Technical competences - Bio-packaging
Working in a greenhouse – Identifying the instructions of climate control (light, heat, humidity).
Cultivation of tomatoes – Identifying the monitor the growing process and the quality control of it.
Working in a greenhouse – Identifying of preparing the soil and nutrition/water system and planting.
Working in a greenhouse – Identifying of the management biological pest control.
Harvesting tomatoes – Identifying the management of harvesting of tomatoes and post harvesting activities.
Harvesting tomatoes – Identifying the plant and implement harvesting of the tomato plant.
Rice production / Cereal production
Harvesting rice – Identifying of management of harvest methods; the estimation of by-products biomass potential.
Energy uses – Identifying by-products for non-energy and energy uses.
Biomass evaluation – Identifying of biomass as a by-product of food production process that can be re-used.
Biomass production and management -Identifying of plan, organize and perform farming operations to grow.
Control of process – Identifying the monitor manufacturing quality standards.
Ecological benefits – Identifying benefits of bio packaging.
Production of bio-packaging material – Identifying technological and chemistries responses: to know the process of fermentation, the processing methods / types.
Biobased material – Identifying physical and mechanic features / characteristic of Biobased material.
Production of bio-packaging material – Identifying new packaging concepts.
Quality control – Identifying the testing procedures.
Control of process – Identifying the Standard Operating Procedures (SOP).
Quality control – Identifying the test procedures and the ICT systems.
Production of bio-packaging material – Identifying the technical features, benefits and limits of bio packaging.
Logistics – Identifying the manufacturing deadlines pressure.
Collaboration – Being part of a relational system in which two or more stakeholders pool together resources, ideas and actions to meet common goals that neither could meet individually – with shared commitment and ownership.
Communication – Using words, sounds, signs, or behaviours to express or exchange information, thoughts, ideas, and feelings to someone else. It may be vocally (using voice), written (using printed or digital media such as books, magazines, websites or emails), visually (using logos, maps, charts or graphs) or non-verbally (using body language, gestures and the tone and pitch of voice).
Adaptability – The ability to be flexible and respond positively to a rapidly evolving environment, coming out the better for it (bouncing forward).
Growth Mindset – Being motivated to reach higher levels of achievement by continuously learning new skills in order to move with a changing market. Essentially, it is being adaptable and willing to go beyond the soft and hard skills you already have.
Critical Thinking – Skilful analysis and assessment of information, beliefs or knowledge, with ongoing reconstruction and improvement of one’s thinking. It can bridge convergent (analytical) and divergent (creative) thinking.
Wellbeing – Achieving a state of contentment, with low levels of distress, overall good physical and mental health, and good quality of life.
Self-regulation – The ability to understand, activate, monitor, control and adapt emotions, thoughts, attention, behaviour and cognitive strategies.
Empathy – The ability to understand, vicariously experience and respond to another person’s feelings, emotions and thoughts (emotional, cognitive and perspective taking).
Managing Learning – Knowledge of oneself (as learner, of strategies, tasks and context) and as regulation (applying it to plan, monitor and evaluate learning).
Transversal Competences - Digital Competences
Communication – Interacting through digital technologies – To interact through a variety of digital technologies and to understand appropriate digital communication.
Collaboration – Collaborating through digital technologies – To use digital tools and technologies for collaborative process, and for co-construction and co-creation of data.
Safety – Protecting the environment -To be aware of the environmental impact of digital technologies and their use.
Information and Data Literacy – Managing data, information and digital content: To organise, store and retrieve data, information, and content in digital environments. To organise and process them.
Problem solving – Identifying needs and technological responses – To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).
Problem solving – Solving technical problems – To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).
Problem solving – Creatively using digital technology – To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.
Problem solving – Identifying digital competence gaps – To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.
Use of Augmented Reality (AR) – To identify the benefit of AR technology and possibilities of use in training and creatively using AR technology in training situations.
Transversal Competences - Entrepreneural competences
Into Action – Working with others – To work together and cooperate with others to develop ideas and turn them into action. Network. Solve conflicts and face up to competition positively when necessary.
Into Action – Learning through Experience – To use any initiative for value creation as a learning opportunity. Learn with others, including peers and mentors. Reflect and learn from both success and failure (your own and other people).
Into Action – Taking the initiative: To initiate processes that creates value. Take up challenges. Act and work independently to achieve goals, stick to intentions and carry out planned tasks.
Ideas and Opportunities – Creativity – Develop several ideas and opportunities to create value, including better solutions to existing and new challenges. Explore and experiment with innovative approaches. Combine knowledge and resources to achieve valuable effects.
Ideas and Opportunities – Ethical and sustainable thinking – Assess the consequences of ideas that bring value and the effect of entrepreneurial action on the target community, the market, society and the environment. Reflect on how sustainable long-term social, cultural and economic goals are, and the course of action chosen. Act responsibly.
Ideas and Opportunities – Valuing Ideas – Judge what value is in social, cultural and economic terms. Recognise the potential an idea has for creating value and identify suitable ways of making the most out of it.
Resources – Mobilising resources – To get and manage the material, non-material and digital resources needed to turn ideas into action. Make the most of limited resources. Get and manage the competences needed at any stage, including technical, legal, tax and digital competences (for example through suitable partnerships, networking, outsourcing and crowdsourcing).
Ideas and Opportunities – Spotting Opportunities – Identify and seize opportunities to create value by exploring the social, cultural and economic landscape. Identify needs and challenges that need to be met. Establish new connections and bring together scattered elements of the landscape to create opportunities to create value.