| Field Qualifications | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| have basic theoretical and practical knowledge in the field, which builds upon their secondary education and is supported by textbooks, course materials and other resources presenting up-to-date information, | 3 | 3 | 1 | 2 | 3 | 3 | 3 | 2 | 1 | 2 | 2 | 2 | 3 | 2 |
| use their basic theoretical and practical knowledge in the field in a further level of education or in another field at the same level, | 3 | 1 | 1 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 |
| interpret and evaluate data, define and analyze the problems in the field, and offer evidence-based solutions to these problems, using the basic knowledge and skills acquired in the field, | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 |
| conduct studies at basic level within the field independently, | 3 | 3 | 1 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 3 |
| take responsibility as a team member in order to solve unexpected complex problems faced during practices in the field, | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 3 | 3 |
| carry out activities for the personal improvement of their subordinates in the framework of a project, | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 1 | 3 | 3 |
| critically evaluate basic knowledge and skills acquired in the field; and define and meet learning needs, | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 |
| use their educational background for a further level of education in the same field or for a profession at the same level, | 3 | 1 | 1 | 2 | 3 | 3 | 3 | 1 | 1 | 1 | 2 | 1 | 2 | 2 |
| gain the awareness of lifelong learning, | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 1 | 1 | 1 | 2 | 1 | 2 | 2 |
| communicate their ideas based on basic knowledge and skills acquired in the field in written and oral form, | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 3 | 3 | 3 | 1 | 2 | 2 |
| share ideas and solution proposals to problems about issues within the field with professionals and non-professionals, | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 1 | 2 | 2 | 3 | 1 | 2 | 2 |
| keep up with the literature in the field and communicate with their colleagues in a foreign language at minimum A2 level, as defined by the European Language Portfolio, | 2 | 0 | 3 | 1 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 3 | 1 | 2 |
| use computer software and communication and information technologies required in the field at the basic level, as defined by the European Computer Driving Licence, | 2 | 0 | 3 | 1 | 1 | 3 | 2 | 1 | 2 | 3 | 1 | 2 | 2 | 3 |
| observe social, scientific, cultural and ethical values at the stages of gathering and using data and reporting the results, | 3 | 1 | 2 | 1 | 3 | 2 | 3 | 1 | 2 | 2 | 2 | 1 | 1 | 2 |
| possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values, environmental protection, and occupational health and safety. | 3 | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 2 | 1 | 1 | 1 | 1 |
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