Basic Competence 1 (CB1):
Students should show they have acquired and understood the knowledge in a field of study underpinned by general secondary education and which is usually at a level which-while drawing on advanced text books-also includes certain aspects that imply being familiar with the cutting edge of this field of study.
Basic Competence 2 (CB2):
Students should be able to apply the knowledge acquired to their work or vocation in a professional manner, and should have the skills normally demonstrated through the ability to develop and defends points of view and to solve problems related to their field of study.
Basic Competence 3 (CB3):
Students should be able to collect and interpret relevant data (usually within their field of study) in order to make judgements that include a reflection on the relevant social, scientific or ethical issues.
Basic Competence 4 (CB4):
Students should be able to transmit information, ideas, problems and solutions to both specialised and non-specialised audiences.
Basic Competence 5 (CB5):
Students should have developed the necessary learning skills in order to continue studying with a high level of autonomy.
General Competence 1 (CG1):
To convey, promote and develop culture.
General Competence 2 (CG2):
To create social networks, contexts, processes and educative and social resources.
General Competence 3 (CG3):
To act as a social, cultural and educative mediator.
General Competence 4 (CG4):
To understand, analyse and research in social and educative contexts.
General Competence 5 (CG5):
To design, implement and evaluate socio-educational programmes and projects.
General Competence 6 (CG6):
To manage, lead, coordinate and organise socio-educational institutions and resources.
Specific Competence 1 (CE1):
To critically integrate the theoretical, philosophical, historical, sociological, psychological, pedagogical, cultural, political, legislative assumptions that underlie the processes of socio-educational intervention.
Specific Competence 2 (CE2):
To be able to diagnose and mediate in the conflicts prevention and resolution in unequality and crisis conditions in socio-educational communities.
Specific Competence 3 (CE3):
To assume and work according to the equality and democratic citizenships values, and to educate to prevent and mediate in cases of violence in the different manifestations (symbolic, gender-based, work, school, sexual and ethnic violences).
Specific Competence 4 (CE4):
To analyse and diagnose the complex reality which substantiate the socio-educational processes development.
Specific Competence 5 (CE5):
To understand the basics of the design and use of means, resources and strategies for socio-educational intervention and to incorporate them in the different areas of socio-educational action.
Specific Competence 6 (CE6):
To understand the trajectory of social education and the configuration of its field and professional identity, at community, state, European and international level.
Specific Competence 7 (CE7):
To critically handle quantitative and qualitative research methodologies and strategies, and to apply them in socio-educational realities.
Specific Competence 8 (CE8):
To promote participation structures and processes and communitarian actions, applying intervention programmes and techniques (group dynamics, motivation, bargaining and assertiveness promotion…).
Specific Competence 9 (CE9):
To develop programmes and projects in the family and school context.
Specific Competence 10 (CE10):
To develop programmes and projects in the specialised education scope (minors, special educational needs, health centres, addictive behaviours, penal institutions, and people and groups at risk of social exclusion).
Specific Competence 11 (CE11):
To organise and manage cultural, environmental and leisure and free time projects and services.
Specific Competence 12 (CE12):
To design, apply and evaluate socio-educational intervention strategies and programmes for community development, as well as for development cooperation.
Specific Competence 13 (CE13):
To design, apply and evaluate socio-educational intervention strategies and programmes for intervention in the cultural field.
Specific Competence 14 (CE14):
To design, apply and evaluate continuing, adult and older education programmes.
Specific Competence 15 (CE15):
To design, apply and evaluate social and labour insertion programmes.
Specific Competence 16 (CE16):
To elaborate and interpret research, technical and evaluation reports on socio-educational actions, processes and results.
Specific Competence 17 (CE17):
To master social and cultural revitalisation methodologies.
Specific Competence 18 (CE18):
To be able to to enhance interpersonal relationships, to develop interpersonal communication skills, solidarity and empathy.
Specific Competence 19 (CE19):
To manage, coordinate and supervise entities, equipments and groups according to different contexts and needs.
Specific Competence 20 (CE20):
To counsel on the preparation and application of socio-educational plans, programmes, projects and activities.
Specific Competence 21 (CE21):
To counsel/assist people or groups in socio-educational development processes.
Specific Competence 22 (CE22):
To be committed to the performance quality and act in accordance with the social educator’s ethics.
Transversal Competence 1 (CT1):
Ability to analyse and synthesise.
Transversal Competence 2 (CT2):
Organisation and planning.
Transversal Competence 3 (CT3):
Oral and written communication in the mother tongue, open to other linguistic codes, specially to the co-official languages in Galicia.
Transversal Competence 4 (CT4):
Use of ICTs in study and professional contexts.
Transversal Competence 5 (CT5):
Information management.
Transversal Competence 6 (CT6):
Problem solving and decision making.
Transversal Competence 7 (CT7):
Command of the educative, revitalising, counselling and orientation methodologies and techniques.
Transversal Competence 8 (CT8):
Critical and self-critical thinking.
Transversal Competence 9 (CT9):
Ability to integrate and communicate with experts from other areas and in different contexts.
Transversal Competence 10 (CT10):
Knowledge and respect for diversity and multiculturalism.
Transversal Competence 11 (CT11):
Interpersonal skills.
Transversal Competence 12 (CT12):
Ethical commitment.
Transversal Competence 13 (CT13):
Learning autonomy.
Transversal Competence 14 (CT14):
Adaptation to new situations.
Transversal Competence 15 (CT15):
Creativity.
Transversal Competence 16 (CT16):
Leadership.
Transversal Competence 17 (CT17):
Initiative or entrepreneurship.
Transversal Competence 18 (CT18):
Openness to lifelong learning.
Transversal Competence 19 (CT19):
Commitment to identity, development and professional ethics.
Transversal Competence 20 (CT20):
Quality orientation.