This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
A collection of tests is available to be used by school counsellors and students to assess aptitudes and skills.
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Abilities Tests
These tests, produced by the project experts, have been designed to unveil students’ abilities.
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Database of Aptitudes Tests
These tests, identified and reviewed by the project experts, measure the aptitude of the students.
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Database of Skills Tests
These tests, identified and reviewed by the project experts, measure the skills of the students
This section offers the access to a collection of tools to guide the students to choose their professional carrier.
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Job Profiles
The most researched job profiles have been identified in 6 countries.
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Skills
The most relevant skills for the labour market in the 6 countries involved have been identified.
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Entrepreneurship
From this section it is possible to access learning objects to promote entrepreneurial spirit among students.
What is the secret of success? This section might offer you an answer
Successful Entrepreneurs
A collection of interviews with successful entrepreneurs.
Successful Employees
A collection of interviews with successful employees.
Successful People
A collection of interviews with successful people.Six training modules are available for school teachers and counsellors to provide them with the skills to guide students in their professional carrier.
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1. Understanding Pupils
A module presenting the strategies to understand the pupils' personal aptitudes and characteristics
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2. Capitalise on Pupils Interests and Skills
A module presenting methodologies to build up on the students' interests in order to implement personalised educational paths
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3. World of Work
A module presenting tools and mechanisms available for young people to make a successful transition from school to work
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4. Innovative Entrepreneurial Experiences at Schools
A module presenting initiatives and strategies to foster entrepreneurship among students
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5. Mobility to Learn and Work
A module presenting the opportunities to study, carry out voluntary services and work experiences abroad
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6. Guidance, Counselling and Support Services
A module focusing on how to provide effective guidance, counselling and support to students
Events
The School&Work project has been promoted trough conferences and articles.
Conferences
The School&Work project was presented in a number of events in order to report about the activities carried out and the results achieved.
Press Review
The School&Work project partnership made contacts with web sites focusing on the fields of education.Network
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the School&Work project.
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Schools
From this section it is possible to access to the information about the schools involved in the School&Work Project in the 6 European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the School&Work portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Skills& Jobs
Homepage > Skills& Jobs > Job Profiles
Job Profiles
The most researched job profiles have been identified in 6 countries. For every profile, the related skills have been listed.
Teachers and school counsellors should use the information provided to enhance students' motivation underlining the consistency between what is learnt at school and the skills required by the labour market.
For every country the most researched job profiles are presented providing information on the related qualifications, knowledge, skills, competences and personal attitude.
NAME OF THE JOB PROFILE:Cook
Description of the job profile
The cook performs all the cooking activities:• They plan and manages the activities
• They communicate instructions to potential kitchen workers or assistants
• They carry out all the preparatory activities in the kitchen
• they plans, cook and realise the dishes paying special care both to the decoration and to the cleanliness of the prepared dishes, respecting the laws in force
• They order, receive, control and store goods
The cook can be self-employed and open their restaurant or work as an employee under supervisors, such as a chef, manager or owner.
This profession is exercised in all the types of commercial food establishments (traditional restaurants, gourmet, theme restaurants, brasseries, caterer, mobile caterings, boats, trains), at a caterer’s, in school and other collectivity (retirement homes, hospitals) canteens, in a company restaurant in holiday resorts…
With experience, the cook can become chef (manage one or several commis chefs) or catering manager. In this case they will lead the whole kitchen staff and manage the service with the help of the management. They could even become general manager of a catering company.
The cook can occupy seasonal positions, among other on beaches and in holiday resorts.
A certain number of them try their luck abroad; United States, United Kingdom, Australia… French cuisine is liked worldwide.
Economical sectorTertiary
CountryBelgium
Qualifications required• Full-time Education: Technical and Vocational high school (5th and 6th), fields “hotels” and “catering”.
• Dual Education System (in “CEFA”), which combines apprenticeships in a company and vocational education at a vocational school in one course. An educational team accompanies, supports and guides students in all aspects of their project. Modules are the same as in full-time Education.
• Dual Education System for secondary classes (IFAPME), which offers learning modules (3 years) and in management (2 years).
• Social advancement Education: many modules about foodservice and catering.
• Dual Education System (in “CEFA”), which combines apprenticeships in a company and vocational education at a vocational school in one course. An educational team accompanies, supports and guides students in all aspects of their project. Modules are the same as in full-time Education.
• Dual Education System for secondary classes (IFAPME), which offers learning modules (3 years) and in management (2 years).
• Social advancement Education: many modules about foodservice and catering.
Knowledge| Knowledge |
Description | Level |
| Knowledge of materials/goods and techniques/procedures | To know all the products (identification, classification, quality and freshness, quantity, labelling, temperature...) | Level 4 |
| Languages | To know the professional terminology; | Level 4 |
| Law | To know all the laws about food safety, required by the sector | Level 4 |
| Personal/behavioural profile | To know the basic principles of personal hygiene and professional wear of the cook even if he/she works alone | Level 4 |
| Specific knowledge | To know the rules about the menu management (quantity, number of services, logical sequence of dishes) | Level 4 |
| Using of technical tools | To know how manage all the stock instruments (software or stock records) | Level 4 |
Skills| Skill |
Description | Level |
| Cooking skills | Preparation techniques: to respect the ingredient proportions, to position properly and quickly the dishes on their appropriate support, to master spice, herb and condiment quantities, to keep the products at the right temperature, to limit waste… | Level 4 |
| Creative thinking | Professional ability: nice presentation of the dishes | Level 4 |
| Food combination skills | Ability to find the suitable combination of ingredients | Level 4 |
| Managing safety rules | Managing one’s workstation: to get the kitchen in order when the preparations are done, to clean the utensils, to respect hygiene rules | Level 4 |
| Manual dexterity | Manual dexterity: to observes all techniques for cleaning, peeling, cutting, chopping | Level 4 |
| Personal/behavioural skills | Uniform: to dress a work wear apt to the activity | Level 4 |
| Stock management | Stock management: to store the goods in compliance with the institution storage rules, to apply cleaning and disinfecting protocols… | Level 4 |
Competences| Competence |
Description | Level |
| Ability to work under pressure | To have a good resistance to stress (demands are many and performance required is high) | Level 4 |
| Creative thinking | Creativity and pragmatism: to update the menu according to the season, to find the perfect balance between taste, originality and production cost | Level 4 |
| Initiative/entrepreneurship | Initiative/entrepreneurship: to experiment new products, to suggest improvements for recipes, to open one’s own restaurant after a few years of experience… | Level 4 |
| Organisational competences | Planning: to develop the schedule following menus, reservations, in consultation with the Manager and the dining room manager; Organisation: to determine the quantities to buy, to check the quality of the products and negotiate the amount, to know what can be prepared beforehand so as to limit waste… | Level 4 |
| Supervising others | Team work: to organise and control the work of the staff (assigning tasks, sending instructions, ensuring the integration of workers, avoiding food waste, and so on...) | Level 4 |
| Time management | To adapt to split shifts (noon and evening) and to work often until late at night, alternating periods “shot” and hollow... | Level 4 |
Personal Attitude• To know how to work autonomously or in team respectively in small or large environments;
• To be able to work under difficult conditions (standing, in heat or in cold rooms, alternating periods “shot” and hollow...)
• To adapt to split shifts (noon and evening) and to work often until late at night
• To be an effective communicator and to have a good organisational skills, useful for managing the other workers
• To have a good resistance to stress (demands are many and performance required is high)
• To show availability (“I know when the working day begins ...never when it ends”)
• To be able to work under difficult conditions (standing, in heat or in cold rooms, alternating periods “shot” and hollow...)
• To adapt to split shifts (noon and evening) and to work often until late at night
• To be an effective communicator and to have a good organisational skills, useful for managing the other workers
• To have a good resistance to stress (demands are many and performance required is high)
• To show availability (“I know when the working day begins ...never when it ends”)
Job Profile in national language
