Minimum Set of Criteria

Self-esteem – the appreciation of one’s worth and importance and the ability to be accountable to oneself and to act responsibly towards others.

Tolerance – the ability to demonstrate fairness and understanding to people whose way of thinking and opinions differ from one’s own.

Responsibility – being responsible for one’s actions, considering the result and effects in advance.

Communication skills:

• To foster dialogue in the learning proc ess by developing the ability to listen
  actively, to transmit infromation in writ-
  ten or oral form,
  
• The ability to make oneself understood and to understand others.

Empathy – responsiveness.

Flexibility – the ability and willingness to change and achieve the best result while taking the permanently changing situation into account.

Knowledge about how adults learn and under standing adults’ psychology – knowledge about adult learning specifics, difference between pedagogy and andragogy; understanding of adults’ psychology. The ability to use the knowledge to help learners achieve better results in education and to develop their personality.

Knowledge of methods in AE and learning – knowledge and ability to choose different ways of teaching and learning according to the content of learning and participants’ interests, abilities and experience.

Skills to prepare value-based (democratic and humanistic) programmes – content of learning which emphasises learners’ capacities for choice and growth in combination with responsibility, respecting learners subjective experience and sense of freedom.

Planning and organisational skills – skills to plan one’s own and participants’ activities in the learning process and the ability to implement these plans.

Knowledge of the subject – good orientation in the subject in order to arouse students’ interest in it.

Ability to motivate for learning before, during and after the learning process – the ability to promote participants’ personal interests, involvement and activity in the learning process.

Develop learning environment according to student’s needs, focusing on self-directed learning – learning organised in accordance with learner’s individual growth and readiness for acquuiring new knowledge independently, very often process-based on knowing how to learn.

Skills to activate learners – the process of fulfilling learner’s potential on the basis of interest and discovery.

Skills of self-reflection and critical thinking – to raise awareness of the learning process and its results and to stimulate the ability for analysis and viewing things and issues from different points of view.

Skills to evaluate and promote self-evaluation in oneself and students – development of the ability to follow and assess one’s achievements in the learning process.