B2B TRAINING AND CONCEPT DEVELOPMENT
M.E.A.T. develops and revises educational programs for companies and educational partners—programs that are academically sound, practical, and focused on verifiable competencies.
Classify the educational project together
M.E.A.T. develops subject-specific and pedagogical educational architectures up to a jointly defined stage of conceptualization and implementation. The specific content, materials, assessments, and handover steps involved are agreed upon on a project-by-project basis.
THREE STARTING POINTS
Schools, academies, educational institutions, barbecue and cooking schools.
Courses tailored to specific individuals, overloaded content lacking a central theme, disconnected target audiences and learning levels, or materials with no discernible impact: Existing programs need an appropriate learning structure.
Businesses, skilled trades, the food industry, and specialized departments.
Existing knowledge is not yet structured in a way that facilitates teaching. Subject matter is translated into learning and application scenarios that integrate theory, workplace practice, and transfer of knowledge.
Associations, educational partners, and program and training coordinators.
Competency goals take precedence over content and materials. Demonstrations of competency supplement or replace tests on subject matter. The use, implementation, and any applicable licensing framework are determined on a project-by-project basis.
Effective education requires the right level of subject-matter depth and a structure that prioritizes what is essential, enables practical application, and avoids information overload.
INTERACTIVE COMPETENCY TRANSFER MODEL
Select a perspective. The model highlights relationships—it does not evaluate educational programs.
The starting point is a real-life situation in which people must act, make decisions, explain, or apply their professional knowledge.
The objective describes not only the material taught, but also the demonstrable skills that are subsequently required.
Learners need appropriate tasks, demonstrations, exercises, and opportunities for reflection to develop these skills.
What students learn is applied to real-world situations in the workplace, in their field of study, or in the classroom.
Artifacts, observable performance, and verifiable criteria indicate whether the desired proficiency has been achieved.
The assessment checks whether the competency objective, learning activity, and practical application actually align.
The task, competency objective, and evidence all describe the same achievement: being able to demonstrate, explain, and apply.
Demonstrations, exercises, group work, and digital methods build the skills that will be needed later—in a goal-oriented way, not just to follow trends.
Evaluation reveals whether objectives, learning activities, application, and evidence align, and where further development is needed.
Practical application combines knowledge with professional practice. Observation and evidence reveal where knowledge transfer is successful or where further learning is needed.
ITEMS AND RESULTS
Course formats, in-house training programs, modular programs, workshop series, learning and training materials, as well as exam and competency assessments.
Practical, adaptable formats instead of theoretical papers: applicable in the workplace, schools, and organizations, with an eye toward scalability.
A clear connection between content, objectives, methods, and contextual conditions lays the foundation for designing learning experiences that are understandable, practical, and assessable.
A subject-specific and pedagogical basis for decision-making: competency and learning objectives, prioritized and sequenced content, learning architecture, agreed-upon materials and evidence, as well as responsibilities and next steps.
The actual results achieved depend on the assignment, target audiences, responsibilities, available resources, and the agreed-upon scope of the project.
Active learning paths combine practical activities, loops, and shifts in practice. The temporal structure organizes input, activation, application, and reflection. Methods and media are aligned with the goal.
Transfer and evaluation are part of the process: reviewing, adapting, and refining. Target groups, framework conditions, resources, and real-world practice determine the extent to which the approach can be applied.
Understanding the Didactic FoundationPROFESSIONAL PRACTICE AND COLLABORATION
CASE STUDY
The Meat Specialist Sales program combines competency goals, a learning framework, hands-on experience, and verifiable skills.
Expand Your Knowledge of Meat Specialist SalesReal-world teaching and training practices, along with ongoing work in the skilled trades and the food industry: training programs for the butchery trade and food retail make it possible to learn, teach, and assess product knowledge, quality, aging, sensory evaluation, and preparation.
Depending on the project, CONEXXUS® can support planning, implementation, and evaluation, as well as the integration of practical experience, instruction, and professional development.
Understanding CONEXXUS® as a didactic frameworkPilot testing, implementation support, and training for participating faculty members can be arranged separately, depending on the project.
This also includes practical testing, further development following testing, and usage or licensing terms. No automatic “train-the-trainer” program or ongoing support.
Clients, project managers, and educational partners jointly determine the following: target audiences, content, materials, implementation, instructors, assessment criteria, examination authority, responsibility for certificates and degrees, rights of use, licensing terms, as well as updates and maintenance.
The issuance of a certificate is not automatically linked to institutional recognition.
YOUR EDUCATION PROJECT
Beyond ad hoc training and general teaching methods: professional collaboration to ensure clear structures, transparent results, and programs that are sustainable in the long term.
The scope, timeline, and compensation are based on the objectives, responsibilities, and complexity of the project.
During the initial meeting, we will clarify the current situation, target audiences, desired outcomes, project scope, responsibilities, and the desired level of concept development and implementation. Together, we will assess whether and in what form a collaboration would be appropriate.
