Implementation

Description of the 5 Modules of Social Competences

1. Perception (responsible: Slovakia)

In this module should be considered particularly the non-verbal communication. The content is to recognize mimic and gestures as indicators of problems, troubles, difficulties, refusals, contradictions and so on and the appropriate reaction to this indicators. Recognition of the own behaviour (how I do affect to others – self-perception) as well as the perception of other persons (workmates, trainees, participants of further education) and the adequate consequences are standing in the centre of this module.

2. Teamwork/conflict management (responsible: Germany)

The vocational interaction (teamwork) with other persons (workmates, trainees, participants of further education) and the overcoming of problems which caused thereby (conflicts, interest oppositions, to make compromises, ability to assert oneself,…) are the core of this module. The ability to solve tasks together and the ability of successful overcoming of conflicts thereby are the social competences which are to develop.


3. Decision-making (responsible: Romania)

In opposite of working only by instructions and only the achievement of tasks, in this module the ability to make decisions and to take over the responsibility for this should be considered. Responsible-minded initiatives of one’s own vs. waiting for the decisions by others are the main focus of the development of this social competence.


4. Tolerance (permissiveness) (responsible: Turkey)

In this module forbearance, sympathy and acceptance to other, differently opinions, attitudes or ways of life should be developed as social competence. The main focuses of the content of this module are the tolerance with cultural, religious, sexual differences and the interaction with handicapped persons.


5. Motivation (responsible: Slovenia)

The core of this module is the development of the ability to recognize motives to act, to discover interests for the tasks and thereby to develop a readiness for the performance. Self-motivation and motivation of others (workmates, trainees, participants of further education) should be considered as well as commonalities and differences to the common teaching method (objective orientation and motivation).