1. Introduction ...................................................................................................................3
2. The objectives and the impact of the 2006 Recommendation on Key Competences ......................................................................................................................................... 6
2.1 The objectives of the 2006 Recommendation on Key Competences .......................6
2.2 Impact of the Recommendation on Key Competences ............................................ 8
2.3 Key competences in national competence frameworks .........................................10
2.4 National strategies or reforms in education influenced by the European Framework of Key Competences for Lifelong Learning .................................................................... 16
2.5 Comparison of other international frameworks .................................................... 19
3. Results from the stakeholder consultation ...... ...   read more ...

1. Introduction ...................................................................................................................3
2. The objectives and the impact of the 2006 Recommendation on Key Competences ......................................................................................................................................... 6
2.1 The objectives of the 2006 Recommendation on Key Competences .......................6
2.2 Impact of the Recommendation on Key Competences ............................................ 8
2.3 Key competences in national competence frameworks .........................................10
2.4 National strategies or reforms in education influenced by the European Framework of Key Competences for Lifelong Learning .................................................................... 16
2.5 Comparison of other international frameworks .................................................... 19
3. Results from the stakeholder consultation ............................................................. 28
3.1 Public on-line consultation ................................................................................... 28
Previous experiences with the European Reference Framework ............................ 29
Position Papers ..........................................................................................................30
3.2. Main findings during the consultation process ................................................... 30
What are the main strengths of the current Framework as a whole? .......................30
What are the main weaknesses of the current Framework as a whole? ................. 31
Need for change ....................................................................................................... 31
Making the Key Competences approach more operational ..................................... 31
3.3 Findings per key competence ............................................................................32
Communication competences .................................................................................. 33
Mathematical competence and basic competences in science and technology ......34
Digital competence .................................................................................................... 34
Learning to learn ....................................................................................................... 34
Social and civic competence ...................................................................................... 34
Sense of initiative & entrepreneurship ........................................................................ 34
Cultural awareness and expression .......................................................................... 35
Transversal elements ................................................................................................ 35
4. The proposal for a Recommendation on Key Competences for Lifelong learning . 36
4.1 Recommendations to Member States and Commission .......................................36
4.2 Changes to the European Reference Framework of Key Competences ........... 38
Underlying concepts ................................................................................................. 41
Literacy ..................................................................................................................... 44
Languages competence ........................................................................................... 46 read less ...

Contains tables and bibliography 

Contains tables and bibliography read less ...

The European Reference Framework of Key Competences for Lifelong Learning defined eight key competences:
 Communication in the mother tongue;
 Communication in foreign languages;
 Mathematical competence and basic competences in science and technology;
 Digital competence;
 Learning to learn;
 Social and civic competences;
 Sense of initiative and entrepreneurship; and
 Cultural awareness and expression.
These key competences are all considered equally important. They are conceptualised as a combination of knowledge, skills and attitudes and the definition of each key competence states the knowledge, skills and attitudes relevant for it. This approach supported the definition of learning outcomes and its translation into curricula or learning programmes.16
 Knowledge – facts and figures, concepts, ideas and theories which are already established und support the understanding of a certain area or subject;
 Skills – ability and capacity to carry out processes and use ...   read more ...

The European Reference Framework of Key Competences for Lifelong Learning defined eight key competences:
 Communication in the mother tongue;
 Communication in foreign languages;
 Mathematical competence and basic competences in science and technology;
 Digital competence;
 Learning to learn;
 Social and civic competences;
 Sense of initiative and entrepreneurship; and
 Cultural awareness and expression.
These key competences are all considered equally important. They are conceptualised as a combination of knowledge, skills and attitudes and the definition of each key competence states the knowledge, skills and attitudes relevant for it. This approach supported the definition of learning outcomes and its translation into curricula or learning programmes.16
 Knowledge – facts and figures, concepts, ideas and theories which are already established und support the understanding of a certain area or subject;
 Skills – ability and capacity to carry out processes and use the existing knowledge to achieve results;
 Attitudes - disposition and mind-sets to act/ react to ideas, persons or situations17; in the European Framework of Key Competences also including values, thoughts and beliefs read less ...