ESCO occupation

food service vocational teacher

EN RO

Food service vocational teachers for food service instruct students in their specialised field of study, food service, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a food service-related profession. Food service vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of food service through assignments, tests and examinations.

2320.1.13 ISCO 2320 ESCO source

Competences

Groups

Essential

Optional

Competences and skills

49 ESCO relations

Essential knowledge 9 competences

Occupation specific

0 competences

No competences in this bucket.

Sector-specific

6 competences

european food safety policy

Assurance of a high level of food safety within the EU through coherent farm-to-table measures and adequate monitoring, while ensuring an effective internal market. The implementation of this approach involves various actions, namely: assure effective control systems and evaluate compliance with EU standards in the food safety and quality, within the EU and in third countries in relation to their exports to the EU; manage international relations with third countries and international organisations concerning food safety; manage relations with the European Food Safety Authority (EFSA) and ensure science-based risk management.

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food allergies

The types of food allergies within the sector, which substances trigger allergies, and how they can be replaced or eliminated (if possible).

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food hygiene rules

The set of national and international regulations for hygiene of foodstuffs and food safety, e.g. regulation (EC) 852/2004.

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food preservation

Deterioration factors, controlling factors (temperature, additives, humidity, pH, water activity, etc., including packaging) and food processing methods to preserve food products.

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functional properties of foods

Structure, quality, nutritional value and/or acceptability of a food product. A food functional property is determined by physical, chemical and/or organoleptic properties of a food. Examples of a functional property may include solubility, absorption, water retention, frothing ability, elasticity, and absorptive capacity for fats and foreign particles.

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instructional strategies

The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.

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Cross-sector

3 competences

assessment processes

Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

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curriculum objectives

The goals identified in curricula and defined learning outcomes.

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teamwork principles

The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.

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Essential skills and competences 17 competences

Occupation specific

0 competences

No competences in this bucket.

Sector-specific

3 competences

assign homework

Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.

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facilitate teamwork between students

Encourage students to cooperate with others in their learning by working in teams, for example through group activities.

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work in vocational school

Work in a vocational school that instructs students in practical courses.

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Cross-sector

14 competences

adapt teaching to student's capabilities

Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

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adapt training to labour market

Identify developments in the labour market and recognise their relevance to the training of students.

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apply intercultural teaching strategies

Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

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apply teaching strategies

Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

Scope note: This includes the use of teaching devices such as diagrams and other visual aids.

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assess students

Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

Scope note: The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.

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assist students in their learning

Support and coach students in their work, give learners practical support and encouragement.

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assist students with equipment

Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

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develop course outline

Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

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give constructive feedback

Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

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guarantee students' safety

Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

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maintain students' discipline

Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

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manage student relationships

Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

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monitor developments in field of expertise

Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

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prepare lesson content

Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

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Optional knowledge 3 competences

Occupation specific

0 competences

No competences in this bucket.

Sector-specific

2 competences

cultural customs on food preparation

Cultural or religious rules and traditions regarding the preparation of food.

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customer service

Processes and principles related to the customer, client, service user and to personal services; these may include procedures to evaluate customer's or service user's satisfaction.

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Cross-sector

1 competence

learning difficulties

The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

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Optional skills and competences 20 competences

Occupation specific

0 competences

No competences in this bucket.

Sector-specific

12 competences

advise on food preservation

Advise on ingredients, processes, and technologies that allow the preservation of food until it gets to the consumer.

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compile cooking recipes

Organise recipes with regards to taste balance, healthy eating and nutrition.

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create decorative food displays

Design decorative food displays by determining how food is presented in the most attractive way and realising food displays in order to maximise revenue.

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execute chilling processes to food products

Carry out chilling, freezing and cooling operation processes to food products such as fruit and vegetables, fish, meat, catering food. Prepare food products for extended periods of storage or half prepared food. Ensure safety and nutrition qualities of frozen goods and preserve products in accordance with specified temperatures.

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manage resources for educational purposes

Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.

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match food with wine

Give advice on the matching of food with wine, the different types of wines, the production processes, about the character of the wine, harvest, type of grape and other related advice.

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plan menus

Organise menus taking into account the nature and style of the establishment, client feedback, cost and the seasonality of ingredients.

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research new cooking methods

Assess new cooking methods by undergoing research activities in order to develop or improve food technological processes.

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research new food ingredients

Assess new food ingredients by undergoing research activities in order to develop or improve foodstuffs.

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supervise food quality

Oversee the quality and safety of food served to visitors and customers according to food standards.

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use cooking techniques

Apply cooking techniques including grilling, frying, boiling, braising, poaching, baking or roasting.

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use food preparation techniques

Apply food preparation techniques including the selecting, washing, cooling, peeling, marinating, preparing of dressings and cutting of ingredients.

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Cross-sector

8 competences

care for food aesthetic

Convey presentation and aesthetic elements into the production of food. Cut products properly, manage right quantities into the product, care for the attractiveness of the product.

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direct the preparation of food

Oversee the preparation of a variety of dishes such as soups, salads, fish, meats, vegetables or desserts. Participate in and direct food preparation either on a day-to-day basis, or for special guests or events.

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identify nutritional properties of food

Identify the nutritional value of food, including proportion of fats, carbohydrates, sugars, vitamins. Label products appropriately if required.

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make artistic food creations

Use ingredients, mixes and instruments to create artistic food preparations e.g. cakes. Be imaginative and resourceful, and combine colours and shapes to good effect. Turn designs into reality, caring for aesthetic and presentation.

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perform classroom management

Maintain discipline and engage students during instruction.

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provide lesson materials

Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

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use instruments for food measurement

Use various tools and instruments to evaluate and investigate food products such as thermometers, x-ray tools, microscopes, etc.

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work with virtual learning environments

Incorporate the use of online learning environments and platforms into the process of instruction.

digital

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