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LifeComp The European Framework for personal, social and learning to learn key competence

Auteur(s) :  Cabrera Marcelino, Sala Arianna, Garkov Vladimir & Punie Yves

Editeur(s) :  Joint Research Centre (JRC)

Date :  07/2020


The 2006 Recommendation of the European Parliament and of the Council on Key competences for Lifelong Learning supported the development of competence-oriented teaching and learning, and the need to reform curricula in the European Union. Competence-oriented education focuses on the outcomes of learning processes, as well as on the fact that learning happens in a diverse range of contexts. Competence-oriented education is regarded as advantageous in a time when the knowledge base of our societies is developing at an immense speed, and the skills required need to be transferred to, and developed in many different societal contexts. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion, civic participation, and democracy. Throughout the revision process of the Recommendation, consultations were held, during which stakeholders and experts voiced the pressing need to take stock of the importance of personal and social development aspects across education and training levels and sectors. Such aspects are given a variety of names in international studies and competence frameworks, such as ‘21st century skills’, ‘life skills’, ‘socio-emotional skills’, ‘soft skills’, or ‘transversal skills’.

In May 2018, the European Council adopted an updated Recommendation on Key Competences for Lifelong Learning to further promote the development of key competences in the European Union. The revised document emphasised the purpose of key competences by stating that “in a rapidly changing and highly interconnected world, each person will need a wide range of skills and competences and to develop them continually throughout life”. In the aim of achieving this outcome, educational systems are expected to provide high-quality education, training, and lifelong learning for all, as well as to support educational staff in implementing competence-based teaching and learning approaches, to promote a range of learning contexts from the perspective of lifelong learning, and to explore approaches to the assessment and validation of key competences.

The updated Recommendation defines eight key competences for lifelong learning: Literacy, Multilingual, Mathematical competence and competence in science, technology and engineering, Digital, Personal, Social, and Learning to Learn Citizenship, Entrepreneurship, and Cultural awareness and expression.

(pdf, 84 pages).

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mot(s) clé(s) :  normes éducatives, compétences