| Field Qualifications | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 9 | 10 | 11 | 12 | 13 | 14 | 16 | 17 |
| KNOWLEDGE (Theoretical-Factual)\n\n1. Possesses up-to-date theoretical and practical knowledge in the field of elderly care. | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 1 | 2 | 1 |
| SKILLS (Cognitive-Applied)\n\n 2. Has knowledge of the physiology of ageing and old age. | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 2 | 3 |
| SKILLS (Cognitive-Applied)\n\n 3. Identifies and analyses problems related to the field. | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 1 |
| COMPETENCIES (Independent Working and Competency of Taking Responsibility)
1. The students perform the duties and responsibilities given. | 3 | 2 | 1 | 1 | 1 | 3 | 3 | 3 | 1 | 1 | 3 | 1 | 1 | 3 | 2 |
| COMPETENCIES (Independent Working and Competency of Taking Responsibility)
2. The students take responsibility as a member of a team. | 0 | 0 | 3 | 2 | 3 | 1 | 3 | 3 | 1 | 0 | 3 | 2 | 2 | 1 | 3 |
| COMPETENCIES (Learning Competency)\n\n 1. Critically evaluates the basic knowledge and skills acquired. | 3 | 1 | 1 | 1 | 1 | 3 | 3 | 3 | 0 | 1 | 1 | 0 | 3 | 3 | 3 |
| COMPETENCIES (Learning Competency)\n\n 2. Identifies learning needs. | 3 | 1 | 0 | 0 | 1 | 3 | 3 | 3 | 0 | 1 | 3 | 0 | 3 | 3 | 3 |
| COMPETENCIES (Learning Competency)
3. Students are aware of life long learning. | 3 | 1 | 0 | 0 | 1 | 3 | 3 | 3 | 0 | 0 | 3 | 0 | 3 | 3 | 3 |
| COMPETENCIES (Communication and Social Competency)\n\n 1. Informs relevant individuals and institutions by utilising their fundamental knowledge and skills in their field. | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 1 | 0 | 3 | 1 | 3 | 3 | 3 |
| COMPETENCIES (Communication and Social Competency)\n\n 2. Shares their thoughts on issues related to their field and their proposed solutions to problems with relevant individuals and institutions. | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 1 | 0 | 3 | 1 | 3 | 2 | 3 |
| COMPETENCIES (Competency Specific to Field)
1. Students behave according to social, scientific, cultural, legal and ethical values related to the field. | 3 | 2 | 0 | 3 | 3 | 3 | 3 | 3 | 1 | 0 | 3 | 1 | 2 | 2 | 3 |
| COMPETENCIES (Competency Specific to Field)\n\n 2. Has knowledge of occupational health and safety. | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 1 | 3 | 1 | 3 | 3 | 3 |
| KNOWLEDGE (Theoretical-Factual)\n\n1. Possesses up-to-date theoretical and practical knowledge in the field of elderly care. | | | | | | | | | | | | | | | |
| SKILLS (Cognitive-Applied)\n\n 2. Has knowledge of the physiology of ageing and old age. | | | | | | | | | | | | | | | |
| SKILLS (Cognitive-Applied)\n\n 3. Identifies and analyses problems related to the field. | | | | | | | | | | | | | | | |
| COMPETENCIES (Independent Working and Competency of Taking Responsibility)
1. The students perform the duties and responsibilities given. | | | | | | | | | | | | | | | |
| COMPETENCIES (Independent Working and Competency of Taking Responsibility)
2. The students take responsibility as a member of a team. | | | | | | | | | | | | | | | |
| COMPETENCIES (Learning Competency)\n\n 1. Critically evaluates the basic knowledge and skills acquired. | | | | | | | | | | | | | | | |
| COMPETENCIES (Learning Competency)\n\n 2. Identifies learning needs. | | | | | | | | | | | | | | | |
| COMPETENCIES (Learning Competency)
3. Students are aware of life long learning. | | | | | | | | | | | | | | | |
| COMPETENCIES (Communication and Social Competency)\n\n 1. Informs relevant individuals and institutions by utilising their fundamental knowledge and skills in their field. | | | | | | | | | | | | | | | |
| COMPETENCIES (Communication and Social Competency)\n\n 2. Shares their thoughts on issues related to their field and their proposed solutions to problems with relevant individuals and institutions. | | | | | | | | | | | | | | | |
| COMPETENCIES (Competency Specific to Field)
1. Students behave according to social, scientific, cultural, legal and ethical values related to the field. | | | | | | | | | | | | | | | |
| COMPETENCIES (Competency Specific to Field)\n\n 2. Has knowledge of occupational health and safety. | | | | | | | | | | | | | | | |
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