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Help CentreManage activities, playlists and badgesETS Competence Model for Trainers

ETS Competence Model for Trainers

The Cities of Learning platform offers organisers adding skills and competences from the European Training Strategy (ETS) Competence Model for Trainers. The ETS-TR Competence Model defines seven competence areas: Understanding and facilitating individual and group learning processes, Learning to learn, Designing educational programmes, Cooperating successfully in teams.
When creating Activities, Organisers can add specific Skills tags (see Help article on using Use skills, competence and qualification frameworks.

You can find the following ETS-TR Competence Model competences available as Skills tags.

Facilitating learning processes

Selecting, adapting or creating appropriate methods
Creating a safe, inspiring learning environment
Support learners in identifying and meeting their learning needs and overcoming any barriers
Understanding and facilitating group dynamics in a way that is conducive to different ways of learning
Stimulating active participation and motivating and empowering learners
Promoting creativity, problem-solving and 'out-of-the-box' thinking
Effectively managing one's own emotions in training situations; respecting ethical boundaries vis-à-vis learners

Learning to learn

Assessing one’s own learning achievements and competencies
Identifying learning objectives and pursuing them pro-actively
Undergoing personal/ professional development through feedback
Acknowledging and dealing with unexpected learning moments and outcomes
Identifying and providing appropriate resources to support individual learning

Designing educational programmes

Developing an educational approach based on the principles and values of non-formal learning
Transferring knowledge or values related to the activity to learners
Integrating learners’ the socio-political backgrounds into the educational programme
Where relevant, integrating ICT, e-learning and other tools and methods into the educational activity
Designing an evaluation process and impact assessment
Choose and design appropriate methods for collecting, interpreting and disseminating information (data, resources, findings, etc.)

Cooperating successfully in teams

Contributing actively to team tasks
Being willing to take on responsibility
Encouraging and involving other team members
Learning with and from others
Being aware of the team processes and how they affect the team’s effectiveness
Managing disagreements constructively

Communicating meaningfully with others

Ability to listen actively
Ability to be empathetic
Ability to clearly express thoughts and emotions
Awareness of identity-related issues
Being diversity-aware
Awareness of other communication methods

Intercultural competence

Reflecting acceptance of ambiguity and change
Maintaining awareness of one’s own identity
Showing willingness and ability to look at identity, culture and related aspects and dimensions from different perspectives
Considering specific aspects of digital/online cultures
Critically reflecting and distancing oneself from one’s own perceptions, biases, and stereotypical constructions of reality
Reflecting and using diverse ways and methods to increase self-awareness
Being able to apply human rights principles

Being civically engaged

Connecting [youth] policies and educational programmes
Integrating values and beliefs
Supporting learners in developing critical thinking
Applying democracy and human rights principles
Encouraging learners to act in solidarity

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Co-funded by the Erasmus+ programme of the European Union