EVALUATING THE SKILLS AND COMPETENCIES IN BREAD AND PASTRY

PRODUCTION AMONG GRADE 11 HOME ECONOMICS SENIOR HIGH

SCHOOL STUDENTS

A Research Study Presented to the Faculty of

Bahay Pare National High School
Candaba Pampanga

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2
TVL – H.E Bread and Pastry Production

By:
Chico, Emy Rose T.
De Guzman, John Piolo S.
Escalona, Franscheska Lian G.
Lopez, Jarel S.
Sangcap, Jaymark B.
Sangcap, Judy Ann C.

2024
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The TVL track is one of the core tracks in the K-12 curriculum of the
Philippines. This aims to provide students with basic necessary skills for you. Under this
track, one of the major strands is Home Economics; under which is a very significant
concern: Bread and Pastry Production. This study defines the competence and skills of
learners that they gain in this course specialization at Grade 11. The varied nature of
Technical Vocational Education clearly indicates that it serves both significant workforce
preparation and higher education (K-12 Curriculum: The Technical Vocational
Livelihood Track, 2023).

Bread and Pastry Production is not only a practical skill but also an integral part
of Home Economics. Department of Education emphasizes that it is the practical
competencies that are more foregrounded, for which students under this track are trained
to acquire national certificates to prove their skills and employability. However, there has
been an established curriculum despite these challenges in the effective teaching and
learning of the said skills, as certain studies have shown. On the other hand, Malama
(2023) identified huge issues about scarcity of resources and facilities within institutions
that impede students from exposing them to practical learning.

A research problem becomes evident from the apparent gap that exists between
the level of competencies specified in the curriculum and the actual level of competencies
expressed by students upon completion. Indeed, while Mariano and Tantoco (2023)
remarked on the effectiveness of technical-vocational programs in attaining
employability, they nevertheless mentioned that some courses, such as bread and pastry
production, have relatively lower employment rates, which may imply a lack in skill
acquisition during training.
 Available literature still indicates that although the TVL track is supposed to be
relatively more experiential and a pre-employment track, inequities still persist, mainly in
the area of resource distributions and quality of instruction. Rodil and Briones (2022)
indicated that while students generally develop substantial competencies in bread and
pastry production, there were diverse performances among the competencies, especially
on the analytical and conceptual skills to be developed and enhanced for their effective
and efficient practice in the industry.

Given these findings, the present study aimed to fill the gap through systematic
assessment of the skills and competencies exhibited in the production of bread and pastry
among Grade 11 Home Economics students. This study is purposed to establish the level
of acquisition of skills by students, establish the factors that affect the acquisition of skills
by students, and lay down strategies for improving the teaching and learning process in
the area.

This study is justified in the fact that the TVL track must fulfill its promise of
graduating students who are job-ready. This will also provide clear insights into action
not only for academic discourse but also for educators and policymakers to formulate and
improve the quality of technical-vocational education.

The study presupposes wide gaps between the competencies intended to be

developed and those actually possessed by the students. This is in relation to their
analytical and conceptual competencies; these will be useful inputs to coming up with a
model for improvement in the teaching methodologies and necessary assessments and
effecting of resource deployment regarding bread and pastry production for the Home
Economics Strand of the K-12 curriculum.
Statement of the Problem

This study will be conducted to determine the skills and competencies in bread
and pastry production among Grade 11 Technical-Vocational-Livelihood senior high
school students.

Specifically, this study would like to find answers to the following questions:
1. What are the demographic profile in terms of:
a). Age
b). Gender
c). Economic status
2. What are the skills and competencies in bread and pastry production before and after
the formal training in terms of:
a). Basic baking techniques;
b). Use of baking tools and equipment; and
c). Compliance to safety and sanitation protocols
d.) Preparation and production of bakery products;
e.) Preparation and production of pastry products
f.) Preparation and presentation of gateaux, tortes and cakes.
g.) Preparation and display of petit fours;
h.) Presentation of desserts.

Hypothesis
Null Hypothesis (Ho): There is a significant relationship between students' practical
baking skills and their theoretical knowledge scores in bread and pastry production.
 Mathematical Representation: β1=0
Alternative Hypothesis (H1): There is no significant relationship between students'
practical baking skills and their theoretical knowledge scores in bread and pastry
production.
  Mathematical Representation: β1≠0
Significance of the Study
The findings of this study may be beneficial to the following:

 Students. It is beneficial for them because you will also be making them aware of
these competencies along with skills that are required in bread and pastry
production. This way they can also work on their weaknesses and stronger points
which will help in enhancing their learning experience and prepare them for better
future careers.
 Teachers. The outcomes of the study would be beneficial for teachers to assess
existing level of skills and competencies among their students. As a result,
teachers and designers will be able to design instruction that targets specific areas
where students performed poorly in the development of bread production skills.
 Parents: This study is beneficial for them because this will allow parents to better
understand the specific skills that their children develop in the field of bread and
pastry production, thus allowing them to better support their educational journey
and align their encouragement with the professional aspirations of their children.
 School head: It is useful for them to be able to provide valuable data that can help
school administrators to evaluate and improve the TVL program. This can lead to
making decisions about program improvements, resource allocation, and
instructional strategies.
 Future Researcher: It is beneficial for them because they can use it as a
reference when they do a Research that is connected to this one. This will give
them the opportunity to conduct studies in relation to different variables.

Scope and Delimitations of the Study

This study will determine the skills and competencies in bread and pastry
production among Grade 11 home economics senior high school students. The
participants consist of 50 Grade 11 students that are currently taking bread and pastry
production. The scope of the study will be limited to this specific group of students in
senior high school department of Bahay Pare National High School only, and this
research is limited to the program related to bread and pastry production, which means
the other TVL specialization are not included.

Definition of terms:
 Baking Tools and Equipment – Refers to the utensils and machinery used in the
process of baking, including ovens, mixers, measuring tools, and pastry cutters,
among others. Competence in using these tools is vital for successful bread and
pastry production.
 Basic Baking Techniques – Techniques that involve fundamental processes in
baking, such as measuring ingredients, kneading dough, proofing, and managing
oven temperature, which are essential skills taught during formal training (skills
and competencies).
 Bread and Pastry Production – Refers to the specific set of skills and
knowledge required for preparing bakery and pastry products, including dough
preparation, baking, decorating, and presenting items like cakes, gateaux, tortes,
and petit fours. It is a key component of the Technical-Vocational Livelihood
(TVL) track under the Home Economics strand for Grade 11 students.
 Competencies – This is the expected development of skills, knowledge, and
attitudes in bread and pastry production, both practical and theoretical skills.
 Desserts – A category of sweet baked goods and confections that are typically
served at the end of a meal. Mastery in dessert presentation is an integral
competency in bread and pastry production.
 Gateaux, Tortes, and Cakes – Specialized dessert items that require advanced
baking and decorating techniques, including the layering of cakes, use of fondant,
and the artistic presentation of the finished products.
 Grade 11 students – They are the selected students who will be our respondents.
 Home Economics – Part of the TVL K-12 curriculum that includes subjects such
as bread and pastry. This includes skills and abilities related to household
management, food preparation, and other practical skills of everyday life.
 Petit Fours – Small, bite-sized confectionery items or baked goods often used in
presentations or buffets, requiring precision and attention to detail in both
preparation and display.
 Preparation and Production of Bakery Products – The processes involved in
the making of bread and other baked goods, from ingredient selection, mixing,
baking, and finishing. This encompasses technical knowledge and practical skills
taught in the curriculum.
 Preparation and Production of Pastry Products – Involves the techniques
specific to making pastry items such as pies, tarts, and other confections that
require careful handling of dough and filling, among other processes.
 Safety and Sanitation Protocols – Standard operating procedures to ensure
hygiene and safety in the kitchen, including the proper handling of ingredients,
use of protective gear, and maintaining cleanliness of the working environment to
avoid food contamination.
 Skills – The practical skills that are needed in bread and pastry production,
including baking techniques, proper use of tools and equipment, safety, and
hygiene standards.
 CHAPTER II
Related Theories, Literature and Studies
This research study presents related theories, literature and studies.

Relevant Theories

Skill Acquisition Theory (SAT)

Skill Acquisition Theory (SAT) explains the process of progressing from novice
to expert through well-defined stages of learning. In the context of Grade 11 students in
Bread and Pastry Production, SAT provides insights into how students gradually enhance
their skills as they move from basic instructions to automatic, proficient performances.
As Rodil and Briones (2021) demonstrate, students advance their analytical, conceptual,
and technical abilities over time, allowing them to multitask efficiently in tasks like
preparing bakery products and presenting desserts. SAT highlights the importance of
repeated practice in vocational education, as skills become internalized through
experience, making students more adaptable and proficient in various tasks, such as
baking, decoration, and tool handling.

Experiential Learning Theory (ELT)

Kolb’s (2018) Experiential Learning Theory (ELT) is crucial in vocational fields

like Bread and Pastry Production, where hands-on experience is vital. ELT posits that
learning is a cyclical process comprising four stages: direct experience, reflective
observation, abstract conceptualization, and active experimentation. When applied to
vocational education, students engage in practical tasks such as baking and using
equipment, reflect on their experiences, and apply theoretical concepts in real-world
scenarios. This cyclical process strengthens their learning and prepares them for
professional work. ELT is especially relevant for bread and pastry students, as it
emphasizes learning through doing, fostering a deep connection between theoretical
knowledge and practical skills.
Constructivist Learning Theory

Constructivist Learning Theory, particularly Vygotsky’s social constructivism

(2019), underscores the importance of active learning through collaboration and
interaction with others. This theory is particularly relevant for Bread and Pastry
Production, where students work together on hands-on tasks such as baking, decorating,
and proper use of tools and equipment. Through collaborative activities, students
internalize theoretical knowledge while developing critical thinking and problem-solving
skills. Research by Rodil and Briones (2021) shows that students who learn using
constructivist approaches exhibit higher retention of skills and improved competency.
This learner-centered approach aligns well with vocational education, where students
actively engage with content, reflect on their actions, and improve their skills through
collaborative practice.

Competency-Based Learning Theory (CBLT)

Competency-Based Learning Theory (CBLT) focuses on developing specific

skills and competencies as the primary educational goal, rather than simply completing a
curriculum (Richards & Rodgers, 2019). In Bread and Pastry Production, CBLT aligns
education with industry needs by emphasizing the acquisition of key skills such as
baking, equipment usage, and sanitation protocols. CBLT also includes the development
of essential soft skills like teamwork and communication. By continuously assessing
students’ progress and competencies, this approach ensures that learners are well-
prepared for the culinary industry. Rodil and Briones (2021) found that CBLT, when
applied over a five-year period, produces graduates with a high level of proficiency in the
practical and theoretical aspects of bread and pastry production, ensuring they are ready
for certification and employment.

Synthesis

These theories provide a stable framework for understanding how skills and
competencies are developed in vocational education, particularly in Bread and Pastry
Production. SAT and ELT emphasize the progression from theoretical knowledge to
practical application through repetition and hands-on experience. Meanwhile,
Constructivist Learning Theory highlights the importance of collaborative learning, and
CBLT focuses on measurable skill development tailored to industry standards. Together,
these theories illustrate the multifaceted process of skill acquisition and the importance of
aligning educational approaches with both learning needs and industry expectations.

Related Literature

Targeted Skill Development in Bread and Pastry Production

The study conducted by Rodil and Briones (2022) focused on assessing the skills
and competencies of Grade 11 students enrolled in Bread and Pastry Production at
Pagbilao National High School. Their findings highlighted that certain core skills, such as
analytical, communication, and interpersonal skills, were closely tied to students'
competency in producing bakery products. However, other essential skills like leadership
and teamwork did not show a significant impact on their technical competencies. This
emphasizes the need for more targeted interventions in skill development, particularly in
areas that go beyond basic technical abilities. As vocational programs like Bread and
Pastry Production aim to produce industry-ready graduates, there is a growing need to
focus on both technical and soft skills to create well-rounded professionals.

Vocational Education as a Pathway to Employment

Vocational education plays a crucial role in preparing students for employment,

particularly in fields like bread and pastry production. A study conducted in Laguna,
Philippines, showed that TVL graduates in culinary arts, including bread and pastry
production, gained essential technical skills through hands-on training. However, the
research also emphasized the integration of employability skills such as self-learning,
social, and entrepreneurial competencies, which can positively impact students’
confidence and career prospects. By including these broader competencies in the
curriculum, vocational education programs can better equip students to meet the
challenges of the workforce, making them more competitive and capable in their chosen
industries.
Blended Learning and Personalized Teaching Methods

The use of blended learning has gained popularity in vocational education,

particularly as a way to personalize instruction and cater to diverse learning styles.
Hinalinan (2022) found that blended distance learning methods significantly improved
the cooking skills of TVL students, especially when paired with competency-based
training approaches. Similarly, Nemenzo (2019) pointed out that aligning teaching
strategies with students’ individual learning preferences enhances their performance in
culinary arts. By recognizing that different students learn in different ways, educators can
implement more effective teaching methods, leading to improved problem-solving
abilities, better performance, and overall skill development in bread and pastry
production.

TESDA Standards and Industry Readiness

The integration of TESDA standards in vocational education programs,

particularly in Bread and Pastry Production, plays a critical role in ensuring that students
develop industry-relevant skills. According to Aristotle et al. (2022), the Bread and
Pastry Production NC II program ensures that students are trained in key areas such as
producing bakery and pastry products, maintaining equipment, and adhering to food
safety protocols. A related study at the University of the Cordilleras found that while
students were generally competent in basic core skills, there was a need for continuous
improvement in training methods to keep up with evolving industry demands. This
reinforces the idea that vocational programs must not only focus on technical skills but
also enhance students’ readiness for the workforce through adherence to industry
standards and the development of soft skills like teamwork, problem-solving, and
attention to detail (Agyei-Mensah et al., 2019).

Synthesis

The body of literature highlights the multifaceted approach needed to develop

competencies and enhance employability in vocational education, especially in
specialized areas like bread and pastry production. Studies emphasize the importance of
both targeted technical skill development and the integration of soft skills to produce
graduates who are not only proficient in their craft but also capable of meeting the
demands of the workforce. Furthermore, blending traditional hands-on learning with
modern teaching tools and aligning curricula with industry standards ensures that
vocational students are industry-ready, increasing their chances of success in a
competitive labor market.

Related Studies

Competency-Based Training for Bread and Pastry Production

Dela Cruz (2020) conducted a study in Manila to evaluate the impact of

competency-based training modules on Grade 11 students enrolled in bread and pastry
production. Using pre-test and post-test methodology, the study demonstrated a
significant improvement in both the students' practical skills and academic knowledge
after undergoing training. This finding highlights the effectiveness of competency-based
education in vocational programs, where focused training modules can lead to
comprehensive skill development, better preparing students for the workforce. The
emphasis on structured learning and continuous assessment is crucial for enhancing the
students’ performance in specialized fields such as bread and pastry production.

Industry Partnerships and Real-World Application

Santos and Reyes (2019) in Cebu explored the importance of industry

partnerships in vocational training, specifically in bread and pastry production. Their
study revealed that collaborations with the industry, such as workshops and real-world
experiences, significantly improved the practical skills and employability of Grade 11
students. By exposing students to real work environments, they were able to apply their
learned skills in actual production settings, thus reinforcing the importance of experiential
learning. This research underscores the value of industry collaborations in vocational
education, which allows students to not only enhance their technical skills but also
improve their chances of securing employment post-graduation.

The Role of Digital Tools in Vocational Learning

 The integration of technology in vocational education has been increasingly
recognized for its potential to enhance learning outcomes. Garcia et al. (2023) conducted
a study in Quezon City using a mixed-methods approach to investigate how digital tools
impacted the teaching of bread and pastry production. The study found that incorporating
tools such as instructional videos and online assessments significantly increased student
engagement and competency levels. Students who were exposed to digital learning tools
demonstrated better retention of knowledge and higher levels of participation in class
activities. This research suggests that blending traditional hands-on learning with digital
resources can create a more dynamic and effective learning environment for vocational
students.

International Perspectives on Competency Enhancement

International studies echo the findings in local contexts regarding the importance
of practical experience, industry partnerships, and technological integration in vocational
education. Smith and Jones (2020) in the UK highlighted how hands-on training and
industry partnerships significantly improved students' technical skills and employability
in culinary arts. Similarly, Brown et al. (2021) in Australia reported that competency-
based education frameworks that include ongoing assessments led to improvements in
both practical skills and theoretical understanding. In China, Wang and Li (2023)
observed that integrating digital tools such as virtual simulations and online resources
increased student engagement and skill acquisition in culinary programs. These studies
emphasize the global relevance of combining practical training, industry collaboration,
and technology to produce highly skilled and employable graduates.

Impact of Resources on Competency Development

The availability of adequate resources, including laboratory facilities and modern

equipment, plays a crucial role in the development of competencies in bread and pastry
production. Formalejo (2020) conducted a study in Camarines Sur, Philippines, and
found that well-equipped laboratory facilities significantly enhanced the practical skills
and performance of students in national certification assessments. Similarly, Rodil and
Briones (2022) demonstrated that students at Pagbilao National High School who had
access to better resources displayed higher competency levels in core bread and pastry
production skills. The integration of digital tools and online resources also played a
significant role in improving student engagement and competency development, as
observed in the study by Garcia et al. (2023). These findings emphasize the critical role
of resource availability in ensuring students are well-prepared for both certification and
the workforce.

Synthesis

The related studies reviewed highlight the multifaceted factors that contribute to
skill and competency development in bread and pastry production. Competency-based
training, industry partnerships, technological integration, and adequate resource
allocation are all key components that influence student outcomes in vocational
education. Whether in local or international contexts, these studies emphasize the
importance of aligning vocational training with real-world industry practices, integrating
modern teaching tools, and providing sufficient resources to maximize students' learning
and employability. By addressing these areas, vocational programs can produce graduates
who are not only technically proficient but also highly competitive in the global
workforce.

Practical Baking Skills Score (X)

Conceptual framework (Independent Variable)

Theoretical Knowledge Score (Y)

(Dependent Variable)

Figure 2.1: Conceptual Framework

 The conceptual framework illustrated in Figure 2.1 emphasizes the relationship
between two key variables in a linear regression analysis: Practical Baking Skills Score
(X) as the independent variable and Theoretical Knowledge Score (Y) as the dependent
variable. The Practical Baking Skills Score assesses students' performance during
practical exams, focusing on their actual baking abilities, including dough preparation,
baking time, and presentation. This score serves as a predictor for the Theoretical
Knowledge Score, which reflects students' understanding of baking concepts, techniques,
and ingredients, measured through theoretical exams. The framework suggests that
influences exist between these variables, highlighting how practical baking skills can
impact students' theoretical knowledge in the field of baking. This relationship
underscores the importance of hands-on experience in enhancing students' overall
comprehension and performance in theoretical assessments.
 CHAPTER III
Research Methodology
This chapter outlines the methods and processes used to conduct the study on
evaluating the skills and competencies in bread and pastry production among Grade 11
Home Economics Senior High School students. The research methodology is designed to
ensure that the data collected is accurate, reliable, and relevant to the research objectives.

Methods and Techniques

The researchers employed a non-experimental quantitative descriptive method to

assess the skills and competencies in bread and pastry production among Grade 11 senior
high school students. This descriptive method was used to capture the current levels of
skills and competencies. Data were collected through surveys using Likert-scale
questions to assess the self-reported competency levels of the students. Practical
assessments were conducted to measure their ability to execute tasks such as baking,
equipment usage, and adherence to safety protocols. Descriptive statistics, including
mean, median, and standard deviation, were used to summarize the results, providing a
clear picture of the competency levels among the students.

Research Locale

This study was conducted at Bahay Pare National High School, located in Sitio 2,
Bahay Pare, Candaba, Pampanga, Philippines. The school offers the Bread and Pastry
Production course as part of its Technical-Vocational Livelihood (TVL) track in Home
Economics. The research was carried out during the first semester of the academic year
2023–2024, utilizing the school’s well-equipped kitchens and baking labs, which
provided a conducive environment for learning practical skills. The school's accessibility
to both students and researchers made it an appropriate setting for the study. The locale is
representative of the typical educational infrastructure available to senior high school
students enrolled in the TVL track in the Philippines.
Sampling and Participants

The study employed a purposive sampling method to select participants. A total

of 50 Grade 11 students from Bahay Pare National High School were chosen as
respondents, all of whom were enrolled in the Bread and Pastry Production course under
the Technical-Vocational Livelihood (TVL) track. The participants were selected based
on their direct involvement in the course, ensuring their relevance to the research
objectives. This sampling method was used to focus on students who had significant
exposure to both theoretical and practical aspects of bread and pastry production. The
sample size was determined to be sufficient for providing meaningful insights into the
skills and competencies of students in this particular program.

Research Instrument

The primary research instrument used in this study is a structured survey

questionnaire designed to assess the skills and competencies of Grade 11 students in
bread and pastry production. The questionnaire is divided into two sections: demographic
information and competency evaluation. The demographic section collects data on age,
gender, and economic status. The competency evaluation section utilizes a Likert scale to
measure self-reported competencies before and after formal training in areas such as
basic baking techniques, use of baking tools and equipment, compliance with safety and
sanitation protocols, preparation and production of bakery and pastry products, as well as
presentation and display of finished goods like gateaux, tortes, cakes, and petit fours. The
instrument is designed to capture quantitative data, ensuring consistency and reliability in
assessing the development of students' practical skills.

Data Gathering Procedure

The data gathering procedure for this study on evaluating the skills and
competencies in bread and pastry production among Grade 11 Home Economics Senior
High School students involved both quantitative and practical approaches. Data were
collected through structured survey questionnaires that assessed students' self-reported
competency levels in various bread and pastry production skills before and after formal
training. The questionnaire utilized Likert-scale questions to capture competencies such
as basic baking techniques, the use of baking tools and equipment, and compliance with
safety and sanitation protocols. Additionally, practical assessments were conducted to
evaluate students' performance in executing tasks related to bread and pastry production.
The researchers ensured that the data gathering process was systematic, reliable, and
aimed at providing a comprehensive view of the students' skill development over the
course of their training.

Ethical consideration

In this research, ethical considerations were carefully observed to ensure the

protection of participants' rights and the integrity of the data collected. The participants,
Grade 11 students enrolled in Bread and Pastry Production, were fully informed of the
study’s objectives, and their participation was voluntary. Consent forms were distributed,
ensuring that students and their guardians understood the nature of the research, including
their right to withdraw at any time without any negative consequences. Confidentiality
was upheld by anonymizing the data, ensuring that personal information such as names
and demographic details could not be traced back to individual participants. Additionally,
the data collected was used strictly for academic purposes and was stored securely to
prevent unauthorized access. All procedures adhered to the ethical guidelines outlined by
the institution and relevant research protocols.

Data processing and statistical treatment

In this study, data processing and statistical treatment were employed to analyze
the collected data accurately and ensure reliable results. The researchers utilized
descriptive statistics to summarize the demographic profile and the competencies of the
participants before and after their formal training. This included calculating measures
such as mean, median, and standard deviation to interpret the responses from the
structured survey questionnaire. Furthermore, practical assessments were conducted to
gauge the proficiency of the students in specific tasks such as baking techniques,
equipment usage, and adherence to safety protocols. The results were systematically
analyzed to draw conclusions on the skills and competencies developed in bread and
pastry production among the Grade 11 students, providing insights for improving
instructional strategies and curriculum design.
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Vygotsky, L. S. (1980). Mind in society. https://doi.org/10.2307/j.ctvjf9vz4
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Survey Questionnaire

Evaluation of Skills and Competencies in Bread and Pastry Production

This questionnaire aims to assess the skills and competencies developed by students in
Bread and Pastry Production. Your responses will help in improving the training and
learning process. Please answer the following questions honestly. Place a check (✔) on
the appropriate box or write your answer in the space provided.

Part 1: Demographic Information

1. Age: 2. Gender: 3. Economic Status:

☐ 15-16 ☐ Male ☐ Low income
☐ 17-18 ☐ Female ☐ Middle income
☐ 19 and above ☐ Prefer not to say ☐ High income

Part 2: Bread and Pastry Production Competencies

Please indicate your level of competency before and after the training by selecting the
most appropriate answer for each statement. Place a check (✔) on the appropriate box.

1. Basic Baking Techniques

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced

2. Use of Baking Tools and Equipment

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced
3. Compliance with Safety and Sanitation Protocols

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced

4. Preparation and Production of Bakery Products

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced

5. Preparation and Production of Pastry Products

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced

6. Preparation and Presentation of Gateaux, Tortes, and Cakes

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced

7. Preparation and Display of Petit Fours

Before Training: After Training:

☐ No knowledge ☐ No knowledge
☐ Beginner ☐ Beginner
☐ Intermediate ☐ Intermediate
☐ Advanced ☐ Advanced

8. Presentation of Desserts

Before Training:
☐ No knowledge After Training:
☐ Beginner ☐ No knowledge
☐ Intermediate ☐ Beginner
☐ Advanced ☐ Intermediate
☐ Advanced