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KEY COMPETENCES FOR LIFELONG LEARNING
European Reference Framework
The
Key Competences for Lifelong Learning – A European Framework
is an
annex of a Recommendation of the European Parliament and of the Council of
18 December 2006 on key competences for lifelong learning that was published
in the
Official Journal of the European Union
on 30 December 2006/L394.
39420061230en00100018.pdf)
The Recommendation is one of the outcomes of the joint work of the
European Commission and the Member States within the Education and
Training 2010 Work Programme. The Work Programme is the over-arching
framework for policy cooperation in the area of education and training, and
is based on commonly agreed objectives, indicators and benchmarks, peer-
learning and dissemination of best practice. For more information, please
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KEY COMPETENCES FOR LIFELONG LEARNING
Lifelong learning has become a necessity for all citi-
zens. We need to develop our skills and competences
throughout our lives, not only for our personal fulil-
ment and our ability to actively engage with the
society in which we live, but for our ability to be
successful in a constantly changing world of work.
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1
The knowledge, skills and aptitudes of the European
workforce are a major factor in the EU’s innova-
tion, productivity and competitiveness. Growing
internationalisation, the rapid pace of change, and
the continuous roll-out of new technologies mean
that Europeans must not only keep their speciic
job-related skills up-to-date, but also possess the
generic competences that will enable them to adapt
to change. People’s competences also contribute to
their motivation and job satisfaction in the work-
place, thereby afecting the quality of their work.
The ways in which we access information and serv-
ices continue to change. We need new competences
to master a whole new digital world, not only by
acquiring technical skills, but also by gaining a
deeper understanding of the opportunities, chal-
lenges and even ethical questions posed by new
technologies.
Ján Figel’
Member of the European Commission
responsible for Education, Training,
Culture and Youth
society. The Member States’ initial education and
training systems should support the development
of these competences for all young people, and their
adult education and training provision should give
real opportunities to all adults to learn and maintain
these skills and competences.
In this climate of rapid change, there is increasing
concern about our social cohesion. There is a risk
that many Europeans feel left behind and margin-
alised by globalisation and the digital revolution.
The resulting threat of alienation implies a need to
nurture democratic citizenship; it requires people to
be informed and concerned about their society and
active in it. The knowledge, skills and aptitudes that
everyone needs must change as a result.
I am sure that the European Framework for Key
Competences will prove to be a useful tool for policy-
makers, and for education and training providers
and learners, in order to make lifelong learning a
reality for all. I encourage ever yone involved to make
the best use of this reference tool, and, alongside
the European Commission, to support its dissemina-
tion and take-up.
It is against this back-drop that the Council and the
European Parliament adopted, at the end of 2006,
a European Framework for Key Competences for
Lifelong Learning
1
. The Framework identiies and
deines, for the irst time at the European level,
the key competences that citizens require for their
personal fulilment, social inclusion, active citizen-
ship and employability in our knowledge-based
Ján Figel’
1
Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Oicial Journal of the European
Union L394.
CONTENTS
2
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3 |
Background and aims
Key competences
4 |
1. Communication in the mother tongue
5 |
2. Communication in foreign languages
6 |
3. Mathematical competence and basic competences in science and technolog y
7 |
4. Digital competence
8 |
5. Learning to learn
9 |
6. Social and civic competences
11 |
7. Sense of initiative and entrepreneurship
12 |
8. Cultural awareness and expression
Background and aims
As globalisation continues to confront the
European Union with new challenges, each citizen
will need a wide range of key competences to
adapt lexibly to a rapidly changing and highly
interconnected world. Education in its dual role,
both social and economic, has a key role to play
in ensuring that Europe’s citizens acquire the key
competences needed to enable them to adapt
lexibly to such changes.
1) identif y and deine the key competences neces-
sary for personal fulilment, active citizenship,
social cohesion and employability in a knowledge
society;
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3
2) support Member States’ work in ensuring that
by the end of initial education and training young
people have developed the key competences to
a level that equips them for adult life and which
forms a basis for further learning and working life,
and that adults are able to develop and update
their key competences throughout their lives;
In particular, building on diverse individual compe-
tences, the difering needs of learners should be
met by ensuring equality and access for those
groups who, due to educational disadvantages
caused by personal, social, cultural or economic
circumstances, need particular support to fulil
their educational potential. Examples of such
groups include people with low basic skills, in
particular with low literacy, early school-leavers,
the long-term unemployed and those returning
to work after a period of extended leave, older
people, migrants, and people with disabilities.
3) provide a European-level reference tool for
policy-makers, education providers, employers,
and learners themselves to facilitate national- and
European-level eforts towards commonly agreed
objectives;
4) provide a framework for further action at
Community level both within the Education and
Training 2010 work programme and within the
Community Education and Training Programmes.
In this context, the main aims of the Reference
Framework are to:
Key competences
Competences are deined here as a combination
of knowledge, skills and attitudes appropriate
to the context. Key competences are those which
all individuals need for personal fulilment and
development, active citizenship, social inclusion
and employment.
The key competences are all considered equally
important, because each of them can contribute
to a successful life in a knowledge society. Many
of the competences overlap and interlock: aspects
essential to one domain will support competence
in another. Competence in the fundamental
basic skills of language, literacy, numeracy and
in information and communication technologies
(ICT) is an essential foundation for learning, and
learning to learn supports all learning activities.
There are a number of themes that are applied
throughout the Reference Framework: critical
thinking, creativity, initiative, problem-solving,
risk assessment, decision-taking, and construc-
tive management of feelings play a role in all eight
key competences.
The Reference Framework sets out eight key
competences:
1) Communication in the mother tongue;
2) Communication in foreign languages;
3) Mathematical competence and basic
competences in science and technology;
4) Digital competence;
5) Learning to learn;
6) Social and civic competences;
7) Sense of initiative and entrepreneurship;
8) Cultural awareness and expression.
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