eunbil · GT0N1257 · 2006-05-12 00:00:00 — Learning to learn skills require firstly the acquisition of the fundamental basic skills such as literacy, numeracy and ICT that are necessary for further learning. on this, an individual should be able to access, gain, process and assimilate new knowledge and skills. This requires effective management of ones learning, career and work patterns, and in particular the ability to persevere with learning, to concentrate on extended periods and to reflect critically on the purposes and aims of learning. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from a heterogeneous group, and to share what they have learnt. They should be able to evaluate their own work, and to seek advice, information and support when appropriate. A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout ones life. A problem-solving attitude supports both learning and an individuals ability to handle obstacles and change. The to apply prior learning and life experiences and the curiosity to look for opportunities to learn and apply learning in a variety of life-wide contexts are essential elements of a positive attitude. Social and civic competences Definition: These competences - personal, interpersonal, intercultural, social and civic - cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to and democratic participation. Essential knowledge, skills and attitudes related to the competence Personal and social well-being requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and ones family, and knowledge of how a healthy lifestyle can contribute to this. For successful interpersonal and social participation it is essential to understand the codes of conduct and generally accepted in different societies and environments (e.g. at work). It is equally important to be aware of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Understanding the multi-cultural and socio-economic dimensions of European societies and how national cultural identity interacts with identity is essential. Skills to communicate constructively in different environments, express and understand different viewpoints, negotiate with the ability to create confidence, and feel empathy are the core of this competence. Individuals should be able to cope with stress and frustration and to express it in a constructive way and should also distinguish between the personal and professional spheres. As regards attitudes, the competence is based on collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic development, intercultural communication, value diversity and respect others, and be prepared both to overcome personal prejudices and to compromise. B. Civic competence is based on knowledge of the concepts of democracy, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of Union and international declarations and applied by various institutions at the local, regional, national, European and international levels. Knowledge of contemporary events, as well as the main events and trends [.] in national history, European history - including that of the process and achievements of European integration - and world history [.] An awareness of European diversity and cultural identity should also be developed, as well as of the aims, values and policies of social and political movements. Skills relate to the ability to engage effectively with others in the public domain, display solidarity and interest in solving problems affecting the local and wider community. It involves critical and creative reflection and constructive participation in community/neighbourhood activities as well as decision-making at all levels from local to national and European level, in particular by voting. Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. It means displaying both a sense of belonging to ones locality, country, EU and Europe in general and (ones part of) the world, and a willingness to participate in democratic decision making at all levels. It also includes demonstrating a sense of responsibility, as well as showing understanding and respect for the shared values that are necessary to ensure community cohesion, such as respect for democratic principles. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others. of initiative and entrepreneurship Definition: Entrepreneurship refers to an individuals ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities. It is a specific skills and knowledge needed by individuals establishing social or commercial activities. Essential knowledge, skills and attitudes related to the competence Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including bigger picture issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organisation. Individuals should also be aware of the ethical position of enterprises, and how they can be a force for good for example through fair trade or through social enterprise. Skills relate to proactive project management (involving skills such as planning, organising, managing, leadership and delegation, analysing, communicating, de-briefing and evaluating and recording), and the ability to work both as an individual and collaboratively in teams. The judgement to identify ones strengths and weaknesses, and to assess and take risks as and when warranted is essential. An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals or aims held in common with others, and/or at work. Cultural awareness and expression Definition: Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. Essential knowledge, skills and attitudes related to the competence Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world. It covers a basic knowledge of major cultural works, including popular contemporary culture. It is essential to understand the cultural and linguistic diversity of Europe (and European countries), the need to preserve it and to understand the evolution of popular taste and the importance of aesthetic factors in daily life. Skills relate to both appreciation and expression: self-expression through the variety of the media with individuals innate capacities and appreciation and enjoyment of works of art and performances. Skills include also the ability to relate ones own creative and expressive points of views to the opinions of others and to identify and realise social and economic opportunities in cultural activity. A solid understanding of one"s own culture is the basis for respect and open attitude to diversity of cultural expression. A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic self-expression and participation in cultural life. SN 100/00, para. 26 : "a European framework should define the new basic skills to be provided through lifelong learning". Bold italics and [.] indicate changes to the Commission proposal (doc. 13425/05). OJ C [. ], [. ], p. OJ C [. ], [. ], p. OJ C [. ], [. ], p. OJ C [. ], [. ], p. Doc. 14440/01 - COM(2001) 678 final. OJ C 163, , p. Doc. 7659/05 - SEC(2005)419. In the context of Europe"s multicultural and multilingual societies, it is recognised that the mother tongue may not in all cases be an official language of the , and that an ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society. In some Member States the mother tongue may be one of several official languages. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances. It is important to recognise that many Europeans live in bilingual or multilingual families and communities, and that the official language of the country in which they live may not be their mother tongue. For these groups, this competence may refer to an official language, rather than to a foreign language. Their need, motivation, and social/economic reasons for developing this competence in support of their integration will differ, for instance, from those learning a foreign language for or work. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances. FR reservation: while acknowledging the Presidency"s efforts to meet its concerns, FR still finds this text too succinct and would prefer a separate paragraph along the following lines: "Knowledge of the origins of idea, the history of European integration, the EU institutions and how they work, and the rights, principles and values underlying project are also essential". 8084/06 GN/ag DG I LIMITEEN 8084/06 GN/ag LIMITE EN 8084/06 GN/ag LIMITEEN