| The portrait components |
The content of the portrait component |
| life strategies |
strategies, ideas, skill, and innovation in pedagogical activity; the importance of a small homeland, a nomadic family, a camp, a traditional economy, a nomadic route, a nomadic lifestyle |
| terminal life values |
the low importance of a comfortable life, preference for traditional life activities (vast expanses of native land (nomads), conventional farming, reindeer pasture lands, fishing sites, and the like) |
| instrumental values |
purposefulness, diligence, truthfulness, courage, sensitivity, care, and responsibility |
| socio-cultural competencies |
the ability to interact with members of nomadic communities in reindeer herds, the skills of organizing socially significant activities to increase children's interest in traditional branches of the indigenous peoples of the North, the creation of subjects curricula and educational courses based on the integration of scientific and traditional knowledge of indigenous minorities and under the specifics of the nomadic lifestyle; knowledge of the norms of interpersonal communication and respect for the personality and culture of the surrounding people, understanding, and acceptance of differences between representatives with the various general cultural and specific cultural foundation |
| professional competencies and competencies |
integral characteristics of the business and personal qualities reflecting the level of knowledge, skills, information and communication competence, experience for the organization of educational activities for the formation of future skills among students – the ability to learn, quickly navigate in new circumstances, be capable of non-standard labour actions, responsibility and independence in making certain decisions, mobility |
| integrating core of fundamental values |
family (taking care of children), traditions (respect for customs, traditions), order, correct behaviour, health, social benefits of work |
