,000
Ice buckets 20,000
Ice tongs 6,000 pair
Bar stirrers 5,000
Cork screw 35,000
Bar towels 20,000
Ice scoop / shovel 20,000
Measuring cups / spoons 50,000 a set
Display shelves 200,000
Dining tables 150,000 each
Ice crushers 50,000
Cash counters 200,000
Counterfeit detectors 100,000
Metal detector 150,000
Dustbins 6,000
Squeegees 20,000
Mops 20,000
Brushes 15,000
Brooms 2,000
Cloth hangers 3,000
Pillows 40,000 a pair
Mattresses 200,000
Bath mat 15,000
Linen 20,000
Fire extinguishers 60,000
Maids’ cart / trolley 200,000
Guest bed 400,000 double
Storage shelves 200,000
Suction cleaner 300,000
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Dressing mirror 30,000

Calendar 10,000
Washing machine 1,500,000
Flatiron 60,000
Ironing board 35,000
Presser 1,00,000
Water extractor / laundry drier 1,000,000
Stationery 18,000 a ream
Laundry soap 4000 a bar
Toilet soap 2,000
Credit card reader 100,000
Stapling machine 6,000
Staple wires 1,500 packet
Staple remover 2,500
Document stamp 10,000
Stamp pad 5,000
Computer 1,500,000
Fax machine 800,000
Telephone switchboard 200,000
Filing cabins 400,000 each
Photocopier 2,500,000
Document scanner 450,000
Billing machine 150,000
Guest register 20,000
Reservation forms 20,000
Hot air drier 170,000
Overhead projector 1,200,000
Still photo camera 400,000
Video camera 1,200,000
Office chairs 350,000
Front office desk 150,000
Printer 200,000
Wall clock 30,000
Key rack 300,000
Flower vessels 20,000
Watering cans 20,000
Tents 700,000
Function chairs 25,000
Public address system 2,500,000
Event lights 1,200,000
Platform / podium 700,000
TOTAL 30,331,000=
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NCHIC
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National Curriculum
Development Centre ,
P.O. Box 7002,
Kampala.
www.ncdc.go.ug

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NATIONAL

National Curriculum Development Centre

All rights reserved: No part of this publication may be re-

Government of Uganda through the National Curriculum Development

learners to perfect their professional attitudes towards innovation and

National Curriculum Development Centre (NCDC) extends her

BTVET Business Technical Vocational Education and Training

SME Small scale and Medium Enterprises

Catering is recognised as one of the fastest growing industries that

When effectively implemented, this syllabus is intended to produce

General Guidelines for Implementing the NCHC

Duration of the Programme

Admission / Entry Requirements

a) Ordinary Level Entry Scheme (Uganda Certificate of Education)

b) Certificate Entry Scheme

Prospects for National Certificate in Hotel and

v) internship and projects execution

c) There shall be final examinations within the last two weeks of

The following guidelines shall be considered for project assessment:

i) An industrial supervisor shall award 50% of the marks. This is

Module Credits and the Weighing System

Cumulative Grade Point Average (CGPA)

Computation of the CGPA

Classification of the Certificates

Progression of the Learner

Final Examinations Paper Format

Paper Name and Examination Format

Paper Name and Examination Format

Paper Name and Examination Format

Paper Name and Examination Format

Paper Name and Examination Format

Professional Profile for NCHC Graduates

Main Duties and Tasks for NCHC Graduates

 Dispatch linen to linen room

Job Assistant Baker

Job Assistant Cook

 Obtain day’s schedule

 Dress chairs / skirt tables

Characterisation of Core Tasks

Tools and materials used 

Core Task 5. Laundry Operations

Organisations where hotel and institutional catering

Roles of the Learner, Teacher, and Administrative Staff

Role of the Learner

Role of Teaching Staff

iv) serve as instructor, lecturer, supervisor and coach

Role of Administrative Staff

v) keep custody of college property (inventories).

Teaching and Learning Methods

Guidelines for using group discussion method

vi) Assign responsibilities to the learner for positions of Chairperson,

Basic rules for brainstorming

The method provides the learner with an opportunity to physically

10. Study Tour

11. Field Attachment

Code Module Name LH PH CH CU

Sub-module 1: Concepts of Bookkeeping

Competences Contents Teaching and