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8/8/2019 Competencias Clave para el Aprendizaje a lo largo de la vida
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KEY COMPETENCES FOR LIFELONG LEARNING
European Reference Framework
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More inormation on the European Union is available on the Internet (http://europa.eu).
Cataloguing data can be ound at the end o this publication.
Luxembourg: Oice or Oicial Publications o the European Communities, 2007
European Communities, 2007
Reproduction is authorised provided the source is acknowledged.
Pictures: Shutterstock
Printed in Belgium
Printed on white chlorine-ree paper
Europe Direct is a service to help you ind answers
to your questions about the European Union
Freephone number (*):
00 800 6 7 8 9 10 11
(*) Certain mobile telephone operators do not allow access to 00 800 numbersor these calls may be billed.
The Key Competences or Lielong Learning A European Framework is anannex o a Recommendation o the European Parliament and o the Council o
18 December 2006 on key competences or lielong learning that was publishedin the Oicial Journal o the European Union on 30 December 2006/L394.(http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pd)
The Recommendation is one of the outcomes of the joint work of theEuropean Commission and the Member States within the Education and
Training 2010 Work Programme. The Work Programme is the over-archingframework 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
see: http://ec.europa.eu/education/index_en.html.
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Lielong learning has become a necessity or all citi-
zens. We need to develop our skills and competences
throughout our lives, not only or our personal ull-
ment and our ability to actively engage with the
society in which we live, but or our ability to be
successul in a constantly changing world o work.
The knowledge, skills and aptitudes o the European
workorce are a major actor in the EUs innova-
tion, productivity and competitiveness. Growing
internationalisation, the rapid pace o change, and
the continuous roll-out o new technologies mean
that Europeans must not only keep their specic
job-related skills up-to-date, but also possess thegeneric competences that will enable them to adapt
to change. Peoples competences also contribute to
their motivation and job satisaction in the work-
place, thereby aecting the quality o their work.
The ways in which we access inormation 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 o the opportunities, chal-lenges and even ethical questions posed by new
technologies.
In this climate o rapid change, there is increasing
concern about our social cohesion. There is a risk
that many Europeans eel let behind and margin-
alised by globalisation and the digital revolution.
The resulting threat o alienation implies a need to
nurture democratic citizenship; it requires people to
be inormed and concerned about their society and
active in it. The knowledge, skills and aptitudes thateveryone needs must change as a result.
It is against this back-drop that the Council and the
European Parliament adopted, at the end o 2006,
a European Framework or Key Competences or
Lielong Learning1. The Framework identies and
denes, or the rst time at the European level,
the key competences that citizens require or their
personal ullment, social inclusion, active citizen-
ship and employability in our knowledge-based
KEY COMPETENCES FOR LIFELONG LEARNING
Jn Figel
Member o the European Commissionresponsible or Education, Training,Culture and Youth
society. The Member States initial education and
training systems should support the development
o these competences or 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.
I am sure that the European Framework or Key
Competences will prove to be a useul tool or policy-
makers, and or education and training providersand learners, in order to make lielong learning a
reality or all. I encourage everyone involved to make
the best use o this reerence tool, and, alongside
the European Commission, to support its dissemina-
tion and take-up.
Jn Figel
1 Recommendation o the European Parliament and o the Council o 18 December 2006 on key competences or lielong learning. Ofcial Journal o the EuropeanUnion L394.http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pd
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3 | Background and aims
Key competences
4 | 1. Communication in the mother tongue
5 | 2. Communication in oreign languages
6 | 3. Mathematical competence and basic competences in science and technology
7 | 4. Digital competence
8 | 5. Learning to learn
9 | 6. Social and civic competences
11 | 7. Sense o initiative and entrepreneurship
12 | 8. Cultural awareness and expression
CONTENTS
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Competences are dened here as a combination
o knowledge, skills and attitudes appropriate
to the context. Key competences are those which
all individuals need or personal ullment anddevelopment, active citizenship, social inclusion
and employment.
The Reerence Framework sets out eight key
competences:
1) Communication in the mother tongue;
2) Communication in oreign 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 o initiative and entrepreneurship;
8) Cultural awareness and expression.
The key competences are all considered equally
important, because each o them can contribute
to a successul lie in a knowledge society. Many
o the competences overlap and interlock: aspectsessential to one domain will support competence
in another. Competence in the undamental
basic skills o language, literacy, numeracy and
in inormation and communication technologies
(ICT) is an essential oundation or learning, and
learning to learn supports all learning activities.
There are a number o themes that are applied
throughout the Reerence Framework: critical
thinking, creativity, initiative, problem-solving,
risk assessment, decision-taking, and construc-tive management o eelings play a role in all eight
key competences.
Key competences
Background and aimsAs globalisation continues to conront the
European Union with new challenges, each citizen
will need a wide range o key competences to
adapt fexibly 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 Europes citizens acquire the key
competences needed to enable them to adapt
fexibly to such changes.
In particular, building on diverse individual compe-
tences, the diering needs o learners should be
met by ensuring equality and access or those
groups who, due to educational disadvantagescaused by personal, social, cultural or economic
circumstances, need particular support to ull
their educational potential. Examples o 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 ater a period o extended leave, older
people, migrants, and people with disabilities.
In this context, the main aims o the ReerenceFramework are to:
1) identiy and dene the key competences neces-
sary or personal ullment, active citizenship,
social cohesion and employability in a knowledge
society;
2) support Member States work in ensuring that
by the end o initial education and training young
people have developed the key competences to
a level that equips them or adult lie and which
orms a basis or urther learning and working lie,
and that adults are able to develop and update
their key competences throughout their lives;
3) provide a European-level reerence tool orpolicy-makers, education providers, employers,
and learners themselves to acilitate national- and
European-level eorts towards commonly agreed
objectives;
4) provide a ramework or urther action at
Community level both within the Education and
Training 2010 work programme and within the
Community Education and Training Programmes.
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1. Communication in the mother tongue (1)
Communication in the mother tongue is theability to express and interpret concepts,thoughts, eelings, acts and opinionsin both oral and written orm (listening,speaking, reading and writing), and to in-teract linguistically in an appropriate andcreative way in a ull range o societal andcultural contexts; in education and train-ing, work, home and leisure.
Communicative competence results
rom the acquisition o the mother
tongue, which is intrinsically linked
to the development o an individuals cogni-
tive ability to interpret the world and relate to
others. Communication in the mother tongue
requires an individual to have knowledge ovocabulary, unctional grammar and the unc-
tions o language. It includes an awareness othe main types o verbal interaction, a range
o literary and non-literary texts, the main
eatures o dierent styles and registers o
language, and the variability o language and
communication in dierent contexts.
Individuals should have the skillsto communicate both orally and in
writing in a variety o communicative
situations and to monitor and adapt their owncommunication to the requirements o the
situation. This competence also includes the
abilities to distinguish and use dierent types
o texts, to search or, collect and process
inormation, to use aids, and to ormulate and
express ones oral and written arguments in a
convincing way appropriate to the context.
A positive attitude towards commu-nication in the mother tongue
involves a disposition to critical
and constructive dialogue, an appreciation
of aesthetic qualities and a willingness to
strive for them, and an interest in interaction
with others. This implies an awareness of the
impact of language on others and a need to
understand and use language in a positive
and socially responsible manner.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
(1) In the context o Europes multicultural and multilingual societies, it is recognised that the mother tongue may
not in all cases be an ofcial language o the Member State, and that ability to communicate in an ofcial languageis a pre-condition or ensuring ull participation o the individual in society. In some Member States the mothertongue may be one o several ofcial languages. Measures to address such cases, and apply the denition accord-ingly, are a matter or individual Member States in accordance with their specic needs and circumstances.
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2. Communication in foreign languages (2)
Communication in oreign languagesbroadly shares the main skill dimensions ocommunication in the mother tongue: it isbased on the ability to understand, expressand interpret concepts, thoughts, eelings,acts and opinions in both oral and writtenorm (listening, speaking, reading and writ-ing) in an appropriate range o societal andcultural contexts (in education and train-
ing, work, home and leisure) according toones wants or needs. Communication inoreign languages also calls or skills suchas mediation and intercultural understand-ing. An individuals level o prociency willvary between the our dimensions (listen-ing, speaking, reading and writing) andbetween the diferent languages, and ac-cording to that individuals social andcultural background, environment, needs
and/or interests.
Competence in oreign languages
requires knowledge o vocabulary and
unctional grammar and an awareness
o the main types o verbal interaction and
registers o language. Knowledge o societal
conventions, and the cultural aspect and vari-ability o languages is important.
Essential skills or communica-tion in oreign languages consist
o the ability to understand spoken
messages, to initiate, sustain and conclude
conversations and to read, understand and
produce texts appropriate to the individuals
needs. Individuals should also be able to use
aids appropriately, and learn languages also
inormally as part o lielong learning.
A positive attitude involves theappreciation o cultural diversity, and
an interest and curiosity in languages
and intercultural communication.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
(2) It is important to recognise that many Europeans live in bilingual or multilingual amilies and communities, and
that the ofcial language o the country in which they live may not be their mother tongue. For these groups, thiscompetence may reer to an ofcial language, rather than to a oreign language. Their need, motivation, and socialand/or economic reasons or developing this competence in support o their integration will dier, or instance,rom those learning a oreign language or travel or work. Measures to address such cases, and apply the denitionaccordingly, are a matter or individual Member States in accordance with their specic needs and circumstances.
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A B
3. Mathematical competence and basiccompetences in science and technology
Mathematical competence is the ability todevelop and apply mathematical thinkingin order to solve a range o problems ineveryday situations. Building on a soundmastery o numeracy, the emphasis is onprocess and activity, as well as knowledge.Mathematical competence involves, to di-erent degrees, the ability and willingnessto use mathematical modes o thought(logical and spatial thinking) and pres-
entation (ormulas, models, constructs,graphs, charts).
Necessary knowledge in mathematics
includes a sound knowledge o numbers,
measures and structures, basic opera-
tions and basic mathematical presentations,
an understanding o mathematical terms andconcepts, and an awareness o the questions to
which mathematics can oer answers.
An individual should have the skills
to apply basic mathematical principles
and processes in everyday contexts at
home and work, and to ollow and assess chains
o arguments. An individual should be able to
reason mathematically, understand mathemat-
ical proo and communicate in mathematical
language, and to use appropriate aids.
A positive attitude in mathematics
is based on the respect o truth and
willingness to look or reasons and to
assess their validity.
Essential knowledge, skills andattitudes related to this competence:
Defnition:Competence in science reers to the ability
and willingness to use the body o knowl-
edge and methodology employed to explain
the natural world, in order to identiy ques-
tions and to draw evidence-based conclu-
sions. Competence in technology is viewed
as the application o that knowledge and
methodology in response to perceived hu-
man wants or needs. Competence in science
and technology involves an understanding
o the changes caused by human activityand responsibility as an individual citizen.
For science and technology, essential
knowledge comprises the basic princi-
ples o the natural world, undamental
scientic concepts, principles and methods,
technology and technological products and proc-esses, as well as an understanding o the impact
o science and technology on the natural world.
These competences should enable individuals to
better understand the advances, limitations and
risks o scientic theories, applications and tech-
nology in societies at large (in relation to decision-
making, values, moral questions, culture, etc.).
Skills include the ability to use and
handle technological tools and machines
as well as scientic data to achievea goal or to reach an evidence-based decision
or conclusion. Individuals should also be able
to recognise the essential eatures o scientic
inquiry and have the ability to communicate the
conclusions and reasoning that led to them.
Competence includes an attitude o crit-
ical appreciation and curiosity, an interest
in ethical issues and respect or both
saety and sustainability, in particular as regardsscientic and technological progress in relation to
onesel, amily, community and global issues.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
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4. Digital competence
Digital competence involves the con-dent and critical use o Inormation Soci-ety Technology (IST) or work, leisure andcommunication. It is underpinned by basic skills in ICT: the use o computers to re-trieve, assess, store, produce, present andexchange inormation, and to communicateand participate in collaborative networksvia the Internet.
Digital competence requires a sound
understanding and knowledge o thenature, role and opportunities o IST in
everyday contexts: in personal and social lie
as well as at work. This includes main computer
applications such as word processing, spread-
sheets, databases, inormation storage and
management, and an understanding o the
opportunities and potential risks o the Internetand communication via electronic media (e-
mail, network tools) or work, leisure, inor-
mation sharing and collaborative networking,
learning and research. Individuals should also
understand how IST can support creativity and
innovation, and be aware o issues around the
validity and reliability o inormation available
and o the legal and ethical principles involved
in the interactive use o IST.
Skills needed include the ability tosearch, collect and process inormation
and use it in a critical and systematic
way, assessing relevance and distinguishing
the real rom the virtual while recognising the
links. Individuals should have skills to use tools
to produce, present and understand complex
inormation and the ability to access, search
and use Internet-based services. Individuals
should also be able use IST to support critical
thinking, creativity, and innovation.
Use o IST requires a critical and reec-
tive attitude towards available inor-mation and a responsible use o the
interactive media. An interest in engaging in
communities and networks or cultural, social
and/or proessional purposes also supports
this competence.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
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5. Learning to learn
Learning to learn is the ability to pur-
sue and persist in learning, to organise
ones own learning, including through
efective management o time and inor-
mation, both individually and in groups.
This competence includes awareness o
ones learning process and needs, iden-
tiying available opportunities, and the
ability to overcome obstacles in order
to learn successully. This competencemeans gaining, processing and assimi-
lating new knowledge and skills as well
as seeking and making use o guidance.
Learning to learn engages learners to
build on prior learning and lie experi-
ences in order to use and apply knowl-
edge and skills in a variety o contexts: at
home, at work, in education and training.
Motivation and condence are crucial to
an individuals competence.
Where learning is directed towards
particular work or career goals, an
individual should have knowledgeo the competences, knowledge, skills and
qualications required. In all cases, learning
to learn requires an individual to know andunderstand his/her preerred learning strat-
egies, the strengths and weaknesses o his/
her skills and qualications, and to be able to
search or the education and training opportu-
nities and guidance and/or support available.
Learning to learn skills require rstly
the acquisition o the undamental basic
skills such as literacy, numeracy and
ICT skills that are necessary or urther learning.
Building on these skills, an individual should
be able to access, gain, process and assimilate
new knowledge and skills. This requires eective
management o ones learning, career and work
patterns, and, in particular, the ability to perse-
vere with learning, to concentrate or extendedperiods and to refect critically on the purposes
and aims o learning. Individuals should be able
to dedicate time to learning autonomously and
with sel-discipline, but also to work collabora-
tively as part o the learning process, draw the
benets rom a heterogeneous group, and to
share what they have learnt. Individuals should
be able to organise their own learning, evaluate
their own work, and to seek advice, inormation
and support when appropriate.
A positive attitude includes the moti-
vation and condence to pursue and
succeed at learning throughout ones
lie. A problem-solving attitude supports both the
learning process itsel and an individuals ability
to handle obstacles and change. The desire to
apply prior learning and lie experiences and the
curiosity to look or opportunities to learn and
apply learning in a variety o lie contexts are
essential elements o a positive attitude.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
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A6. Social and civic competencesThese include personal, interpersonal and
intercultural competence and cover all orms
o behaviour that equip individuals to par-
ticipate in an eective and constructive way
in social and working lie, and particularly in
increasingly diverse societies, and to resolve
confict where necessary. Civic competence
equips individuals to ully participate in civic
lie, based on knowledge o social and po-
litical concepts and structures and a commit-ment to active and democratic participation.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
Social competence is linked to
personal and social well-being which
requires an understanding o how
individuals can ensure optimum physical andmental health, including as a resource or
onesel and ones amily and ones immediate
social environment, and knowledge o howa healthy liestyle can contribute to this. For
successul interpersonal and social participa-
tion it is essential to understand the codes
o conduct and manners generally accepted
in dierent societies and environments (e.g.
at work). It is equally important to be aware
o basic concepts relating to individuals,
groups, work organisations, gender equalityand non-discrimination, society and culture.
Understanding the multi-cultural and socio-
economic dimensions o European societies
and how national cultural identity interacts
with the European identity is essential.
The core skills o this competenceinclude the ability to communicate
constructively in dierent environ-
ments, to show tolerance, express and under-
stand dierent viewpoints, to negotiate with
the ability to create condence, and to eel
empathy. Individuals should be capable
o coping with stress and rustration and
expressing them in a constructive way and
should also distinguish between the personaland proessional spheres.
The competence is based on an
attitude of collaboration, assertive-ness and integrity. Individuals should
have an interest in socio-economic develop-
ments and intercultural communication and
should value diversity and respect others, and
be prepared both to overcome prejudices and
to compromise.
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|Essential knowledge, skills andattitudes related to this competence:
BCivic competence is based on knowl-
edge o the concepts o democracy,
justice, equality, citizenship, and civil
rights, including how they are expressed in the
Charter o Fundamental Rights o the European
Union and international declarations and how
they are applied by various institutions at the
local, regional, national, European and interna-
tional levels. It includes knowledge o contempo-rary events, as well as the main events and trends
in national, European and world history. In addi-
tion, an awareness o the aims, values and poli-
cies o social and political movements should be
developed. Knowledge o European integration
and o the EUs structures, main objectives and
values is also essential, as well as an awareness
o diversity and cultural identities in Europe.
Skills or civic competence relate to
the ability to engage eectively with
others in the public domain, and to
display solidarity and interest in solving prob-
lems aecting the local and wider community.
This involves critical and creative refection
and constructive participation in community or
neighbourhood activities as well as decision-
making at all levels, rom local to national and
European level, in particular through voting.
Full respect or human rights including
equality as a basis or democracy,
appreciation and understanding o
dierences between value systems o dierent
religious or ethnic groups lay the oundations or
a positive attitude. This means displaying both
a sense o belonging to ones locality, country,
the EU and Europe in general and to the world,
and a willingness to participate in democraticdecision-making at all levels. It also includes
demonstrating a sense o responsibility, as well
as showing understanding o and respect or
the shared values that are necessary to ensure
community cohesion, such as respect or demo-
cratic principles. Constructive participation
also involves civic activities, support or social
diversity and cohesion and sustainable develop-
ment, and a readiness to respect the values and
privacy o others.
6. Social and civic competences
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7. Sense of initiative and entrepreneurship
Sense o initiative and entrepreneurship
reers to an individuals ability to turn ide-
as into action. It includes creativity, inno-
vation and risk-taking, as well as the abil-
ity to plan and manage projects in order
to achieve objectives. This supports in-
dividuals, not only in their everyday lives
at home and in society, but also in the
workplace in being aware o the context
o their work and being able to seize op-portunities, and is a oundation or more
specic skills and knowledge needed bythose establishing or contributing to socialor commercial activity. This should include
awareness o ethical values and promotegood governance.
Necessary knowledge includes theability to identiy available opportuni-
ties or personal, proessional and/or
business activities, including bigger picture
issues that provide the context in which
people live and work, such as a broad under-
standing o the workings o the economy, and
the opportunities and challenges acing an
employer or organisation. Individuals should
also be aware o the ethical position o enter-prises, and how they can be a orce or good,
or example through air trade or through
social enterprise.
Skills relate to proactive projectmanagement (involving, or example
the ability to plan, organise, manage,
lead and delegate, analyse, communicate, de-
brie, evaluate and record), eective represen-
tation and negotiation, and the ability to work
both as an individual and collaboratively in
teams. The ability to judge and identiy ones
strengths and weaknesses, and to assessand take risks as and when warranted, is
essential.
An entrepreneurial attitude is char-acterised by initiative, pro-activity,
independence and innovation in
personal and social life, as much as at work.
It also includes motivation and determina-
tion to meet objectives, whether personal
goals, or aims held in common with others,including at work.
Essential knowledge, skills and
attitudes related to this competence:
Defnition:
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8. Cultural awareness and expression
Appreciation o the importance o the crea-tive expression o ideas, experiences andemotions in a range o media, includingmusic, perorming arts, literature, and thevisual arts.
Cultural knowledge includes anawareness o local, national and
European cultural heritage and their
place in the world. It covers a basic knowledge
o major cultural works, including popular
contemporary culture. It is essential to under-
stand the cultural and linguistic diversity in
Europe and other regions o the world, the
need to preserve it and the importance oaesthetic actors in daily lie.
Skills relate to both appreciationand expression: the appreciation
and enjoyment o works o art and
perormances as well as sel-expression
through a variety o media using ones innate
capacities. Skills include also the ability to
relate ones own creative and expressive
points o view to the opinions o others andto identiy and realise social and economic
opportunities in cultural activity. Cultural
expression is essential to the development o
creative skills, which can be transerred to a
variety o proessional contexts.
A solid understanding o ones own
culture and a sense o identity can
be the basis or an open attitudetowards and respect or diversity o cultural
expression. A positive attitude also coverscreativity, and the willingness to cultivate
aesthetic capacity through artistic sel-
expression and participation in cultural lie.
Essential knowledge, skills andattitudes related to this competence:
Defnition:
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European Commission
KEY COMPETENCES FOR LIFELONG LEARNINGEuropean Reference Framework
Luxembourg: Ofce or Ofcial Publications o the European Communities
2007 12 pp. 17.6 x 25 cm
How to obtain EU publications
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Other linguistic versions o this brochure can be ound and ordered at the ollowing website:
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