eunbil · GT0N1257 · 2006-05-12 00:00:00 — THE EUROPEAN UNION , 2005/0221 (COD) 8084/06 CODEC 312 INTRODUCTORY NOTE from : General of the Council to : (Part 1) No. doc.: 7255/06 EDUC 53 SOC 125 CODEC 238 No. : 13425/05 EDUC 159 SOC 394 CODEC 901 - COM(2005) 548 final Subject : Proposal for a Recommendation of Parliament and of competences for lifelong learning General approach On the Commission submitted to Parliament and to the Council the above draft recommendation based on Articles 149(4) and 150(4) of the Treaty. The main aim of the proposal is - in accordance with a mandate first given by the 2000 - to establish a European reference tool for the basic skills needed in a knowledge society and to ensure that these can be acquired by all citizens with a view to promoting further learning and employability. While the opinion of Parliament is not expected before 2006 and those of the Economic and and are still pending, the Council"s has duly examined the proposal and achieved almost complete consensus on the text of the general approach annexed hereto. Apart from two Parliamentary scrutiny reservations (DK and UK), the one outstanding issue concerns a proposal by the French delegation for greater emphasis to be placed under key competence 6 (Social and civic competences) on knowledge of the development, functioning and achievements of Union (see footnote 11 on page 18). still finds the Presidency"s latest compromise wording too succinct, while the Presidency feels it has done its utmost to strike the right balance between "s request and the view shared by most delegations and the Commission, namely that the current wording should suffice. is therefore invited to address this outstanding issue with a view to enabling the Council to endorse the general approach contained in the text, pending examination of Parliament"s opinion. RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on key competences for lifelong learning THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION, Having regard to the Treaty establishing Community, and in particular Article 149 (4), and Article 150 (4) thereof, Having regard to the proposal from the Commission , Having regard to the opinion of Economic and , Having regard to the opinion of , Acting in accordance with the procedure laid down in Article 251 of the Treaty , in 2000 concluded that a European framework should define the new basic skills as a key measure in Europes response to globalisation and the shift to knowledge-based economies, and emphasised that people are Europes main asset. Since then, these conclusions have been regularly restated including by Councils of 2003 and of 2005, and in the re-launched Strategy which was approved in 2005. Councils of in 2001 and in 2002 endorsed the concrete future objectives of European education and training systems and a work-programme (the "Education and Training 2010" work programme) to achieve them by 2010. These objectives include developing skills for the knowledge society and specific objectives for promoting language learning, developing the spirit of enterprise and the overall need to enhance dimension in education. ]on lifelong learning and the subsequent Council Resolution of 27 2002 on lifelong learning identified "the new basic skills" as a priority, and stressed that lifelong learning must cover the preschool age to that of post-retirement. The Youth Pact which is annexed to the conclusions of 2005 stressed the need to encourage the development of a common set of core skills. In the context of improving the Communitys employment performance, Councils of 2003 and stressed the need to develop lifelong learning with a particular focus on and preventive measures for the unemployed and inactive persons. This built on the report of the Employment Taskforce, which emphasised the need for people to be able to adapt to change, the importance of integrating people into the labour market, and the key role of lifelong learning. The report of broader role of education adopted in stressed that education contributes to preserving and renewing the common cultural background in society and is particularly important at a time when all Member States are challenged by the question of how to deal with increasing social and cultural diversity. Moreover, enabling people to enter and stay in working life is an important part of the role of education in strengthening social cohesion. Five European reference levels (benchmarks) were adopted by the Council in 2003, demonstrating commitment to a measurable improvement in European average performance. Reference levels relating to reading literacy, early school leaving, completion of upper secondary education and participation of adults in lifelong learning are closely linked to the development of key competences. The report adopted by the Commission in 2005 on progress towards the objectives in education and training showed that there had been no progress in reducing the percentage of low achievers in reading literacy at age 15 or in raising the completion rate for upper-secondary education. Some progress was visible in reducing early school leaving, but at current rates the 2010 European reference levels adopted by the 2003 Council will not be achieved. Participation of adults in learning is not growing fast enough to reach the 2010 reference level and data shows that low-skilled people are less likely to participate in further training. The Framework of Actions for the Lifelong Development of Competences and Qualifications, adopted by social partners in 2002, stresses the need of business to adapt their structures more and more quickly in order to remain competitive. Team-work, flattening of hierarchies, devolved responsibilities and greater need for multi-tasking are leading to the growth of learning organisations. In this context, the ability of organisations to identify competences, to mobilise and recognise them and to encourage their development for all employees represent the basis for new competitive strategies. The Study on Vocational Education and Training indicates a significant gap between the levels of education required by new jobs, and the levels of education achieved by workforce. than one third of workforce (80 million persons) is low-skilled whilst it has been estimated that by 2010 almost of new jobs will require tertiary level qualifications, just will require upper secondary schooling, and only about will be suitable for those with basic schooling. /Commission report on the "Education and Training 2010" work programme, adopted in 2004, reinforced the need to ensure that all citizens are equipped with the competences they need as part of Member States lifelong learning strategies. To encourage and facilitate reform, the report suggests the development of common European references and principles and gives priority to the . The need to equip young people with necessary key competences and improving educational attainment levels is an integral part of the Integrated Guidelines for Growth and 2005-2008, approved by the 2005 . In particular, the Employment Guidelines call for adapting the education and training systems in response to new competence requirements through better identification of occupational needs and key competences as part of Member States reform programmes. This Recommendation should contribute to the development of quality education by supporting and supplementing Member States actions in ensuring that their initial education and training systems offer all young people the means to develop key competences to a level that equips them for further learning and adult life and that adults are able to develop and update their key competences through coherent and comprehensive lifelong learning provision. It should also provide a common European reference framework on key competences for policy makers, education and training providers, employers and learners themselves, to facilitate national reforms and exchange of information between the Member States and the Commission within the "Education and Training 2010" work programme, aiming to achieve the agreed European reference levels. Furthermore, the Recommendation should support other related policies such as employment and social policies and other policies affecting youth. This Recommendation conforms to the principle of subsidiarity referred to in Article 5 of the Treaty insofar as its objective is to support and supplement Member States action by establishing a common reference point that encourages and facilitates national reforms and further cooperation with Member States. This Recommendation conforms to the principle of proportionality referred to in that Article because it, by leaving the implementation of the recommendation to Member States, does not go beyond what is necessary to achieve the objectives pursued. HEREBY RECOMMEND THAT MEMBER STATES: develop the provision of key competences for all as part of their lifelong learning strategies and use the "for Lifelong Learning - A European Framework" in the hereto as a reference tool, with a view to ensuring that: initial education and training offers all young people the means to develop the key competences to a level that equips them for adult life and which forms a basis for further learning and working life; appropriate provision is made for those young people who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential; adults are able to develop and update the key competences throughout their lives, and that there is a particular focus on target groups identified as priorities in the national, regional and/or local contexts; appropriate infrastructure for continuing education and training of adults is in place, including teachers and trainers, measures to ensure access, and support for learners that recognises the differing needs of adults; coherence of adult education and training provision for individual citizens is achieved via close links to employment and social policies and other policies affecting young people and collaboration with social partners and other stakeholders; TAKE NOTE OF THE COMMISSIONS INTENTION TO: 1. contribute to Member States efforts to develop their education and training systems and to implement this Recommendation, including by using the for Lifelong Learning - A European Reference Framework as a reference to facilitate peer learning and the exchange of good practices and to follow up developments and report on progress through the biennial progress reports on the "Education and Training 2010" work programme; 2. use the for Lifelong Learning - A European Reference Framework as a reference in implementing the Community Education and Training programmes and ensure that they promote the acquisition of the key competences; 3. promote the wider use of the for Lifelong Learning - A European Reference Framework in related Community policies, and particularly in the implementation of employment, youth and social policy, and develop further links with social partners and other organisations working in those fields; 4. review the impact of the for Lifelong Learning - A European Reference Framework within the framework of the "Education and Training 2010" work programme and report, four years after the adoption of this Recommendation to Parliament and to experience gained and implications for the future. For Parliament For the Council - A European Reference Framework As globalisation continues to confront Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly 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 flexibly to such changes. In this context, the main aims of this proposed Reference Framework are to: 1) identify and define the key competences necessary for personal fulfilment, citizenship, social cohesion and employability in a knowledge society; 2) support Member States" work on 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 that adults are able to develop and update them throughout their lives; 3) provide a European level reference tool - the for Lifelong Learning - a European Reference Framework for policy makers, education providers, employers, and learners themselves to facilitate national and European level effort 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. This Framework sets out the eight key competences: Communication in the mother tongue; Communication in [.] Mathematical competence and basic competences in science and technology; Learning to learn; Social and civic competences; of initiative and entrepreneurship; Cultural awareness and expression. Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. competences are those which all individuals need for personal fulfilment and development, citizenship, social inclusion and employment. They are considered as 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 ICT is an essential , and learning to learn supports all learning activities. There are a number of themes that are applied throughout the Framework: critical thinking, creativity, initiative taking, problem solving, risk assessment, decision taking, and managing feelings constructively play a role in all eight key competences. Communication in the mother tongue Definition: Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in the full range of societal and cultural contexts education and training, work, home and leisure. Essential knowledge, skills and attitudes related to this competence Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual"s cognitive ability to interpret the world and relate to others. Communication in the mother tongue requires an individual to have knowledge of [.] vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, the main features of different styles and registers of language, and the variability of language and communication in different contexts. Individuals should have the skills to communicate in oral and written forms in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types of texts, search, collect and process information, use aids, and formulate and express ones own oral and written arguments in a convincing way appropriate to the context. A positive attitude towards communication 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 . Communication in foreign languages Definition: Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts education and training, work, home and leisure according to ones wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individuals level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual"s social and cultural background, environment and needs/interests. Essential knowledge, skills and attitudes related to this competence Competence in [.] foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of societal conventions, and the cultural aspect and variability of languages is important. Essential skills consist of 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 informally as part of lifelong learning. A positive attitude involves the appreciation of cultural [.] diversity, and an interest and curiosity in languages and intercultural communication. Mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. Mathematical competence involves - to different degrees - the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs/charts). Scientific competence refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Both areas of this competence involve an understanding of the changes caused by human activity and responsibility as an individual citizen. Essential knowledge, skills and attitudes related to the competence A. Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and of the questions to which mathematics can offer answers. An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work, and to follow and assess chains of arguments. They should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids. A positive attitude in mathematics is based on respect for truth and a willingness to look for logical reasons and assess their validity. For science and technology, the essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, principles, and methods, technology and technological products and processes, as well as an understanding of the impact of science and technology on the natural world. Subsequently, these competences should enable individuals to better understand the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decision-making, values, moral questions, culture, etc). Skills include the ability to use and manipulate technological tools and as well as scientific data to achieve a goal or to reach a decision or conclusion, based on evidence. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them. Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect for both safety and sustainability - in particular as regards scientific and technological progress in relation to oneself, family, community and global issues. Definition: Digital competence involves the confident and critical use of () for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet. Essential knowledge, skills and attitudes related to the competence Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities of Internet and communication via electronic media (e-mail, network tools) for leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and the ethical principles of in the interactive use of IST. Skills needed include: the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing real from virtual while recognising the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use internet-based services; they should also be able use IST to support critical thinking, creativity, and innovation. Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media; an interest in engaging in communities and networks for cultural, social and/or professional purposes also supports competence. Definition: Learning to learn is the ability to pursue and persist in learning. Individuals should be able to organise their own learning, including through effective management of time and information, both individually and in groups. Competence includes awareness of ones learning process and needs, identifying available opportunities, and the ability to handle obstacles in order to learn successfully. It means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts - at home, at work, in education and training. Motivation and confidence are crucial to an individuals competence. Essential knowledge, skills and attitudes related to the competence Where learning is directed towards particular work or career goals, an individual should have knowledge of the competences, knowledge, skills and qualifications required. In all cases, learning to learn requires an individual to know and understand their preferred learning strategies, the strengths and weaknesses of their skills and qualifications, and to be able to search the education and training opportunities and guidance/support available to them.