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General tools

Tools per type

Technical competences Basic competences Transversal competences Evaluation
Learning Diary (UK) x x x
British Values (UK)

Skills Based Assessment (UK) x

Food advisor (IT) x x x
Kahoot (IT) x x x
Professional Management Evaluation (IT)

Morning Meeting (FR)

x x
Assessment Meeting (FR)

x x
Composition & Reasoning (FR) x x

Storytelling – guide pour l’apprentissage de l’histoire du secteur du tourisme et de l’hôtellerie (PT)

Espace interdisciplinaire de construction (PT) x x
Habilux (BE) x

Tubize (BE)

Feuille de route (BE)

Argumentaire discriminations (BE)

With the The Learning Diary the learner writes a resumé at the end of each day to show which skills they have used. This tool focuses on self assessment and the learner identifies areas for improvement.
This tool improves writing skills and leads to the use of vocabulary which is relevant to the sector they are working in.
The tool also promotes good knowledge of the skills which are needed for a qualification. It can be used as proof of these skills.
The tool helps the student to reflect on their progress and to relate their potential qualifications to practical skills which they are learning.

This tool has been created to teach students about equality and diversity in relation to British values. The four topics are:

  • Mutual respect
  • Democracy
  • Individual Freedom
  • Rights and Responsibilities

This tool aims to pass on concrete knowledge to young people, such as democratic values, how their country operates, as well as making them more responsible and tolerant towards culturall difference. The tool promotes sensitivity towards the cultural diversity of the country as well as teaching them how to live together, it creates open mindedness in the workplace and also makes them understand the way the country works.
This tool helps the student to learn and show the skills necessary for each learning unit (for example preparing vegetables).
Above all it studies the knowledge needed for each unit, and when the student feels ready, by carrying out a practical exercise, it shows that they have mastered the skills of that particular unit.
This tool helps the learner to develop their practical professional skills and to increase their self confidence. To do this, the tool helps the student to be not afraid of failure, because there is less pressure in the training environment.
Food Advisor via a simple questionnaire given to the learner, allows, among other things, the creation of a guide containing the opinions of the learners in their work place. The questionnaire enables them to familiarise themselves with the context and, at the same time, to develop observational skills which are necessary for the workplace, as well as knowing about available equipment, services available etc. The project also enables the student to develop specialised technical language (also in English).
There is an online guide and a paper copy which students can consult before and during the placement. The guide is updated at the end of each section with the help of the trainer.

Thanks to Kahoot, video tutorials can be used in a fun way to reinforce learners’ technical skills.
This tool in is two stages:

  1. Record video tutorials of the different stages of preparation of a product (for example a dish or a drink)
  2. Watch the video followed by an online quiz on the content.

The project is at the development stage, but the aim is to publish video tutorials on the website of the training organisation with a view to making them available to learners and thus facilitate the acquisition and revision of the content.

This evaluation tool – in continuous development with regards to the jobs market consists of two questionnaires.
The first is completed by the tutor of the business in which the student is carrying out his placement. This questionnaire is filled out during the course of the placement. It has the following items for evaluation:
  • The standards of the regional qualification for Emilie Romagna;
  • The work process;
  • The internal organisation of the business.

The second questionnaire is filled in by the learner, taking in to account the following evaluation items:
  • The Work experiences;
  • What he has learned;
  • Characteristics of the work place.

Once the two questionnaires are completed, at the end of the placement, the trainer compares them in order to discuss with the learner the ideas coming from the experience. This overview allows the learner to be aware of his ability and technical aspects which can be improved. Lastly, this overview allows for conservation between colleagues or about the relationship with management.
Additionally, the questionnaires also help the business and the training centre to support the learner in his professional development.
This tool is about a method for the management and development of employees or a team of learners.
The aim of this meeting is to promote the transfer of know-how and to employees (for example with forming pairs, in the form of a mentoring programme, between a former employee and new employee to promote the transfer of knowledge and experience in the work place).
This tool can also be used for the assessment of behaviour and knowledge in the work place for employees, thanks notably to observing the behaviour of the employees/learners during the meeting (punctuality, respect for safety regulations, listening etc) and to develop a group dynamic to encourage a positive working atmosphere. Finally, this tool allows any tension to be managed and any possible conflict to be alleviated.
This tool formalises the assessment process, with the help of an assessment scorecard and formal meetings, long term monitoring of employees and learners. The tool assesses aptitude, promotes psycho social mentoring and promotes their social and professional integration.
This tool also introduces continual improvement of the support for employees related to opinions, commentary and criticism. It also identifies potential drop outs, preventing early school leaving and provides proof of the experience to employees and learners by officially recognising the knowledge acquired during the course of the workshop or training.
This tool is specific to the management of production and deliveries of market garden produce from ACR (France) and employees are supported in their learning of technical terms with the help of pictures (vegetables, criteria, organoleptic etc) - Organoleptic is the study of the aspects of food as experienced by the senses – taste, sight, smell, among others.
It also makes effective use of the transfer of knowledge between employees and gives them greater responsibility with respect to the relationship between the producer and the consumer and promotes autonomy at work.
Furthermore, it promotes a zest for work via active participation of the supervisors by observation or exchanges with the employees. In fact, this supports the adjustment of practice, to evaluate them and to transfer skills, competencies and knowledge.
Using the storytelling method, this tool provides general knowledge on the communication techniques in the tourism and hotel sector while paying attention to the history of this sector. The results of this tool are the following:
  • Improve communication among customers and internally;
  • Know how to organise work and manage time;
  • Adapt to different work situations.
The ETC tool is to adapt training to the interdisciplinary skills at work.
This tool promotes an interactive approach between trainers and learners which allows for the acquisition of skills such as communication, creativity, collaboration and critical thinking. More so, learners are invited to learn in a group with a common theme with the aim of meeting a challenge. This method also uses specific equipment, for example in the field of electrical training, learners must use various items of equipment, 3D printer etc. Here the trainer acts as a « consultant » supporting the learners in obtaining the necessary skills to validate the training.
Les Fiches Pratiques du Formateur (FPF) – Fact Sheets for Trainers aim to set out important details and teaching evaluation guides for each task. The analysis of the tasks has helped to identify three important areas in the trainer’s work, in particular in EFT. The front page of the Fiches Pratiques du Stagiaire (FPS) sets out the task to be carried out by dividing it in to different blocks. This page also has pictures of important points which are relevant to technical issues or safety or specific organisation of the task. The back page of FPS is an evaluation scorecard on different aspects of safety, ergonomics, organisation of work and use of techniques. These teaching indicators are organised according to an evaluation system of 4 OSPA levels (safety, ergonomics, organisation of work or application of technique). The tool also suggests some evaluation indicators around transversal professional skills. The evaluation grid suggests which indicators to assess – a memo of which skills the learner must have achieved in terms of know-how, and transversal skills of the trade required for the task.
This is an evaluation document which is filled out by the learner and the trainer. Together, they create a commentary on the activity carried out, on specific learning points and on how they generally feel about it (with Smileys).

The tool is an integral part of the evaluation process in identifying techniques which are carried out daily.
It means that the learners get to know daily techniques which they use. It enables them to hone their critical eye, giving them an active role in the training by creating their own training project. They also get used to technical jargon.
Also, this tool also allows, the learners to identify their actions in the training and allows them to define new skills to achieve. Lastly, they develop literacy skills as well as their ranking in the double entry table.
This document explains what discrimination is and the different types of discrimination which exist, then deals with questions such as how to recognise it, how to tackle it in the workplace in order to treat it as a discriminatory issue. The tool promotes the development of basic skills and citizenship skills.

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