File 2b EN - IBM More Training KIT For Trainers

Training KIT
for Trainers
Project IBM More IBM - MORE Trainer KIT: Project Nº 2019-1-BE01-KA202-050449
This publication [communication] 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.
Table of Content of the Training KIT
Welcome and Introduction .............................................................................................................................................................................................................................. 3

The Focus of IBM-MORE Training ................................................................................................................................................................................................................ 4
The Learning and Testing Concept ............................................................................................................................................................................................................... 5
Aim of IBM-MORE Training ............................................................................................................................................................................................................................ 6
The Curriculum is organized in five Learning Units: ................................................................................................................................................................................... 7
The IBM-MORE Training matrix shows the individual themes of the 4 training areas, covering the 5 different competences: ..................................................... 8
Target group of trainings: Migrants with EQF - language level: A2 (at least) ......................................................................................................................................... 9
Units with Apps/hours: ................................................................................................................................................................................................................................... 12
Interfaces of the 40 APPs in each of the 5 languages: ............................................................................................................................................................................ 13
Examination with Apps/content/timeframe: ................................................................................................................................................................................................ 15
Materials required: a list of materials needed - including technology................................................................................................................................... 16
Possible results and products: ..................................................................................................................................................................................................................... 17
1. IBM MORE – Training, EQF and Certification ................................................................................................................................................................................... 18
1.1. EQF: European Qualification Framework - common reference levels for languages ........................................................................................................... 19
1.2. EQF QUALIFICATIONS DESCRIPTOR ......................................................................................................................................................................................... 20
1.3. Duration and ECVET Credits - IBM MORE Training .................................................................................................................................................................... 21
Overview: IBM MORE – Taining and Examination ................................................................................................................................................................................... 22
2. EQF – Qualification – Descriptor ......................................................................................................................................................................................................... 23
2.1. Unit 1: Entrepreneurship. Learning outcomes - level 3 (3,5 hours) ........................................................................................................................................... 24
2.2. Unit 2: Digital. Learning outcomes – level 3 (3,5 hours) .............................................................................................................................................................. 25
2.3. Unit 3: Mathematical. Learning outcomes – level 3 (3,5 hours) .................................................................................................................................................. 26
2.4. Unit 4: Intercultural. Learning outcomes – level 3 (3,5 hours) ..................................................................................................................................................... 27
Project IBM – MORE: Project Nº 2019-1-BE01-KA202-050449. This project has been funded with support from the European Commission. This publication [communication] 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.
1
2.5. Unit 5: Foreign Language. Learning outcomes – level 3 (3,5 hours) ......................................................................................................................................... 28
2.6. Unit 6: Examination. Learning outcomes – level 3 (2,5 hours).................................................................................................................................................... 29
User Registration ................................................................................................................................................................................................................ 30
ANNEX 1: A sample contract between the training organisation and trainer. ....................................................................................................................... 31
ANNEX 2: Intercultural Business Mediator. ......................................................................................................................................................................... 32
2
Welcome and Introduction
Dear user, welcome to the Training KIT for Trainers of the Project IBM-MORE (Intercultural Business Mediator). IBM MORE - is an Erasmus+ project
for Development of VET Innovation, implemented between September 2019 and August 2021. The project was conducted by a consortium of four part-
ners from four European countries:
PARTNER COUNTRY ORGANISATION
P1 Belgium Les Monde des Possibles Les Monde des Possibles
P2 Austria KIST KIST CONSULT – MMag. Ingrid Trenner
P3 Norway MIA Stiftelsen Mangfold i arbeidslivet
P4 Spain INFODEF Instituto para el fomento del desarrollo y la formación S.L
The overall aim of the IBM-MORE project is to meet the educational needs of migrants motivated to become entrepreneurs by providing a qualified train-
ing support through an innovative digital APPs learning. The IBM-MORE project supports VET teachers and trainers with innovative tools and methods to
stimulate the innovation, digital, intercultural and entrepreneurship competencies of VET learners through APPs-based learning.
This includes a pedagogical handbook for transferability in a European context. Our project explores a wider understanding of refugee integration as a
means of participatory community development in the Social and Solidarity Economy. Capacity-building in the receiving communities is not merely a pool-
ing of professional knowledge and resources, but an empowerment of the whole receiving community and third-country nationals to build a strong com-
munity, that considers both, the needs of newcomers and of locals.
www. project-ibm.com
3
The Focus of IBM-MORE Training
This Training Manual will help you to conduct the training. It provides you a brief overview of the project and its explanation of the way of increasing the knowledge, skills
and competences of the trainees for developing the 5 European key competencies (Entrepreneurship, Digital, Mathematical, Intercultural and foreign Language) of Mi-
grants for economic integration through enhancement of knowledge skills and competences for founding a business-start up.
In the scope of the IBM-MORE project this document is the part of a set of interlinked documents that establish the IBM MORE - Training KIT:
1) IBM MORE Curriculum – containing the conceptual approach, EU framework and Learning Units organized in learning outcomes.
2) Trainers KIT – containing the pedagogical approach, learning contents and tips for implementation of the training courses.
3) Trainees KIT – containing practical tips to support the learning process and preparation for examination.
An IBM-MORE trainer must exhibit the following core competences:
• Intercultural competence: the ability to interact with individuals and groups from other cultures successfully and appropriately.
• Entrepreneurial competence: the ability to convert an idea into a business start-up within the established economic and legal framework.
• Emotional competence: the basis for successful intercultural communication is emotional skills and cultural sensitivity.
• Digital competence: the ability to use internet, e-Learning tools and use multimedia facilities.
• Social competence: includes personal skills and attitudes that will support social interaction in culturally diverse groups.
4
The Learning and Testing Concept
IBM MORE focuses on new way of learning for migrants which means a change of teaching from teacher centered chalk and talk to student centered
online learning. This is supported by available learning technologies which enable pedagogical strategies resulting in a blended solution. For migrants
IBM- MORE provides a mix of classroom interactions and e-learning.
An important aspect of the IBM MORE strategy is the focus on the self-directed learning, as demonstrated by the two IBM MORE videos. These videos
are available in 5 languages and introduce the learning apps concept.
Video 1: link
EN: https://youtu.be/AqOWJipy2mI
FR: https://youtu.be/6tTo1tWfptw
DE: https://youtu.be/FPkVxPRlOg8
ES: https://youtu.be/CB2m-QQ8Jl4
NO: https://youtu.be/cn1LJxD752Y
Video 2: link
EN: https://youtu.be/kAOavVoxt-Y
FR: https://youtu.be/zeJ5E0oD4OM
DE: https://youtu.be/Mqv11EYzL9M
ES: https://youtu.be/9eI2r10MeHo
NO: https://youtu.be/_vh6_73Zsrg
5
Aim of IBM-MORE Training
“IBM More Business Mediator” digital training platform was developed to train the migrants in key European competences for becoming a successful
business start-up in the country of residence. The training content’s framework was developed based on critical factors for self-employment and existing
skills gaps in all migrants, identified through a comparative analysis in all partner countries. The IBM MORE-Training aims to foster the acquisition of key
competences of Migrants including the following:
• To support the learning needs of migrants for cultural effectiveness and economic integration in the business context
• To make learning more accessible and learner-centric by means of online – training via apps
• To value the importance of European business regulations and harness it for effective business start up in a national framework
• To strengthen information, guidance and counselling services at European level
• To validate learning about European business practices for Migrants to improve chances of their economic success
• To offer an examination and certificate, based on similar quality standards across all partner countries
An important aspect is to train intercultural business mediators who bridge the knowledge gap of migrant entrepreneurs by connecting them
with the experience of native business set ups and ensuring an optimum match between potential opportunities and available resources.
6
The Curriculum is organized in five Learning Units:
UNIT 1: Entrepreneurship Competence 1) Lifestyle
UNIT 2: Digital Competence
UNIT 3: Mathematical Competence

UNIT 1: Entrepreneurship
Competence
UNIT 4: Intercultural Competence
UNIT 2: Digital Competence
4) Communi- UNIT 3: Mathematical Competence 2) Culture
UNIT 5: Foreign Language Competence cation UNIT 4: Intercultural Competence
UNIT 5: Foreign Language
Competence
All the educational components are linked with the game-based approach
developed in IBM-MORE, where each Learning Unit addresses 4 different
dimensions:
3) Law
1. Lifestyle
2. Culture
3. Law
4. Communication
7
The IBM-MORE Training matrix shows the individual themes of the 4 training areas, covering the 5 different competences:
8
Target group of trainings: Migrants with EQF - language level: A2 (at least)
IBM MORE Curriculum is addressed to Migrants with basic national language skills of the country where they are receiving training
• Gender: male or female

• Basic IT skills– necessary
• Learning need: interested in founding a business
• Number of participants is limited to approx. 20 persons per group
Requirements for the training:
Arrangement of the facilities
• Start of Training
o Personal introduction
o PPT including Video 1+2
▪ Information about IBM MORE
▪ Structure of the training
▪ Learning outcomes
o Contract with trainee – with signature
• Video 1: Introduction to the Project
• Video 2: Instructions for the APPs Training
• ANNEX 1: A sample contract between the training organiser and trainer is provided in the ANNEX 1. As the conditions required to create
contracts could be different from country to country, the sample contract may be modified accordingly.
9
The structure of the training and examination:
• Learning duration
• Learning activities/units/modules/training hours
• Learning composition
• Content of the training
• Materials required: a list of materials needed - including technology
• Possible results and products
• Accounts for Training and Examination Accounts and passwords (for training and examination) for all Partner countries
Learning duration:
Personal contact E-report Self-Learning with Sum

Weeks Apps
with to Trainer web (hours)
Trainer (hours) resources (hours)
Week 1 1 Yes 2,5 3,5 Training
Week 2 Yes 2,0 2,0 Training


Week 8 0,5 Yes 2,0 2,5 Exam
3,5 16,5 20
10
Workshop - learning activities/units/training hours:
The time proposed is indicative and the actual time required may vary.
• The workshop with the trainer is the blended learning part and is structured in 3,5 hours of training.
• The entire workshop process is summarized through a set of activities, which necessitate an active engagement of each participant in
collaborative learning by doing. That is a conscious strategy to shift from the cognitive to experiential.
• The pedagogical processes of the workshop are based upon reflection, appreciative inquiry, bared dialogues, collaborative and active
engagement. The highlight of peer-group-learning is the sharing of real-life experiences and individual success stories that motivate and
enhance team performance. Innovation and creation are lived and experienced during all workshop sessions.
• It is a learning journey of self-directed discovery and commitment for Lifelong learning.
11
Units with Apps/hours:
Areas
Lifestyle Culture Law Communication Total hours
Competences
Unit 1
6 Apps 3,5hrs.
Entrepreneurship
Unit 2
6 Apps 3,5hrs.
Digital
Unit 3
6Apps 3,5hrs.
Mathematical
Unit 4
6 Apps 3,5hrs.
Intercultural
Unit 5
6 Apps 3,5hrs.
Foreign Language
Examination 5 Apps 5 Apps 2,5hrs.
All 40 Apps 20,0 hrs.
12
Interfaces of the 40 APPs in each of the 5 languages:
Nr. APPS-Interface Description Interface
With this template texts, images, au-

1 dio clips and videos must be assigned Matching Pairs on images
pairwise to marks on an image.
With this template you can define 2-4

2 groups, to which elements must be Group assignement
assigned.
Group-Puzzle: The pieces of a puzzle

must be assigned to topics. Each suc-
3 Group puzzle
cessful assignment will uncover a
part of an underlying image or video.
Cards in a grid must be matched. Use

4 drag and drop to move cards in the Matching grid
uppper part to the lower part.
Drag and drop cards into a table with

5 Matching matrix
up to five columns.
13
Nr. APPS-Interface Description Interface
Answer questions in increasing levels

6 Millionaire game
of difficulty.
Classical multiple-choice quiz with

7 multimedia elements. Multiple an- Select Quiz
swers can be correct.
Classical multiple-choice quiz

8 with multimedia elements with one Multiple Choice Quiz
right answer per question.
With this template texts, images,

9 audio clips and videos must be as- Matching Pairs
signed pairwise.
Examination with Apps/content/timeframe:
Minutes/per exam
Modules Exam 1 Exam 2
total
Unit 1: Entrepreneurship
Unit 2: Digital
5 APPs
Unit 3: Mathematical 5 APPs 90 min.
Unit 4: Intercultural
15
Materials required: a list of materials needed - including technology
Nr. List of Materials
1 Beamer
2 Flipchart
3 Markers
4 Moderation materials
PC or laptop with access to internet, new media technical environment (e.g. Beamer, video, stick, music
5
box, remote for PPT)
6 PPT-presentations (Trainee + Video 1+2)
7 Pin board
8 Presentation wall
9 Whiteboard
11 20 – 25 contracts for tainees
12 List with student accounts
16
Possible results and products:
The aim of the action-oriented education is the production of a material and / or linguistic action products. This is done in single; part-
ner, team, plenary and project work (with a common introduction, planning and discussion): e.g.
• Completed APPs
• wallpaper (possibility: an exhibition),
• role play (e.g. abstract, video, photo) or a theatre performance
• field trip (excursion)
• poster, collage
• process instructions
• simulation
• protocols
• work sheets
17
1. IBM MORE – Training, EQF and Certification
Being one of the main aims of IBM MORE project to reach an equal standard of qualifications in the intercultural and inclusion area, to promote the mobility of persons
and thus promotes an European mobility area for VET learning, IBM MORE Curriculum was developed using a Learning Outcomes Approach and based on EU frameworks
such as EQF and ECVET.
Based on the complexity, range and the level of learning expected from trainees, IBM MORE Qualification descriptor was settled (at least) at the European Qualification
Framework (EQF) Level 3 and EQF-level for languages: A2 allowing thus, depending on each country needs, the further development into a higher qualification level:
The European Credit system for Vocational Education and Training (ECVET) is the new European instrument to promote mutual trust and mobility in vocational education
and training.
The European Credit System for Vocational Education and Training (‘ECVET’) is intended to facilitate the transfer, recognition and accumulation of assessed learning outcomes of in-
dividuals who are aiming to achieve a qualification. This will improve the general understanding of citizens’ learning outcomes and their transparency, transnational mobility and
portability across and, where appropriate, within Member States in a borderless lifelong learning area, and will also improve the mobility and portability of qualifications at the
national level between various sectors of the economy and within the labor market.
Recommendation of the European Parliament and the Council (ECVET Recommendation) 4

http://www.ecvet-projects.eu/Documents/ECVET_Lifelong_Learning_LLL_Final_Web_ISBN.pdf
ECVET is based on concepts and processes which are used in a systematic way to establish a common and user-friendly language for transparency, transfer and recogni-
tion of learning outcomes. Some of these concepts and processes are already embedded in many qualifications systems across Europe. ECVET is based on:
• Learning outcomes, which are statements of knowledge, skills and competence that can be achieved in a variety of learning contexts.
• Units of learning outcomes that are components of qualifications. Units can be assessed, validated and recognised.
• ECVET points, which provide additional information about units and qualifications in a numerical form.
• Credit that is given for assessed and documented learning outcomes of a learner. Credit can be transferred to other contexts and accumulated to
achieve a qualification on the basis of the qualifications standards and regulations existing in the participating countries.
• Mutual trust and partnership among participating organisations. These are expressed in Memoranda of Understanding and Learning Agreements.
http://www.ecvet-projects.eu/About/Default.aspx
18
1.1. EQF: European Qualification Framework - common reference levels for languages
The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. These levels
are: These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.
level level group level level name Description:

group name
• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Breakthrough or • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she
A1 knows and things he/she has.
beginner
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A Basic User
• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment).
A2 Way stage or elementary
• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
• Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
B1
Threshold or • Can deal with most situations likely to arise while travelling in an area where the language is spoken.
intermediate • Can produce simple connected text on topics that are familiar or of personal interest.
• Can describe experiences and events, dreams, hopes, and ambitions and briefly give reasons and explanations for opinions and plans.
Independent
B
User • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of speciali-
zation.
Vantage or upper
B2 • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either
intermediate party.
• Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disad-
vantages of various options.
• Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Effective Operational • Can express ideas fluently and spontaneously without much obvious searching for expressions.
C1
Proficiency or advanced • Can use language flexibly and effectively for social, academic and professional purposes.
C
Proficient • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohe-
User sive devices.
• Can understand with ease virtually everything heard or read.

C2 Mastery or proficiency • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
19
1.2. EQF QUALIFICATIONS DESCRIPTOR
Levels of
Knowledge Skills Competencies
Qualification
Level 1 General basic knowledge General basic skills for accomplish a simple task Work/study under direct supervision in a structured context
Basic factual knowledge in a working/study ar- Basic cognitive and practical skills needed for the application of the adequate Work/study under direct supervision with some autonomy
Level 2 ea information to the accomplishment of tasks and current problem solving
through simple rules and instruments
knowledge of facts, principles, processes, and Range of cognitive and practical skills necessary for the task accomplishment Taking responsibility for executing tasks in a study/work area. Adapt the behavior to circum-
Level 3 general concepts in a study/work area and problem solving through selection and application of instruments, materi- stances to solve problems
als and basic information
Factual and theoretical knowledge in broad Range of cognitive and practical skills necessary for the conceiving for specific Manage own work within the guidelines established in the context of study/work, usually pre-
Level 4 contexts within a field of study/work problem solving in a study/work area dictable but liable to change. Supervise the routine work of third parts and taking responsibili-
ties in terms of evaluation and activity improvements in study/work contexts
Comprehensive, expertise, factual and theoret- Large range of cognitive and practical skills for conceiving creative solutions for Manage and supervise in study/work contexts subject to unpredictable changes. Revise and
Level 5 ical knowledge in a study/work area and abstract problems develop the thirds development
awareness of the knowledge limits
Deep knowledges for a specific study/work ar- Advanced skills which show mastery and innovation for complex and unpre- Management complex technical or professional activities or projects, taking the responsibility for
Level 6 ea which demands a critical comprehension of dictable problem solving in a study/work specialized area decision making in unpredictable study/work contexts. Taking responsibilities in management
theories and principles for individual, professional and collective development
Highly specialized knowledge, some of them Specialized skills for problem solving in terms of investigation and innovation, Manage and transform study/work complex and unpredictable contexts which demand new
are in the forefront of some study/work to develop new knowledges and procedures in order to integrate them in dif- strategies. Taking responsibility to contribute to new knowledges and professional practices
Level 7
knowledge, that underpin the capacity for orig- ferent areas and/or review the strategic team performances
inal thinking
Cutting-edge knowledges at the forefront in a The most advanced and specialize techniques, including synthesis and evalua- Demonstrate a considerable level of authority, innovation, autonomy, scientific and professional
Level 8 study/work area and in the interconnection of tion skills, necessary to solve critical problems in the investigation and innova- integrity and assume a sustained commitment regarding the development of new ideas or pro-
areas tion areas, for the redefinition of the existing professional practices cesses in the forefront of study/work contexts, including the investigation field
20
1.3. Duration and ECVET Credits - IBM MORE Training
The whole content for a training for level 3 for outcomes (EQF-level for languages: A2/B1) will be 20 hours included examination.
hours ECVET-
project EQF-Level out- EQF-Level Training for points
UNITS Content
IBM MO- come Language IBM MORE
RE
UNIT 1 Entrepreneurship 3,5 Level 3

A2/B1
UNIT 2 Digital 3,5 Level 3 A2/B1
UNIT 3 Mathematical 3,5 Level 3 A2/B1
UNIT 4 Intercultural 3,5 Level 3 A2/B1
UNIT 5 Foreign Language 3,5 Level 3 A2/B1
UNIT 6 Examination 2,5 Level 3 A2/B1
TOTAL 20 0,5
21
Overview: IBM MORE – Taining and Examination
22
2. EQF – Qualification – Descriptor
IBM MORE Training/Learning Units/ECVET points
KEY UNITS LEVEL LEARNING ECVET GENERIC UNITS LEVEL LEARNING ECVET
HOURS POINTS HOURS POINTS
EQF NQF EQF NQF
3 3,5
Unit 1: Entrepreneurship
3 3,5
Unit 2: Digital
3 3,5 0,5
Unit 3: Mathematical
3 3,5
Unit 4: Intercultural
Unit 5: Foreign Language 3 3,5

UNITS OF
LEARNING
OUTCOMES Unit 6: Preparation and Examination for Non applicable
2,5
EQF-Certification level 3
23
2.1. Unit 1: Entrepreneurship. Learning outcomes - level 3 (3,5 hours)
UNIT 1: Entrepreneurship
SUMMARY DESCRIPTION: Ability to convert ideas into action by acquiring a sense of initiative, entrepreneurship, and risk-taking, as well as the ability to plan and manage sus-
tainable projects for business profits by exploiting opportunities through commercial activity.
KNOWLEDGE SKILLS COMPETENCIES LEVEL ECVET

✓ Identify general knowledge about the sense of ✓ The ability to analyze in- ✓ Capacity to experiment; take EQF NQF POINTS
initiative and entrepreneurship. formation and situational risk and learn from mistakes.
content for offering prod-
✓ Identify regulations about specific permission of ucts or services. ✓ Capacity to convert needs
doing business in the target country. and challenges into sustain-
✓ The ability to conform to able business by creative
✓ Identify differences in the working culture and statutory procedures to problem solving.
business practices in comparison to the home deal positively with sys-
country. tems. ✓ Capable of sustained opera-
LEARNING tion in each legal framework.
OUTCOMES ✓ Identify institutions and authorities for acquiring ✓ The effective use of net-
the permit to set up a business in the target working for finding infor- ✓ Capable of undertaking a
country. mation and ensuring sup- prescribed paperwork for
port from mentors. business operation.
✓ Identify basic knowledge about training stand-
ards to be achieved for Unit 1, according to the ✓ The ability to approach
EQF-Level 3. competent persons and re-
solve statutory obligations.
24
2.2. Unit 2: Digital. Learning outcomes – level 3 (3,5 hours)
UNIT 2: Digital
SUMMARY DESCRIPTION: Ability to manage information using ICT and using digital tools to interact with suppliers and customers to offer products and services in a digital-
ized economy

✓ The awareness of new technologies and ✓ The ability to organize, store ✓ Adapt and practice an appro- EQF NQF POINTS
how they can usefully support an existing and retrieve data, information, priate code of behavior in re-
workflow process. and content in digital environ- lation to what should be pro-
ments. duced and shared.
✓ The knowledge of a range of digital col-
laboration tools, while being aware of cul- ✓ The ability to use methodolo- ✓ To selectively use digital tools
tural and generational diversity. gies, strategies, and applica- to find value and meaning by
tions to solve communicative talking to others via media.
LEARNING
✓ The knowledge of relevant search en- tasks.
OUTCOMES
gines, self-service solutions, storage pos- ✓ Apply a proactive, analytical,
sibilities and strategies for assessing the ✓ The effective use of search en- or critical position on finding
validity of the information. gines for finding information and storing digital infor-
2.1. and validating the authenticity mation.
of sources.
25
2.3. Unit 3: Mathematical. Learning outcomes – level 3 (3,5 hours)
UNIT 3: Mathematical
SUMMARY DESCRIPTION: Ability to understand mathematical rules, identify patterns, analyze models for the necessary individual applications for solving problems and
making rational decisions
✓ Identify basic knowledge about rele- ✓ The ability to go about investi- ✓ The capacity to think and EQF NQF POINTS
vance of established patterns and gating a certain situation and reason, ask probing and ex-
mathematical rules analyzing logically the connec- ploratory questions about
tions among problem elements. possible options.
✓ Identify basic knowledge of analyzing
models, comparing numbers for resolv- ✓ The ability and willingness to ✓ The ability to follow reason-
ing needs of daily life use mathematical modes of ing for analyzing a process,
thought, logical and spatial justifying, or proving a re-
✓ Identifying knowledge and methodolo- thinking sult.
gy employed to rationally explore, to
LEARNING identify questions and to draw evi- ✓ The ability to develop and apply ✓ The capacity to define and
dence-based conclusions. mathematical thinking to solve clarify the problem to be
OUTCOMES
a range of problems in every- solved.
✓ Identify basic knowledge about training day situations.
standards to be achieved for Unit 3, ac-
cording to the EQF-Level 3;
26
2.4. Unit 4: Intercultural. Learning outcomes – level 3 (3,5 hours)
UNIT 4: Intercultural
SUMMARY DESCRIPTION: Ability to live in the network of different cultures, to deal with cultural differences while doing business together; to become aware of cultural
norms for business effectiveness in the foreign country.

✓ Identify appropriate cultural ✓ Apply intercultural communi- ✓ the ability to function effectively EQF NQF POINTS
behavior, effective ways to cation and negotiation in across cultures, to think and act
communicate with people working life and social life so appropriately, and to communi-
from different cultural back- called “life skills” cate and do business with people
grounds from different cultural back-
✓ Harmonizing and mediating grounds
✓ Identify cultural preferences intercultural conflicts in busi-
of verbal and non-verbal ness and social life ✓ display a positive attitude to-
communication, body lan- wards change and new cultural
guage in business communi- ✓ Contributing to a sustainable environments
cation. coexistence and responsible
LEARNING cooperation among all people ✓ recognize and adapt to cultural
OUTCOMES ✓ Identify connections between in the target culture differences in communication
cultural technique and cultur-
al/ language skills in personal,
social, and professional life
27
2.5. Unit 5: Foreign Language. Learning outcomes – level 3 (3,5 hours)

SUMMARY DESCRIPTION: Ability to communicate in a foreign language to express individual preferences and resolve conflict while working together; to integrate new ap-
proaches and strategies for learning: learning by doing and action oriented learning in business life
✓ Identify business specific vocab- ✓ Apply the level of proficiency of ✓ Capacity to comprehend EQF NQF POINTS
ulary in the target language, in language for listening, speaking, natives when they speak
addition to the main skill of reading, and writing (according to considering stereotypes
communication and intercultural the work domain) and prejudices of other
understanding. cultures in working life
✓ To comprehend the basic legal
✓ Identify language training in a texts of contracts, legal docu- ✓ Accept and provide feed-
foreign language (grammar, vo- ments concerning business activi- back to clients and cus-
cabulary, and communication ties tomers in a culturally ap-
style) as a prerequisite for busi- propriate manner
ness success. ✓ To participate in communication
LEARNING with native speakers on the busi- ✓ Capable of interacting with
OUTCOMES ✓ Identify and differentiate com- ness issues, to justify their point the authorities and institu-
munication skills as per cultural of view and hold their own tions of the work econo-
norms in the foreign country. my.
28
2.6. Unit 6: Examination. Learning outcomes – level 3 (2,5 hours)
UNIT 6: Preparation and Examination for EQF-Standards
SUMMARY DESCRIPTION: Ability to learn, to prepare and participate in a testing for Certification to Level 1 (EQF-reference for languages) , based on the EQF-Levels concerning key-
comptences for LLL.
✓ Identify basic knowledge about ✓ Accept and provide feedback in cul- ✓ Apply for setting up a EQF NQF POINTS
training standards to be achieved in turally appropriate manner in an in- business by using key
IBM MORE, according to the EQF- tercultural dialogue competences including re-
Level 3 and ECVET-points: spectful integration of
✓ Adapt intercultural tolerance and work culture in the target
✓ Basic Needs of communication for negotiation skills in work and life culture.
entrepreneurship in a foreign coun-
try ✓ Adapt entrepreneurial skills in an in- ✓ Integrate customer orien-
tercultural environment in business tation standards in the
✓ Intercultural Competence as basic for integration right way of cultural com-
prerequisite of business success munication and behavior
✓ Contribute to a sustainable business in the target culture
LEARNING ✓ Effectiveness of doing business in a by interacting with customers and
OUTCOMES digitalized economy suppliers from the target culture ✓ Negotiate and actively par-
ticipate in the business
✓ Apply acquired knowledge of busi- ecosystem of the target
✓ Practice entrepreneurship ethics
ness norms in the target economy culture.
and business norms in the target
culture
✓ Practice training for IBM
✓ Perform diagnostic techniques to
MORE unit 1-5 and certifi-
✓ Identify certification procedure of promote self-profile of trainees.
cation unit 6: Intercultural
IBM MORE – Business Mediator Business Mediator Skills
Skills Card: training, testing, certifi- Card
cation
✓ Identify the use of the Business Me-

diator Skills Card
29
User Registration
Registering a user is a simple process and requires an email ID for each user on the IBM More website!
The Trainer KIT is a powerful resource, that can be used for supporting learning innovations and adapting to the unique personality of the trainer
and the dynamic relation developed with the trainees during the entire process.
We recommend using this as a complimentary tool KIT to the Trainee KIT for optimum results.
The IBM MORE Team
30
ANNEX 1: A sample contract between the training organisation and trainer.
Contract between
1) Partner A) name of the Project- Partner of IBM MORE in ____________(country), _________________(address),
____________________________(phone), ___________________________(email)
2) Partner B) and you as a learner:

– Familiy name: _________________
– First name: _________________
– Adress: _________________
– Country: _________________
– Continent: _________________
– Email: _________________
– Mobil: _________________
– Phone.: _________________
– Target country you want to learn for: ___________________________
– Sign of the contract:
– Partner A)__________________________ Partner B)____________________________
Project IBM More Nº 2019-1-BE01-KA202-050449 This project has been funded with support from the European Commission. This publication [communication] 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.
31
ANNEX 2: Intercultural Business Mediator.
Project IBM More Nº 2019-1-BE01-KA202-050449 This project has been funded with support from the European Commission. This publication [communication] 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.
32

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Training KIT

Project IBM More IBM - MORE Trainer KIT: Project Nº 2019-1-BE01-KA202-050449

Welcome and Introduction .............................................................................................................................................................................................................................. 3

PARTNER COUNTRY ORGANISATION

P1 Belgium Les Monde des Possibles Les Monde des Possibles

P2 Austria KIST KIST CONSULT – MMag. Ingrid Trenner

P3 Norway MIA Stiftelsen Mangfold i arbeidslivet

P4 Spain INFODEF Instituto para el fomento del desarrollo y la formación S.L

An IBM-MORE trainer must exhibit the following core competences:

UNIT 1: Entrepreneurship Competence 1) Lifestyle

UNIT 2: Digital Competence

UNIT 3: Mathematical Competence

• Gender: male or female

Requirements for the training:

Arrangement of the facilities

Personal contact E-report Self-Learning with Sum

Week 2 Yes 2,0 2,0 Training

Week 6 Yes 2,0 2,0 Training

Examination 5 Apps 5 Apps 2,5hrs.

All 40 Apps 20,0 hrs.

Nr. APPS-Interface Description Interface

With this template texts, images, au-

With this template you can define 2-4

Group-Puzzle: The pieces of a puzzle

Cards in a grid must be matched. Use

Drag and drop cards into a table with

Answer questions in increasing levels

Classical multiple-choice quiz with

Classical multiple-choice quiz

With this template texts, images,

UNIT 5: Foreign Language

Nr. List of Materials

11 20 – 25 contracts for tainees

12 List with student accounts

Recommendation of the European Parliament and the Council (ECVET Recommendation) 4

level level group level level name Description:

• Can understand with ease virtually everything heard or read.

UNIT 1 Entrepreneurship 3,5 Level 3

UNIT 2 Digital 3,5 Level 3 A2/B1

UNIT 3 Mathematical 3,5 Level 3 A2/B1

UNIT 4 Intercultural 3,5 Level 3 A2/B1

UNIT 5 Foreign Language 3,5 Level 3 A2/B1

UNIT 6 Examination 2,5 Level 3 A2/B1

Unit 5: Foreign Language 3 3,5

KNOWLEDGE SKILLS COMPETENCIES LEVEL ECVET

KNOWLEDGE SKILLS COMPETENCIES LEVEL ECVET

KNOWLEDGE SKILLS COMPETENCIES LEVEL ECVET

UNIT 5: Foreign Language

UNIT 6: Preparation and Examination for EQF-Standards

✓ Identify the use of the Business Me-

The IBM MORE Team

2) Partner B) and you as a learner:

– Sign of the contract:

– Partner A)__________________________ Partner B)____________________________

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– Partner A) Partner B)__