What is dangerous?
Dangerous-goods classes 1–9
They group substances and articles by hazard type, such as explosive, flammable, toxic, radioactive or corrosive.
product visionplanned pilotdemonstrator
Multilingual learning and transfer solution
DGR Deutsch+: making dangerous-goods knowledge accessible and usable at work.
Technical knowledge should not fail because an employee recognizes the hazard but does not fully understand the training language.
DGR Deutsch+ connects German terminology, first-language support, images, audio, decisions and real work situations. It is designed as a supplementary competency-oriented learning solution.
Learning profile: handle and load cargo
Class 3
▶ Hear the term
Flammable liquid
Plain German: The liquid can catch fire easily.
Decision: What must be checked before further handling?
Illustrative concept view—not finished or certified software.
Two systems, two questions
Dangerous-goods classes and competency profiles are not the same.
The hazard class describes the type of hazard. The function or task profile describes what a person must know and be able to do for their actual work.
What must the person be able to do?
Function- and task-based competency profiles
Training content is aligned with the tasks, risks and decisions actually performed.
Hazard classes
The nine classes as a technical foundation.
Class 1Explosives
Class 2Gases
Class 3Flammable liquids
Class 4Flammable solids and related hazards
Class 5Oxidizing substances and organic peroxides
Class 6Toxic and infectious substances
Class 7Radioactive material
Class 8Corrosives
Class 9Miscellaneous dangerous substances and articles
Legacy and current terminology
From category labels to function-based training.
Many companies still use familiar labels such as Cat 6 or Cat 7+8. These terms are now only a guide: under the competency-based approach, content is determined by the actual functions performed and the competencies required.
| Current function | Typical activity | Legacy categories for orientation | Important qualification |
|---|---|---|---|
| Function 7.2 | Processing or accepting goods presented as general cargo | Categories 4 and 7 | Legacy Cat 7 is therefore part of a broader current function; the actual task remains decisive. |
| Function 7.3 | Processing or accepting dangerous-goods consignments | Categories 3 or 6 | The relevant predecessor content depends on whether consignments are processed, accepted or both. |
| Function 7.4 | Handling, loading or unloading cargo in a warehouse or at an aircraft | Categories 5 and 8 | Training needs must follow the real task and competency profile. |
| Market term “Cat 7+8” | Combined general-cargo processing and handling duties | Orientation to Cat 7 and Cat 8 | Not a formal current single qualification. Relevant content from 7.2 and 7.4 must be selected through task analysis. |
Function 7.2
- Typical activity
- Process or accept goods presented as general cargo
- Legacy categories
- Categories 4 and 7
- Qualification
- The actual task determines the training need.
Function 7.3
- Typical activity
- Process or accept dangerous-goods consignments
- Legacy categories
- Categories 3 or 6
- Qualification
- Differentiate processing, acceptance or combined duties.
Function 7.4
- Typical activity
- Handle, load or unload cargo
- Legacy categories
- Categories 5 and 8
- Qualification
- Align training with the real handling and competency profile.
Market term “Cat 7+8”
- Typical activity
- Combined general-cargo processing and handling
- Legacy categories
- Orientation to Cat 7 and Cat 8
- Qualification
- Not a current formal single qualification; combine relevant 7.2 and 7.4 content after task analysis.
Orientation follows IATA’s “Competency-Based Training for Dangerous Goods” overview. Final mapping and every published learning item must be checked against the IATA DGR, ICAO and CBTA requirements in force at the time of use, as well as the employer’s task profiles. Open the IATA overview.
Product vision made tangible
Six concept views show how the solution could work.
Every view is explicitly a demonstrator. It explains the planned learning logic without presenting the product as completed or approved.
German
Polish
Hungarian
Ukrainian
Romanian
Czech
Slovak
Croatian
Russian
Arabic
Flags are only a visual cue; each language is always written out.
Clear language labels avoid equating language with nationality.
Accept dangerous-goods consignments
Check general cargo
Handle and load cargo
Recognize hidden dangerous goods
Check marks and documents
Refresh knowledge
The path starts with actual work, not a generic course label.
Class 8
▶ German + first language
Corrosive substance
Plain German: Can seriously damage skin, eyes or material.
What must be checked now?
Terminology, plain language, first-language explanation, image, audio and action are connected.
Identify errors in an acceptance situation
Immediate feedback: The consignment must not continue routinely. Visible damage, inconsistent information and the escalation process matter.
Retrieval practice, scenario decisions and explanatory feedback.
Your next learning step
Next review:
Hidden dangerous goods in consumer products
Hidden dangerous goods in consumer products
Uncertain areas are repeated sooner; secure content is checked at longer intervals.
Team Aactive pilot
4 modulespilot scope
2 topicsdeeper training advised
Aggregated uncertainties
Aggregated pilot data only; no public ranking of individual employees.
A data-minimizing management view for refresher training and process improvement.
Evidence-informed learning design
Professional gamification without a childish look.
The concept combines microlearning, retrieval practice, spaced repetition, immediate feedback, scenario-based learning, adaptive pathways and language scaffolding.
Microlearning
Short units that fit operational schedules.
Active recall
Recall knowledge and make decisions.
Spaced repetition
Repeat uncertain topics at useful intervals.
Immediate feedback
Explain the answer, risk and correct action.
Scenarios
Acceptance, warehouse, handling, documents and damaged shipments.
Adaptive pathway
Practice follows observed uncertainty.
Language scaffolding
Technical term, plain German, first language, image, audio and action.
Serious motivation
Progress, challenges and team goals without shaming.
Pilot model
Four phases with management-ready output.
Audience and task analysis
- task profiles
- existing training
- languages
- comprehension barriers
Configure pilot modules
- profiles and topics
- operational cases
- company terminology
- language pairs
Learning and practice
- short digital units
- interactive scenarios
- repetition logic
- immediate feedback
Evaluation and debrief
- aggregated progress
- frequent errors
- language barriers
- rollout decision
Professional and regulatory boundary: DGR Deutsch+ is designed as a supplementary learning, practice and transfer solution. A pilot does not replace any mandatory function-based training, competency assessment, examination or required authorization unless the necessary recognition and approval has been obtained.
Connection to formal qualification
From learning transfer to required DGR training.
DGR Deutsch+ supports learning and operational transfer. Where a role requires formal function-based dangerous-goods training, competence assessment, recurrent training or confirmation, MRW can structure the requirement from the task profile and connect the client with an appropriately qualified training partner.
Coordination without implying an approval MRW does not hold
Formal training, assessment and confirmation are delivered solely by the authorised training partner. MRW can coordinate task analysis, language needs, scheduling, participant structure and subsequent transfer into operational practice.
Assess a pilot
Which audience, task and language barrier should be addressed first?
A useful pilot starts small: one team, one defined task profile and a limited number of priority situations.