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Definition   They are the set of competences that equip individuals to
             achieve participation in civic and working life. They provide
             individuals with the awareness to be part of a society founded
             on a set of ―rules‖, rights and duties, that need to be
             acknowledged, respected and protected in order to perform a
             fulfilling active citizenship and working life.

Knowledge    Knowledge of civil rights and the constitution of the host country, the
             scope of its government.
             Understanding of the roles and responsibilities of institutions relevant
             to the policy-making process at local, regional, national, European
             (including the political and economic role of the EU) and international
             Knowledge of key figures in local, national and EU governments;
             political parties and their policies.
             Understanding of concepts such as democracy, human rights and
             citizenship and the international declarations expressing them
             (including the Charter of Fundamental Rights of the European Union
             and the Treaties).
             Knowledge of the history and cultural heritage of own country; of
             predominance of certain norms and values
             Knowledge of the main events, trends and agents of change in
             national, European and world history; the present situation of Europe
             and its neighbours.
             Knowledge of emigration, immigration and minorities in Europe and in
             the world.
             Knowledge of the main issues concerning the protection of the
             Knowledge of the main issues concerning diversity.
             Knowledge of opportunities offered at local, national and European
             level in favour of active citizenship.
             Knowledge of opportunities offered by local, national and European
             actions in protection of civil rights.
             Knowledge of the role of the media in personal and social life.
Skills       Participation in community/school/VET centre/work activities as well
             as in decision-making at national and European levels by direct or
             indirect participation in public debates, the inquiring and the
             formulation of arguments; voting in elections.
            Ability to display solidarity by showing an interest in and helping to
            solve problems affecting the local (school/VET centre/workplace) or
            the wider community.
            Ability to evaluate a position or decision, take and defend a position.

            Ability to resolve conflicts in a peaceful way.
            Ability to interface effectively with, and express one’s view towards
            institutions .
            Ability to search and find information on local, national and EU
            opportunities for her/his school/VET centre/workplace about
            protection of civil rights, civilness and active citizenship.
            Ability to distinguish a statement of fact from an opinion, to critically
            interpret the media messages (interests and value systems that are
            involved etc.) and examine information.
            Ability to profit from the existing opportunities (educational, training,
            work, cultural, etc.), by managing existing resources and tools.

            Ability to use the media in an active way (not as consumer but as
            producer of media content).
            Ability to live and work in a multicultural environment.
Attitudes   Displaying sense of belonging to one’s locality, country, the EU and
            Europe in general and (one’s part of) the world.
            Displaying trustfulness in and loyalty towards democratic principles
            and institutions.
            Displaying willingness to participate in democratic decision-making.

            Displaying disposition to volunteer and to participate in civic
            activities, openness to difference, change of own opinion and
            compromise, support for social diversity and social cohesion, also in
            one’s school/VET centre/workplace.
            Displaying readiness to respect the values and privacy of others with a
            propensity to react against anti-social behaviour.
            Displaying readiness to respect duties and protect rights in one’s
            school/VET centre/workplace.
            Displaying acceptance of the concept of human rights and equality as
            a basis of solidarity and responsibility in ones’ school/VET
            centre/workplace ; acceptance of equality between men and women.

            Displaying appreciation and understanding of differences between
            value systems of different religious or ethnic groups.
            Displaying critical reception of information from mass media.
            Displaying respect for the environment in everyday activities.
Displaying responsibility for one’s decisions and actions in particular
in relationship to others.

Definition   Entrepreneurship is the propensity to induce changes and the
             ability to welcome, support and adapt to innovation brought
             about by external factors. Entrepreneurship is a mix of
             innovative, proactive, and risk-seeking behaviour in several
             forms of activities. It is a dynamic process of creating
             incremental wealth, creating something new with the mindset
             of turning ideas that add value, into reality. Entrepreneurship
             competences involve taking responsibility for one’s actions
             (positive or negative), developing a strategic vision, setting
             objectives and meeting them, and being motivated to succeed.

Knowledge    Knowledge of available opportunities in a given field of activity.

             Basic knowledge of the social and economic structure and their
             Basic knowledge of main business organization models.
             Knowledge of principles of market economy.
             Knowledge of foreign languages.
Skills       Ability to identify needs in the marketplace.
             Skills for planning, organizing, analyzing, communicating.
             Skills for project development and implementation.
             Skills in designing and implementing a business strategy or starting a
             Innovative skills.
             Interpersonal skills.
             Communicative skills.
Attitudes    Disposition to identify business strengths and weaknesses.
             Disposition to act proactively and respond positively to changes.

             Ability to assess and take risks.
             Positive attitude to change and innovation.
             Stress management.
             Disposition to show initiative and to work in autonomy.
             Emotional stability.
             Displaying a goal-oriented attitude.

Definition   The set of competences that prepare for efficient participation
             in cross-cultural interactions, i.e. for understanding the sources
             and consequences of diversity, for entering communication
             situations minimising stress and loss of information, and
             fostering cultural exchange as a learning opportunity for
             personal / community development and enrichment.

Knowledge    Knowledge of one’s own culture: rules and values, cultural self-
             awareness and capacity for self-reflection.
             Knowledge of common stereotypes.
             Understanding the concept of cultural distance.
             Knowledge of existence of cultural-dependent non-verbal
             communication signals and codes.
             Knowledge of specific information regarding individual cultures
             relating to one’s work.
             Thorough cultural understanding and knowledge (regarding context,
             role and consequences of other ideologies and cultures).

             Knowledge of different cultural family concepts: family members,
             their roles, hierarchies, bonds and value of the family.

             Knowledge of different educational concepts embedded in social
             education and teaching content.
             Knowledge of the six cultural grammar dimensions: time, space,
             activity, context, power distance and individualism/collectivism.

Skills       Ability to cope with emotional involvement in a new cultural
             Ability to recognize ethnocentrism (in ourselves and in others as well).

             Ability to watch and listen attentively, to interpret, to analyse, to
             assess and to relate.
             Ability to identify behaviours guided by culture.
             Ability to behave and communicate appropriately and effectively in
             intercultural situations based on one’s knowledge, skills, attitude and
             Ability to adapt to varying intercultural communication and learning
             Sociolinguistic competence (awareness of relation between language
             and meaning in societal context).
            Ability to display good interpersonal skills in an intercultural
            environment: sending and receiving accurate and appropriate
            Cognitive flexibility – ability to switch reference frames.
Attitudes   Understanding the role and impact of culture and the impact of
            situational, social, and historical contexts involved.
            Cross-cultural empathy.
            Displaying respect for other cultures and sensitivity towards cultural
            Displaying open-mindedness to intercultural learning and to people
            from other cultures.
            Displaying ability to withholding judgement and encouraging tolerance
            among learners.
            Ethno-relativist view.
            Displaying understanding of the impact of age, gender and educational
            methods in learners’ behaviour.
            Awareness of differences between exerting power or leadership in
            one’s role.

Definition   The set of competences that enable trainers to recognise the
             need to professionally develop within the contextualisation of a
             range of teaching, tutoring, coaching, mentoring and training
             receptive environments to gather, analyse, reflect, evaluate,
             adapt and apply to their personal and professional
             development. The emphasis is on the development of the
             individual, personal growth through performance management,
             leadership, team working leading to professional status.

Knowledge    Knowledge of the country’s education system and levels.
             Understanding the roles and responsibilities of teacher/ trainer/
             Understanding the roles and responsibilities of education and training
             institutions/higher education/further education/training organisations
             etc in relation to local, regional, European and international levels.

             Knowledge of key decision and papers published by the European
             Community in respect to education and training.
             Knowledge of the Bologna Process, Lisbon Agreement and strategies
             and the implications on education and training.
             Knowledge of the main events, trends and agents of change in
             national, education in local, regional, European, and global contexts.

             Knowledge of the trends of both those involved with education and
             training and the impact of education on mobility within Europe.

             Knowledge of the main issues and trends concerning the role of the
             teacher/trainer in Europe.
             Knowledge of the main issues concerning communications and its role
             within diversity.
             Knowledge of opportunities offered at local, national and European
             level for teachers and students.
             Knowledge of the developing networks as a process to support those
             working in education and training in Europe and globally.
             Knowledge of the transition of change which must be facilitated now
             and in the future by those working in education and training.
Skills      Ability to develop oneself selecting the necessary pathways and
            resources in order to enhance and strength interpersonal competences
            which contribute to the teacher/trainer/education role.

            Ability to develop and support others in the teacher/trainer/
            education role.
            Ability to develop one’s own resources and utilise these to support the
            evolving role of the teacher/trainer/education role.

            Participation in institutions/higher education/further
            education/training organisations etc works’ activities as well as in
            decision-making at national and European levels by direct or indirect
            Ability to understand, identify, support, and contribute to the
            educational environment on a regular basis.
            Ability to interface effectively with institutions in the public domain
            in regards to promoting education/training in all contexts and at
            local, national, regional and EU levels.
            Ability to search and find information on local, national and EU
            opportunities for institutions/higher education/further
            education/training organisations etc and to promote these
            Ability to link into networks which fundamentally support the
            teacher/trainer/educator through the changing education
            Ability to share and promote ―best practice‖ with those involved in
            education, the general public and others and whenever possible to do
            so locally, regionally, in Europe and globally (should the opportunity
Attitudes   Displaying sense of understanding of the teacher/trainer/educator
            role to one’s locality, country, the EU and Europe in general and
            Displaying willingness to participate in continuous professional
            development throughout one’s career.
            Displaying acceptance EU policies and strategies (current and
            developing) for application in the institutions/higher
            education/further education/training organisations etc..
            Displaying readiness to mentor and coach those new
            teachers/trainers/educators in regards to changing trends and EU
            Policies as well as those emanating from local and regional
            developments in education and training.
Displaying acceptance of the concept of human rights and equality as
a basis of solidarity and responsibility institutions/higher
education/further education/training organisations; acceptance of
teachers/trainers/educators from any EU country and those globally.

Displaying appreciation and understanding of differences between
value systems between teachers/trainers/educators.

Definition   Learning-to-learn comprises the disposition and ability to
             organise and regulate one’s own learning, both individually and
             in groups. It includes the ability to manage one’s time
             effectively, to solve problems, to acquire, process, evaluate
             and assimilate new knowledge, and to apply new knowledge
             and skills in a variety of contexts — at home, at work, in
             education and in training.
             In more general terms, learning-to-learn is understanding that a
             satisfactory learning process is the result of a continuous cycle
             of self-assessment, development planning, learning, using the
             knowledge acquired, self-assessment, etc..

Knowledge    Knowledge of methods, techniques and means necessary to convey
             knowledge properly.
             Basic knowledge of psychology.
             Knowledge of domestic and EU regulations on education and training.

             Knowledge and understanding of one’s preferred learning methods,
             the strengths and weaknesses of one’s skills and qualifications.

             Knowledge of available education and training opportunities at a
             local, national, European and international level, and how different
             decisions during the course of education and training lead to different
             General knowledge of the EU labour market’s dynamics, job
             opportunities, sources and tools (how and where to find them).

Skills       Ability to analyse one’s own potential (competences, motivation,
             expectations and perspectives), to set challenging personal goals and
             to define and implement a plan to achieve them.

             Effective self-management of learning and career: ability to dedicate
             time to learning, autonomy, discipline, perseverance and information
             management in the learning process.
             Ability to concentrate for extended as well as short periods of time.
            Ability to communicate as part of the learning process by using
            appropriate means (intonation, gesture, mimicry, etc.) to support oral
            communication as well as by understanding and producing various
            multimedia messages (written or spoken language, sound, music, etc.)

            Ability to understand the socio-economic and working context in
            which one lives (local level) and that one faces (European level).

            Ability to understand and evaluate critically what is meant by targets,
            action points and deadlines, and the importance of reviewing targets
            and trying different ways of learning.
            Ability to identify one’s learning style in a certain situation, to choose
            the most appropriate learning strategies and techniques and improve
            skills to work in different learning environments.
            Ability to use support given by others to gather information and help
            meet the targets.
            Problem solving skills.
Attitudes   Displaying self-esteem supporting a willingness to change and further
            develop competences as well as self-motivation and confidence in
            one’s ability to succeed.
            Displaying positive appreciation of learning as a life-enriching activity
            and a sense of initiative to learn.
            Displaying adaptability (to changes, new situations and contexts, etc.)
            and flexibility (in order to cope with them).
            Displaying professionalism.
            Showing courage in expressing views and proposing/implementing
            Displaying curiosity.

Definition   Digital competence involves the confident, safe and critical use
             of Information Technology (IT) and media for working,
             communicating and interacting in a European learning
             environment. Thus, digital competence is the backbone for all
             competence domains, a tool supporting all learning processes
             and dimensions. It is underpinned by basic skills in ICT: the use
             of computers to retrieve, assess, store, produce, present and
             exchange information, and the ability to simply communicate
             and participate in collaborative networks via the Internet.

Knowledge    Practical and theoretical up to date knowledge about IT and Media in
             relation to work, communication and interaction especially in relation
             to education and learning.
             Understanding of the challenges and benefits when working with and
             using IT and Media in education and learning (privacy, security and
             Understanding of the opportunities and potential risks of the Internet
             and communication via electronic media (email, network tools
             including mobile phones) for work, leisure, information sharing and
             collaborative networking, learning and research.

             Understand how IT and Media can support and enhance learning and
             training processes.
             Understand the facets of a practical framework or a concept
             development process for efficient use of IT and Media.
             Understand how IT and Media can support creativity and innovation in
             education and learning, and be aware of issues around the validity
             and reliability of information available.
Skills       Ability to set objectives for the learning outcomes and the use of IT
             and Media.
             Ability to explore the possibilities for efficient digital integration in
             learning and training processes.
             Ability to search, collect and process information and use it in a
             critical and systematic way.
             Ability to identify needs and setting up an appropriate action plan,
             and to execute and evaluate the users experience and learning
             Ability to use tools to produce, present and understand complex
             information and the ability to access search and use Internet-based
             services collaborative learning platforms.
            Ability to use IT and Media to support critical thinking, creativity, and
            Ability to explore and communicate digitally (IT and Media).
            Ability to create learning environments and learning processes mixing
            face-to-face training and virtual/digital net-based training.

            Ability to deliver relevant presentation, power-points and video for
            training, cooperation and networking.
Attitudes   Displaying acceptance and practice of legal and ethical principles
            involved in the interactive use of IT and media tools (e.g. IPR rules
            with online materials)
            Critical and reflective attitude towards available information and a
            responsible use of the interactive media.
            Attitudes towards privacy and security problems in relation to the use
            of IT and Media (e.g. careful sharing of private information).

            Critical attitude in creating and using content and online/digitalized

             EU awareness means feeling and showing one’s sense of belonging to a
             member State that joined civil and social rules of a wider European
             community. It also means one’s commitment to put in practice EU
             rules, conveying the value of such a choice and the importance of
             keeping it, actively participating in its development, to
             students/trainees with her/his words and deeds. EU awareness is the
             framework the EUTA adopts to look at her/his work and life. It
             therefore covers parts of all other domains, and all domains should be
             considered with a view to EU awareness.
Knowledge    Knowledge of local, national and European social, cultural, historical
             and geopolitical heritage and EU place in the world.
             Understanding of cultural, legal and linguistic diversity in Europe.

             Knowledge of fundamental EU documents (treaties, charter, etc.).

             Knowledge of the sources of EU laws (including direct effect, direct
             applicability) and how EU laws are related to national laws in member
             Understanding of concepts of single Market (free movement of goods,
             persons, services, etc.) and of competition.
             Understanding the role of EU institutions (Commission, Council,
             Parliament, Court of Justice, Court of Auditors, Committee of the
             regions, etc.) and how they work together, and with national
             Knowledge and understanding of the state of play and main EU
             strategies, tools and documents, specially for education, training and
             work (eg. Bologna and Copenhagen processes, ECTS, ECVET, EQF,
             EQARF, Europass, etc.).
             Knowledge and understanding of EU and national structures,
             programmes and initiatives for education, training and work.
             Knowledge of main sources of information on EU strategies,
             structures, programmes and tools (EU main portal and DG-, EU
             agencies-, EU programmes-related portals and websites).
Skills       Ability to communicate (read, write, speak, understand, present) the
             key features of her/his field of activity at least in native and in
             English language, monitoring and adapting the language to the
             Ability to analyse and compare educational and VET systems in
             different countries.
            Ability to carry out context analysis at a local level, and to gather
            results of analysis carried out at a national or international level.

            Ability to retrieve, gather and provide for information on useful links,
            events, programmes, opportunities.
            Ability to co-operate to building a European project partnership.

            Ability to co-operate to writing and submitting a European project
            Ability to co-operate to activity and financial management of a
            European project.
            Ability to identify needs, objectives and target groups for
            international VET projects.
            Ability to organise, chair, participate in a meeting with international
            Ability to keep international relationships and lobbying at
            international level, within the scope and possibility of one’s
            Ability to self-evaluate and assess results and impact of a project.

            Ability to suggest possible improvements in one’s organisation
            international processes and procedures on the grounds of results of
            Ability to suggest ways to transfer project results in one’s organisation
            everyday activities.
Attitudes   Displaying ability to keep oneself updated, specially on subjects
            relating to the EU.
            Showing a belief in the values and in the future of the EU.
            Showing a belief in the values of education and training for oneself
            and for others.
            Displaying international open-mindedness and cultural awareness.

            Displaying ability to behave and work in multicultural environments.

            Being trustworthy, i.e. displaying professional ethics and deontology.

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