National demonstrator

The Notebook 2.0

The presentation of this project was proposed by the Efp-sfpme at the international meeting organised in Brussels in November 2021.


The Notebook 2.0 is an online (multi-platform) tool for monitoring and evaluating professional skills developed by the CIRB (Centre d’Informatique pour la Région Bruxelloise) and the French Community Commission (COCOF).

The Notebook 2.0 targets apprentices, tutors/patrons, guardians and trainers. It aims to :

  • Improve communication/articulation between those involved in an apprenticeship contract;
  • Evaluate the progress of the acquisition of technical, professional and behavioural skills related to the trade (currently formative evaluation).

Regarding implementation, the online tool was tested in 2021-2022 in apprenticeship trades (18) for younger learners (15-23 years; +/- 600). Initially, the focus was on :

  • the articulation between the employers/tutors and the guardianship representatives ;
  • a first formative evaluation of the skills acquired in the company for each learner under an apprenticeship contract (December 2021).Au niveau des résultats, une évaluation a eu lieu en avril 2022. Les résultats sont en cours d’analyse.

In terms of results, an evaluation took place in April 2022. The results are currently being analysed.


Points of interest

  • The digital tool is interactive and accessible on all media: smartphone, PC, tablet;
  • The tool allows access to a status of the learners’ training plan (targeted skills);
  • The tool improves communication between the participants and the monitoring of progress in mastering skills;
  • Learners, tutors, trainers and supervisors can communicate more effectively and evaluate/monitor the progress of the training.


Points of vigilance

  • The articulation with the trainers seems difficult to implement (several trainers intervene at different times). No solution to date (awaiting the results of the first large-scale test);
  • The use of the tool requires monitoring by the guardianship delegates;
  • The development of the tool requires a long process of encoding the skills associated with each profession, which will need to be updated regularly;
  • The financing of the tool



  • Articulate the different partners (collaboration) and formalize moments of consultation (funded) between trainers, learners and companies;

  • Make employers/tutors responsible;

  • Take into account the reality of the field in companies (the work-study system is based on companies and their capacity to provide training based on practice);

  • Create self-assessment tools.

Project leader

sfpme - efp

sfpme - efp

Contact and/or website:


This demonstrator falls into the following categories: