|
|
| A1
| A2
| B1
| B2
| C1
| C2
|
| U
N
D
E
R S
T
A
N
D
I
N
G
| Listening
| I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
| I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.
| I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
| I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.
| I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.
| I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent.
|
| Reading
| I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
| I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
| I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.
| I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
| I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.
| I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
|
|
S
P
E
A
K
I
N
G
| Spoken Interaction
| I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.
| I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.
| I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
| I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.
| I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.
| I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.
|
| Spoken Production
| I can use simple phrases and sentences to describe where I live and people I know.
| I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
| I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.
| I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
| I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
| I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.
|
| W
R
I
T
I
N
G
| Writing
| I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
| I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.
| I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.
| I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.
| I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.
| I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.
|
ECDL / ICDL – The European Computer Driving Licence/The International Computer Driving Licence confirms the bearers practical skills in using consumer software. Having the ECDL certificate (AO certificate in Estonian) is not obligatory while applying for professional qualifications.
| Table i - Knowledge and information management (K&IM) competencies – Framework
|
| | Strategic leader
| Team leader
| Team member
| All employees
|
| A
| Engages with thought leaders within and outside the organisation in order to identify the value of knowledge and information to the organisation and develop a knowledge-based vision
| Demonstrates awareness of K&IM market trends, developments, experience and good practice
| Scans and reviews K&IM market opportunities/ developments
| Aware of the knowledge and information relevant to their roles and the value this brings to the organisation
|
| B
| Identifies, develops and articulates K&IM strategies that will add value to the organisation
| Identifies business opportunities to deliver value through improved K&IM
| Researches opportunities, methods and approaches for delivering value through improved K&IM
| Reviews and communicates gaps in knowledge and information which hinder the achievement of corporate objectives
|
| C
| Ensures that K&IM strategies are embedded within corporate strategies and key business processes
| Develops K&IM processes which can be embedded in key business processes and ensures that KIM activities are coordinated across the organisation
| Supports and facilitates the development and implementation of K&IM processes across organisational silos
| Uses K&IM processes to help achieve objectives
|
| D
| Identifies and developsstrategies to encourage and enable collaborative working within the organisation and with partners
| Identifies, develops and nurtures networks and communities
| Supports and develops networked and community working
| Participates in and learns from networked and community approaches
|
| E
| Fosters a knowledge and information rich culture and ensures that K&IM competencies are recognised as core competencies of the organisation in order to develop individual and organisational capability
| a. Develops K&IM competencies throughout the organisation
b. Inspires knowledge sharing and capture to enable continuous learning and knowledge creation
c. Champions collaborative working
d. Develops motivational approaches
| a. Trains, or facilitates the training of, all employees in appropriate K&IM competencies
b. Supports and facilitates knowledge and information sharing
c. Develops appropriate reward and recognition systems
| a. Develops and uses appropriate K&IM competencies
b. Shares knowledge and information appropriately and participates in activities to facilitate sharing
c. Works collaboratively
d. Understands and appreciates reward and recognition systems
|
| F
| Fosters the development of appropriate knowledge and information assets and the adoption of effective K&IM processes, tools and standards
| a. Identifies and develops knowledge and information assets and introduces processes to improve their leverage
b. Identifies and builds on social networks that enable knowledge and information flow
c. Facilitates the acquisition or development of appropriate K&IM processes, tools and standards
| a. Audits, maps and monitors knowledge and information assets and their use
b. Audits, maps and monitors knowledge and information flows
c. Develops and supports processes, tools and standards for knowledge sharing and capture
d. Trains staff at all levels in the use of K&IM tools, standards and processes
e. Develops tailored K&IM approaches aligned to specific business processes
|
a. Builds and manages appropriate knowledge and information assets
b. Understands the knowledge and information flows relevant to their role
c. Uses the K&IM processes, tools and standards provided
d. Contributes to the development of K&IM processes, tools and standards
|
| G
| Enables an effective K&IM architecture
| a. Develops and implements information & communications technology (ICT) policies
b. Develops and implements information management policies
c. Develops and implements content management policies
d. Develops and implements document and records management policies
e. Develops and implements access and dissemination policies
| a. Incorporates web enabled opportunities
b. Develops software programmes in appropriate languages and levels
c. Develops information management standards and guidelines
d. Identifies and acquires external sources
e. Identifies and acquires internal knowledge and information sources
f. Develops tools and protocols for creation, integration and publishing
g. Develops corporate coding and tagging tools
h. Plans and manages records centres
| a. Is aware of internal and external web developments
b. Understands and complies with information management standards and guidelines
c. Understands the scope and relevance of internal and external sources
d. Complies with records and document management policies
e. Effectively uses standard retrieval and dissemination tools
f. Complies with knowledge and information dissemination policies
|
| H
| Enables knowledge and information services
| a. Designs and implements knowledge and information services
b. Designs and implements content creation services
c. Enables utilisation of knowledge and information sources
| a. Ensures the availability of selected resources
b. Enables staff members to find relevant knowledge and information
c. Provides journalistic services
d. Applies mark-up languages
e. Undertakes knowledge analysis and evaluation
f. Uses most appropriate mix of knowledge and information sources
g. Delivers relevant knowledge and information in most appropriate form
| a. Uses appropriate knowledge and information resources
b. Utilises tools and processes provided to enable content creation
c. Understands and communicates the need for knowledge and information services
d. Uses a variety of knowledge and information formats
|
| I
| Drives value and constantly reviews the impact of K&IM strategies
| a. Incorporates measurement systems
b. Benchmarks K&IM strategies
| a. Collects, monitors and analyses appropriate data
b. Benchmarks knowledge and information activities
| Complies with feedback requirements
|
| Table iii General leadership and management competencies – Framework
|
| | K&IM Strategic leader
| K&IM Team leader
| K&IM Team member
| All employees
|
| J
| Demonstrates breadth of vision
| Demonstrates analysisandjudgment
| Uses information effectively
| Uses appropriate information sources
|
| K
| Generates ideas
| Innovates
| Demonstrates creativity and solutions orientation
| Demonstrates innovative problem solving
|
| L
| Generates options for change
|
a. Develops and delivers change
b. Demonstrates commercial awareness
|
a. Adapts to change
b. Scans and reviews market opportunities
| Adapts to new and changing circumstances and commits to lifelong learning
|
| M
| Demonstrates a high level of interpersonal skills
| Demonstrates customer/colleague focus
| Works with others
| Supports colleagues
|
| N
| Facilitates team working
| Develops the team
| Takes responsibility for team tasks
| Contributes to team objectives
|
| O
| Develops people
| Develops team members
| Develops self
| Supports training and development objectives
|
| P
| Influences
| a. Manages relationships
b. Negotiates
| a. Demonstrates impact
b. Values others
| Builds positive relationships
|
| Q
| Inspires others
| Builds confidence in decisions
| Engenders support
| Takes the lead when appropriate
|
| R
| Communicates direction of the organisation
| Communicates direction to team
| Interprets and presents key messages
| Communicates effectively
|
| S
| Leads implementation
| a. Undertakes effective resource and business planning
b. Achieves results
c. Manages projects effectively
| a. Undertakes task planning
b. Pays attention to detail
| Undertakes personal planning
|
| T
| Seeks continuous improvement
| Achieves quality outcomes
| Introduces improvements
| Demonstrates quality awareness
|
| U
| Secures resources
| a. Identifies resource requirements
b. Develops budgets and financial business cases
c. Plans and makes a case for human resources
| Ensures productive utilisation of resources
| Demonstrates awareness of resource planning
|
| | | | | | |
[1] online in this context means more than ‘ready for use.’ It refers to being logged on to a private or public network (e.g. Intranet or Internet)
[2] Learning Facilitation is presented as two units, on site and online, in recognition of the differing methodologies employed and knowledge needed.
