Key competences for lifelong learning : European reference framework.
Date: 2008-10-07
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: EU programme, basic education, education policy, information technology, language teaching, mathematics, professional qualifications

KEY COMPETENCES FOR LIFELONG LEARNING
European Reference Framework

The  Key  Competences  for  Lifelong  Learning  –  A  European  Framework  is  an 
annex of a Recommendation of the European Parliament and of the Council of 
18 December 2006 on key competences for lifelong learning that was published 
in the Official Journal of the European Union on 30 December 2006/L394.
(http://eur-lex.europa.eu/LexUriSer v/site/en/oj/2006/l_394/l_
39420061230en00100018.pdf)

The  Recommendation  is  one  of  the  outcomes  of  the  joint  work  of  the 
European Commission and the Member States within the Education and 
Training 2010 Work Programme. The Work Programme is the over-arching 
framework 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. 

Europe Direct is a service to help you find 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 numbers  

or these calls may be billed.

More information on the European Union is available on the Internet (http://europa.eu).

Cataloguing data can be found at the end of this publication.

Luxembourg: Office for Official Publications of the European Communities, 2007

© European Communities, 2007
Reproduction is authorised provided the source is acknowledged.
Pictures: © Shutterstock

Printed in Belgium

Printed on white chlorine-free paper

KEY COMPETENCES FOR LIFELONG LEARNING

Lifelong learning has become a necessity for all citi-
zens. We need to develop our skills and competences 
throughout our lives, not only for our personal fulfil-
ment  and  our  ability  to  actively  engage  with  the 
society  in  which  we  live,  but  for  our  ability  to  be 
successful in a constantly changing world of work.  

The knowledge, skills and aptitudes of the European 
workforce  are  a  major  factor  in  the  EU’s  innova-
tion,  productivity  and  competitiveness.  Growing 
internationalisation,  the  rapid  pace  of  change,  and 
the  continuous  roll-out  of  new  technologies  mean 
that  Europeans  must  not  only  keep  their  specific 
job-related  skills  up-to-date,  but  also  possess  the 
generic competences that will enable them to adapt 
to change. People’s competences also contribute to 
their  motivation  and  job  satisfaction  in  the  work-
place, thereby affecting the quality of their work. 

The ways in which we access information 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  of  the  opportunities,  chal-
lenges  and  even  ethical  questions  posed  by  new 
technologies.  

In  this  climate  of  rapid  change,  there  is  increasing 
concern  about  our  social  cohesion.  There  is  a  risk 
that  many  Europeans  feel  left  behind  and  margin-
alised  by  globalisation  and  the  digital  revolution. 
The resulting threat of alienation implies a need to 
nurture democratic citizenship; it requires people to 
be informed and concerned about their society and 
active in it. The knowledge, skills and aptitudes that 
everyone needs must change as a result.

It is against this back-drop that the Council and the 
European  Parliament  adopted,  at  the  end  of  2006, 
a  European  Framework  for  Key  Competences  for 
Lifelong  Learning1.  The  Framework  identifies  and 
defines,  for  the  first  time  at  the  European  level, 
the  key  competences  that  citizens  require  for  their 
personal  fulfilment,  social  inclusion,  active  citizen-
ship  and  employability  in  our  knowledge-based 

 |  1

Ján Figel’

Member of the European Commission 
responsible for Education, Training, 
Culture and Youth

society.  The  Member  States’  initial  education  and 
training  systems  should  support  the  development 
of these competences for 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  for  Key 
Competences will prove to be a useful tool for policy-
makers,  and  for  education  and  training  providers 
and  learners,  in  order  to  make  lifelong  learning  a 
reality for all. I encourage everyone involved to make 
the  best  use  of  this  reference  tool,  and,  alongside 
the European Commission, to support its dissemina-
tion and take-up. 

Ján Figel’

1 Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European 
Union L394.
http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf

CONTENTS

2  |

3  |  

Background and aims

Key competences

4  |  

1. Communication in the mother tongue

5  |  

2. Communication in foreign 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 of initiative and entrepreneurship

12 |  

8. Cultural awareness and expression

 
 
Background and aims

As  globalisation  continues  to  confront  the 
European 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 particular, building on diverse individual compe-
tences, the differing needs of learners should be 
met  by  ensuring  equality  and  access  for  those 
groups  who,  due  to  educational  disadvantages 
caused by personal, social, cultural or economic 
circumstances,  need  particular  support  to  fulfil 
their  educational  potential.  Examples  of  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  after  a  period  of  extended  leave,  older 
people, migrants, and people with disabilities.

In  this  context,  the  main  aims  of  the  Reference 
Framework are to:

Key competences

Competences  are  defined  here as  a  combination 
of  knowledge,  skills  and  attitudes  appropriate 
to the context. Key competences are those which 
all  individuals  need  for  personal  fulfilment  and 
development, active citizenship, social inclusion 
and employment.

The  Reference  Framework  sets  out  eight  key 
competences: 
1) Communication in the mother tongue; 
2) Communication in foreign 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 of initiative and entrepreneurship;  
8) Cultural awareness and expression.

1) identify and define the key competences neces-
sary  for  personal  fulfilment,  active  citizenship, 
social cohesion and employability in a knowledge 
society;

 |  3

2) support Member States’ work in 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 which 
forms a basis for further learning and working life, 
and  that  adults  are  able  to  develop  and  update 
their key competences throughout their lives;

3)  provide  a  European-level  reference  tool  for 
policy-makers,  education  providers,  employers, 
and learners themselves to facilitate national- and 
European-level efforts 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.

The  key  competences  are  all  considered  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 
in  information  and  communication  technologies 
(ICT) is an essential foundation for learning, and 
learning to learn supports all learning activities. 
There  are  a  number  of  themes  that  are  applied 
throughout  the  Reference  Framework:  critical 
thinking,  creativity,  initiative,  problem-solving, 
risk  assessment,  decision-taking,  and  construc-
tive management of feelings play a role in all eight 
key competences.

 
 
 
 
 
 
 
 
 
 
1.   Communication in the mother tongue (1)

4  |

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 in-
teract  linguistically  in  an  appropriate  and 
creative way in a full range of societal and 
cultural  contexts;  in  education  and  train-
ing, 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  cogni-
tive 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 func-
tions 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  both  orally  and  in 
writing 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,  to  search  for,  collect  and  process 
information, to use aids, and to formulate and 
express one’s oral and written arguments in a 
convincing way appropriate to the context.

in 

the  mother 

A positive attitude towards commu-
nication 
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.

(1) 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 Member State, and that 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 accord-
ingly, are a matter for individual Member States in accordance with their specific needs and circumstances.

2. Communication in foreign languages (2)

Definition: 

 |  5

Essential  skills 
for  communica-
tion  in  foreign  languages  consist 
of  the  ability  to  understand  spoken 
messages,  to  initiate,  sustain  and  conclude 
conversations  and  to  read,  understand  and 
produce  texts  appropriate  to  the  individual’s 
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.

in 

foreign 

languages 
Communication 
broadly shares the main skill dimensions of 
communication in the mother tongue: it is 
based on the ability to understand, express 
and interpret concepts, thoughts, feelings, 
facts and opinions in both oral and written 
form (listening, speaking, reading and writ-
ing) in an appropriate range of societal and 
cultural  contexts  (in  education  and  train-
ing, work, home and leisure) according to 
one’s  wants  or  needs.  Communication  in 
foreign languages also calls for skills such 
as mediation and intercultural understand-
ing. An individual’s level of proficiency will 
vary between the four dimensions (listen-
ing,  speaking,  reading  and  writing)  and 
between  the  different  languages,  and  ac-
cording  to  that  individual’s  social  and 
cultural  background,  environment,  needs 
and/or interests.

Essential knowledge, skills and  
attitudes related to this competence: 

in 

foreign 

Competence 
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 vari-
ability of languages is important.

(2) 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 
and/or economic reasons for developing this competence in support of their integration will differ, for instance, 
from those learning a foreign language for travel 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.

3.   Mathematical competence and basic   

competences in science and technology

6  |A

B

Definition: 
Mathematical  competence  is  the  ability  to 
develop  and  apply  mathematical  thinking 
in  order  to  solve  a  range  of  problems  in 
everyday  situations.  Building  on  a  sound 
mastery  of  numeracy,  the  emphasis  is  on 
process and activity, as well as knowledge. 
Mathematical competence involves, to dif-
ferent degrees, the ability and willingness 
to  use  mathematical  modes  of  thought 
(logical  and  spatial  thinking)  and  pres-
entation  (formulas,  models,  constructs, 
graphs, charts).

Definition: 
Competence  in  science  refers  to  the  ability 
and  willingness  to  use  the  body  of  knowl-
edge and methodology employed to explain 
the natural world, in order to identify ques-
tions  and  to  draw  evidence-based  conclu-
sions.  Competence  in  technology  is  viewed 
as  the  application  of  that  knowledge  and 
methodology  in  response  to  perceived  hu-
man wants or needs. Competence in science 
and  technology  involves  an  understanding 
of  the  changes  caused  by  human  activity 
and responsibility as an individual citizen.

Essential knowledge, skills and  
attitudes related to this competence: 

Essential knowledge, skills and  
attitudes related to this competence: 

Necessary  knowledge  in  mathematics 
includes a sound knowledge of numbers, 
measures  and  structures,  basic  opera-
tions  and  basic  mathematical  presentations, 
an  understanding  of  mathematical  terms  and 
concepts,  and  an  awareness  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.  An  individual  should  be  able  to 
reason  mathematically,  understand  mathemat-
ical  proof  and  communicate  in  mathematical 
language, and to use appropriate aids.

A  positive  attitude  in  mathematics 
is  based  on  the  respect  of  truth  and 
willingness  to  look  for  reasons  and  to 

assess their validity.

For  science  and  technology,  essential 
knowledge comprises the basic princi-
ples  of  the  natural  world,  fundamental 
scientific  concepts,  principles  and  methods, 
technology and technological products and proc-
esses, as well as an understanding of the impact 
of  science  and  technology  on  the  natural  world. 
These  competences  should  enable  individuals  to 
better  understand  the  advances,  limitations  and 
risks of scientific 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  scientific  data  to  achieve 
a  goal  or  to  reach  an  evidence-based  decision 
or  conclusion.  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 crit-
ical 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.

  
 
4. Digital competence

Definition: 

Digital  competence  involves  the  confi-
dent  and  critical  use  of  Information  Soci-
ety  Technology  (IST)  for  work,  leisure  and 
communication. It is underpinned by basic 
skills  in  ICT:  the  use  of  computers  to  re-
trieve, 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 this competence: 

 |  7

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, spread-
sheets,  databases,  information  storage  and 
management,  and  an  understanding  of  the 
opportunities and potential risks of the Internet 
and  communication  via  electronic  media  (e-
mail,  network  tools)  for  work,  leisure,  infor-
mation  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 of the legal and ethical principles involved 
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 
the real from the 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.  Individuals 
should also be able use IST to support critical 
thinking, creativity, and innovation.

Use of IST requires a critical and reflec-
tive attitude towards available infor-
mation  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 
this competence.

5.   Learning to learn

8  |

Definition: 

Learning  to  learn  is  the  ability  to  pur-
sue  and  persist  in  learning,  to  organise 
one’s  own  learning,  including  through 
effective management of time and infor-
mation, both individually and in groups. 
This  competence  includes  awareness  of 
one’s learning process and needs, iden-
tifying  available  opportunities,  and  the 
ability  to  overcome  obstacles  in  order 
to  learn  successfully.  This  competence 
means  gaining,  processing  and  assimi-
lating 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  experi-
ences  in  order  to  use  and  apply  knowl-
edge and skills in a variety of contexts: at 
home, at work, in education and training.
Motivation and confidence are crucial to 
an individual’s competence.

Essential knowledge, skills and  
attitudes related to this 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  his/her  preferred  learning  strat-
egies,  the  strengths  and  weaknesses  of  his/
her skills and qualifications, and to be able to 
search for the education and training opportu-
nities and guidance and/or support available.

Learning  to  learn  skills  require  firstly 
the acquisition of the fundamental basic 
skills  such  as  literacy,  numeracy  and 
ICT skills that are necessary for further learning. 
Building  on  these  skills,  an  individual  should 
be  able  to  access,  gain,  process  and  assimilate 
new knowledge and skills. This requires effective 
management of one’s learning, career and work 
patterns, and, in particular, the ability to perse-
vere  with  learning,  to  concentrate  for  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  collabora-
tively  as  part  of  the  learning  process,  draw  the 
benefits  from  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, information 
and support when appropriate.

A  positive attitude  includes  the  moti-
vation  and  confidence  to  pursue  and 
succeed  at  learning  throughout  one’s 
life. A problem-solving attitude supports both the 
learning process itself and an individual’s ability 
to  handle  obstacles  and  change.  The  desire  to 
apply prior learning and life experiences and the 
curiosity  to  look  for  opportunities  to  learn  and 
apply  learning  in  a  variety  of  life  contexts  are 
essential elements of a positive attitude.

A6. Social and civic competences

 |  9

The  core  skills  of  this  competence 
include  the  ability  to  communicate 
constructively  in  different  environ-
ments, to show tolerance, express and under-
stand  different  viewpoints,  to  negotiate  with 
the  ability  to  create  confidence,  and  to  feel 
empathy. 
Individuals  should  be  capable 
of  coping  with  stress  and  frustration  and 
expressing  them  in  a  constructive  way  and 
should also distinguish between the personal 
and professional 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.

Definition: 

These  include  personal,  interpersonal  and 
intercultural competence and cover all forms 
of  behaviour  that  equip  individuals  to  par-
ticipate in an effective and constructive way 
in social and working life, and particularly in 
increasingly diverse societies, and to resolve 
conflict  where  necessary.  Civic  competence 
equips individuals to fully participate in civic 
life,  based  on  knowledge  of  social  and  po-
litical concepts and structures and a commit-
ment to active and democratic participation.

Essential knowledge, skills and  
attitudes related to this competence: 

is 

linked 

Social  competence 
to 
personal and social well-being which 
requires  an  understanding  of  how 
individuals can ensure optimum physical and 
mental  health,  including  as  a  resource  for 
oneself and one’s family and one’s immediate 
social  environment,  and  knowledge  of  how 
a  healthy  lifestyle  can  contribute  to  this.  For 
successful interpersonal and social participa-
tion  it  is  essential  to  understand  the  codes 
of  conduct  and  manners  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 the European identity is essential.

6.   Social and civic competences

B

10  |

Essential knowledge, skills and  
attitudes related to this competence: 

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. This means displaying both 
a  sense  of  belonging  to  one’s  locality,  country, 
the  EU  and  Europe  in  general  and  to  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  of  and  respect  for 
the  shared  values  that  are  necessary  to  ensure 
community cohesion, such as respect for demo-
cratic  principles.  Constructive  participation 
also  involves  civic  activities,  support  for  social 
diversity and cohesion and sustainable develop-
ment, and a readiness to respect the values and 
privacy of others.

Civic  competence  is  based  on  knowl-
edge  of  the  concepts  of  democracy, 
justice,  equality,  citizenship,  and  civil 
rights, including how they are expressed in the 
Charter  of  Fundamental  Rights  of  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 of contempo-
rary events, as well as the main events and trends 
in national, European and world history. In addi-
tion, an awareness of the aims, values and poli-
cies of social and political movements should be 
developed.  Knowledge  of  European  integration 
and of the EU’s structures, main objectives and 
values is also essential, as well as an awareness 
of diversity and cultural identities in Europe.

Skills  for  civic  competence  relate  to 
the  ability  to  engage  effectively  with 
others  in  the  public  domain,  and  to 
display  solidarity  and  interest  in  solving  prob-
lems  affecting  the  local  and  wider  community. 
This  involves  critical  and  creative  reflection 
and  constructive  participation  in  community  or 
neighbourhood  activities  as  well  as  decision-
making  at  all  levels,  from  local  to  national  and 
European level, in particular through voting.

7. Sense of initiative and entrepreneurship

 |  11

Skills  relate  to  proactive  project 
management  (involving,  for  example 
the ability to plan, organise, manage, 
lead and delegate, analyse, communicate, de-
brief, evaluate and record), effective represen-
tation and negotiation, and the ability to work 
both  as  an  individual  and  collaboratively  in 
teams. The ability to judge and identify one’s 
strengths  and  weaknesses,  and  to  assess 
and  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.

Definition: 

Sense  of  initiative  and  entrepreneurship 
refers to an individual’s 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  of  the  context 
of their work and being able to seize op-
portunities, and is a foundation for more 
specific  skills  and  knowledge  needed  by 
those establishing or contributing to social 
or commercial activity. This should include 
awareness  of  ethical  values  and  promote 
good governance.

Essential knowledge, skills and  
attitudes related to this competence: 

Necessary  knowledge  includes  the 
ability to identify available opportuni-
ties 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 under-
standing 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 enter-
prises, and how they can be a force for good, 
for  example  through  fair  trade  or  through 
social enterprise.

8. Cultural awareness and expression

12  |

Definition: 

Appreciation of the importance of the crea-
tive  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 this 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 under-
stand  the  cultural  and  linguistic  diversity  in 
Europe  and  other  regions  of  the  world,  the 
need  to  preserve  it  and  the  importance  of 
aesthetic factors in daily life.

Skills  relate  to  both  appreciation 
and  expression:  the  appreciation 
and  enjoyment  of  works  of  art  and 
performances  as  well  as  self-expression 
through a variety of media using one’s innate 
capacities.  Skills  include  also  the  ability  to 
relate  one’s  own  creative  and  expressive 
points  of  view  to  the  opinions  of  others  and 
to  identify  and  realise  social  and  economic 
opportunities  in  cultural  activity.  Cultural 
expression is essential to the development of 
creative  skills,  which  can  be  transferred  to  a 
variety of professional contexts.

A  solid  understanding  of  one’s  own 
culture  and  a  sense  of  identity  can 
be  the  basis  for  an  open  attitude 
towards  and  respect  for  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.

European Commission

KEY COMPETENCES FOR LIFELONG LEARNING
European Reference Framework

Luxembourg: Office for Official Publications of the European Communities

2007 – 12 pp. – 17.6 x 25 cm  

How to obtain EU publications

Our priced publications are available from EU Bookshop (http://bookshop.europa.eu), 
where you can place an order with the sales agent of your choice.
The Publications Office has a worldwide network of sales agents. You can obtain their 
contact details by sending a fax to (352) 29 29-42758.

N
C
-
7
8
-
0
7
-
3
1
2
-
E
N
C

-

More information can be obtained from:
European Commission
Directorate-General for Education and Culture

Rue de la Loi, 200 / Wetstraat, 200
B-1049 Bruxelles / Brussel
Tel: +32 -(0)2 299 11 11
E-mail: eac-info@ec.europa.eu

Other linguistic versions of this brochure can be found and ordered at the following website: 
http://ec.europa.eu/dgs/education_culture/publ/educ-training_en.html