| 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 implement independently or in a team projects of educational work for groups of children and perform evaluation of these projects ;
- consider individual traits and subjective needs of entrusted children, as well as the objective conditions within preparation and implementation of projects of educational work;
- use educational strategies in accordance with the objectives and conditions of pedagogical work;
- understand and systematically develop the inborn and acquired dispositions of children and specifically focus on developing their key competences;
- lead children to a healthy way of life and enable children a lot of movement in a healthy natural environment;
- develop in children a positive social relationships, their value system and lead them to prosocial behaviour;
- create a child-friendly, secure and stimulating environment, supporting educational work, including the development of educational potentiality of each individual;
- monitor and evaluate regularly and responsibly changes in the development of entrusted children and appropriately respond to them;
- run the teaching / leisure activities, analyze pedagogical issues, propose, explain and argue their solutions;
- handle basic activities (e.g. music, art, drama, etc.) appropriate to the age of entrusted children and use their own dispositions in these fields;
- master techniques communication with parents or institutions;
- continuously monitor the development of pedagogical theory and changes in educational policy, including legislative changes.
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