Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions - Key competences for a changing world Draft 2010 joint progress - Report of the Council and the Commission on the implementation of the “Education & Training 2010 work programme” {SEC(2009) 1598}
Date: 2009-11-25
Institutions: European Commission
Subjects: EU programme, cooperation policy, education policy, educational reform, professional qualifications, report, vocational training

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COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels, 25.11.2009 
COM(2009)640 final 

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN 
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

Key competences for a changing world 

Draft 2010 joint progress report of the Council and the Commission on the implementation of 
the “Education & Training 2010 work programme” 

{SEC(2009) 1598} 

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   EN 

 
 
 
  
 
 
COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN 
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

Key competences for a changing world 

Draft 2010 joint progress report of the Council and the Commission on the implementation of 
the “Education & Training 2010 work programme” 

(Text with EEA relevance) 

1. 

INTRODUCTION 

Education and training are central to the Lisbon agenda for growth and jobs and a key element 
for its follow-up with the 2020 perspective. Creating a well-functioning ‘knowledge triangle’ 
of education, research and innovation and helping all citizens to be better skilled are crucial 
for competitiveness, growth and jobs as well as for equity and social inclusion. The economic 
downturn  puts  these  long-term  challenges  even  more  into  the  spotlight.  Public  and  private 
budgets are under strong pressure, existing jobs are disappearing, and new ones often require 
different and higher level skills. Education and training systems must therefore become much 
more open and relevant to the needs of citizens, and to those of the labour market and society 
at large. 

Policy cooperation at European level in the areas of education and training has, since 20021, 
provided valuable support to countries’ educational reforms and has contributed to learner and 
practitioner mobility across Europe. Building on this approach, and fully respecting Member 
States' responsibility for their education systems, the Council endorsed a Strategic Framework 
for European Cooperation in Education and Training (ET 2020) in May 20092. 

This  4th  joint  report  focuses  on  progress  towards  agreed  education  and  training  objectives 
during  the  period  2007-2009.  It  is  based  on  a  detailed  assessment  of  national  reports  and 
performance  against  a  set  of  indicators  and  benchmarks3.  The  main  focus  is  on  the 
implementation of the 2006 Recommendation on Key Competences4. But it also provides an 
overview  on  the  development  of  national  lifelong  learning  strategies,  and  of  reforms 
undertaken to make vocational education and training (VET) more attractive and relevant to 
labour  market  needs,  and  to  modernise  Higher  Education.  The  report  also  takes  account  of 
newly identified challenges, notably those related to the 'New Skills for New Jobs' initiative5. 
While Member States did not explicitly focus reports on how education and training should 
respond  to  the  economic  downturn,  the  issues  they  addressed  –  notably  the  progress  in 
implementing  a  competence  based  approach,  and  the  modernisation  of  VET  and  higher 
education – are key to Europe's successful emergence from this crisis.  

1 
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5 

OJ C 142, 14.6.2002, p. 1. 
OJ C 119, 28.5.2009, p. 2. 
SEC(2009) 1598 and SEC(2009) 1616. 
OJ L 394 30.12.2006, p. 10. 
COM(2008) 868. 

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The following trends and challenges emerge: 

(1) 

(2) 

(3) 

Despite a general improvement in education and training performance in the EU, the 
majority of the benchmarks set for 2010 will not be reached while, in the case of the 
vital  benchmark  on  literacy,  performance  is  in  fact  deteriorating.  Attaining  these 
benchmarks  will  require  more  effective  national  initiatives.  The  economic  downturn 
serves to underline the urgency of reforming while continuing to invest in education 
and training systems to meet core economic and social challenges. 

A  large  number  of  countries  are  introducing  reforms  that  explicitly  use  the  Key 
Competences  framework  as  a  reference  point.  Good  progress  has  been  made  in 
adapting  school  curricula.  But  there  is  still  much  to  be  done  to  support  teachers’ 
competence development, to update assessment methods, and to introduce new ways 
of  organising  learning.  There  is  a  major  challenge  to  ensure  that  all  learners  benefit 
from  innovative  methodologies,  including  the  disadvantaged  and  those  in  VET  and 
adult learning. 

Implementing lifelong learning through formal, non-formal and informal learning and 
increasing  mobility  remains  a  challenge.  Education  and 
including 
universities, should become more open and relevant to the needs of the labour market 
and  society  at  large.  Particular  attention  should  be  given  to  establishing  partnerships 
between the worlds of education and training, and of work.  

training, 

2. 

KEY COMPETENCES 

The  European  Framework  for  Key  Competences  for  Lifelong  Learning6,  identifies  and 
defines  8  key  competences  necessary  for  personal  fulfilment,  active  citizenship,  social 
inclusion and employability in a knowledge society: 

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.  

Initial education and training should support the development of these key competences to a 
level  that  equips  all  young  people  –  including  the  disadvantaged  –  for  further  learning  and 
working  life.  Adult  education  and  training  should  give  real  opportunities  to  all  adults  to 
develop and update their key competences throughout life.  

2.1. 

Progress in curricular reforms  

There is a clear trend across the EU towards competence-based teaching and learning, and a 
learning outcomes approach. The European Framework of Key Competences has contributed 
considerably to this. In some countries, it has been key in policy reform. 

Significant  progress  has  been  achieved  particularly  in  school  curricula.  Traditional  subject 
areas such as mother tongue, foreign languages or mathematics and science are being treated 

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OJ L 394, 30.12.2006, p. 10. 

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in  a  more  cross-curricular  way,  with  more  emphasis  on  developing  skills  and  positive 
attitudes  alongside  knowledge,  and  with  more  ‘real-life’  applications.  The  transversal  key 
competences  are  becoming  more  prominent  and  more  explicit  in  curricula.  In  the  wake  of 
what was seen as poor performance by many Member States in the 2006 PISA survey, several 
countries  have  created  strategies  or  action  plans  to  raise  basic  skills  levels,  particularly  in 
reading, maths and science. 

2.2. 

Further development needed of the learning organisation in schools 

While curricular change is generally under way, it is not enough on its own. The competence-
based  approach  involves  the  skills  and  attitudes  to  apply  knowledge  appropriately,  and  the 
development  of  positive  attitudes  towards  further  learning,  critical  thinking  and  creativity. 
This represents a real challenge for the organisation of learning and depends crucially on the 
capacities  of  teachers  and  school  leaders.  It  also  requires  that  schools  should  be  more 
explicitly responsible for preparing pupils for further learning as a core part of their mission.  

2.2.1.  Practical application of transversal key competences 

There is a great deal of activity to equip schools with new technology and to ensure basic ICT 
skills  as  part  of  digital  competence.  However,  young  people  increasingly  learn  ICT  skills 
informally,  and  aspects  such  as  critical  thinking  in  the  use  of  new  technologies  and  media, 
risk awareness, and ethical and legal considerations have received less attention. As ICT use 
becomes  more  pervasive  in  people’s  lives,  these  issues  should  be  explicitly  addressed  in 
teaching  and  learning.  The  potential  of  new  technologies  for  enhancing  innovation  and 
creativity, new partnerships and for personalising learning needs to be better exploited. 

Learning  to  learn  competences  are  also  present  in  many  curricula,  but  schools  and  teachers 
require more support to embed them systematically in teaching and learning processes and to 
promote  the  learning  ethos  across  the  whole  school.  Innovative  methods  such  as  personal 
learning plans and inquiry-based learning can be especially useful for those whose previous 
experiences in school have been unsuccessful or negative.  

Similarly,  the  challenge  when  seeking  to  impart  social  and  civic  competences,  a  sense  of 
initiative  and  of  entrepreneurship  and  cultural  awareness  is  to  go  beyond  the  knowledge 
component.  Students  need  more  opportunities  to  take  initiatives  and  learn  in  schools  which 
are  open  to  the  worlds  of  work,  voluntary  action,  sport  and  culture,  including  through 
outreach activities with employers, youth groups, cultural actors, and civil society. 

There  is  an  increasing  number  of  examples  of  promoting  entrepreneurship  through 
partnerships  with  enterprises  or  the  development  of  student-run  mini-businesses.  Exchanges 
show  that  they  need  to  be  complemented  by  action  to  foster  initiative-taking,  creativity  and 
innovation in schools. 

2.2.2.  Education of teachers and school leaders 

The quality of teaching is the single most important within-school factor explaining students’ 
performance. There are indications that, in some countries, initial teacher education prepares 
teachers  to  use  the  key  competences  approach.  However,  the  majority  of  teachers  are  those 
already in service. National reports and policy exchanges show little evidence of systematic 
efforts to update their competences accordingly.  

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According to the TALIS survey7, teachers have few incentives to improve their teaching and 
most common types of professional development activity available to them are not the most 
effective. The majority of teachers would like more professional development (particularly on 
special learning needs, ICT skills, and student behaviour). 

Professional development for school leaders is vital because they are responsible for creating 
an environment in which  pupils and  teachers benefit from schools as learning communities. 
However, only few countries have obligatory in-service training for school leaders.  

2.2.3.  Developing assessment and evaluation 

There is growing evidence of the power of assessment to contribute to effective learning and 
to improve motivation.  

Minimum standards and centralised assessments are now used in most countries to assess the 
acquisition of key competences on a comparable basis, at least in general education. 

However, most current assessment methods have a strong emphasis on knowledge and recall 
and do not sufficiently capture the crucial skills and attitudes dimension of key competences. 
Also the assessment of transversal key competences and assessment in the context of cross-
curricular  work  appear  inadequate.  The  experience  of  those  countries  using  complementary 
methodologies  such  as  peer  assessment,  portfolios,  individual  learning  and/or  school 
assessment plans, and project-based assessment should be further examined and built upon. 

2.3.  More action required on literacy and the disadvantaged 

A good level of literacy is the basis for the acquisition of key competences and for lifelong 
learning  and  thus  needs  to  be  ensured  from  the  earliest  age.  Therefore  a  continuing  major 
source of concern is the deteriorating performance in reading skills compared to the 2010 EU 
benchmark.  Inadequate  literacy  levels,  particularly  among  boys  and  migrants,  are  a  serious 
obstacle  to  their  prospects  for  jobs  and  well-being.  While  most  countries  have  special 
measures in place to support the acquisition of literacy, it is clear that more effective national 
action is required.  

While the EU benchmark for 2010 is to reduce by 20% the percentage of low-achieving 15-
years olds in reading literacy, this share has actually increased from 21.3% in 2000 to 24.1% 
in  2006.  The  performance  of  pupils  with  migrant  background  in  reading,  mathematics  and 
science is lower than those of native pupils (PISA data). 

A  more  personalised  approach  to  learning  by  disadvantaged  pupils  is  a  clear  trend.  This  is 
often  accompanied  by  targeted  action  to  support  those  with  literacy  problems  (including 
migrants) and with special educational needs, or those at the risk of dropping out. But national 
reports appear to suggest that progress is slow, and combating disadvantage remains a major 
challenge. 

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OECD 2009. 

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There  is  a  clear  divide  between  countries  that  pursue  the  inclusive  teaching  of  pupils  with 
special needs and those that pursue segregated teaching: the percentage of pupils with special 
needs  taught  in  segregated  settings  compared  to  the  overall  student  number  in  compulsory 
education ranges between 0.01% and 5.1% (EU average: 2.1%). 

Programmes  targeting  the  early  acquisition  of  basic  skills,  especially  literacy  and  numeracy 
are  emerging  as  a  strategy  in  most  countries.  In  some  cases  they  are  complemented  by 
systematic  early  identification  of  learning  problems  and  subsequent  support  to  avoid  that 
pupils  fall  behind  or  by  programmes  aiming  to  raise  interest  in  areas  such  as  foreign 
languages or mathematics and science. 

While  specific  measures  to  address  the  needs  of  disadvantaged  groups  are  common,  some 
countries have created overarching legislative frameworks for both mainstream  learners and 
specific target groups, including rights-based legislation. 

2.4. 

Insufficient emphasis on key competences in VET and Adult Learning 

VET  has  traditionally  focused  more  on  competences  than  general  education.  However,  the 
full range of key competences, as defined in the European framework, is less systematically 
addressed  by  most  countries'  VET  systems  than  it  is  by  general  education.  In  particular, 
communication in foreign languages and the full range of transversal key competences, which 
are  increasingly  important  in  view  of  evolving  labour  market  and  societal  needs,  should  be 
given  more  attention.  The  challenge  relates  to  curricula,  teaching  and  learning  methods  as 
well as to the education of VET teachers and trainers. 

Most countries highlight the importance of an efficient adult learning system. The aim is to 
provide  adults  with  better  labour  market  skills,  social  integration  and  preparation  for  active 
ageing.  

Some progress has been made in increasing adult participation in education and training, but 
not enough to reach the 2010 benchmark of 12.5%. In 2008, 9.5% of Europeans aged 25-64 
participated  in  the  four  weeks  prior  to  the  survey,  with  high  skilled  adults  being  five  times 
more likely to participate than the low-skilled.  

77 million Europeans aged 25-64 (close to 30%) still have at most lower secondary education.  

Measures  to  support  the  provision  of  key  competences  to  adults  include  new  and  revised 
legislation, improved delivery and governance, as well as specific funding measures. In line 
with the Adult Learning Action Plan8, attention is being paid to literacy, languages and digital 
competence  particularly  among  low-skilled  and/or  unemployed  adults  and  immigrants. 
"Second  chance"  programmes  for  gaining  secondary  school  qualifications  are  common. 
Literacy and numeracy are also sometimes part of vocationally oriented courses. Combining 
such  measures  with  guidance  and  the  recognition  of  formal  as  well  as  non-formal  and 
informal learning is seen as a key to success. 

However,  for  adult  learning  it  is  also  important  that  provision  covers  the  full  range  of  key 
competences, rather than concentrating on individual competences such as literacy or specific 
vocational skills. And it should cater for adults with all levels of qualifications, including the 

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COM(2007) 558 and OJ C 140, 6.6.2008, p. 10. 

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low-skilled, adults with special education needs and elderly people. The competences of adult 
education staff should be upgraded accordingly.  

3. 

LIFELONG LEARNING STRATEGIES AND INSTRUMENTS 

3.1. 

Lifelong learning an established concept 

All EU countries recognise lifelong learning "from cradle to grave" as a key factor for growth, 
jobs and social inclusion. An important aspect in this is the level of participation of 4 to 64 
years olds in education and training, which is increasing in almost all EU countries9. 

Explicit lifelong learning strategies have been adopted by the majority of countries. Particular 
efforts have been made to develop instruments supporting flexible learning pathways between 
different parts of education and training systems. 

The  implementation  of  the  European  Qualifications  Framework  (EQF)  is  entering  a  crucial 
phase.  Most  countries  are  making  significant  progress  in  developing  national  qualifications 
frameworks, covering all levels and types of education and training, and in referencing their 
frameworks  to  the  EQF  by  2010.  This  is  linked  to  a  broader  use  of  learning  outcomes  to 
define and describe qualifications and of the validation of non-formal and informal learning. 

Measures have also been taken to further develop lifelong guidance systems, particularly for 
adults. The different guidance systems however still need to be better coordinated also to help 
young  people  complete  their  education  and  training  and  make  the  transition  to  the  labour 
market. 

3.2. 

Implementation remains a challenge 

The implementation and further development of lifelong learning strategies remains a critical 
challenge. Strategies are coherent and comprehensive only in a number of cases and some still 
focus  on  specific  sectors  or  target  groups  rather  than  the  full  life-cycle.  To  be  effective, 
strategies need to cover sufficiently long time periods, provide opportunities at all age levels 
and be  subject  to revision and further development. To enhance their relevance and impact, 
and  to  motivate  individuals  to  participate  in  learning,  a  greater  involvement  of  stakeholders 
and  better  cooperation  with  policy  sectors  beyond  education  and  training  is  needed.  A  key 
issue in the current economic crisis is the lack of adequate mechanisms to deploy constrained 
resources strategically, including to take account of new and emerging skill needs.  

4. 

VOCATIONAL EDUCATION AND TRAINING 

4.1. 

Attractiveness and quality are addressed 

The core aim of the Copenhagen process - to improve the attractiveness and quality of VET 
systems  -  is  being  addressed,  notably  through  the  implementation  of  quality  assurance 
systems in line with the recently adopted European Quality Assurance Reference Framework 
in VET10. This is a priority for most EU countries. A particular focus is being placed on the 

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See SEC(2009) 1616, chapter 1, chart 1.2. 
OJ C 155, 8.7.2009, p. 1. 

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professionalization  of  VET 
increasingly  using 
modularisation to make VET provision more flexible and responsive to the needs of learners 
and businesses. 

trainers.  Countries  are 

teachers  and 

4.2. 

VET provision needs to be more relevant 

As set out in the New Skills for New jobs initiative, major challenges remain. The mismatches 
between  skills  levels  and  job  requirements  are  likely  to  grow  until  2020  if  VET  systems 
cannot respond more rapidly and flexibly to the expected increase in qualification and skills 
needs. 

To  improve  VET  relevance  to  labour  market  needs,  work-based  training  is  increasingly 
complementing  school-based  training.  A  number  of  countries  without  a  strong  tradition  in 
these  areas  are  establishing  new  apprenticeship  schemes  and  developing  cooperation  with 
social  partners  for  the  planning  and  updating  of  VET  provision.  However,  even  closer 
relations  with  the  world  of  business  and  a  further  expansion  of  work-based  learning  are 
crucial if VET systems are to adapt to the evolving needs of the labour market. More efforts 
are also required to develop effective tools for the anticipation of skill needs.  

While  increasing  attention  is  being  paid  to  opening  up  pathways  from  VET  to  higher 
education,  faster  progress  is  needed.  Learners  enrolled  in  VET  still  need  more  attractive 
qualification perspectives and mobility opportunities, and better support through guidance and 
language teaching.  

5. 

MODERNISING HIGHER EDUCATION 

5.1. 

Some progress on improving access and the diversification of funding 

There  is  growing  political  awareness  that  enabling  non-traditional  learners  to  access  higher 
education  is  central  to  the  achievement  of  lifelong  learning.  Most  countries  have  taken 
measures  to  increase  the  participation  of  students  with  a  lower  socio-economic  status, 
including financial incentives. 

24%  of  the  adult  population  in  Europe  (25-64  years  old)  have  high  (i.e.  tertiary  level) 
educational attainment, which is far behind both the US and Japan with (40%).  

Diversification  of  income  streams  in  higher  education  institutions  is  increasing,  with  tuition 
fees  the  dominant  source.  Performance-based  contracts  and  competition  between  higher 
education institutions, including for public funding, are also an increasing feature.  

5.2. 

Investment and delivery of lifelong learning remain challenges 

Increasing investment from both public and private resources remains a challenge particularly 
during  an  economic  crisis.  The  initiatives  of  some  EU  countries  in  increasing  and  targeting 
resources towards higher education investment are welcome; further diversification should be 
pursued to lever-in additional funding.  

Structural  and  cultural  inflexibilities  continue  to  represent  the  most  significant  barriers  to 
strengthening the role of higher education in continuing professional or personal development 
for those already in the workforce. Higher education institutions should receive incentives to 
develop more flexible curricula and attendance modes and to expand the validation of  prior 

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learning.  Higher  education  must  be  firmly  embedded  in  the  development  of  overarching 
national qualifications frameworks.  

Enhanced  university  autonomy  and  improved  governance  and  accountability  of  institutions 
are  crucial  to  enable  them  to  open  up  to  non-traditional  learners  and  to  diversify  income. 
University-business  partnerships11  can  create  appropriate  conditions  for  a  higher  share  of 
private  sector  funding  from  enterprises  and  –  in  line  with  the  "New  Skills  for  New  Jobs" 
initiative  –  help  universities  in  developing  curricula  and  qualifications  which  are  more 
relevant to the competences needed for the labour market and by students12.  

6. 

THE WAY FORWARD 

6.1. 

Boosting EU cooperation - implementing the new strategic framework 

This  2010  Joint  Report  registers  progress  in  a  number  of  important  areas  and  shows  how 
European  cooperation  has  contributed  to  national  reform13.  But  it  also  identifies  critical 
challenges,  particularly  relating  to  the  full  implementation  of  key  competences  and  to 
improving  the  openness  and  relevance  of  education  and  training,  which  need  further  policy 
action both at the European and national levels. 

The ET 2020 strategic framework provides a means to address these challenges. Their follow-
up should form part of the priority work areas specifically foreseen during the first 2009-2011 
work  cycle  of  ET  2020,  linked  to  the  implementation  of  the  New  Skills  for  New  Jobs 
initiative and the EU Youth Strategy14. 

6.2. 

Key competences for all on a lifelong learning basis 

Many countries are reforming curricula based explicitly on the Key Competences framework, 
particularly in the school sector. But innovative approaches to teaching and learning need to 
be  developed  and  implemented  on  a  broader  basis,  to  ensure  that  every  citizen  can  have 
access to high quality lifelong learning opportunities.  

•  More  efforts  are  needed  to  support  acquisition  of  key  competences  for  those  at  risk  of 
educational underachievement. Existing efforts aimed at  providing additional funding for 
disadvantaged learners, support for special education needs in inclusive settings or targeted 
measures for preventing early school leaving should be further mainstreamed. The growing 
number  of  people  with  low  levels  of  reading  literacy  causes  the  greatest  concern. 
Comprehensive  action  is  required  at  both  the  national  and  European  levels  covering  all 
levels of learning from pre-primary through to VET and adult education. 

•  More action is also necessary to develop teaching and assessment methods in line with the 
competence approach. Learning must equip learners not only with knowledge but also with 
relevant  skills  and  attitudes.  Particular  efforts  are  needed  for  those  transversal  key 
competences  that  are  crucial  for  more  creativity  and  innovation  and  for  success  in  the 
world  of  work  and  society  at  large.  The  continuing  professional  development  of  all 

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14 

COM(2009) 158. 
See Eurobarometer No 260. 
See also SEC(2009) 1598  
COM(2009) 200. 

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teachers  and  trainers  and  school  leaders  needs  to  equip  them  with  the  pedagogical  and 
other competences necessary to take on the new roles implicit in this approach. It is also 
vital to make the teaching profession more attractive.  

•  We  need  to  strengthen  those  competences  required  to  engage  in  further  learning  and  the 
labour market which are often closely interrelated. This means further developing the key 
competences approach beyond the school sector, in VET and adult learning, and ensuring 
that higher education outcomes are more relevant to the needs of the labour market. It also 
means  developing  ways  of  evaluating  and  recording  transversal  competences,  skills  and 
attitudes  that  are  relevant  for  access  to  work  and  further  learning.  A  common  'language' 
bridging the worlds of education/training and work needs to be developed to make it easier 
for citizens and employers to see how key competences and learning outcomes are relevant 
to  tasks  and  occupations.  This  would  further  facilitate  citizens'  occupational  and 
geographical mobility. 

6.3. 

Extending the partnership approach  

To enhance citizens’ competences, and so to equip people better for the future, education and 
training systems also need to open up further and become more relevant to the outside world. 

•  Partnership  between  education  institutions  and  the  wider  world,  especially  the  world  of 
work,  should  be  enhanced  at  all  levels.  Such  partnerships  would  gather  education  and 
training  practitioners,  businesses,  civil  society  bodies,  national  and  regional  authorities 
with a common agenda and within a lifelong learning perspective. Partnerships would also 
create new opportunities for learning mobility. 

•  More incentives are required to encourage higher education institutions to widen access to 
non-traditional  learners  and  disadvantaged  groups,  including  through  partnership  with 
outside actors. 

•  Learners  should  be  given  more  and  better  opportunities  to  gain  practical  experience  and 
insight  into  professional,  civic  and  cultural  life.  To  this  end,  work-based  learning, 
apprenticeships and voluntary action schemes should be given a much greater role not only 
in VET and adult education but also in schools and higher education. 

•  The  development  and  implementation  of  lifelong  learning  strategies  should  involve 
stakeholders and providers and include cooperation with policy sectors beyond education 
and training. 

6.4. 

The role of education and training in the EU's post-2010 strategy  

Investment in education and training is crucial as a  way out of  the  economic crisis,  both as 
part of long-term structural reforms and to lessen its immediate social impact. More than ever 
Europe's success in global competition is dependent on its skills and innovation capacities and 
a swift transition to a low-carbon, knowledge-based economy. 

The  role  of  education  and  training  underpinning  the  knowledge  triangle  needs  to  be 
reinforced.  Innovation  and  growth  will  be  weak  without  a  broad  foundation  of  knowledge, 
skills and competences which promotes talent and creativity from an early age and is updated 
throughout adulthood. 

EN 

10 

   EN 

 
Lifelong learning and mobility provided by high quality education and training are essential to 
enable all individuals to acquire the skills that are relevant not only to the labour market, but 
also for social inclusion and active citizenship. The ET 2020 Strategic Framework alongside 
the New Skills for New Jobs initiative will, at the heart of the future strategy for growth and 
jobs, make an important contribution to the realisation of this overarching objective.  

EN 

11 

   EN