| 3. PROFILE OF SKILLS AND COMPETENCES |
General competences:
- be familiar with various methods of learning, use sources of information well, show functional literacy;
- understand assignments or identify the cores of problems, exert variable solutions, work both independently and within a team;
- communicate in one foreign language at the level of at least B1 of the Common European Framework of Reference for Languages;
- cope with changing socio-economic conditions, be financially literate;
- be aware of the labour market mechanisms, and of the employee-employer relationships, act on career decisions responsibly, understand the significance of lifelong learning;
- use basic mathematics and the basic principles of physics and chemistry when needed in daily situations;
- work with the means of information and communication technologies, exploit adequate sources of information, handle information effectively;
- act in an environmentally-conscious manner and in compliance with strategies for sustainability;
- support values of local, national, European and world cultures, recognize the value of life;
- exert fundamentals of health protection, occupational safety, and fire prevention and safety;
- exert norms and prescriptions in the field.
Vocational competences:
- prepare and carry out under professional leadership of an educator (teacher, carer) partial educational or leisure activities for children, pupils and students with special educational needs;
- help the teacher with organization and realization of educational proces in class, carry out partial pedagogical activities with an individual or a group of children and pupils with special educational needs in accordance with the teacher’s instruction, help them develop communication and social skills, acquire the learning and necessary competences, perform learning tasks and preparation for learning;
- encourage self-reliance and active participation of pupils in all activities carried our at school within the educational process, including the educational services provided by the school;
- participate in creating positive social climate in class and at school or educational establishment and in the prevention of socially pathological phenomena;
- help children from a different cultural or socially disadvantaged background and their parents with the adaptation of children to school environment and coping with educational requirements;
- provide assistance to disabled children and pupils with orientation, movement and daily living skills, consolidate their skills and habits necessary for coping with participation in common learning activities or after-school activities organized by the school and educational establishment;
- guide children and pupils towards the right hygienic, social and other habits and to healthy lifestyle, influence their social attitudes and behaviour, relationship to education, work and employability;
- cooperate with the school management, teachers, school counsellor and other professionals when dealing with problems of the children and pupils with special educational needs and when communicating with their legal representatives or with the child’s original community.
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