REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

FOR

BAKING TECHNOLOGY

KNQF LEVEL: 5

PROGRAMME CODE:0721 554B

TVET CDACC
P.O. BOX 15745-00100
NAIROBI
First published 2019
Revised 2024
Copyright © 2024, TVET CDACC

All rights reserved. No part of this curriculum may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods without the prior written permission of the TVET
CDACC, except in the case of brief quotations embodied in critical reviews and certain
other non-commercial uses permitted by copyright law. For permission requests, write to
the Council Secretary/CEO, at the address below:

Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: cdacc.tvet@gmail.com

© 2024, TVET CDACC 2

 FOREWORD
The provision of quality education and training is fundamental to the Government’s
overall strategy for social economic development. Quality education and training will
contribute to achievement Kenya’s development blue print and sustainable development
goals.
Reforms in the education sector are necessary for the achievement of Kenya Vision 2030
and meeting the provisions of the Constitution of Kenya 2010. The education sector had
to be aligned to the Constitution and this resulted to the formulation of the Policy
Framework for Reforming Education and Training. A key feature of this policy is the
radical change in the design and delivery of the TVET training. This policy document
requires that training in TVET be competency based, curriculum development be industry
led, certification be based on demonstration of competence and mode of delivery allows
for multiple entry and exit in TVET programmes.
These reforms demand that Industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
this Curriculum has been developed.
It is my conviction that this curriculum will play a great role towards development of
competent human resource for the Food Processing sector’s growth and sustainable
development.

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR TVET
MINISTRY OF EDUCATION

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 PREFACE
Kenya Vision 2030 aims to transform the country into a newly industrializing, “middle-
income country providing a high-quality life to all its citizens by the year 2030”. Kenya
intends to create a globally competitive and adaptive human resource base to meet the
requirements of a rapidly industrializing economy through life-long education and
training. TVET has a responsibility of facilitating the process of inculcating knowledge,
skills and attitudes necessary for catapulting the nation to a globally competitive country,
hence the paradigm shift to embrace Competency Based Education and Training (CBET).
The Technical and Vocational Education and Training Act No. 29 of 2013 on Reforming
Education and Training in Kenya, emphasized the need to reform curriculum
development, assessment and certification. This called for a shift to CBET to address the
mismatch between skills acquired through training and skills needed by industry as well
as increase the global competitiveness of Kenyan labour force.
TVET Curriculum Development, Assessment and Certification Council (TVET CDACC)
in conjunction with Cake Bakers and Decorators Sector Skills Advisory Committee
(SSAC) and Nairobi College of Bread and Confectionery Technology have developed
this curriculum.
This curriculum has been developed following the CBET framework policy; the CBETA
standards and guidelines provided by the TVET Authority and the Kenya National
Qualification framework designed by the Kenya National Qualification Authority.
The curriculum is designed and organized with an outline of learning outcomes;
suggested delivery methods, training/learning resources and methods of assessing the
trainee’s achievement. The curriculum is competency-based and allows multiple entry
and exit to the course.
I am grateful to the Council Secretariat, Technical Committee, Cake Bakers and
Decorators SSAC, expert workers and all those who participated in the development of
this curriculum.

COUNCIL CHAIR
TVET CDACC

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 ACKNOWLEDGEMENT
This curriculum has been designed for competency-based training and has independent
units of learning that allow the trainee flexibility in entry and exit. In developing the
curriculum, significant involvement and support was received from various
organizations.

I appreciate Nairobi College of Bread and Confectionery Technology and Cake Bakers
and Decorators Sector Skills Advisory Committee (SSAC) who enabled the development
of this curriculum.
I recognize with appreciation the role of the SSAC in ensuring that competencies
required by the industry are addressed in this curriculum. I also thank all stakeholders in
the Food Processing sector for their valuable input and all those who participated in the
process of developing this curriculum.

I am convinced that this curriculum will go a long way in ensuring that workers in Food
Processing sector will acquire competencies that will enable them to perform their work
more efficiently.

COUNCIL SECRETARY/CEO
TVET CDACC

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 TABLE OF CONTENTS
FOREWORD................................................................................................................................
PREFACE....................................................................................................................................
ACKNOWLEDGEMENT..........................................................................................................
ACRONYMS...............................................................................................................................
KEY TO UNIT CODE..............................................................................................................
COURSE OVERVIEW...........................................................................................................
BASIC UNITS OF LEARNING...................................................................................................
DIGITAL LITERACY..................................................................................................................
COMMUNICATION SKILLS...................................................................................................
WORK ETHICS AND PRACTICES........................................................................................
ENTREPRENEURIAL SKILLS................................................................................................
COMMON UNITS OF LEARNING.........................................................................................
BAKERY RAW MATERIALS..................................................................................................
BAKERY PLANT AND EQUIPMENT....................................................................................
CORE UNITS OF LEARNING.................................................................................................
PRODUCTION OF YEAST PRODUCTS................................................................................
CAKE PRODUCTION...............................................................................................................
CAKE DECORATION...............................................................................................................
PASTRY PRODUCTION...........................................................................................................

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 ACRONYMS
AIDS Acquired Immune Deficiency Syndrome
BC Basic Competency
CDACC Curriculum Development, Assessment and Certification Council
CR Core Competency
2D Two Dimensional
HIV Human Immuno-deficiency Virus
BT Baking Technology
FOP Food Processing
ICT Information Communication Technology
LCD Liquid Crystal Display
NEMA National Environmental Management Authority
OSHA Occupation Safety and Health Act
OSHS Occupation Safety and Health Standards
PESTEL Political Economic Social Technological Environmental and Legal
PPE Personal Protective Equipment
SSAC Sector Skills Advisory Committee
SWOT Strengths Weaknesses Opportunities and Threats
TVET Technical and Vocational Education and Training

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 KEY TO UNIT CODE

FOP/CU/BT/BC/01/5/B

Industry or sector
Curriculum
Occupational area
Type of Unit
Unit number
Competency level
Version control

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 COURSE OVERVIEW
Baking Technology Level 5 qualification consists of competencies that an individual
must posses to offer baking technology services. It involves producing yeast products,
producing cakes, decorating cakes and producing pastry products.
The units of learning comprising Baking Technology Level 5 qualification include the
following basic, common and core units.
Basic Units of Learning
Unit Code Unit Title Duration Credit factor
in Hours
FOP/CU/BT/BC/01/5/B Digital Literacy 80 8.0
FOP/CU/BT/BC/02/5/B Communication Skills 40 4.0

FOP/CU/BT/BC/03/5/B Work Ethics and 50 5.0

Practices
FOP/CU/BT/BC/04/5/B Entrepreneurial Skills 60 6.0

Total 230 23.0

Common Units of Learning

Unit Code Unit Title Duration in Credit
Hours factor
FOP/CU/BT/CC/01/5/B Bakery raw 45 4.5
materials
FOP/CU/BT/CC/02/5/B Bakery plant and 45 4.5
equipment
Total 90 9.0

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 Core Units of Learning
Unit Code Unit Title Duration Credit
in Hours factor
FOP/CU/BT/CR/01/5/B Production of yeast products 150 15.0

FOP/CU/BT/CR/02/5/B Cake production 130 13.0

FOP/CU/BT/CR/03/5/B Cake decoration 180 18.0

FOP/CU/BT/CR/04/5/B Pastry products production 120 12.0

FOP/CU/BT/CR/05/5/B Industrial attachment 480 48.0

Total 0 1060
Grand total 1380 138.0

Entry Requirements
An individual entering this course should have any of the following minimum
requirements:
a) Kenya Certificate of Secondary Education (KCSE) mean grade D (Plain)
Or

b) Certificate in Baking Technology Level 4

And/or

c) Equivalent qualifications as determined by the relevant regulatory body.

Credit Accumulation, Transfer and Exemptions

TVET CDACC guidelines on credit accumulation and transfer shall apply.

Trainer Qualifications
Qualifications of a trainer for Baking Technology Level 5 include:
a) Possession of a higher qualification than Baking Technology Level 5 or in related
trade area; and

b) Licence by TVETA.

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Industry Placement/Training
An individual enrolled in this course will undergo industry training for a miminum period
of 480 hours in a baking facility.

Assessment
The course shall be assessed formatively and summatively:
a) During formative assessment all performance criteria shall be assessed based
on performance criteria weighting.
b) Summative assessment shall focus more on critical aspects of the Unit of
competency.
c) During summative assessment basic and common units shall be integrated or
assessed concurrently with the core units.
d) Formative and summative assessment weights shall constitute 60% and 40%
of the overall score respectively.
e) Theory and practical weight shall be 40:60 respectively for each unit of
learning;
f) For a candidate to be declared competent in a unit of competency, the
candidate must meet the following conditions:
i) Obtained at least 40% in theory assessment in formative and summative
assessments.
ii) Obtained at least 50% in practical assessment in formative and summative
assessment where applicable.
iii) Obtained at least 50% in the weighted results between formative
assessment and summative assessment where the former constitutes 60%
and the latter 40% of the overall score.
g) Assessment performance rating for each unit of competency shall be as
follows:

MARKS COMPETENCE RATING

80 -100 Mastery
65 - 79 Proficiency
50 - 64 Competent
49 and below Not Yet Competent
Y Assessment Malpractice/irregularities

h) Assessment for Recognition of Prior Learning (RPL) may lead to award of

part and/or full qualification

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Certification
An individual will be awarded a Certificate of Competency on demonstration of
competence in a core unit of competency. To be awarded Full Baking Technology Level
5 certificate, an individual must demonstrate competence in all the units of competency in
this qualification pack.

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 BASIC UNITS OF LEARNING

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DIGITAL LITERACY

UNIT CODE: FOP/CU/BT/BC/01/5/B

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply Digital Literacy

Duration of Unit: 80 Hours

Unit Description

This unit covers the competencies required to demonstrate digital literacy. It involves
operating computer devices, solving tasks using the Office suite, managing data and
information, performing online communication and collaboration, applying cybersecurity
skills and job entry techniques, and performing jobs online.

Summary of Learning Outcomes

1. Operate Computer Devices
2. Solve Tasks Using Office Suite
3. Manage Data and Information
4. Perform Online Communication and Collaborations
5. Apply Cybersecurity Skills
6. Perform Online Jobs
7. Apply job entry techniques.

Learning Outcomes, Content, and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment
Methods
1. Operate ● Meaning and importance of digital ● Observation
computer literacy ● Written
devices ● Functions and Uses of Computers assessment
● Classification of computers ● Oral
● Components of a computer system assessment
● Computer Hardware ● Practical
 The System Unit E.g. assessment
Motherboard, CPU, casing

 Input Devices e.g. Pointing,

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Learning Outcome Content Suggested
Assessment
Methods

keying, scanning,
voice/speech recognition,
direct data capture devices.

 Output Devices e.g. hardcopy

output and softcopy output

 Storage Devices e.g. main

memory e.g. RAM, secondary
storage (Solid state devices,
Hard Drives, CDs & DVDs,
Memory cards, Flash drives

 Computer Ports e.g. HDMI,

DVI, VGA, USB type C etc.
● Classification of computer
software
● Operating system functions
● Procedure for turning/off a
computer
● Mouse use techniques
● Keyboard Parts and Use
Techniques
● Desktop Customization
● File and Files Management
using an operating system
● Computer Internet Connection
Options
 Mobile Networks/Data Plans
 Wireless Hotspots
 Cabled (Ethernet/Fiber)
 Dial-Up
 Satellite
● Computer external devices
management

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Learning Outcome Content Suggested
Assessment
Methods
 Device connections
 Device controls (volume
controls and display
properties)
2. Solve tasks ● Meaning and Importance of Word ● Observation
using Office Processing ● Portfolio of
suite ● Examples of Word Processors Evidence
● Working with word documents ● Project
 Open and close word ● Written
processor assessment
 Create a new document ● Practical
 Save a document assessment
 Switch between open ● Oral
documents assessment
● Enhancing productivity
 Set basic options/preferences
 Help resources
 Use magnification/zoom tools
 Display, hide built-in tool bar
 Using navigation tools
● Typing Text
● Document editing (copy, cut, paste
commands, spelling and Grammar
check)
● Document formatting
 Formatting text
 Formatting paragraph
 Formatting styles
 Alignment
 Creating tables
 Formatting tables
● Graphical objects
 Insert object (picture, drawn

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Learning Outcome Content Suggested
Assessment
Methods
object)
 Select an object
 Edit an object
 Format an object
● Document Print setup
 Page layout,
 Margins set up
 Orientation.
● Word Document Printing
● Meaning & Importance of
electronic spreadsheets
● Components of Spreadsheets
● Application areas of spreadsheets
● Using spreadsheet application
 Parts of Excel screen: ribbon,
formula bar, active cell, name
box, column letter,row
number, Quick Access
Toolbar.
 Cell Data Types
 Block operations
 Arithmetic operators (formula
bar (-, +, *, /).
 Cell Referencing
● Data Manipulation
 Using Functions (Sum,
Average, SumIF, Count, Max,
Max, IF, Rank, Product, mode
etc)
 Using Formulae
 Sorting data
 Filtering data
 Visual representation using

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Learning Outcome Content Suggested
Assessment
Methods
charts
● Worksheet printing
● Electronic Presentations
● Meaning and Importance of
electronic presentations
● Examples of Presentation
Software
● Using the electronic presentation
application
 Parts of the PowerPoint
screen (slide navigation pane,
slide pane, notes, the ribbon,
quick access toolbar, and
scroll bars).
 Open and close presentations
 Creating Slides (Insert new
slides, duplicate, or reuse
slides.)
 Text Management (insert,
delete, copy, cut and paste,
drag and drop, format, and
use spell check).
 Use magnification/zoom tools
 Apply or change a theme.
 Save a presentations
 Switch between open
presentations
● Developing a presentation
 Presentation views
 Slides
 Master slide
● Text
 Editing text
 Formatting

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Learning Outcome Content Suggested
Assessment
Methods
 Tables
 Charts
 Using charts
 Organization charts
 Graphical objects
 Insert, manipulate
 Drawings
 Prepare outputs
 Applying slide effects and
transitions
 Check and deliver
 Spell check a presentation
 Slide orientation
 Slide shows, navigation
 Print presentations (slides and
handouts)
3. Manage  Meaning of Data and  Observation
Data and information  Portfolio of
Information  Importance and Uses of data and Evidence
information  Project
 Types of internet services  Written
 Communication Services assessment
 Information Retrieval  Practical
Services assessment
 File Transfer  Oral
 World Wide Web Services assessment
 Web Services
 Automatic Network Address
Configuration
 NewsGroup
 Ecommerce
 Types of Internet Access
Applications

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Learning Outcome Content Suggested
Assessment
Methods
 Web browsing concepts
 Key concepts
 Security and safety
 Web browsing
 Using the web browser
 Tools and settings
 Clearing Cache and cookies
 URIs
 Bookmarks
 Web outputs
 Web based information
 Search
 Critical evaluation of
information
 Copyright, data protection
 Downloads Management
 Performing Digital Data Backup
(Online and Offline)
 Emerging issues in internet
4. Perform online  Netiquette principles  Observation
communication  Communication concepts  Portfolio of
and collaboration  Online communities Evidence
 Communication tools  Project
 Email concepts  Written
 Using email assessment
 Sending email  Practical
 Receiving email assessment
 Tools and settings  Oral
 Organizing email assessment
 Digital content copyright and
licenses
 Online collaboration tools
 Online Storage (Google

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Learning Outcome Content Suggested
Assessment
Methods
Drive)
 Online productivity
applications (Google Docs &
Forms)
 Online meetings (Google
Meet/Zoom)
 Online learning environments
 Online calendars (Google
Calendars)
 Social networks
(Facebook/Twitter - Settings
& Privacy)
 Preparation for online
collaboration
 Common setup features
 Setup
 Mobile collaboration
 Key concepts
 Using mobile devices
 Applications
 Synchronization
5. Apply ● Data protection and privacy  Observation
cybersecurity  Confidentiality of  Portfolio of
skills data/information Evidence
 Integrity of data/information  Project
 Availability of  Written
data/information assessment
● Internet security threats  Practical
 Malware attacks assessment
 Social engineering attacks  Oral
 Distributed denial of service assessment
(DDoS)
 Man-in-the-middle attack
(MitM)

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Learning Outcome Content Suggested
Assessment
Methods
 Password attacks
 IoT Attacks
 Phishing Attacks
 Ransomware
 Computer threats and crimes
 Cybersecurity control measures
 Physical Controls
 Technical/Logical Controls
(Passwords,PINs, Biometrics)
 Operational Controls
● Laws governing protection of ICT
in Kenya
 The Computer Misuse and
Cybercrimes Act No. 5 of
2018
 The Data Protection Act No.
24 Of 2019
6. Perform Online  Introduction to online working  Observation
Jobs  Types of online Jobs  Portfolio of
 Online job platforms Evidence
 Remotask  Project
 Data annotation tech  Written
 Cloud worker assessment
 Upwork  Practical
 Oneforma assessment
 Appen  Oral
 Online account and profile assessment
management
 Identifying online jobs/job
bidding
 Online digital identity
 Executing online tasks
 Management of online payment
accounts.
7. Apply job entry ● Types of job opportunities  Observation

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Learning Outcome Content Suggested
Assessment
Methods
techniques ● Self employment  Oral
● Service provision assessment
● product development  Portfolio of
● salaried employment evidence
 Third party
 Sources of job opportunities
report
 Resume/ curriculum vitae  Written
 What is a CV assessment
 How long should a CV be
 What to include in a AC
 Format of CV
 How to write a good CV
 Don’ts of writing a CV
 Job application letter
 What to include
 Addressing a cover letter
 Signing off a cover letter
Portfolio of Evidence
● Academic credentials
● Letters of commendations
● Certification of participations
● Awards and decorations
Interview skills
● Listening skills
● Grooming
● Language command
● Articulation of issues
● Body language
● Time management
● Honesty
 Generally knowledgeable in
current affairs and technical area

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Suggested Methods Instruction
● Instructor-led facilitation using active learning strategies
● Demonstration by trainer
● Practical work by trainees
● Viewing of related videos
● Group discussions
● Project
● Role play
● Case study

Recommended Resources for 25 Trainees

● 25 computers with the following software:
 Windows/Linux/Macintosh Operating System
 Microsoft Office Software
 Google Workspace Account
 Antivirus Software
● 2 Printers
● Printing Papers
● External storage media
● 1 Projector
● 1 Whiteboard
● 1 Smartboard/Smart TV (Where applicable)
● Assorted whiteboard markers
● Internet connection
● 5 samples of CVs
● 5 samples of job applications

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 COMMUNICATION SKILLS

UNIT CODE: FOP/CU/BT/BC/02/5/B

Relationship to Occupational Standards
This unit addresses the Unit of Competency: Apply Communication Skills

Duration of Unit: 40 hours

Unit Description
This unit covers the competencies required to apply communication skills. It involves
applying communication channels, written, non-verbal, oral, and group communication
skills.

Summary of Learning Outcomes

1. Apply communication channels.
2. Apply written communication skills.
3. Apply non-verbal skills.
4. Apply oral communication skills.
5. Apply group communication skills.
Learning Outcomes, Content, and Suggested Assessment Methods
Learning Outcome Content Suggested Assessment
Methods
1. Apply  Communication process  Oral questions
communication  Principles of effective  Written assessment
channels communication  Observation
 Channels/medium/modes  Portfolio of
of communication Evidence
 Factors to consider when  Practical
selecting a channel of assessment
communication  Third party report
 Barriers to effective
communication
 Flow/patterns of
communication
 Sources of information
 Organizational policies

2. Apply written  Types of written  Oral assessment

communication communication  Written assessment
skills  Elements of  Observation

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 Learning Outcome Content Suggested Assessment
Methods
communication  Portfolio of
 Organization Evidence
requirements for written  Practical
communication assessment
 Third party report

3. Apply non-verbal  Utilize body language and  Oral assessment

communication  gestures  Written assessment
skills  Apply body posture  Observation
 Apply workplace dressing  Portfolio of
code Evidence
 Practical
assessment
 Third party report

4. Apply oral  Types of oral  Oral assessment

communication communication pathways  Written assessment
skills  Effective questioning  Observation
techniques  Portfolio of
 Workplace etiquette Evidence
 Active listening  Practical
assessment
 Third party report
5. Apply group  Establishing rapport  Oral assessemnt
discussion skills  Facilitating resolution of  Written assessment
issues  Observation
 Developing action plans  Portfolio of
 Group organization Evidence
techniques  Practical
 Turn-taking techniques assessment
 Conflict resolution
techniques
 Team-work

Suggested Methods of Instruction

 Discussion
 Roleplaying
 Simulation

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  Direct instruction
 Demonstration
 Field trips

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Recommended Resources for 25 trainees

General Resources Tools and Materials and Supplies

Equipment
 25 Desktop Mobile phones Flashcards
computers/laptops
 Internet connection Flip charts
 1 Projector 2 packets of assorted
 1 Printer colors of whiteboard
marker pens
 1 Whiteboard Printing papers
 Report writing templates

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 WORK ETHICS AND PRACTICES
UNIT CODE: FOP/CU/BT/BC/03/5/B

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Apply work ethics and practices.

Duration of Unit: 50 hours

Unit Description
This unit covers competencies required to demonstrate employability skills. It involves
the ability to: conduct self-management, promote ethical work practices and values,
promote teamwork, manage workplace conflicts, maintain professional and personal
development, apply problem-solving, and promote customer care.

Summary of Learning Outcomes

1. Apply self-management skills
2. Promote ethical practices and values
3. Promote Teamwork
4. Maintain professional and personal development
5. Apply Problem-solving skills
6. Promote Customer care.

Learning Outcomes, Content, and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Apply self- ● Self-awareness ● Observation
management skills ● Formulating personal vision, ● Written assessment
mission, and goals ● Oral assessment
● Healthy lifestyle practices ● Third party reports
● Strategies for overcoming work ● Portfolio of evidence
challenges ● Project
● Emotional intelligence ● Practical
Coping with Work Stress.
Assertiveness versus
aggressiveness and passiveness
● Developing and maintaining
high self-esteem
● Developing and maintaining

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Learning Outcome Content Suggested Assessment
Methods
positive self-image
● Time management
● Setting performance targets
● Monitoring and evaluating
performance targets
2. Promote ethical work ● Integrity ● Observation
practices and values ● Core Values, ethics and beliefs ● Written assessment
● Patriotism ● Oral assessment
● Professionalism ● Third party reports
● Organizational codes of ● Portfolio of evidence
conduct ● Project
● Industry policies and ● Practical
procedures

3. Promote Teamwork Types of teams ● Observation

Team building ● Written assessment
Individual responsibilities in a team ● Oral assessment
Determination of team roles and ● Third party reports
objectives ● Portfolio of evidence
Team parameters and relationships ● Project
Benefits of teamwork ● Practical
Qualities of a team player
Leading a team
Team performance and evaluation
Conflicts and conflict resolution
Gender and diversity
mainstreaming
Developing Healthy workplace
relationships
Adaptability and flexibility
Coaching and mentoring skills
4. Maintain professional ● Personal vs professional ● Observation
and personal development and growth ● Written assessment
development ● Avenues for professional ● Oral assessment
growth ● Third party reports
● Recognizing career ● Portfolio of evidence
advancement ● Project

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 Learning Outcome Content Suggested Assessment
Methods
● Training and career ● Practical
opportunities
● Assessing training needs
● Mobilizing training resources
● Licenses and certifications for
professional growth and
development
● Pursuing personal and
organizational goals
● Managing work priorities and
commitments
● Dynamism and on-the-job
learning
5. Apply Problem- ● Causes of problems ● Observation
solving skills ● Methods of solving problems ● Written assessment
● Problem-solving process ● Oral assessment
● Decision making ● Third party reports
● Creative thinking and critical ● Portfolio of evidence
thinking process in ● Project
development of innovative and ● Practical
practical solutions
6. Promote Customer ● Identifying customer needs ● Observation
Care ● Qualities of good customer ● Written assessment
service ● Oral assessment
● Customer feedback methods ● Third party reports
● Resolving customer ● Portfolio of evidence
concerns ● Project
● Customer outreach programs ● Practical
● Customer retention

Suggested Methods of Instruction

● Instructor lead facilitation of theory using active learning strategies.
● Demonstrations
● Simulation/Role play
● Group Discussion
● Presentations

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 ● Projects
● Case studies
● Assignments

Recommended Resources for 25 Trainees

● Computers
● Stationery
● Charts
● Video clips
● Audio tapes
● Radio sets
● TV sets
● LCD projectors

© 2024, TVET CDACC 32

 ENTREPRENEURIAL SKILLS

UNIT CODE: FOP/CU/BT/BC/04/5/B

Relationship to occupational standards
This unit addresses the unit of competency: Apply Entrepreneurial skills.
Duration of unit: 60 hours

Unit Description:
This unit covers the competencies required to demonstrate an understanding of
entrepreneurship. It involves demonstrating an understanding of financial literacy,
applying entrepreneurial concepts identifying entrepreneurship opportunities, applying
business legal aspects, and developing business innovative strategies and business plans.
Summary of Learning Outcomes
1. Apply financial literacy
2. Apply the entrepreneurial concept
3. Identify entrepreneurship opportunities
4. Apply business legal aspects
5. Innovate Business Strategies
6. Develop business plan
Learning Outcomes, Content and Suggested Assessment Methods
Suggested Assessment
Learning Outcome Content Methods
1. Apply financial  Personal finance  Observation
literacy management  Project
 Balancing between needs  Written assessment
and wants  Oral assessment
 Budget Preparation  Third party report
 Saving management  Interviews
 Factors to consider when
deciding where to save
 Debt management
 Factors to consider before
taking a loan
 Investment decisions
 Types of investments
 Factors to consider when
investing money

© 2024, TVET CDACC 33

 Suggested Assessment
Learning Outcome Content Methods
 Insurance services
 insurance products available
in the market
 Insurable risks

2.Apply entrepreneurial  Difference between  Observation

concept Entrepreneurs and Business  Project
persons  Written assessment
 Types of entrepreneurs  Oral assessment
 Ways of becoming an  Third party report
entrepreneur
 Characteristics of
Entrepreneurs
 salaried employment and
self-employment
 Requirements for entry into
self-employment
 Roles of an Entrepreneur in
an enterprise
 Contributions of
Entrepreneurship
3.Identify  Sources of business ideas  Observation
entrepreneurship  Factors to consider when  Project
opportunities evaluating business  Written assessment
opportunity  Oral assessment
 Business life cycle  Third party report
4.Apply business legal  Forms of business  Observation
aspects ownership  Project
 Business registration and  Written assessment
licensing processing  Oral assessment
 Types of contracts and  Third party report
agreements
 Employment laws
 Taxation laws
5.Innovate business  Creativity in business  Observation
Strategies  Innovative business  Project
strategies  Written assessment

© 2024, TVET CDACC 34

 Suggested Assessment
Learning Outcome Content Methods
 Entrepreneurial Linkages  Oral assessment
 ICT in business growth and  Third party report
development
6.Develop Business Plan  Business description  Observation
 Marketing plan  Written assessment
 Organizational/Management  Project
 plan  Oral assessment
 Production/operation plan  Third party report
 Financial plan
 Executive summary
 Business plan presentation
 Business idea incubation

Suggested Methods of Instruction

 Direct instruction with active learning strategies
 Project (Business plan)
 Case studies
 Field trips
 Group Discussions
 Demonstration
 Question and answer
 Problem solving
 Experiential
 Team training
 Guest speakers

Recommended Resources for 25 Trainees

 5 Case studies
 5 Business plan templates
 10 Computers
 1 Overhead projectors
 Internet
 Video clips
 5 Newspapers and Handouts
 5 Business Journals
 25 sets of Writing materials

© 2024, TVET CDACC 35

 COMMON UNITS OF LEARNING

© 2024, TVET CDACC 36

 BAKERY RAW MATERIALS
UNIT CODE: FOP/CU/BT/CC/01/5/B
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Demonstrate understanding of bakery raw
material
Duration of Unit: 45 hours
Unit Description
This unit covers the competencies required to demonstrate understanding of wheat flour
and other flours used in baking. It also entails demonstrating understanding of leavening
agents, fats and oils, moistening agents, sweeteners, flavouring and colouring agents,
additives, fruits and nuts as raw materials in baking and packaging materials used in
baking.

Summary of Learning Outcomes

Demonstrate understanding of:
1. Wheat flour
2. Other flours used in baking
3. Leavening agents
4. Fats and oils
5. Moistening agents
6. Sweeteners
7. Flavouring and colouring agents
8. Additives
9. Fruits and nuts
10. Packaging materials used in baking

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1. Demonstrate  Written tests
Wheat flour:
understanding of  Observation
 Types of wheat
wheat flour as a  Interviewing
 Composition
bakery raw  Types of flour
material  Flour characteristics
 Flour physical properties

© 2024, TVET CDACC 37

  Flour storage

2. Demonstrate  Written tests

Other flours used in baking:
understanding of  Observation
other flours used  Identification  Interviewing
in baking  Characteristics
 Uses and functions
 Physical properties
 Written tests
3. Demonstrate Leavening agents:
 Interviewing
understanding of  Introduction
leavening agents  Types
as raw materials  physical properties
in baking  Uses and functions
 Storage
 Written tests
4. Demonstrate Fats and oils
understanding of  Interviewing
 Definition
fats and oils as  Sources
raw materials in  Types of fats and oils
baking  Spoilage and preservation
 Uses and functions

 Written tests
5. Demonstrate Moistening agents:
understanding of  Interviewing
 Definition of terms
moistening  Types
agents as raw  Characteristics
materials in  Uses in bakery
baking  Storage

 Written tests
6. Demonstrate Sweeteners:
understanding of  Interviewing
 Definition of terms
sweeteners as  Sources
raw materials in  Types
baking  Processing
 physical properties
 Functions in bakery

© 2024, TVET CDACC 38

  Storage

 Written tests
7. Demonstrate Flavouring and colouring agents
understanding of  Interviewing
 Definition
flavouring and  Sources
colouring agents  Types
as raw materials  Uses/roles in baking
in baking  physical components
 Storage

 Written tests
8. Demonstrate Additives:
understanding of  Definition  Interviewing
additives as raw  Sources
materials in  Types
baking  Characteristics
 Uses/roles
 Chemical properties
 Storage

Fruits and nuts:  Written tests

9. Demonstrate
 Types
understanding of  Interviewing
 Characteristics
fruits and nuts as
 Uses /roles
raw materials in
 Physical properties
baking

 Written tests
10. Demonstrate Packaging materials:
understanding of  Interviewing
 Types and sizes
packaging  Quality
materials used in
baking

Suggested Methods of Delivery:

 Direct instruction
 Assignments
 Field trips
 Discussions

© 2024, TVET CDACC 39

  Demonstration by trainer
 Practice by trainee

List of Recommended Resources:

 Computers
 Stationery
 Internet
 Projectors
 Charts
 Assorted samples of baking raw materials
 Labortory resources:
o Reagents
o Apparatus
 Assorted samples

© 2024, TVET CDACC 40

 BAKERY PLANT AND EQUIPMENT

UNIT CODE: FOP/CU/BT/CC/02/5/B

Relationship to Occupational Standards
This unit addresses the Unit of Competency: Demonstrate understanding of bakery plant
and equipment.
Duration of Unit: 45 hours
Unit Description
This unit covers the competencies required to demonstrate understanding of plant lay-out,
equipment and machinery, maintenance, hygiene, safety and security.

Summary of Learning Outcomes

Demonstrate understanding of:
1. Plant lay-out
2. Equipment and machinery
3. Hygiene
4. Safety
5. Security

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1. Demonstrate Bakery plant lay-out  Written tests
understanding of  Introduction  Interviewing
bakery plant lay-  Development of bakery
out technology
 Bakery siting and location
 Sections in a bakery plant
 Flow charts
 Legislation
2. Demonstrate Bakery equipment and  Written tests
understanding of machinery  Interviewing
bakery  Definition of terms
equipment and  Selection
machinery  Use and care

© 2024, TVET CDACC 41

  Emerging equipment and
machinery

Bakery hygiene  Written tests

3. Demonstrate
 Importance
understanding of  Interviewing
 Basic hygiene rules
bakery hygiene
 Cleaning agents
 Cleaning materials and
equipment
 Cleaning of different
surfaces
 Legislation

Bakery safety  Written tests

4. Demonstrate
 Requirements
understanding of  Interviewing
 Precautions
safety in the
 Fire safety
bakery
 First aid
 Legislation

Bakery security  Written tests

5. Demonstrate
 Importance
understanding of  Interviewing
 Security systems
security in the
 Personnel
bakery

Suggested Methods of Delivery:

 Direct instruction
 Assignments
 Field trips
 Discussions

List of Recommended Resources:

 Computers
 Stationery
 Internet
 Projectors
 Charts

© 2024, TVET CDACC 42

 CORE UNITS OF LEARNING

© 2024, TVET CDACC 43

 PRODUCTION OF YEAST PRODUCTS
UNIT CODE: FOP/CU/BT/CR/01/5/B
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Produce yeast products

Duration of Unit: 150 hours

Unit Description
This unit covers the competencies required to produce yeast products. It involves
planning and preparing for production of yeast products, weighing of ingredients, dough
processing (dough making, fermentation, scaling, moulding and proofing) and baking of
yeast products. It also entails preparation of yeast products for display and dispatch
(cooling, slicing, wrapping and packaging).

Summary of Learning Outcomes:

1. Plan and prepare for production of yeast products
2. Prepare yeast dough
3. Process the dough for baking
4. Prepare oven for baking yeast product
5. Prepare yeast products for display and dispatch
6. Prepare and bake selected yeast products

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1. Plan and   Written test
prepare for  Introduction to baking of yeast  Observation
production of products  Oral
yeast products  Definition of terms questioning
 Safety in the bakery  Interview
 Food hygiene and sanitation  Third party
 Yeast products ingredients report
 Yeast products preparation
methods
 Types of yeast products

© 2024, TVET CDACC 44

  Legal framework relating to
baked products
 Costing of products
 Waste management

2. Prepare yeast  Written tests

dough  Yeast product recipe balancing  Oral
 Yeast products ingredients questioning
 Tools and equipment for dough  Interview
making and their uses  Third party
 Methods of dough preparation report
 Dough preparation faults:
causes and remedies

3. Prepare dough  Written test

for baking  Tools and equipment for dough  Oral
processing questioning
 Processing of dough  Interview
o Dough fermentation  Third party
o Dough scaling report
o Dough moulding
o Dough panning
o Dough proofing
 Dough processing faults:
Causes and remedies

4. Prepare oven  Written test

for baking  Baking tools and equipment  Oral
yeast product  Oven setting and control questioning
 Baking faults in yeast products:  Interview
Causes and remedies  Third party
report

5. Prepare yeast   Written test

products for  Tools and equipment used in  Oral
display and preparing yeast products for

© 2024, TVET CDACC 45

 dispatch display and dispatch questioning
 Materials for wrapping and  Interview
packaging yeast products  Third party
 Slicing of bread report
 Packaging of various yeast
products
 Storage of yeast products

6. Prepare and  Observation

bake selected  Baking of yeast products  Oral
yeast products o Recipe questioning
balancing/adjustment  Third party
o Weighing ingredients report
o Ingredients mixing
o Dough fermentation
o Dough scaling
o Dough moulding
o Dough panning
o Dough proofing
o Baking the yeast products
 Prepare yeast product for
display and dispatch

NB: Yeast products to be covered

 Plain bread
 Wholemeal bread
 Sweet enriched bread
 Scones
 Buns
 Rolls

Suggested Methods of Delivery:

 Direct instruction
 Field trips
 Discussions
 Demonstration by trainer

© 2024, TVET CDACC 46

  Practice by the trainee

List of Recommended Resources:

 Computers
 Internet connectivity
 Stationery
 Raw materials
o Flour
o Fat
o Sugar
o Yeast
o Improvers
o Preservatives
o Flavors
o Colouring
o Assorted fruits

 Tools and equipment

o Ovens
o Mixers
o Bowls
 Energy
o Gas
o Electricity
o Oil
o Charcoal
o Wood
o Solar
 Water
o Piped water
o Purified water
 Baking plant
o Automatic
o Semi-automatic
o Batch production
o Manual

© 2024, TVET CDACC 47

 General supplies
o Cleaning materials
 PPEs
o Aprons,
o Hair nets,
o Safety boots,
o Face masks
o Dust coats
o Chef hats
o Hand gloves
Oven gloves

© 2024, TVET CDACC 48

 CAKE PRODUCTION
UNIT CODE: FOP/CU/BT/CR/02/5/B
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Produce cake

Duration of Unit: 130 hours

Unit Description
This unit covers the competencies required to produce cakes. It involves planning and
preparing for production of various cakes, weighing and mixing ingredients, scaling and
panning the cake batter; baking, de-panning and cooling the cake. It also entails wrapping
and packaging the cake.
Summary of Learning Outcomes
1. Plan and prepare for production of cakes
2. Prepare cake ‘batter’
3. Prepare cake batter for baking
4. Prepare oven for cake baking
5. Prepare cake for display and dispatch
6. Prepare and make selected cakes

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment Methods
1. Plan and  Written tests
prepare for  Introduction to cake baking  Oral
production of  Definition of terms questioning
cakes  Safety in the bakery  Interview
 Food hygiene and sanitation  Portfolio
 Cake ingredients  Third party
 Cake preparation methods report
 Types of cakes
 Legal framework relating to
baked products
 Costing
 Waste management
2. Prepare cake  Cake recipe balancing  Written tests
‘batter’  Cake ingredients  Oral

© 2024, TVET CDACC 49

  Tools and equipment for questioning
cake batter making  Interview
 Cake batter making  Portfolio
methods:  Third party
o Sugar batter report
o Flour batter
o Blended method
o Whisking method
o Continuous production
method
o Creaming method
 Cake batter faults: Causes
and remedies
3. Prepare cake  Tools and equipment for  Written tests
batter for preparation of cake batter  Oral
baking for baking questioning
 Depositing of cake batter  Interview
 Glazing cake batter  Portfolio
 Cake batter depositing  Third party
faults: Causes and remedies report
4. Prepare oven  Baking tools and equipment  Written tests
for cake baking  Oven setting and control  Oral
 Baking faults in cakes: questioning
Causes and remedies  Interview
 Portfolio
 Third party
report
5. Prepare cakes  Tools and equipment used  Written tests
for display and in preparing cakes for  Oral
dispatch display and dispatch questioning
 Materials for wrapping and  Interview
packaging cakes  Portfolio
 Portioning of cakes  Third party
 Cake display report
 Packaging of cakes
 Storage of cakes
 Basic cake decoration
6. Prepare and  Baking of cakes  Observation
bake selected o Recipe  Written tests

© 2024, TVET CDACC 50

 cakes balancing/adjustment  Oral
o Weighing ingredients questioning
o Ingredients mixing  Interview
o Cake batter making  Portfolio
o Cake batter scaling  Third party
o Cake batter depositing report
o Baking cakes
 Prepare cakes for display
 Packaging and dispatching
cakes

NB: Cakes to be covered

 Sponge cakes
 Fruit cakes
 Plain cakes
 Specialty cakes

Suggested Methods of Delivery:

 Direct instruction
 Field trips
 Discussions
 Demonstration by trainer
 Practice by the trainee

List of Recommended Resources:

Computers
Internet connectivity
Stationery
Ingridients:
 Cake making flour
 Cake margarine
 Sugar
 Eggs
 Milk
 Baking powder
 Assorted fruits
 Assorted flavours

© 2024, TVET CDACC 51

  Food colour
 Choc chips
Tools and equipment:
 Cake mixers
 Cake ovens
 Assorted cake baking tins
 Assorted cake baking trays
 Whisks
 Cake beaters
 Spoons
 Wooden spatula
 Scrappers
 Assorted cake bowls
 Flour sieves
 Cake trolleys
PPEs
 Food handlers’ gloves
 Face masks
 Aprons
 Hair net
 Chefs’ cap
 Safety boots
 Hand gloves
 Oven gloves
General supplies
 Cleaning materials
 Laboratory materials and reagents
Cake supplies

© 2024, TVET CDACC 52

 CAKE DECORATION
UNIT CODE: FOP/CU/BT/CR/03/5/B
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Decorate cakes

Duration of Unit: 180 hours

Unit Description
This unit covers the competencies required to decorate cakes. It involves planning and
preparing for cake decoration, trimming and levelling the cake, coating and masking the
cake crumb and application of selected cake decoration techniques. It also entails
decorating selected cakes and displaying, packaging and dispatching the decorated cakes.

Summary of Learning Outcomes

1. Plan and prepare for cake decoration operations
2. Level and trim the cake
3. Coat the cake crumb
4. Mask the cake
5. Decorate selected cakes
Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Plan and prepare  Introduction to cake  Written tests
for cake decoration  Oral
decoration  Definition of terms questioning
operations  Safety in the bakery  Interview
 Food hygiene and sanitation  Portfolio
 Cake decoration ingredients  Third party
 Cake decoration methods report
and techniques
 Legal framework relating to
baked products
 Costing
 Waste management
2. Trim and level  Types of cakes  Written tests
the cake  Tools and equipment for  Oral
cake trimming and levelling questioning

© 2024, TVET CDACC 53

  Interview
 Portfolio
 Third party
report
3. Coat the cake  Written tests
crumb  Cake decoration media  Oral
recipe balancing questioning
 Tools and equipment for  Interview
cake crumb coating  Portfolio
 Cake decoration ingredients  Third party
 Preparation of cake crumb report
coating medium
 Crumb coating techniques
4. Mask the cake  Tools and equipment for  Written tests
cake masking  Oral
 Preparation of cake masking questioning
medium  Interview
 Cake masking techniques  Portfolio
 Types of cake decoration  Third party
 Materials and supplies used report
in cake decoration
 Sketching, illustration and
design in cake decoration
5. Decorate  Selection of tools and  Observation
selected cakes equipment for cake  Written tests
decoration  Oral
 Selection of cake decoration questioning
ingredients  Interview
 Cake decoration recipe  Portfolio
balancing  Third party
 Trimming and levelling of report
cakes
 Preparation of cake crumb
coating medium
 Preparation of cake masking
medium
 Application of selected cake
decoration techniques
 Display of decorated cakes
 Packaging and dispatch of

© 2024, TVET CDACC 54

 decorated cakes

NB: Cake decoration techniques

that must be covered:
 Sponge cake
 Wedding cakes
 Birthday cakes
 Character cakes
 Themed cakes
 Creative cake decoration
design

Suggested Methods of Delivery:

 Direct instruction
 Field trips
 Discussions
 Demonstration by trainer
 Practice by the trainee
List of Recommended Resources:
Computers,
Internet connectivity
Stationery,
Ingredients:
 Icing sugar
 Cake margarine
 Eggs
 Assorted fruits
 Assorted flavours
 Food colour
 White and dark chocolate
 Whipping cream
 Gelatin
 Glycerin
 Glucose syrup
 Sugar syrup
 Ganache
 Motifs
 Vermicelli

© 2024, TVET CDACC 55

  Sugar flowers
 Ribbons
 Edible paper
 Assorted seeds
Tools and equipment:
 Cake mixers
 Whisks
 Cake beaters
 Spoons
 Wooden spatula
 Scrappers
 Assorted cake bowls
 Flour sieves
 Cake trolleys
 Grater
 Turn table
 Pallet knives
 Piping/savoy bags
 Nozzles
 Piping tubes
 Grease proof paper
 Edible paper printer
 Cake stands
PPEs:
 Food handlers’ gloves
 Face masks
 Aprons
 Hair net
 Chefs’ cap
 Safety boots
 Hand gloves
General Supplies:
 Cleaning materials
 Cake decoration supplies
 Cake boards
 Cake boxes
 Cello tape
 Grease proof paper
 Labels
 Stamps and stamp pad

© 2024, TVET CDACC 56

  Packaging materials

© 2024, TVET CDACC 57

 PASTRY PRODUCTION
UNIT CODE: FOP/CU/BT/CR/04/5/B
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Produce pastry products
Duration of Unit: 120 hours
Unit Description
This unit covers the competencies required to produce pastry products. It involves
planning and preparing for production of pastry products, preparing and processing of
pastry dough, lamination of pastry dough and baking selected pastry products. It also
entails preparing pastry products for display and dispatch.

Summary of Learning Outcomes

1. Plan and prepare for production of pastry products
2. Prepare pastry dough
3. Laminate pastry dough
4. Prepare pastry product for baking
5. Prepare pastry products for display and dispatch
6. Bake selected pastry products

Learning Outcomes, Content and Suggested Assessment Methods

Learning Content Suggested

Outcome Assessment
Methods
1. Plan and  Introduction to baking of pastry  Written tests
prepare products  Oral
for  Definition of terms questioning
production  Safety in the bakery  Interview
of pastry  Food hygiene and sanitation  Portfolio
products  Pastry products ingredients  Third party
 Pastry products preparation methods report
 Types of pastry products
 Legal framework relating to baked
products
 Principles of Costing
 Waste management

© 2024, TVET CDACC 58

 2. Prepare  Pastry product recipe balancing  Written tests
pastry  Pastry products ingredients  Oral
dough  Tools and equipment for pastry dough questioning
making and their uses  Interview
 Methods of pastry dough preparation  Portfolio
 Pastry dough preparation faults:  Third party
causes and remedies report
3. Laminate  Written tests
pastry  Tools and equipment for pastry dough  Oral
dough lamination questioning
 Pastry dough lamination procedure  Interview
 Pastry dough lamination faults:  Portfolio
Causes and remedies  Third party
report
4. Prepare  Oven setting and control  Written tests
pastry  Pastry product preparation tools and  Oral
product equipment questioning
for baking  Cutting pastry dough  Interview
 Filling/stuffing of pastry products  Portfolio
 Faults in preparation of pastry  Third party
 products: Causes and remedies report
5. Prepare  Tools and equipment used in  Written tests
pastry preparing pastry products for display  Oral
products and dispatch questioning
for display  Materials for wrapping and packaging  Interview
and pastry products  Portfolio
dispatch  Packaging and displaying of various  Third party
pastry products report
 Storage of pastry products

© 2024, TVET CDACC 59

 6. Bake  Baking of pastry products  Observation
selected o Recipe balancing/adjustment  Portfolio
pastry o Weighing ingredients  Written tests
products o Ingredients mixing  Oral
o Pastry dough preparation questioning
o Pastry dough lamination  Interview
o Pastry dough cutting  Portfolio
 Third party
o Pastry dough filling/stuffing
report
o Glazing pastry products
o Baking the pastry products
 Prepare pastry products for display
and dispatch

NB: Pastry products to be covered

 Puff
 Danish
 Short
 Choux
 Sweet

Suggested Methods of Delivery:

 Direct instruction
 Field trips
 Discussions
 Demonstration by trainer
 Practice by the trainee

List of Recommended Resources:

Computers,
Stationery,
 Raw materials
o Flour
o Fat
o Sugar
o Yeast
o Improvers

© 2024, TVET CDACC 60

 o Preservatives
o Colouring
o Assorted fruits
o Pastry margarine
o Eggs
o Salt
 Tools and equipment
o Ovens
o Mixers
o Bowls
o Weighing scales
o Pastry sheeter
o Pastry cutters
o Pastry brush
o Rolling pin
o Thermometer
 Energy
o Gas
o Electricity
o Oil
o Charcoal
o Wood
 Water
o Piped water
o Chilled water
 PPEs:
o Aprons,
o Hair nets,
o Safety boots,
o Face masks
o Dust coats
o Chef hats
o Hand gloves
o Oven gloves
 General Supplies:
o Cleaning materials
o Laboratory materials and reagents

© 2024, TVET CDACC 61

Packaging materials

© 2024, TVET CDACC 62