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The person can work effectively in a variety of collaborative settings, including virtual and remote environments and intercultural groups. They can participate in group discussions, negotiate and manage conflicts, to build and sustain fair and respectful relationships. They understand the importance of trust, equality and respect of others equality.
The person is able to express herself using different forms of communication in a wide range of social and cultural contexts, both familiar and new. Asks for feedback, and is able to correct and adapt his/her communication for the successful understanding of the message.
A person has the skills to -break down a problem to reveal its underlying logic and assumptions -recognize one’s own biases in judgment and experience -collect and assess evidence from either personal observations and experimentation or external information -adjust and reevaluate one’s own thinking in response to what one has learned -form a reasoned assessment and propose a solution to a problem or a more accurate understanding of the topic.
A person is able to a certain degree to -break down a problem to reveal its underlying logic and assumptions -recognize one’s own biases in judgment and experience -collect and assess evidence from either personal observations and experimentation or external information -adjust and reevaluate one’s own thinking in response to what one has learned -form a reasoned assessment and propose a solution to a problem or a more accurate understanding of the topic.
The person feels uncomfortable with changes and even is able to provide ideas to overcome the situation, requires some help to do so
Sometimes believe. Sometimes he believes in himself, but still has difficulties in facing obstacles and sometimes gives up. Reveals some curiosity and determination.
the learner is an expert in planning, organizing, monitoring, and reviewing their own learning. Specifically, the learner is extremely comfortable in being aware of their own learning interests, processes, and preferred strategies, including learning needs and required support, in planning and implementing learning goals, strategies, resources and processes, and in reflecting on and assessing purposes, processes and outcomes of learning and knowledge construction, establishing relationships across domains.
The person is aware of their emotions, thoughts, bodily responses, and values, how they influence their behaviour and affect their performance in various life areas and can effectively regulate them to achieve better performance in personal, educational and professional settings. They actively pursue long-term goals with optimism and sense of purpose, self-confidence and self-efficacy.
The person has built the emotional skills and thinks positively, regulates one’s emotions and copes well under stress. Physical skills- the person follows a healthy, nutritional diet and has adopted a regular exercise routine.
The person has built social skills and can communicate with others, has meaningful social connections and can cope with challenges.
Workplace skills-the person has a sense of belonging, has goals and values, enjoys one’s work, has work related friends and maintains a work-life balance.
Societal skills- the person is involved in activities of interest, joins organizations or clubs and feels part of a supportive community.
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