Support of the stakeholder consultation in the context of the key competences review : report 1 : comparative analysis.
Date: 2017-08-24
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: EU Member State, civics, comparative study, digital literacy, education policy, entrepreneurship, knowledge management, learning, professional qualifications, report, technology, vocational education, vocational training

Support of stakeholder consultation in the 
context of the Key Competences review 

Comparative Analysis 

 
 
 
 
EUROPEAN COMMISSION 

Directorate-General for Education, Youth, Sport and Culture 
Directorate B – Youth, Education and Erasmus+ 
Unit B.2 — Schools and Multilingualism  

Contact: Ivana VRHOVSKI  

E-mail:  EAC-UNITE-B2@ec.europa.eu  

European Commission 
B-1049 Brussels 

 
 
 
 
 
EUROPEAN COMMISSION 

Support of the stakeholder 
consultation in the context of 
the Key Competences Review 

Report 1: Comparative Analysis 

Authors: Janne Sylvest, Danish Technological Institute and Elizabeth 
Kwaw, Ecorys 

2017 

EN 

Directorate-General for Education, Youth, Sport and Culture 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Disclaimer 
This  document  has  been  prepared  for  the  European  Commission.  However,  it 
reflects  the  views  only  of  the  authors,  and  the  Commission  cannot  be  held 
responsible for any use which may be made of the information contained therein. 

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 

(*) 

The information given is free, as are most calls (though some operators, phone 

boxes or hotels may charge you). 

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

Luxembourg: Publications Office of the European Union, 2017 

PDF ISBN 978-92-79-71739-0  doi 10.2766/441605 (catalogue) NC-01-17-886-EN-N 

© European Union, 2017 
Reproduction is authorised provided the source is acknowledged. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Table of Contents 

Colophon ........................................................................................................ 6 
1.0 Introduction ............................................................................................... 7 
2.0 Comparative analysis – Member States ........................................................ 13 
2.1 Key competences in Member States frameworks ......................................... 17 
2.2 Transversal skills in Member States frameworks ......................................... 18 
2.3 Key competences in VET ......................................................................... 18 
3.0 Comparative analysis - international frameworks ........................................... 21 
3.1 Key competences in the international frameworks ....................................... 26 
3.2 Transversal skills in the international frameworks ....................................... 27 

5 

 
 
 
 
 
 
 
 
 
 
 
 
 
   

Colophon 

Document Title 

Report 1: Comparative Analysis 

Contract No 

Led by 

Prepared by 

Checked by 

Date 

Contract  No.  EAC-2017-0150 under  Framework  Contract 
EAC2015-436 

Danish Technological Institute 

Janne Sylvest, Danish Technological Institute 

Elizabeth Kwaw, Ecorys 

2 May 2017 

6 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

1.0 Introduction  

This report is one of the outputs for the ‘Support of the stakeholder consultation in the 
context  of  the  Key  Competences  Review’  study  (released  under  the  DG  EAC 
Framework  Contract  EAC-07-2015),  which  is  being  delivered  by  the  Danish 
Technological  Institute  and  Ecorys.  It  contains  a  comparative  analysis  of  selected 
Member State and international key competence frameworks.  

The  selection  of  frameworks  is  based  on  desk  research  and  contacts  made  with 
selected experts, and discussions with the Commission. The following Member States 
are included: 
Estonia 
Finland 
Flanders 
France 
Ireland 
Italy 
Netherlands 
Portugal 

In addition, frameworks from the following international organisations are covered: 

OECD (two frameworks: OECD Key Competencies (DeSeCo) and Global Competency) 
Council of Europe 
World Economic Forum  
P21 Partnership for 21st century learning 
UNESCO 

An  overview  of  the  selected  frameworks  is  provided  in  the  table  on  the  following 
pages. 

In  the  following  chapters,  the  frameworks  are  compared  in  two  groups:  Member 
States  (national/regional)  (chapter  2)  and  international  frameworks  (chapter  3).  The 
reason  for  dividing  the  frameworks  in  these  two  groups  is  that  the  Member  States 
frameworks  all  take  the  EU  Key  Competences  framework  into  account,  although  to 
different  degrees,  whereas  the  approaches  for  the  international  frameworks  is  much 
more varied. 

For  each  of  these  two  groups  of  frameworks,  we  look  at  both  how  the  EU  key 
competences  are  addressed,  and  how  transversal  skills  (also  called  global  skills,  21st 
addressed.
etc.) 
century 

skills, 

are 

7 

 
 
 
 
 
 
 
 
 
   

Table 1-1 Overview of reviewed competence frameworks 

Level 

Country 
or 
organisation 
MEMBER STATES 
Estonia 

National 

Framework 

Key facts 

Competences/areas 

National curriculum for basic 
schools.  

is 

The  curriculum 
for  basic 
schools  and  came  into  effect  in 
2011,  last  amendment  was  29 
August 2014 

  Cultural and value competence 
  Social and citizen competence 
  Self-management competence 
 
Learning to learn competence 
  Communication competence 
  Mathematics,  natural  sciences  and  technology 

competence 

Finland 

National 

National Core Curriculum for 
Basic 
2014, 
Education 
Finnish  National  Board  of 
Education1. 

The  national  core  curriculum  for 
basic  education 
focuses  on  
students in grades 1-6. 

Came into effect in August 2016.  

Flanders 

National 
(regional) 

Cross-curricular 
objectives 
secondary education2. 

final 
in  mainstream 

by 

the 

Inspired 
EU  Key 
Competences Framework and the 
OECD  Key  Competencies,  the 
final  objectives  focus  on  the 
minimum skills required by every 
citizen  in  Flanders  e  to  enable 
them  to  participate  actively  in 
society,  and 
to  develop  a 
personal life. 

Thinking and learning to learn 

  Entrepreneurship competence 
  Digital competence 
 
  Cultural competence, interaction and expression 
 
Taking care of oneself and managing daily life 
  Multiliteracy 
 
  Working life competence and entrepreneurship 
 
building 

ICT Competence 

involvement 

and 

Participation, 
sustainable future 

a 

Learning to learn 
Physical health and safety 

  Common trunk 
 
 
  Mental health 
  Socio-relational development 
  Environment and sustainable development 
 
Political-legal society 
  Socio-economic society 
  Socio-cultural society 

Came into force in 2010. 

1 http://www.oph.fi/download/151294_ops2016_curriculum_reform_in_finland.pdf  
2 http://www.ond.vlaanderen.be/curriculum/english/corecurriculum/crosscurricular/crosscurricularfinalobjectives.pdf  

8 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
                                          
Level 

Framework 

Key facts 

Competences/areas 

Education and Training or Erasmus+ 

or 
Country 
organisation 
France 

National 

Ireland 

National 

Décret  n°  2015-372  du  31 
mars  2015  relatif  au  socle 
commun  de  connaissances, 
compétences  et  de 
de 
culture.3 

Key  Skills  of  Junior  Cycle  – 
for 
National 
Curriculum and Assessment. 

Council 

Senior  Cycle,  Key  Skills 
National 
Framework 
Council  for  Curriculum  and 
Assessment4. 

– 

“common 

The 
of 
knowledge,  competences  and 
culture”,  and  is  designed  for 
students aged 6 to 16. 

base 

Came into effect in 2016. 

The “Key Skills of Junior Cycle” is 
designed  for  students  aged  12-
15,  whereas  “Senior  Cycle  Key 
Skills  Framework” 
focuses  on 
students aged 15-18. 

Italy 

National 
(ESF/ERDF
) 

Avviso  quadro  sulle  azioni 
da attivare a valere sul PON 
“Per la scuola”. 
Il 
Programma  Operativo 
Nazionale 2014-2020 “Per la 
e 
scuola”, 
per 
ambienti 
l’apprendimento.5 

competenze 

PON  is  a  national  programme  of 
the  Ministry  of  Education  funded 
under the European Social Funds 
and 
the  European  Regional 
Development  Funds.  All  actions 
are  also  in  line  with  the  2030 
sustainable 
Agenda 
development. 

for 

of 

Communication 
the 
actions  to  be  activated  in 
the  framework  of  the  PON 
Operational 
(National 

Key  competences  are  integrated 
in  the  actions  developed  under 
PON.  

Languages for thinking and communicating 

 
  Methods and tools for learning 
 
  Natural and technical systems 
  Representations of the world and human activity 

Personal and citizen development 

Junior cycle 

  Managing myself  
  Staying well 
  Communicating 
  Being creative 
  Working with others 
  Managing information and thinking 
Senior cycle 

 
Information processing 
  Critical and creative thinking 
  Communicating 
  Working with others 
  Being personally effective 

Basic competences: 

  Communication in mother tongue 
  Communication in second foreign language 
  Math and scientific competences 

Global citizenship competences: 

Food education and territory 

 
  Wellbeing, correct lifestyle and sport 
  Environmental education 
  Economic citizenship 
  Civics, respect for diversities and active citizenship 
  European citizenship 
  Cultural, artistic and landscape heritage 

3  For  a  brief  overview  see:  http://www.education.gouv.fr/cid88125/qu-apprendront-les-eleves-de-6-a-16-ans-a-la-rentree-2016-
decouvrez-le-socle-commun-de-connaissances-de-competences-et-de-culture.html  
4 http://ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Senior_Cycle/Key_Skills/Key-Skills.html  
5 http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/172146aa-ecd0-44b5-8f2e-6f356b246c55/prot950_17.pdf  

9 

 
 
 
 
 
 
 
 
 
                                          
   

or 
Country 
organisation 

Level 

Framework 

Key facts 

Competences/areas 

Netherlands 

National 

The 

“for 

the 
Programme) 
National 
school”/. 
Operational 
Programme 
2014-2020 “For the school”, 
competences for learning. 
Platform 
Bureau 
Onderwijs2032: 
Ons 
onderwijs2032  –  Endadvies, 
January 2016 

Portugal 

National 

Perfil  dos  alunos  à  saída  da 
escolaridade obrigatória6 

INTERNATIONAL ORGANISATIONS 
Internation
OECD 
al 

OECD  Key  Competencies 
(DeSeCo) 

OECD  

Internation
al 

Global Competency 

6 http://dge.mec.pt/perfil 

Platform  Onderwijs2032 
The 
(Education2032) 
was 
commissioned by the Minister for 
Education,  a  social  dialogue 
about  the  contents  of  primary 
and  secondary  education.  The 
report/strategy  is  based  on  a 
consultation 
comprehensive 
process. 

the 

“Profile 
end 

document 
at 

of 
The 
of 
students 
compulsory  schooling”  is  a  draft 
consultation 
key 
of 
competences  that  need  to  be 
acquired  by  students  at  the  end 
of compulsory schooling.  

the 

The public consultation closed 13 
March 2017. 

in 

defines 

key 
three  broad 

The 
OECD 
competencies 
categories. 
Published in 2005.  
Competences 
The 
framework  represents  a  new, 
ambitious  and  still  experimental 
approach  to  global  competence 

Global 

  Citizenship and digital creativity 
 
Integration and hospitality 
  Entrepreneurship education 

Language skills 

 
  Numeracy 
  Digital literacy 
  Science 
 
  Social studies  
  Citizenship 
 

Language and culture 

Interdisciplinary skills 

Interpersonal relationships 

 
Languages and texts 
 
Information and communication 
  Reasoning and problem solving 
  Critical thinking and creative thinking 
 
  Autonomy and personal development 
  Well-being and health 
  Aesthetic and artistic sensibility 
 
  Awareness and control of the body 

Technical knowledge and technology 

  Use tools interactively 
 
  Act autonomously 

Interact in heterogeneous groups 

  Skills:  Analytical  and  critical  thinking,  Ability  to 
interact  respectfully,  appropriately  and  effectively, 
Empathy, and Flexibility.  

  Knowledge and Understanding: Knowledge and 

10 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
                                          
 
Education and Training or Erasmus+ 

or 
Country 
organisation 

Level 

Framework 

Key facts 

Competences/areas 

Council 
Europe 

of 

Internation
al 

Competences for Democratic 
Culture 

with 

community 

consultation 

which  the  OECD  has  developed 
the 
in 
international 
of 
experts. 
Global  competence  is  developed 
throughout  an  individual’s  entire 
lifetime.  
framework  describes  the 
The 
competences 
to 
participate effectively in a culture 
of democracy, and live peacefully 
together with others in  culturally 
diverse democratic societies.  
Published in 2016. 

needed 

understanding  of  global 
knowledge and understanding. 

issues, 

Intercultural 

  Attitudes:  Openness  towards  people  from  other 
cultures,  Respect  for  cultural  otherness,  Global-
mindedness, and Responsibility.  

  Values: Valuing human dignity and human rights, 
Valuing  cultural  diversity,  Valuing  democracy, 
justice, fairness, equality and the rule of law 

  Attitudes:  Openness  to  cultural  otherness  and  to 
other  beliefs,  world  views  and  practices,  Respect, 
Civic-mindedness,  Responsibility,  Self-efficacy, 
Tolerance and ambiguity. 

  Skills:  Autonomous  learning  skills,  Analytical  and 
critical  thinking  skills,  Skills  of  listening  and 
observing,  Empathy,  Flexibility  and  adaptability, 
Linguistic,  communicative  and  plurilingual  skills, 
Co-operation skills, Conflict-resolution skills. 

  Knowledge 

and 

critical  understanding: 
Knowledge  and  critical  understanding  of    self, 
Knowledge  and  critical  understanding  of  language 
and  communication,  Knowledge  and  critical 
understanding  of  the  world:  Politics,  law,  human 
rights,  culture,  cultures,  religions,  history,  media, 
economies, environment, sustainability. 

WEF 

Internation
al 

21st Century Skills 

21st  century  skills  are  the  skills 
that  meet  the  needs  of  a  21st 
century marketplace.  

  Foundational  Literacies:  Literacy,  numeracy, 
scientific  literacy,  ICT  literacy,  financial  literacy, 
cultural and civic literacy. 

  Competencies:  Critical  thinking/problem-solving, 

creativity, communication, collaboration.  

P21 
Partnership 
for 
century 

21st 

Internation
al/US 

P21  Framework 
Century Learning 

for  21st 

This  framework  describes  the 
skills,  knowledge  and  expertise 
students  must  master  in  work 
and  life; it  is  a  blend  of  content, 

  Key subjects and 21st century themes 
 
 
 

Learning and innovation skills 
Information, media and technology skills 
Life and career skills 

11 

  Character  Qualities: 

initiative, 
persistence/grit,  adaptability,  leadership,  social 
and cultural awareness. 

Curiosity, 

 
Level 

Framework 

Key facts 

Competences/areas 

   

or 
Country 
organisation 
learning 

UNESCO 

Internation
al 

Intercultural  Competences. 
Conceptual  and  Operational 
Framework.  

knowledge, 
expertise and literacies.  

specific 

skills, 

The  partnership  was  founded  in 
2002.  
This 
framework  provides  two 
sets  of  terms  of  intercultural 
culture  and 
competences  – 
communication. 
They  are  not 
stand  alone 
competences;  rather,  they  must 
be  understood  in  relation  to  one 
another as a set. 

Culture 

Intercultural 
Identity 

 
 
  Values, attitudes, beliefs 
Communication 

 
Language 
  Dialogue 
  Nonverbal behaviour 

12 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

2.0 Comparative analysis – Member States 

This chapter compares the selected Member States frameworks with the EU framework. 
An overview table comparing the main aspects of the different frameworks with the EU 
framework is provided. Annex 1 provides more details of each framework. 

The Member States frameworks are clearly inspired by the EU key competencies, but this 
does  not  mean  that  they  consist  of  the  same  set  of  competences.  All  of  these 
frameworks take a holistic perspective. None of the frameworks aim at simply producing 
“good employees”  - rather, they aim to prepare an individual to become a capable and 
“good citizen” all-round. 

The  frameworks  are  mostly  aimed  at  primary  and/or  secondary  schooling  (cf.  the 
overview in Table 1-1). Some focus on curricula, while others are more broadly oriented 
(across subjects). To supplement the review of these frameworks, the work of Cedefop 
on key competences in VET has also been included in the review and is discussed later in 
this chapter. 

13 

 
 
 
 
 
 
Table 2-1 Comparison of Member States frameworks with the Key Competences Framework 

Estonia 

Finland 

Flanders 

France 

Ireland 

Italy 

Netherlands 

Portugal 

Key 
Competences 
Framework 

Communication 
in  the  mother 
tongue 

Communication 
competence 

Not 
covered 

explicitly 

Communication 
in 
foreign 
languages 

Communication 
competence 

Not 
covered 

explicitly 

Common  trunk 
(communicativ
e  ability),  but 
otherwise  not 
explicitly 
covered 

Common  trunk 
(communicativ
e  ability),  but 
otherwise  not 
explicitly 
covered 

Languages  for 
thinking 
and 
communicatin
g 

Languages  for 
thinking 
and 
communicatin
g 

Mathematical 
competence 
and 
basic 
competences  in 
and 
science 
technology 

Mathematics, 
natural sciences 
and  technology 
competence 

Not 
covered 

explicitly 

explicitly 

Not 
covered 

Digital 
competence 

Digital 
competence 

ICT 
competence 

explicitly 

Not 
covered 

and 

Natural 
technical 
systems 
Languages  for 
and 
thinking 
communicatin
g 
(mathematical
,  scientific  and 
informatics 
languages) 

and 
for 

Methods 
tools 
learning 
(digital tools) 

Basic 
competences 
– 
communicatio
n 
in 
mother 
tongue 

the 

Basic 
competences 
– 
communicatio
in 
n 
languages 

foreign 

Communicatin
g  (junior  and 
senior cycle) 
Information 
processing 
(senior cycle) 

Not  explicitly 
covered 
(possibly 
in 
integrated 
same 
the 
categories  as 
comm. 
in 
mother 
tongue) 

Communicatin
g (junior cycle 
– 
using 
numbers  and 
but 
data), 
otherwise  not 
explicitly 
covered 

Basic 
competences 
– 
mathematics 
Basic 
competences 
– 
field 

scientific 

Language 
skills (Dutch) 

Languages 
and texts 
Information 
and 
communicatio
n 

Language 
skills (English) 

Languages 
and texts 

Numeracy 
Science 

Languages 
and texts 
Technical 
knowledge 
and 
technology 

Communicatin
g (junior cycle 
–  using  digital 
techn. 
to 
communicate) 

Citizenship 
and 
creativity 

digital 

Digital literacy  Information 

and 
communicatio
n 

14 

 
 
Education and Training or Erasmus+ 

Key 
Competences 
Framework 

Estonia 

Finland 

Flanders 

France 

Ireland 

Italy 

Netherlands 

Portugal 

Learning 
learn 

to 

Learning 
learn 
competence 

to 

Thinking 
learning 
learn 

and 
to 

Social  and  civic 
competences 

and 

Social 
citizen 
competence 

Multiliteracy 
(critical 
thinking 
learning skills) 

and 

Participation, 
involvement 
and  building  a 
sustainable 
future 
Taking  care  of 
oneself 
and 
managing  daily 
life  (incl.  well-
being, 
health 
and safety) 

Methods 
tools 
learning 

and 
for 

Personal  and 
citizen 
development 

Managing 
information 
(junior cycle) 
Information 
processing 
(senior cycle) 

thinking 

Being  creative 
(junior cycle) 
Managing 
information 
and 
(junior cycle) 
Being 
personally 
effective 
(senior cycle) 

Managing 
myself  (junior 
cycle) 
Staying  well 
(junior cycle) 
Working  with 
others  (junior 
and 
senior 
cycle) 

Common  trunk 
(incl. 
perseverance, 
explore,  open 
and 
constructive 
attitude) 
Learning 
learn 

to 

Common  trunk 
(incl.  empathy, 
respect, 
working 
together, 
responsibility, 
consideratenes
s) 
Physical  health 
and safety 
Mental health 
Socio-relational 
development 
Political-legal 
society 
Socio-economic 
society 
Socio-cultural 

Not  explicitly 
covered 

Not  explicitly 
covered 

Autonomy 
and  personal 
development 

Social studies  
Citizenship 

Interpersonal 
relationships 
Well-being 
and health 

Global 
citizenship  – 
Wellbeing, 
correct 
lifestyle  and 
sport 
Global 
citizenship  – 
civics,  respect 
for  diversity 
active 
and 
citizenship 

15 

 
 
 
 
 
   

Key 
Competences 
Framework 

Estonia 

Finland 

Flanders 

France 

Ireland 

Italy 

Netherlands 

Portugal 

of 
Sense 
initiative 
and 
entrepreneurshi
p 

Entrepreneurshi
p competence 

Cultural 
awareness  and 
expression 

and 

Cultural 
value 
competence 

life 

Working 
competence 
and 
entrepreneurshi
p 

Cultural 
competence, 
interaction  and 
self-expression 

society 

Common  trunk 
(initiative) 

Not  explicitly 
covered 

Socio-relational 
development 
(cultural 
artistic 
manifestations) 

and 

(languages 

Languages  for 
thinking 
and 
communicatin
g 
of the arts) 
Representation
s  of  the  world 
and 
human 
activity 

Other 
competences/ 
skills 

Self-
management 
competence 

Common trunk 
Political-legal 
society 
Socio-economic 
society 
Socio-cultural 
society 

Taking  care  of 
and 
oneself 
managing  daily 
life  (incl.  using 
technology 
responsibly; 
consumer  and 
personal 
finance skills) 
Working 
competence 

life 

Being 
personally 
effective 
(senior cycle – 
initiative) 

Not  explicitly 
covered  

and 

Critical 
creative 
thinking 
(senior cycle) 

Entrepreneur-
ship 
education 

and 

European 
citizenship 
Cultural, 
artistic 
landscape 
heritage 
Integration 
and 
hospitality 

Global 
citizenship:  
Food 
education  and 
territory 
Environmenta
l education 
Economic 
citizenship 
(economic, 
consumer, 
financial 
literacy) 

Language  and 
culture 

Languages 
and texts 
Aesthetic  and 
artistic 
sensibility 

Interdisciplinar
y skills: 
Creativity 
Critical 
thinking 
Problem 
solving 
Cooperation 

Reasoning 
and  problem 
solving 
Critical 
thinking  and 
creative 
thinking 
Awareness 
and  control  of 
the body 

16 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2.1 Key competences in Member States frameworks 

Among  the  reviewed  frameworks,  Member  States  tend  not  to  distinguish  between 
communication  in  the  mother  tongue  and  in  foreign  languages,  but  rather  focus 
on  “communication”  in  general.  Only  the  Italian  framework  makes  an  explicit 
distinction  between  the  mother  tongue  and  foreign  languages  in  separate  headings. 
The  Finnish  and  Flemish  frameworks  do  not  even  explicitly  include  “languages”  as 
such, but seem to presume that such basic skills are covered (which actually goes for 
mathematical  competence  and  basic  science/technology  competences  as  well).  The 
Dutch  framework  specifies  that  the  languages  which  the  students  should  master  are 
Dutch and English. 

The  approach  to  mathematical  competence  and  basic  competences  in  science 
and  technology  is  (surprisingly)  varied.  Whereas  some  frameworks  tend  to  take  a 
similar  approach  to  the  EU  reference  framework,  focusing  on  basic  skills  and 
knowledge  (numeracy)  –  Estonia,  Italy,  Netherlands  –  whereas  others  –  France, 
Ireland,  Portugal  treat  these  competences  largely  as  “languages”  (the  languages  of 
mathematics  and  science),  sometimes  making  a  distinction  for  technology,  which  is 
partially treated as a more hands-on subject. 

With respect to Digital competence, several frameworks take a similar approach to 
the  EU  framework,  but  with  some  variation  in  the  terminology  used  –  digital 
competence,  ICT  competence,  digital  literacy,  citizenship  and  digital  creativity, 
whereas several others treat this competence as part of the language/communication 
area. For instance, France includes digital tools under Methods and tools for learning, 
and also takes a language approach, including informatics language under Languages 
for thinking and communicating.  

Learning  to  learn,  or  methods  and  tools  for  learning,  is  explicitly  included  in  about 
half the frameworks. In Finland, learning skills are combined with critical thinking into 
multiliteracy,  “the  competence  to  interpret,  produce  and  make  a  value  judgement 
across  a  variety  of  different  texts  which  will  help  the  pupils  to  understand  diverse 
modes of cultural communication and to build their personal identity”. The Italian and 
Dutch  frameworks  do  not  include  this  competence,  whereas  Italy  covers  this 
competence under “autonomy and personal development”. 

Social  and  civic  competences  are  largely  included  in  all  frameworks,  but  the 
terminology used varies a lot. Some countries take a straight-forward approach similar 
to  the  EU  framework:  social  and  citizen  competence  (Estonia),  personal  and  citizen 
development  (France),  whereas  this  area  in  most  of  the  other  frameworks  is  spread 
over  several  competences/skills.  Generally,  the  competence  covers  three  main 
aspects: 

 

 

“civic”  in  the  sense  of  “citizenship”,  with  concepts  such  as  “participation, 
involvement  and  building  a  sustainable 
future”  (Finland),  political-legal 
society/socio-economic  society/socio-cultural  society  (Flanders),  active  citizenship 
(Italy) 
social  relationships,  including  respect  for  diversity  (Italy);  empathy,  respect, 
working  together,  responsibility,  considerateness  (Flanders),  working  with  others 
(Ireland), interpersonal relationships (Portugal) 

  physical  and  mental  well-being,  including  “taking  care  of  oneself”  (Finland), 

“managing myself” and “staying well” (Ireland)  

17 

 
 
 
 
 
 
 
 
 
 
   

Sense  of  initiative  and  entrepreneurship  as  a  separate  competence  is  only 
present  in  a  few  of  the  frameworks  –  Estonia,  Italy,  Finland  (in  the  latter  combined 
with “working life competence”). Initiative is a personal skill covered by the “common 
trunk” in Flanders, whereas the Irish framework refers to “being personally effective”. 

Cultural awareness and expression is comprehensively covered in all frameworks, 
except the Irish. Again, the terminology and the degree to which this is considered as 
one competence or several, varies. The Estonian and Finnish frameworks refer to it as 
“cultural  and  value  competence”  and  “cultural  competence,  interaction  and  self-
expression”,  respectively.  In  several  frameworks,  this  is  linked  to  language  in  the 
broader  sense  (languages  of  the  arts,  language  and  culture),  and  also  to 
representations  of  the  world  and  human  activity  (France),  and  aesthetic  and  artistic 
sensibility (Portugal).  

Finally, a specific competence which should be mentioned is financial literacy, which 
is not part of the European framework. This is covered under the Finnish framework as 
consumer  skills  and  personal  finance  skills,  while  the  Italian  framework  specifically 
mentions financial literacy. 

2.2 Transversal skills in Member States frameworks 
In  addition  to  the  eight  key  competences  in  the  European  Key  Competences 
Framework,  transversal  themes  or  skills  are  applied  throughout  the  Reference 
Framework.  The  transversal  skills  play  a  role  across  all  eight  key  competences  and 
are:  critical  thinking,  creativity,  initiative,  problem  solving,  risk  assessment,  decision 
taking, and constructive management of feelings.   

Many  of  these  skills,  and  other  transversal  skills,  are  also  present  in  Member  States 
frameworks.  

Critical  and  creative  thinking  is  the  most  pervasive  of  these.  It  is  explicitly 
mentioned  as  a  skill  or  competence  in  the  frameworks  of  Ireland,  Netherlands  and 
Portugal, but is generally covered in most of the frameworks (for instance in relation 
to learning to learn-type competences). Reasoning and problem solving is similarly 
quite widely included. Self-management in various forms is also included in several 
frameworks,  either  as  a  separate  skill  or  as  part  of  social  and  civic  competences  (cf. 
above). Working life competence could also be considered as a transversal skill, or 
it could be included in one of the other competences (combined with entrepreneurship, 
as  in  the  Finnish  framework).  The  Dutch  framework  includes  cooperation  as  an 
interdisciplinary  skill,  but  this  aspect  is  also  covered  under  social  and  civic 
competences in several frameworks. Initiative may also be seen as a transversal skill 
which may or may not be linked directly to entrepreneurship.  

2.3 Key competences in VET 

Whereas  the  frameworks  that  were  analysed  above  mostly  deal  with  primary  and 
secondary  education,  key  competences  for  lifelong  learning  naturally  play  a  role  in 
continuing education, such as VET. The table below summarises how key competences 
are included in the VET frameworks of the Member States selected for this analysis7, 
based on Cedefop country reports (see reference below the table). 

7 With the exception of Italy, for which a country report is not available. 

18 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
                                          
Education and Training or Erasmus+ 

19 

 
 
 
 
   

Table 2-2 Key competences in vocational education and training (Cedefop) 

Member 
State 
Estonia 

Finland 

Belgium 

France 

Ireland 

The 
Nether-
lands 

20 

Highlights of Key Competences in VET 

learn,  digital  competence,  civic  competence,  sense  of 

Key  competences  are  defined  as  general  education  studies  within  VET.  The  key 
competences  that  are  essential  to  each  programme  (speciality)  in  VET  are 
described  in  national  VET  curricula  as  modules.  For  example,  language  and 
literature,  mathematics,  foreign  language,  natural  science  subjects,  social 
subjects, and entrepreneurship are all separate modules within the VET curricula. 
The key competences that are integrated in all vocational specialties are: learning 
to 
initiative  and 
entrepreneurship and cultural awareness. 
The volume of key competences varies by VET programme.  
Key  competences  for  lifelong  learning  has  been  fully  taken  into  consideration  in 
upper secondary VET provision.  
Upper-secondary  VET  is  made  of  three  components:  vocational  units,  common 
units  and  free-choice  units.  Key  competences  have  been  nationally  adapted  and 
included  in  the  common  units  which  can  be  divided  into  four  categories  that  are 
compulsory  for  all  VET  programmes.  The  common  units  are:  communication  and 
interaction competence, mathematical and natural science competence, social and 
labour market competence, and social and cultural competence.  
The  competences  are  included  in  the  objectives  of  core  subjects  and  the 
requirements of vocational qualification modules and their assessment criteria. 
In  Belgium,  key  competences  are  central  to  compulsory  education  from  age  6  to 
18,  including  initial  VET.  Most  of  the  key  competences  have  been  taken  into 
consideration  in  upper  secondary  VET  provision  with  the  exception  of  learning  to 
learn, and cultural awareness and expression. 
In  general,  learning  to learn  is  seldom  taken  into  account  in  education  policies  in 
Belgium.  Cultural  awareness  and  expression  competences  are  not  promoted  in 
upper secondary VET in Belgium. 
VET  programmes  consist  of  vocational  and  general  (e.g.  French,  history, 
geography  and  civic  education,  mathematics,  a  modern  foreign  language,  etc.) 
courses. The key competences are included in the general courses that are defined 
(syllabi) and examined nationally. 
All  of  the  eight  key  competences  have  been  taken  into  consideration  in  upper 
secondary VET provision. 
The role of key competences in education and training in Ireland is not confined to 
the  VET  sector  alone.  All  legislation  and  policy  documents  deal  with  key 
competences across a range of levels and programme types (e.g. NFQ levels and 
VET,  general  or  mixed  programmes).  As  a  result,  the  role  of  key  competences  in 
VET programmes is implicit rather than explicit: because many of the qualifications 
awarded  to  those  completing  further  education  and  training  programmes  call  for 
minimum  achievement  in  most  of  the  eight  key  competences,  the  courses  will 
inevitably include at least some of the key competences. 
All eight key competences can be found in the initial VET curricula, albeit not under 
a separate heading or in a standardised form.   
Since  2012,  English  and  math  have  been  compulsory  subjects  in  VET  at  level  4 
[the  highest  of  the  four  qualification  levels],  even  if  they  are  not  a  part  of 
occupational  profile.  Competences  in  science  and  technology  are  included  only  if 
mastering  of  these  subjects  is  required  by  the  occupational  standards  (national 
qualifications framework). The same is true for digital competence. 
VET  law  states  that  vocational  training  has  to  support  occupational  career, 
citizenship  and  further  learning,  hence,  learning-to-learn  and  interpersonal, 
intercultural  and  social  competences  as  well  as  civic  competence  are  compulsory 
elements of all VET curricula since the 1996 VET law. 
Entrepreneurship is  also promoted  in  VET  but  it  is  compulsory only  for  some  VET 
programmes, for example in retail. Cultural expression is not a compulsory subject 
in VET, except for programmes preparing for occupations in the cultural sector (for 
example, design, artist, audio-visual productions). 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Member 
State 
Portugal 

Highlights of Key Competences in VET 

Most  key  competences,  as  defined  in  the  2006  EU  framework,  are  implicitly 
present  in  VET  curricula.  Mother  tongue,  foreign  languages,  maths,  science, 
technology, digital competences are called differently. Other competences such as 
learning  to  learn,  social  and  civic  competences,  entrepreneurship,  and  cultural 
awareness  and  expression  may  be  considered  as  partially  included  in  curricula  of 
some VET programmes, especially those for young people. 
Upper secondary VET for young people lack national regulations with clear rules for 
implementation  of  the  eight  key  competences.  Nevertheless,  most  of  them  are 
acquired through the subjects. Key competences for adults in upper secondary VET 
are  also  part  of  the  curricula.  However,  they  do  not  include  all  eight  key 
competences. 

SOURCE: EXCERPTS  FROM  COUNTRY  REPORTS  ON “KEY  COMPETENCES IN  VOCATIONAL EDUCATION  AND TRAINING”, CEDEFOP 
2016,  http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/key-competences-in-
vet  

Generally,  key  competences  are  included  in  VET  education  in  these  Member  States, 
often with direct reference to the EU reference framework. In several Member States, 
for  instance  Estonia  and  Finland,  all  of  the  eight  EU  key  competences  are  taken  into 
consideration  in  the  VET  curricula.  However,  in  some  Member  States  there  are 
exceptions  where  specific  competences  (particularly  cultural  awareness  and 
expression)  are  not  included.  In  some  countries,  the  inclusion  of  competences 
depends on the occupational qualifications that the students are required to gain – for 
instance,  in  the  Netherlands,  competences  in  science  and  technology  and  digital 
competence are not always included. 

21 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
   

3.0 Comparative analysis - international frameworks 

The  international  frameworks  are  more  diverse  than  the Member States  frameworks, 
and  take  very  different  approaches.  The  OECD  Key  Competencies  (DeSeCo) 
framework focuses on three very broad categories of competences, and reflectiveness 
(reflective  thought  and  action)  is  a  key  term  which  is  emphasized  as  being  at  the 
heart  of  the  competences.  This  is  supplemented  by  the  OECD  Global  Competency 
framework, which aims to provide a starting point for the PISA 2018 assessment. One 
of the new elements in this framework (with regards to assessment) is the emphasis 
on attitudes and values. 

The P21 framework (Partnership for 21st century learning) is a US framework which 
is considered by some experts as setting the standard for key competence frameworks 
internationally.  It  is  a  very  comprehensive  framework  which  describes  the  skills, 
knowledge and  expertise  that  students  must  master  in work  and  life;  it  is  a blend  of 
content, knowledge, specific skills, expertise and literacies.  

Whereas both the Member State frameworks and the international frameworks tend to 
take  a  holistic  view  of  competences,  the  WEF  framework  is  the  one  that  is  most 
clearly  aimed  at  the  skills  needed  in  a  future  labour  market  –  “the  21st  century 
marketplace”.  In  addition  to  foundational  literacies  and  competences,  it  stresses  a 
number of essential character qualities such as initiative, curiosity and leadership.  

The Council of Europe Framework is also aimed at a specific area e.g. competences 
necessary  for  democratic  culture.  This  framework  describes  the  competences  needed 
to participate effectively in a culture of democracy and to live peacefully together with 
others in culturally diverse democratic societies.  

The  UNESCO  Intercultural  Competences  Framework  is  similar  to  The  Council  of 
Europe Framework in the sense that it also assesses the competences needed to live 
in  a  globalised  world  that  moves  people  of  different  cultural  backgrounds  closer 
together. The framework is visually conceptualized by ‘The Intercultural Competences 
Tree8.  The  roots  of  the  tree  are  the  intercultural  competences  which  are  a  blend  of 
communicative  competences  (language,  dialogue  and  nonverbal  behaviour)  and 
cultural competences (identity, values, attitudes and beliefs). Key to the framework is 
that  none  of  the  intercultural  competences  can  stand  alone;  rather,  they  must  be 
considered in relation to one another as a set. 

In  the  table  on  the  following  pages,  an  overall  comparison  between  the  international 
frameworks and the EU Key Competences Framework is provided. Following that, we 
shall  discuss  in  more  detail  the  approaches  to  key  competences,  and  to  transversal 
skills, in the international frameworks. 

8 

See 

Intercultural 

Competences: 

Conceptual 

and 

Operational 

Framework, 

UNESCO 

2013, 

http://unesdoc.unesco.org/images/0021/002197/219768e.pdf, p. 23 

22 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
                                          
Table 3-1 Comparison of international frameworks with the Key Competences Framework 

Key 
Competences 
Framework 

OECD 
Competencies 

Key 

OECD 
Competency 

Global 

Communication in 
the 
mother 
tongue 

The  ability  to  use 
language,  symbols 
and 
texts 
interactively 

Ability  to  interact 
respectfully, 
appropriately  and 
effectively 

Communication in 
foreign languages 

The  ability  to  use 
language,  symbols 
and 
texts 
interactively 

Ability  to  interact 
respectfully, 
appropriately  and 
effectively 

of 

Council 
Europe 
Competences  for 
Democratic 
Culture 

WEF 21st Century 
Skills 

P21  Partnership 
for  21st  century 
learning 

plurilingual 

Linguistic, 
communicative 
and 
skills 
Knowledge 
critical 
understanding 
language 
communication 

and 

of 
and 

plurilingual 

Linguistic, 
communicative 
and 
skills 
Knowledge 
critical 
understanding 
language 
communication 

and 

of 
and 

Literacy 
Communication 

Literacy 
Communication 

subjects: 
world 
arts, 

Key 
English, 
languages, 
mathematics, 
economics, 
science, 
geography, 
history, 
government 
civics. 
Communication 
and collaboration 

and 

subjects: 
world 
arts, 

Key 
English, 
languages, 
mathematics, 
economics, 
science, 
geography, 
government 
civics. 
Communication 
and collaboration 

and 

and 

UNESCO 
Intercultural 
Competences. 
Conceptual 
Operational 
Framework. 9 

Communicative 
competence 
Language 

Communicative 
competence 
Language 

Mathematical 
competence  and 

The  ability  to  use 
technology 

Not applicable 

Not applicable 

Numeracy 
Scientific literacy 

Key 
English, 

subjects: 
world 

Not applicable 

9 The UNESCO Intercultural Competences Framework provides two broad sets of competences, culture and communication. Each set of competences are made up of several concepts. These concepts do 

no stand alone, rather they should be understood in relation to one another. In the table, we attempted to place as many of the concepts as possible, but some are left out (these can be seen in the table 

of the UNESCO Framework in the Annex).  

23 

 
 
                                          
   

Key 
Competences 
Framework 

OECD 
Competencies 

Key 

OECD 
Competency 

Global 

of 

Council 
Europe 
Competences  for 
Democratic 
Culture 

WEF 21st Century 
Skills 

P21  Partnership 
for  21st  century 
learning 

UNESCO 
Intercultural 
Competences. 
Conceptual 
Operational 
Framework. 9 

and 

interactively 

basic 
competences 
science 
technology 

in 
and 

Digital 
competence 

The  ability  to  use 
technology 
interactively 

Not applicable 

Not applicable 

ICT Literacy 

languages, 
mathematics, 
economics, 
science, 
geography, 
history, 
government 
civics. 

arts, 

and 

Information 
literacy 
Media Literacy 
ICT Literacy 

Not applicable 

Learning to learn 

The  ability  to  use 
and 
knowledge 
information 
interactively 

Analytical 
critical thinking  

and 

Autonomous 
learning skills 
Analytical 
critical 
skills 

and 
thinking 

Critical 
thinking/problem 
solving 

Critical 
and 
solving 

thinking 
problem 

Not applicable 

and 
Knowledge 
understanding  of 
global issues 
Ability  to  interact 
respectfully, 
appropriately  and 
effectively 
Global-mindedness 

to 
to 

ability 
The 
relate  well 
others 
The  ability  to  co-
operate  and  work 
in teams 
The 
manage 
resolve conflicts 
to 
ability 
The 
defend  and  assert 
interests, 
rights, 

to 
and 

ability 

Social  and  civic 
competences 

24 
2017 

Co-operation skills 
Conflict-resolution 
skills 
Valuing 
democracy, 
justice, 
fairness, 
equality  and  the 
rule of law 
Civic-mindedness 
Knowledge 
critical 
understanding 

and 

of 

Cultural  and  civic 
literacy 
Social  and  cultural 
awareness 
Collaboration 

subjects: 
world 
arts, 

Key 
English, 
languages, 
mathematics, 
economics, 
science, 
geography, 
history, 
government 
civics. 
Global awareness 
Civic Literacy 

and 

Dialogue 

August 

 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Key 
Competences 
Framework 

OECD 
Competencies 

Key 

OECD 
Competency 

Global 

of 

Council 
Europe 
Competences  for 
Democratic 
Culture 

WEF 21st Century 
Skills 

P21  Partnership 
for  21st  century 
learning 

UNESCO 
Intercultural 
Competences. 
Conceptual 
Operational 
Framework. 9 

and 

limits and needs 

the world 

Communication 
and collaboration 
Social  and  cross-
cultural skills 

Sense of initiative 
and 
entrepreneurship 

The  ability  to  form 
life 
and  conduct 
plans  and  personal 
projects 

Not applicable 

Self-efficacy 

Creativity  
Leadership 

and 

Financial, 
Economic, 
Business 
Entrepreneurial 
Literacy 
Creativity 
innovation 
Initiative  and  self-
direction 
Leadership 
responsibility 

and 

and 

Cultural 
awareness 
expression 

and 

Not applicable 

and 

Intercultural 
knowledge 
understanding 
Openness  towards 
people  from  other 
cultures 
Respect 
cultural otherness 

for 

Curiosity 
Social  and  cultural 
awareness 

Social  and  cross-
cultural skills 

cultural 

Valuing 
diversity 
Openness 
to 
cultural  otherness 
other 
and 
to 
world 
beliefs, 
views 
and 
practices 
Knowledge 
critical 
understanding 
the world 

and 

of 

Creativity 

Intercultural 
citizenship 
Intercultural 
competences 
Intercultural dialogue 
Intercultural literacy 
Cultural  shifting:  The 
and 
cognitive 
capacity 
behavioural 
of  an 
interculturally 
competent  person  to 
switch 
shift 
or 
language, 
behaviour 
or gestures. 

Other 

The  ability  to  act  Empathy 

Flexibility 

and  Financial literacy  

Financial, 

Values,  beliefs  and 

25 

 
   

Key 
Competences 
Framework 

OECD 
Competencies 

Key 

OECD 
Competency 

Global 

competences/ 
skills 

within 
picture 

the 

big 

Flexibility 
Responsibility 

of 

Council 
Europe 
Competences  for 
Democratic 
Culture 

WEF 21st Century 
Skills 

P21  Partnership 
for  21st  century 
learning 

Persistence/grit 
Adaptability 

adaptability 
Empathy 
Responsibility 
Respect 
Skills  of  listening 
and observing 
human 
Valuing 
dignity  and  human 
rights 
Tolerance 
ambiguity 
Knowledge 
critical 
understanding 
the self 

and 

of 

of 

Economic, 
Business 
Entrepreneurial 
Literacy  
Health Literacy 
Environmental 
Literacy 
Flexibility 
adaptability 
Productivity 
accountability 
Leadership 
responsibility 

and 

and 

and 

and 

UNESCO 
Intercultural 
Competences. 
Conceptual 
Operational 
Framework. 9 

and 

attitudes. 
Reflexivity:  The  ability 
to  step  outside  one’s 
own  experiences 
in 
order 
reflect 
to 
consciously upon then, 
is 
considering  what 
happening,  what 
it 
means,  and  how  to 
respond.  
Liquidity: 
Liquidity 
proposes  a  state  of 
near  constant  change, 
with  consequences  for 
ability 
the 
of 
cope 
to 
individuals 
with change. 

26 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

3.1 Key competences in the international frameworks 

The international frameworks address many of the same key competences as are found 
in  the  European  Reference  Framework.  Communication  in  the  mother  tongue  and 
communication  in  foreign  languages  are  cross-cutting  competences  found  in  all  of 
the  international  frameworks.  The  P21  Framework  calls  these  competences  “key 
subjects”  and  the  WEF  Framework  refers  to  them  as  “foundational  literacies”.  The  COE 
Framework  and  The  OECD  Key  Competencies  Framework  use  very  similar  terminology 
i.e.  “skills”  and  “competences  to  use  tools  e.g.  language,  symbols  and  texts 
interactively”, and the UNESCO Framework mentions “communication competences”.  

Mathematical competence and basic competences in science and technology, or 
elements thereof, are included in three of the frameworks, OECD DeSeCo, WEF and P21. 
Like the communication competences, they are also seen as key subjects / foundational 
literacies. 

Digital  competence  is  found  in  the  same  three  international  frameworks.  The  term 
“ICT  literacy”  is  used  in  the  WEF  Framework  as  well  as  the  P21  Framework,  and  the 
OECD Framework addresses “the ability to use technology interactively”.  

Social  and  civic  competences  are  also  found  in  all  of  the  international  frameworks 
using  terms  such  as  “civic  literacy”  and  “civic-mindedness”.  Other  frameworks  address 
civic competence as “valuing human dignity and human rights”, and “valuing democracy, 
justice,  fairness,  equality  and  the  rule  of  law”.  This  is  the  case  with  the  OECD  Global 
Competency Framework and the COE Competences of Democratic Culture Framework.  

The WEF Framework merges “cultural and civic literacy” into one 21st century skill while 
most  of  the  other  international  frameworks  address  cultural  awareness  and 
expression  as  a  separate  set  of  skills  and  attitudes  towards  cultural  otherness  i.e. 
“openness towards people from other cultures” and “respect for cultural otherness”.  

Learning to learn is the ability to pursue and persist in learning and to organise one’s 
own  learning.  This  competence  is  also  found  in  the  P21  Framework  and  in  the  COE 
Framework.  The  terms  used  in  these  frameworks  are  “autonomous  learning  skills”  and 
“being a self-directed learner”. 

Finally,  the  competence  of  initiative  and  entrepreneurship  is  addressed  most 
thoroughly  by  the  P21  Framework.  This 
framework  describes  “business  and 
entrepreneurial literacy” as one of the key 21st century interdisciplinary themes (among 
global  awareness,  civic  literacy,  health  literacy,  and  environmental  literacy).  The  WEF 
Framework also mentions “initiative” and “curiosity” as two important character qualities 
of 21st century learners.  

The  international  frameworks  address  a  few  additional  key  competences  which  are  not 
found  in  the  European  Reference  Framework.  Financial  literacy  is  found  in  both  the 
WEF Framework and the P21 Framework. The WEF Framework sees financial literacy as 
one of six foundational literacies and describes it as the ability to understand and apply 
conceptual  and  numerical  aspects  of  finance  in  practice.  In  a  similar  way,  the  P21 
Framework states that financial literacy is essential for all students in the 21st century.  

The P21 Framework includes two additional literacies, neither of which are found in the 
EU reference Framework; health literacy and environmental literacy. Both of these 
literacies have to do with the ability to understand central 21st century themes and to act 
in  ways  that  enhance  health  and  address  environmental  challenges.  Environmental 

27 

 
 
 
 
 
 
 
 
 
 
 
   

literacy  is  related  to  the  ability  to  act  within  the  big  picture  which  is  addressed  by 
the OECD  

Key  Competencies  Framework.  This  competence  requires  individuals  to  understand  and 
consider the wider context of their actions and decisions.  

Finally,  skills  of  listening  and  observing  are  found  in  two  of  the  international 
frameworks; the WEF Framework and the UNESCO Framework. This skill has to do with 
the ability to notice and understand what is being said and how it is being said, and to 
notice and understand people’s non-verbal behaviour.  

3.2 Transversal skills in the international frameworks   

As  mentioned  above,  the  transversal  skills  included  in  the  European  framework  are: 
critical  thinking,  creativity,  initiative,  problem  solving,  risk  assessment,  decision  taking, 
and constructive management of feelings.   

All  of  the  identified  international  competences  frameworks  address  transversal  skills, 
however  to  different  extents.  The  OECD  Global  Competency  Framework,  the  P21 
Framework,  the  WEF  Framework  and  the  COE  Framework  contain  many  of  the 
transversal  skills,  whereas  the  OECD  Key  Competences  Framework  and  the  UNESCO 
Intercultural Competences Framework cover only a few of the transversal elements.  

Critical  thinking  is  the  transversal  skill  that  is  found  in  most  of  the  international 
frameworks.  In  some  of  the  international  frameworks  the  exact  same  wording  is  used, 
whereas  in  others  the  term  “analytical”  is  added  to  critical  thinking.  The  OECD  Key 
Competencies  Framework  uses  the  term  “reflectiveness”  to  describe  reflective  thought 
and action which is an underlying part of the entire framework.  

Creativity is found in two of the international frameworks (the P21 Framework and the 
WEF  Framework)  and  in  both  cases  the  same  term  is  used.  The  P21  Framework  adds 
“innovation” to this transversal skill which is described as the ability to think creatively, 
work creatively with others and implement innovations.  

The  third  transversal  skill  is  initiative  which  is  also  addressed  by  two  of  the 
international frameworks. The WEF Framework uses the same terminology and the P21 
Framework  uses  the  term  “entrepreneurial  literacy”  to  describe  the  skills  needed  to 
enhance workplace productivity and career options.  

The OECD Global Competency Framework, the P21 Framework and the WEF Framework 
all  use  the  same  terminology  when  addressing  problem  solving  as  a  transversal  skill. 
In the COE Framework and the OECD Key Competencies Framework, problem solving is 
related to management and resolution of conflicts. 

Whereas  problem  solving  is  a  transversal  skill  found  in  most  of  the  international 
frameworks,  risk  management  or  related  terminology  is  not  found  in  any  of  the 
frameworks identified for this analysis.  

Decision  taking  as  a  transversal  skill  is  found  in  several  of  the  international 
frameworks;  however,  they  use  somewhat  different  terminology  to  describe  this  skill. 
The  OECD  Global  Competency  Framework  uses  the  term  “make  judgements  and 
decisions”, while the P21 and WEF frameworks talk of “leadership”.  

The  last  transversal  skill  is  constructive  management  of  feelings.  A  few  of  the 
international  frameworks  use  the  term  “empathy”,  however,  it  is  difficult  to  assess 
whether this is the same skill. The OECD Framework on Key Competencies describes this 

28 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

competence  as  the  ability  to  relate  well  to  others,  which  requires  empathy  as  well  as 
effective management of emotions.       

Cooperation skills are not part of the EU Reference Framework on Key Competences; 
however,  this  transversal  skill  is  addressed  in  most  of  the  identified  international 
frameworks.  In  the  WEF  Framework  this  competence  is  described  by  the  term 
“collaboration”  and  it  is  seen  as  one  of  the  main  competences  that  enable  students  to 
approach complex challenges. The P21 Framework uses the same term when describing 
the ability to work effectively and respectfully with diverse teams, and the OECD Global 
Competency Framework addresses the ability to interact  respectfully, appropriately and 
effectively  with  others.  Finally,  the  COE  Framework  as  well  as  the  OECD  Key 
Competencies Framework mention the ability to cooperate well with others.  

Another transversal skill addressed by most of the international frameworks is flexibility 
and  adaptability.  The  UNESCO  Framework  uses  the  term  “liquidity”  to  describe  the 
fluid  nature  of  modern  life  which  implies  change  as  a  central  element  of  human 
experience.  Liquidity  proposes  a  state  of  near  constant  change,  with  consequences  for 
the ability of individuals to cope with change10, that is, flexibility and adaptability. These 
terms  are  found  in  the  WEF  Framework,  the  COE  Framework,  the  P21  Framework  and 
the  OECD  Global  Competency  Framework,  but  not  in  the  EU  Reference  Framework  on 
Competences. 
Key 

10 UNESCO (2013), Intercultural Competences – Conceptual and Operational Framework.  

29 

 
 
 
                                          
Annex 1  Detailed descriptions of reviewed key competence frameworks – Member States 

A1.1  Annex 1.a Estonia         

Source: National curriculum for basic schools. 2011, last amendment 29 August 2014 
Competences 
Cultural  and  value 
competence 

Descriptors/components 
Ability  
 
 

to evaluate human relations and activities from the standpoint of generally accepted moral norms 
to sense and value one’s ties with other people, the society, nature, the cultural heritage of one’s own country and nation and 
those of others, and event in contemporary culture 
to value creation and shape the sense of aesthetics 
to value general human and societal values 
to value human, cultural and natural diversity 
to acknowledge one’s values  

 
 
 
 

Social  and  citizen 
competence 

Ability  
 
 
 
 
 
 

to become self-actualized 
to function as an active, aware, helpful and responsible citizen and to support the democratic development of society 
to know and follow values and standards in society 
to respect the rules of various environments and societal diversity, the particularities of religions and nations 
to engage in cooperation with other people in different situations 
to accept differences in people and their values and to take them into account in interacting with people 

Self-management 
competence 

Ability  
 
 
 
 

to understand and evaluate oneself, one’s weaknesses and strengths 
to analyse one’s behaviour in different situations 
to behave safely and adhere to healthful lifestyles 
to solve communication problems 

30 

 
 
Education and Training or Erasmus+ 

Competences 
Learning  to  learn 
competence 

Communication 
competence 

Mathematics, 
natural 
and 
competence 

sciences 
technology 

Entrepreneurship 
competence 

 
 
 

 
 
 
 

 
 

Ability  
 

Ability  
 
 

Descriptors/components 
Ability  
 

to  organise  the  learning  environment  individually  and  in  a  group,  and  to  procure  the  information  needed  for  learning, 
hobbies, health behaviour and career choices 
to plan studies and follow the plan; to use the outcome of the learning in different situations and for solving problems 
to associate acquired knowledge with what has been learned before 
to analyse one’s knowledge and skills, motivation and self-confidence and on that basis, the need for further learning 

to  clearly,  relevantly  and  politely  express  oneself  in  both  one's  mother  tongue  and  foreign  languages,  taking  into  account 
situations and understanding partners in communication and the safety of communication 
to introduce oneself, present and justify one’s positions 
to read, make a difference between and understand informative texts and fiction 
to write different types of texts, using appropriate referencing, linguistic devices and a suitable style 
to prioritise correct use of language and rich expressive language and style of communication based on mutual agreement 

to use the language, symbols and methods characteristic of mathematical applications in school and everyday life 
to  describe  the  surrounding  world  with  the  help  of  natural  science  models  and  measurement  tools  and  to  make  decisions 
based on evidence 
to understand the importance and limitations of natural sciences and technology 
to use new technologies purposefully 

Ability  
 
 
 
 
 
 

to create ideas and implement them, using the acquired knowledge and skills in different areas of life and activity 
to see problems and the opportunities that lie within them, to contribute to solving problems 
to set goals and carry them out, to make plans, introduce and execute them 
to organise joint activities and take part in them, to show initiative and take responsibility for the results 
to react creatively, innovatively and flexibility to changes 
to take judicious risks 

31 

 
   

Competences 
Digital competence  Ability  

Descriptors/components 

 

 

 
 

 

 

to  use  developing  digital  technology  for  coping  in  a  quickly  changing  society  for  learning,  acting  as  a  citizen  as  well  as 
communicating in communities 
to  use  digital  means  for  finding  and  preserving  information  and  to  evaluate  the  relevance  and  trustworthiness  of  the 
information 
to participate in creating digital content; including creation and use of texts, images, multimedia 
to  use  suitable  digital  tools  and  methods  for  solving  problems,  to  communicate  and  cooperate  in  different  digital 
environments 
to be aware of the dangers of the digital environment and know how to protect one’s privacy, personal information and digital 
identity 
to follow the same moral and value principles as in everyday life 

32 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

A1.2  Annex 1.b Finland 

Source: National Core Curriculum for Basic Education 2014. Finnish National Board of Education 

Competences 
Thinking 
learning to learn 

and 

Descriptors/components 
Thinking  and  learning  skills  underlie  the 
development  of  other  competences  and 
lifelong learning. 
 

Trusting oneself 

  Consider 

different 
viewpoints and seeking new information 

things 

from 

 

To use information independently and in 
interaction with others 

  Analyse 

the 

topic  being  discussed 

critically from different viewpoints 

  Recognising  personal  way  of  learning 
and developing learning strategies 

Cultural 
competence, 
interaction  and  self-
expression  

The  students  are  growing  up  in  a  world 
where  cultural, 
linguistic,  religious  and 
philosophical diversity is part of life. 
  Recognising  and  appreciating  cultural 

meanings 

  Consider 

cultural  diversity  as  a 

fundamentally positive resource 

Further description (selected/extract) 

The  students  are  encouraged  to  trust  themselves  and  their  views  while  being 
open to new solutions. 

The students are guided to consider things from different viewpoints, to seek new 
information  and  to  use  it  as  a  basis  for  reviewing  the  way  they  think.  Space  is 
given for their questions, and they are encouraged to look for new answers and to 
listen  to  the  views  of  others  while  also  reflecting  on  their  personal  inner 
knowledge. 
The students are guided to use information independently and in interaction with 
others for problem-solving, argumentation, reasoning, drawing of conclusions and 
intervention.  
The  students  learn  to  see  alternatives  and  combine  perspectives  open-mindedly 
and  are  able  to  think  outside  the  box.  Capabilities  for  systematic  and  ethical 
thinking  develop  gradually  as  the  pupils  learn  to  perceive  the  interactive 
relationships  and  interconnections  between  things  and  to  understand  complex 
issues.  
The  learning-to-learn  skills  are  improved  as  the  pupils  are  guided  to  set  goals, 
plan  their  work,  assess  their  progress  and,  in  an  age-appropriate  manner,  use 
technological and other tools in learning 

Students  in  basic  education  are  guided  in  recognising  and  appreciating  cultural 
meanings  in  their  environment  and  building  a  personal  cultural  identity  and  a 
positive relationship with the environment. 
The  students  are  guided  to  consider  diversity  as  a  fundamentally  positive 
resource.  They  are  also  supported  to  recognise  how  cultures,  religions  and 
philosophies  exert  influence  in  society  and  daily  life  and  how  the  media  shapes 
the  culture,  and  also  to  consider  what  is  unacceptable  as  a  violation  of  human 
rights. 

33 

 
 
 
 
   

Competences 

care 

Taking 
oneself 
managing daily life 

of 
and 

34 
2017 

Descriptors/components 
  Communicate,  modify 

create 
culture 
to 
understand  their  significance  for  well-
being 

traditions 

and 

and 

and 

  Expressing  their  opinions  constructively 

and acting ethically 

  Develop  social  skills  and 

learn  to 

express themselves in different ways 

 

Learn  mathematical  symbols,  images 
and other visual expression, drama and 
music,  and  movement  as  means  of 
action and expressions 

  Use  their  bodies  to  express  emotions, 

views, thoughts and ideas 

Managing  daily  life  requires  an  increasingly 
wide range of skills. 

  Understand  that  everyone  influences 
both their own and other people’s well-
being, health and safety 

  Assume responsibility for their own and 
shared  work  and  actions  and  develop 
their emotional and social skills 
Looking  after  their  own  and  others 
safety 

 

  Basic information about technology and 

using technology responsibly  

  Developing 

and 
consumer 
capabilities  for  managing  and  planning 

skills 

Further description (selected/extract) 

The students are guided in putting themselves in the place of another person and 
examining issues and situations from different viewpoints. Respectful and trusting 
attitudes  towards  other  groups  of  people  and  peoples  are  reinforced  in  all 
activities, also by the means of international cooperation. 
Education learn the students to present and perform publicly in various situations 
and supports the student’s development as versatile and skilful users of language, 
both in their mother tongue and in other languages.  

School  work  encourages  the  use  of  imagination  and  creativity.  The  students  are 
guided  to  act  in  a  manner  that  promotes  aesthetic  values  in  their  environment 
and to enjoy their various manifestations.  
This area covers health,  safety  and human relationships,  mobility  and  transport, 
acting in increasingly technological daily life, and managing personal finance and 
consumption.  Basic  education  encourages  the  students  to  think  positively  about 
their future. 
The  students  are  encouraged  to  take  care  of  themselves  and  others,  to  practise 
skills  that  are  important  for  managing  their  daily  lives  and  to  work  for  the  well-
being of their environment.  
The  students  grow  to  appreciate  the  importance  of  human  relationships  and 
caring for others. They also learn time management.  

The  students  are  giving  opportunities  to  practise  looking  after  their  own  safety 
and  that  of  others  in  various  situations,  also  in  traffic.  They  are  taught  to 
recognise  key  symbols  related  to  safety,  to  protect  their  privacy  and  t  set 
personal boundaries.  
The  versatility  of  technology  is  examined,  and  the  students  are  guided  to 
understand its operating principles and cost formation.  

They  receive  guidance  in  acting  as  consumers,  examining  advertising  critically, 
knowing their rights and responsibilities and using them ethically. 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/components 

Further description (selected/extract) 

Multiliteracy 

ICT Competence 

Working 
competence 
entrepreneurship 

life 
and 

personal finance 

Multiliteracy is the competence to interpret, 
produce  and  make  a  value  judgement 
across a variety of different texts which will 
help  the  pupils  to  understand  diverse 
modes  of  cultural  communication  and  to 
build their personal identity. 
 

Interpret the world around them and to 
perceive its cultural diversity 

  Critical thinking and learning skills 

  Enjoying different kind of texts 

and 
Competence 
information 
in 
communication  technology  (ICT) 
is  an 
important  civic  skill  both  in  itself  and  as 
part  of  multiliteracy.  The  students  develop 
their ICT competence in four main areas: 
  Understanding the principle of using ICT 
and  its  operating  principle  and  key 
concepts 

  Using 

ICT 

responsibly,  safely  and 

ergonomically 

  Using  ICT  in  information  management 
and in exploratory and creative work 

  Gather experience of and practise using 

ICT in interaction and networking 

Working life, occupations and  the nature  of 
work  are  changing  as  a  consequence  of 
such  drivers  as  technological  advancement 
and globalisation of the economy 

Multiliteracy means  the  ability  to  obtain,  combine, modify,  produce,  present  and 
evaluate information in different modes, in different contexts and situations, and 
by using various tools  
While  developing  it,  the  students  discuss  and  reflect  ethical  and  aesthetic 
questions.  The  students  must  have  opportunities  to  practise  their  skills  both  in 
traditional  learning  environments  and  in  digital  environments  that  exploit 
technology and media in different ways.  
In different learning situations, the students use, interpret and produce different 
types of texts both alone and together.  

Supported to develop their practical ICT competence in producing their own work 

35 

 
 
 
 
 
 
 
   

Competences 

Descriptors/components 
 
Introduction to working life 

Further description (selected/extract) 

  Gather  experiences  of  working  and 
collaborating  with  actors  outside  the 
school 

The  students  practise  appropriate  conduct  required  in  working  life  and 
collaboration  skills  and  understand  the  importance  of  language  and  interaction 
skills. They get acquainted with skills in employing oneself, entrepreneurship, risk 
assessment and controlled risk-taking through various projects. 

 

 

Learn  team  work,  project  work  and 
networking 

Practise  working 
independently  and 
together  with  others  and  acting 
systematically  and  over  a  long  time 
span 

  Grasp  new  opportunities  with  an  open 
mind  and  to  act  flexibly  and  creatively 
when faced with change 

Participation, 
involvement 
building 
sustainable future 

and 
a 

Participation  in  civic  activity  is  a  basic 
precondition for an effective democracy.  

 

Interest 
society 

in  school  community  and 

In  shared  tasks,  each  student  can  perceive  his  or  her  own  work  as  part  of  the 
whole.  They  also  learn  about  reciprocity  and  striving  for  a  common  goal.  At  the 
same time they learn to anticipate any difficulties that they may encounter in the 
work and to face failure and disappointments. 
They  are  guided  to  take  initiative  and  to  look  for  various  options.  The  students 
are  supported  in  identifying  their  vocational  interests  and  making  reasoned 
choices regarding further studies from their own starting points, conscious of the 
impacts of traditional gender roles and other role models. 

The students take part in planning, implementing, assessing and evaluating their 
own  learning,  joint  school  work  and  the  learning  environment.  They  gather 
knowledge  and  experiences  of  the  systems  and  methods  for  participation  and 
involvement in civic society and communal work outside the school. The students 
understand the significance of protecting the environment through their personal 
relationship with nature. 

 

 

Learn  to  assess  the  impacts  of  media 
and to exploit the potential it offers 

Learn  about 
making and responsibility 

involvement,  decision-

  Understand  the  significance  of  rules, 

agreements and trust 

 

Learn 
constructively 

to 

express 

their 

views 

 

Learn to work together 

36 
2017 

The  students  are  offered  opportunities  to  practise  negotiation  skills,  arbitration 
and conflict resolution as well as critical examination of issues.  

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/components 
  Consider proposals from the perspective 
of  equality  of  the  different  parties,  fair 
treatment  and  a  sustainable  way  of 
living 

Further description (selected/extract) 

  Consider  links  between  the  past,  the 
present  and  the  future  and  reflect 
various alternative futures 

They are guided to understand the significance of their choices, way of living and 
actions  not  only  to  themselves  but  also  to  their  local  environment,  society  and 
nature.  

37 

 
 
 
 
   

A1.3  Annex 1.c Flanders 

Source: Cross-curricular final objectives – secondary education – 2010 

Competences 
Common trunk 

Descriptors/components  Further description (selected/extract) 
Communicative ability 

Pupils bring important aspects of communication into practice. 

Creativity 

Perseverance 

Empathy 

Pupils  can  develop  original  ideas  and  solutions  and  put  them  into  action.  Pupils  take  steps 
themselves to implement innovation. 
Pupils strive to reach a goal, despite difficulties.  

Pupils take into account the situation, views, and emotions of others.  

Aesthetic ability 

Pupils can experience beauty and create beauty. 

Explore 

Flexibility 

Initiative 

Critical thinking 

Media wisdom 

Open and constructive attitude 

Respect 

Work together 

Responsibility 

Self-image 

Self-reliance 

Meticulousness 

Considerateness 

Pupils make use of learning opportunities in diverse situations. 

Pupils are willing to adapt to changing demands and circumstances.  

Pupils engage themselves spontaneously.  

Pupils  can  bring  up  for  discussion  data,  actions  and  reasoning  based  on  relevant  criteria. 
Pupils  are  capable  of  weighing  alternatives  in  making  a  conscious  choice.  Pupils  can  look  at 
subjects from different angels.  
Pupils are alert in dealing with media and participate thoughtfully in public life through media.  

Pupils  consider  their  own  development  and  those  of  others  in  society  and  the  world.  Pupils 
assess their own opinion about social occurrences and trends with reference to various points 
of view.  
Pupils behave respectfully.  

Pupils actively contribute to realizing common targets.  

Pupils take responsibility for their own actions, in relationships with others and with reference 
to the society. 
Pupils  gain  an  insight  in  their  strengths  and  weaknesses.  Pupils  develop  an  identity  as  an 
authentic individual, belonging to different social groups.  
Pupils  appeal  to  social  services  and  institutions.  Pupils  use  the  appropriate  channels  to 
express their questions, problems, ideas or opinions.  
Pupils require quality of their own work and that of others.  

Pupils deal with diversity and take care of their own future and that of others. 

38 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 
Physical  health  and 
safety 

Mental health 

Socio-relational 
development  

Descriptors/components  Further description (selected/extract) 
The pupils: 
 
 
 
 
  make healthy choices for their daily diet; 
  use guidelines for dealing with food hygienically; 
  make time for daily exercise; 
 

take care of themselves and behave hygienically; 
get to know their own body and react adequately to the body’s signals; 
find a balance between work, free time, rest and exercise; 
adopt an ergonomic and varied standing, sitting, working and lifting posture; 

realise that social phenomena have an impact on safety and health. 

assess the risks and consequences of stimulants and medication and react assertively to 
supply; 
take precautions against hazardous physical contact; 
participate in health and safety policy at school; 
apply safety guidelines and take precautions for a safe living and working environment; 
call for help and administer first aid and cpr; 
apply the traffic rules; 

 
 
 
 
 
  use their own and public transportation in a safe way; 
 
The pupils: 
  Cope with work load and stressful situations; 
 
 
 
 

deal appropriately with joy and grief, fear, anger, loss and mourning; 
recognise problem situations and ask for, accept and offer assistance; 
accept and deal with their sexual development and changes in puberty; 
can express themselves about and deal respectfully with friendship, being in love, sexual 
identity and orientation, sexual feelings and behaviour; 
act assertively; 

 
  use images, music, drama or media to express themselves; 
 

recognise  the  impact  of  cultural  and  art  appreciation  on  their  own  emotions  and 
behaviour and that of others. 

The pupils: 
 
 

can build, maintain and end a relationship; 
recognise  the  existence  of  power  relations  and  the  importance  of  equality,  agreements 
and rules in relationships; 
accept differences and value respect and caring within a relationship; 
can admit to be in the wrong and apologise; 
act discretely in situations that require discretion; 
expose prejudices, stereotyping, inappropriate influencing and abuse of power; 
discuss  views  on  medical,  psychic,  and  social  aspects  of  forms  cohabitation,  safe  sex, 
family planning, pregnancy and abortion; 

 
 
 
 
 

39 

 
 
 
 
   

Competences 

Descriptors/components  Further description (selected/extract) 

 

 
 

express uninhibitedly and constructively their wishes and feelings within relationships and 
set and accept boundaries therein; 
search for constructive solutions for conflicts; 
argue,  in  dialogue  with  others,  the  dynamics  of  their  preference  for  certain  cultural  and 
artistic manifestations; 

Environment 
sustainable 
development 

and 

Political-legal society 

 
 
The pupils: 
 

  use cultural and artistic manifestations to understand the world of others. 
The pupils: 
 
 

participate in environmental policy and care measure at school; 
recognise in  problems  of  sustainability  the intertwining of  economic,  social, and ecologic 
aspects and recognise the influence of technology and policy; 
search  for  possibilities  to  use  space,  resources,  goods,  energy  and  transportation  in  a 
sustainable way themselves; 
search  for  sustainable  solutions  to  influence  and  improve  the  local  and  global 
environment; 
show interest and express their appreciation for nature, landscape and cultural heritage; 
sense the value of experiencing and enjoying nature. 

 

 

indicate how they can participate in the process of decision making and the construction 
of society; 
apply participation, involvement and decision making in real school situations; 
show the importance and dynamic character of human rights and children’s rights; 
devote themselves actively to their own rights and those of others; 
indicate  that  living  together  in  a  democratic  constitutional  state  is  based  on  both  rights 
and duties that hold for citizens, organisations and the government; 
recognise  the  role  of  control  and  balance  between  the  legislative,  executive  and  judicial 
power in our democratic order; 
illustrate  the  role  of  the  media  and  organisations  in  the  functioning  of  our  democratic 
order; 
discern the main outlines of the federal Belgian state structure; 
compare  living  together  in  our  democratic  order  to  living  together  in  other  forms  of 
government; 
illustrate how democratic policy pursues the common good and takes into account ideas, 
views and interests of various parties concerned; 
can  explain  the  meaning  of  European  cooperation,  policy  and  institutions  for  their  own 
world; 
show the importance of international organisations and institutions; 
illustrate how globalisation entails benefits, problems and conflicts. 

 
 
 
 

 

 

 
 

 

 

 
 

40 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 
Socio-economic 
society 

Socio-cultural 
society 

Descriptors/components  Further description (selected/extract) 
The pupils: 
 

explain with examples how prosperity is created and how a government obtains and uses 
income; 
compare their own views to the various views on welfare and the division of wealth; 
dedicate themselves to improving well-being and welfare in the world; 
in buying goods and using services consider price – quality and sustainable development 
as well as consumer rights; 
give examples of the changeable character of labour and economic activity; 
give examples of factors influencing the value of goods and services 
can manage their own budget and personal administration; 
indicate characteristics, possible causes and consequences of poverty; 
explain the role of companies, employers’ federations and trade unions in a national and 
international context. 

The pupils: 
 

describe the dynamic in ways of living and interacting, opinions, values and standards in 
their own and other social and cultural groups; 
constructively deal with differences between people and philosophies of life; 
illustrate the importance of social cohesion and solidarity; 
learn from historic and present-day examples of intolerance, racism and xenophobia; 
give examples of the potentially constructive and destructive role of conflicts; 
actively deal with the culture and art that surround them; 
illustrate  the  mutual  influence  of  art,  culture  and  technology,  of  politics,  economics, 
science and philosophy of life. 

 
 
 

 
 
 
 
 

 
 
 
 
 
 

Learning to learn 

Views on learning 

Acquiring information 

Processing information 

Solving problems 

The pupils work systematically. The pupils choose their learning strategies in view of the aims 
they have to achieve.  

The  pupils  can  select  and  consult  different  information  sources  and  channels  in  view  of  the 
aims they have to achieve. 

The  pupils  can  functionally  apply  processed  information  across  subjects  and  in  various 
situations. The pupils can summarize information. 

The  pupils  can,  based  on  hypotheses  and  expectations,  realistically  assess  and  execute 
possible ways of problem solving.  
The pupils evaluate selected ways of problem solving and the solution itself and search for an 
alternative if necessary. 

Regulating the learning process  The Pupils can make a realistic long-term workplan.  

The pupils direct their learning process, assess its purposiveness and adapt when necessary.  
The pupils can give and receive feedback on their learning experiences.  
The pupils can assess their own share in success and failure.  

41 

 
 
 
   

Competences 

Descriptors/components  Further description (selected/extract) 

The pupils recognize the influence of their interest and values on their motivation.  

Study  and  profession  oriented 
choosing 
capability 

The  pupils  acquire  a  meaningful  overview  of  study  and  profession  possibilities,  service 
organisations related to the employment market or further study career. 
The pupils are willing to estimate the value of all branches of study and professions. 
The pupils take into account their interests and capabilities when making a choice of study or 
profession.  
The pupils can reflect on their study choice or choice of profession. 

42 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

A1.4  Annex 1.d France 

Source: Décret n° 2015-372 du 31 mars 2015 relatif au socle commun de connaissances, de compétences et de culture, Annexe 

Competences 
Languages 
thinking 
communicating 

for 
and 

Descriptors/components 
Understanding  and  expressing  oneself 
using four types of language: 
 

French language 

Further description (selected/extract) 

 

(or 

Foreign 
languages 
  Mathematical, 

regional) 

living 

scientific 

and 

informatics languages 

 

Languages  of  the  arts  and  of  the 
body 

Methods  and  tools 
for learning 

Learning to learn, alone or collectively, 
with the aim to succeed in their studies 
and continue life-long learning: 
  Access 

information  and 

to 

documentation  (Media, 
approaches 
processing) 

and 

to 
research 
information 

  Digital tools 

The student practices at least two living foreign languages or, if pertinent, one foreign 
and one regional language. 
Digital:  The  student  knows  that  informatics  languages  are  used  for  programming 
digital tools and for automatic data processing. The student knows the basic principles 
of algorithms and the design of computer programmes. The student applies these to 
create simple applications. 
The  student  learns  to  express  and  communicate  through  arts,  individually  or 
collectively. The student knows and understands the particularities of different artistic 
languages that s/he uses. 
The student expresses him/herself through physical, sports or artistic activities using 
the body. The student also learns self-control. 

Understanding  the  modes  of  production  (of  writing)  and  the  role  of  the  image. 
Knowing how to use research tools in a reflective manner, particularly on the internet. 
Learning  to  compare  different  sources  and  to  assess  the  validity  of  the  contents, 
processing and organising the collected information. Learning to use discerningly the 
digital  tools  of  communication  and  information  that  s/he  meets  daily,  respecting  the 
social  rules  of  use  and  all  their  potential  for  learning  and  working.  Achieving  safe, 
legal  and  ethical  use  to  produce,  receive  and  disseminate.  S/he  develops  a  digital 
culture.  
The  student  is  able  to  mobilise  different  digital  tools  for  creating  documents 
integrating  different  media  and  publishing  or  transmitting  them  so  that  they  can  be 
consulted and used by others. The student uses the collaborative spaces and learns to 
communicate  through  social  networks  in  respect  of  him/herself  and  others.  The 
student understands the difference between public and private spheres, knows what a 
digital identity is and pays attention to the digital traces that s/he leaves.  

43 

 
 
 
 
 
   

Competences 

Descriptors/components 
  Cooperation and implementation of 

projects 

Personal  and  citizen 
development 

  Organisation  of  learning/personal 

work 

Transmitting  the  fundamental  values 
and  the  principles  inscribed  in  the 
Constitution: 
 

Learning  about  life  in  the  society, 
collective action and citizenship 

  Moral and civic training 
  Respect  for  personal  choice  and 

individual responsibilities 

Natural 
technical systems 

and 

the 

student  with 

Providing 
fundamentals  of 
scientific and technological culture: 
  Scientific and technical approach to 

the 
the  mathematical, 

the Earth and the universe 
and 

  Curiosity 

a 

sense 

of 

observation 
Problem-solving capacity 

 

Representations  of 
the 
and 
world 
human activity 

Developing  awareness  of  geographical 
space and historical time: 
  Understanding  of  societies  in  time 

 

and geographical space 
Interpretation  of  human  cultural 
production 

44 
2017 

Further description (selected/extract) 
Working  in  teams,  sharing  of  tasks,  engaging  in  a  constructive  dialogue,  accepting 
contradiction while defending one’s point of view; negotiating and seeking consensus. 
Managing  and  individual  or  collective  project,  planning  tasks  and  assessing 
achievement of objectives.  
The student knows that class and school are places of collaboration and mutual help. 
Digital tools contribute to these modes of organisation, exchange and collaboration.  
Planning of work; understanding the meaning of an assignment, identifying a problem 
and an approach to solving it; etc. 

Learning and experiencing the principles that  guarantee the freedom for  all, such as 
the  freedom  of  conscience  and  expression,  mutual  tolerance,  equality  –  particularly 
between  men  and  women  –  refusal  of  discrimination,  affirmation  of  the  capacity  to 
judge and act for oneself 
Awareness and understanding of the meaning of rights and of law, the rules that allow 
participation in collective and democratic life and the notion of public interest. 
Awareness,  understanding  and  applying  in  practice  the  principle  of  secularity,  which 
allows the deployment of social responsibility and the inclusion of everyone in society, 
in respect of the freedom of conscience. 

Developing  in  the  student  intellectual  rigour,  manual  skill  and  a  critical  spirit,  the 
capacity to demonstrate and argue.   
The student becomes familiar with the evolutions of science and technology and their 
history,  which  has  changed  our  view  and  our  usage  of  the  planet.  The  student 
understands  that  mathematics  allows  developing  a  scientific  representation  of 
phenomena and that it provides a tool for modelling.  
This  area  also 
individual  and  collective  responsibility  towards  the 
environment,  health,  the  need  to  protect  natural  resources  and  the  diversity  of 
species, and a fair development which takes into consideration future generations. 
Comprehension  of  the  world  which  humans  inhabit  and  shape  at  the  same  time. 
Studying  the  characteristics  of  organisations  and  the  function  of  societies.  The 
diversity of human experience and the forms that these take.  

includes 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/components 
  Knowledge  of  the  contemporary 

social world 

Further description (selected/extract) 

45 

 
 
 
 
   

A1.5  Annex 1.e Ireland 

Competences 
Junior Cycle 

Managing myself 

Staying well 

Communicating 

Being creative 

Working with others 

46 
2017 

Descriptors/components 

Further description (selected/extract) 

  Knowing myself 
  Making considered decisions 
  Setting and achieving personal goals 
  Being able to reflect on my own learning 
  Using  digital  technology  to  manage  myself  and  my 

learning 

Helps  the  student  to  understand  oneself  both  as  individual  and  as 
learner  so  that  one  can  develop  personal  goals  and  plans.  Also 
helps one develop strategies to make considered decisions, to take 
action and to reflect on their progress. 

  Being healthy, physical and active 
  Being social 
  Being safe 
  Being spiritual 
  Being confident 
  Being positive about learning 
  Being  responsible,  safe  and  ethical  in  using  digital 

Recognises  that  students’  overall  wellbeing  must  be  supported 
alongside  their  intellectual  development.  Being  healthy,  physically 
and  emotionally,  being  socially  active  and  being  able  to  take  care 
of  oneself  and  of  others  helps  students  become  happy  and 
confident. Also helps young people become positive and engaged in 
their  learning  and  supports  then  in  the  safe  and  ethical  use  of 
digital technology. 

technology 
Listening and expressing myself 

Performing and presenting 

 
  Using language 
  Using numbers and data 
 
  Discussing and debating 
  Using digital technology to communicate 
 
  Exploring options and alternatives 
 
 
  Stimulating creativity using digital technology 
  Developing  good  relationships  and  dealing  with 

Implementing ideas and taking action 
Learning creatively 

Imagining  

conflict 
  Co-operating 
  Respecting difference 
  Contributing to making the world a better place 
 
  Working with others through digital technology 

Learning with others 

Helps students develop good communication skills in all aspects of 
life, using a variety of media. As well as developing literacy skills it 
also  develops  students  confidence  in  communicating,  expressing 
opinions, writing, making oral presentations and performing. 

Enables  students  to  develop  their  imagination  and  creativity  as 
they  explore  different  ways  of  doing  things  and  of  thinking. 
Students  learn  to  stay  with  challenges  or  tasks  to  completion  and 
to learn from their experiences. 

Helps  students  develop  good  relationships  and  to  appreciate  the 
value  of  cooperating  to  reach  both  collective  and  personal  goals. 
Students  also 
in 
collaborative work aimed at making the world a better place. 

learn  to  value  diversity  and  to  engage 

August 

 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 
Managing  information 
and thinking 

Descriptors/components 
  Being curious 
  Gathering,  recording,  organising,  and  evaluation 

information and data 
Thinking creatively and critically 

 
  Reflection on and evaluating my learning 
  Using  digital  technology  to  access,  manage  and 

share content 

Further description (selected/extract) 
Helps  students  gradually  improve  their  capacity  to  search  from 
different  sources.  They  also  develop  their  skills  in  judging  and 
discriminating  between  information  types  and  sources  and  they 
develop  strategies  for  organising  information  so  that  they  can 
understand  is  and  use  it  later.  This  skill  also  develops  students’ 
thinking skills so that they can become more skilled in higher order 
reasoning and problem-solving. 

Senior cycle 

Information 
processing 

Critical  and  creative 
thinking 

  Accessing information from a range of sources 
  Selecting and discriminating between sources based 

on their reliability and suitability for purpose  

  Recording,  organising,  summarising  and  integrating 

 

information 
Presenting  information  using  a  range  of  information 
and communication technologies 

  Examining  patterns  and  relationships,  classifying 

and ordering information 

  Analysing  and  making  good  arguments,  challenging 

assumptions 

  Hypothesising  and  making  predictions,  examining 

 

 

evidence and reaching conclusions 
Identifying  and  analysing  problems  and  decisions, 
exploring options and alternatives, solving problems 
and evaluating outcomes 
Thinking  imaginatively,  actively  seeking  out  new 
points  of  view,  problems  and/or  solutions,  being 
innovative and taking risks 

Helps  students  become  competent  in  an  information-intensive 
environment. As well as developing the specific skills og accessing, 
selecting,  evaluating  and  recording  information,  learners  develop 
an  appreciation  of  the  differences  between  information  and 
knowledge  and  the  roles  that  both  play  in  making  decisions  and 
judgements.  

Assists  students  in  being  aware  of  different  forms  and  patterns  of 
thinking  so  that  they  become  more  skilled  in  higher  order 
reasoning  and  problem  solving.  Students  reflect  critically  on  the 
forms  of  thinking  and  values  that  shape  their  own  perceptions, 
opinions and knowledge.  

Communicating 

  Analysing  and  interpreting  texts  and  other  forms  of 

communication 

  Expressing 

opinions, 

speculating, 

discussing, 

reasoning and engaging in debate and argument 
  Engaging  in  dialogue,  listening  attentively  and 

eliciting opinions, views and emotions 

  Composing and performing in a variety of ways 
 

Presenting using a variety of media 

Helps  students  to  appreciate  how  central  communication  is  to 
to  become  better 
human  relationships  of  all  kinds,  and 
communicators  in  both  formal  and  informal  situations.  As  well  as 
developing specific skills in a variety  of  media they  form  a deeper 
understanding  of  the  power  of  communication  –  particularly 
language  and  images  –  in  the  modern  world.  It  also  incorporates 
competence  and  confidence  in  literacy  as  an  essential  skill  for  all 
students.  

47 

 
   

Competences 
Working with others 

Descriptors/components 
  Working  with  others  in  a  variety  of  contexts  with 

 
 

different goals and purposes 
Identifying, evaluating and achieving collective goals 
in  a  group  and 
Identifying 
establishing practices associated with different roles 
in a group 

responsibilities 

  Developing  good  relationships  with  others  and  a 

sense of wellbeing in a group 

  Acknowledging  individual  differences,  negotiating 

and resolving conflicts 

  Checking progress, reviewing the work of the group 

and personally reflecting on one’s own contribution 

Further description (selected/extract) 
Highlights the role that working with others plays in learning and in 
reaching both collective and personal goals. It helps students gain 
some  appreciation  of  the  dynamics  of  groups  and  the  social  skills 
needed  to  engage  in  collaborative  work.  It  contributes  to  an 
appreciation  that  working  collectively  can  help  motivation,  release 
energy  and  capitalise  on  all  the  talents  in  a  group.  In  a  broader 
context,  they  come  to  recognise  that  working  collectively  is 
important  for  social  cohesion  and  for  engaging  with  diverse 
cultural, ethnic and religious groups. 

Being 
effective 

personally 

  Being  able  to  appraise  oneself,  evaluate  one’s  own 

 

performance, receive and respond to feedback 
Identifying, evaluating and achieving personal goals, 
including developing and evaluating action plans 
  Developing  personal  qualities  that  help  in  new  and 
difficult  situations,  such  as  taking  initiatives,  being 
flexible and being able to persevere when difficulties 
arise 

  Becoming confident and being able to assert oneself 

as a person 

Contributes to the personal growth of students, to them becoming 
more  self-aware  and  to  their  using  that  knowledge  to  develop 
personal  goals  and  life  plans.  As  well  as  giving  students  specific 
strategies  related  to  self-appraisal,  goal  setting  and  action 
planning, an important dimension of this key skill is in building the 
know-how  of  students in  recognising how  to get things done, how 
to  garner  and  use  resources  effectively,  and  how  to  act 
autonomously according to personal identities and personal values.  

A1.6  Annex 1.f Italy 

Source: Avviso quadro sulle azioni da attivare a valere sul PON “Per la scuola”. 
Il Programma Operativo Nazionale 2014-2020 “Per la scuola”, competenze e ambienti per l’apprendimento 

Competences 
Basic competences 

Descriptors/components 
Objective  is  to  strengthen  basic  competences  in  an 
innovative way: 
  Communication in mother tongue (Italian) 

  Communication in foreign languages 

48 
2017 

Further description (selected/extract) 

Student should have good literacy and reading skills as well as 
she/he  should  be  able  to  select  and  manage  information  with 
critical analysis, to speak in public and content production. 
Student should have at least a B1 competence level in foreign 
languages.  The  education  path  should  give  priority  to  oral 
production  and  should  prioritise  the  involvement  of  mother 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/components 

  Mathematics 
  Scientific field 

Competences  of  global 
citizenship 

This action foreseen interventions to promote civil and 
social competences to promote a global citizenship: 

 

Food education and territory 

  Wellbeing, correct lifestyle and sport 

  Environmental education 

  Economic citizenship 

Further description (selected/extract) 
tongue teachers. 
For  both  competences,  education  should  integrate  theoretical 
knowledge  with  practice  and  informal  learning.  Education 
should also focus on the application of this knowledge in daily 
contexts. 

Activities  should  focus  on  sustainable  and  conscious  food 
education. Alongside the theoretical part, schools should focus 
on practical activities, for example schools gardens. 
Activities should focus on the promotion of a healthy  lifestyle, 
sport  activities  and  a  culture  for  equal  opportunities.  Sport  is 
also  a  vehicle  to  promote  integration  and  respect  for 
diversities.  
Activities  should  be  focused  on  analysis  and  discussions  on 
environmental  issues,  the  promotion  of  their  territory  as  well 
as responsible and proactive daily behaviors. 
Activities should focus on economic literacy:  
  Basics of economics 
 
 
 

Promotion of consumer education 
The concept of civil economics and social innovation 
Financial literacy. 

European citizenship 

Cultural, 
artistic 
landscape heritage 

and 

  Civics, respect for diversities and active citizenship  Knowledge of the Italian Constitutions and its value, promotion 
of  citizenship,  culture  of  legality,  education  to  respect  and 
promotion of diversities as a value, promotion of equality men 
and women, promotion of discussion and mediation.  
Knowledge  of  history,  culture,  values, 
challenges; 
Knowledge of the evolution of the European identities through 
culture, arts, music, handicraft, food, sport; 
The  relationship  of  the  European  citizenship  and  personal  and 
professional life, which focus at the right of movement 
  Didactic  activities  on  cultural,  artistic  and  landscape 

  Objective  of  this  action  is  to  strengthen  the 
European  citizenship,  through  the  belonging  to 
culture, values and a common path 

institutions  and 

  Development  of  local  project,  enhancing  networks 
institutions,  scientific  and  cultural 
with 
organizations,  civic  society  and  private  individuals 
who will involve students.  

local 

heritage; 

  Use of technological experimentations; 
 

Involvement  of  school  in  “adopting”  part  of  the  cultural 
heritage in order to involve the civil society; 

49 

 
 
 
   

Competences 

Descriptors/components 

Citizenship 
creativity 

and  digital 

  Support of digital creativity and competences for a 

digital citizenship 

Integration and hospitality 

  Support  of  projects  to  learn  about  migration, 
different  cultures  and  religions  and  develop 
intercultural skills 

 

Entrepreneurship 
education 

  Support  of  actions  to  develop  autonomy  and 
students’  entrepreneurship,  problem  solving  and 
critical thinking.  
Particular  attention  is  dedicated  to  devise  an 
entrepreneurship project. 

 

Further description (selected/extract) 
 
Planning activities of sustainable tourism; 
 
Production of digital contents to be used for other schools 
  Creation of didactic paths to stimulate urban regeneration 
 
  Digital  citizenship  paths  to  use  internet  and  media  in 

Learn coding and programming 

 

positive and constructive way 
Learning how  to use available data, evaluating the quality 
of the information available 

  Actions to stimulate creativity and digital production 
  Activities  aimed  at  presenting  the  hosting  territory 

(culture, geography, values) 
Projects on the intercultural dimension 
Involvement of the students in teaching activities 
Learning experiences with migrants in hosting centres 
Projects aimed at socialization and integration of migrants 

 
 
 
 

50 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

A1.7  Annex 1.g Netherlands 

Source: Bureau Platform Onderwijs2032: Ons onderwijs2032 – Endadvies, January 2016 

Competences 
Language skills 

Numeracy 

Descriptors/components 
  Dutch 
  English 

  Arithmetic 
  Mathematics 

Further description (selected/extract) 
Students  will  develop  a  command  of  Dutch  and  English,  both 
spoken and written 

Students  will  develop  numeracy  skills,  including  both  arithmetic 
and  mathematics,  which  enable  them  to  structure,  understand 
and present knowledge and information 

Digital literacy 

  Basic  knowledge  and  skills  in  information  and 

communication technology 
  Basic  knowledge  and  skills 

in 
management and media awareness 

information 

  Understanding 

how 

technology 

works 

(computational thinking) 

Science 

  Biology 
 
Technology 
  Chemistry  
 
Physics 

Students will learn about important aspects of these and gain an 
understanding of how the world works. They will be able to apply 
the  knowledge  and  skills  they  gain  to  design  and  develop 
(innovative) products 

Language and culture 

  Different  cultures  and  their  manifestation  in 

language and art 

  Artistic expression 

Social studies  

Citizenship 

  Democratic literacy 

  Social skills and responsibilities 

Students  will  explore  various  forms  of  artistic  expression, 
reflecting and making their own contribution 

Students  will  learn  to  reflect  on  society  and  the  human 
environment  from  various  perspectives:  historical,  geographic, 
economic, political and social. 

Develop  democratic  literacy  and  understanding  of  the  structure 
and  significance  of  the  democratic  state,  its  constitution  and 
institutions. 
Develop  social  skills  and  become  aware  of 
responsibilities 

their  social 

51 

 
 
 
 
 
   

Competences 
Interdisciplinary skills 

Descriptors/components 
  Creativity 
  Critical thinking 
 
Problem solving 
  Cooperation 

Further description (selected/extract) 
Students will develop the skills they need to participate in society, 
apply  their  knowledge  and  continue  to  learn  throughout  their 
lives. These skills are not confined to any one subject. 

52 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

A1.8  Annex 1.h Portugal 

Source: Ministério da Educação: Perfil dos alunos à saída da escolaridade obrigatória, February 2017  

Competences/areas  Description 
Languages and texts 

Effective  utilization  of  the  codes  that  permit 
expression  and  representation  of  ideas  in  various 
areas of knowledge, leading to linguistic, musical, 
artistic,  technological, mathematical and scientific 
products.  
Selection, analysis and dissemination of products, 
experiences and knowledge in different formats. 

Information 
communication 

and 

Reasoning  and  problem 
solving 

Critical 
creative thinking 

thinking 

and 

accessing 

information, 

Reasoning  refers  to  the  logical  process  which 
permits 
interpreting 
experiences and producing knowledge.  
Problem  solving  refers  to  the  capacity  to  find 
answers  to  a  new  situation,  mobilizing  reasoning 
with  a  view  to  make  decisions  and  eventually 
formulating new questions.  
Critical  thinking  requires  observing,  identifying, 
analysing  and  making  sense  of  information, 
experiences  and  ideas,  and  arguing  on  the  basis 
of different premises and variables. It requires the 
design of algorithms and scenarios which consider 
various  options,  as  well  as  the  establishment  of 
criteria for  analysis to draw  valid  conclusions and 
assessing results. 
involves  generating  and 
Creative 
contexts, 
applying  new 
different 
approaching 
perspectives,  identifying  alternative  solutions  and 
establishing new scenarios. 

ideas 
situations 

specific 
from 

thinking 

in 

Components 
  Utilising  in  a  proficient  way  different  symbolic  languages 
associated with mother tongue and foreign languages, literature, 
music, the arts, technologies, mathematics and sciences 

  Applying  these  languages  in  an  adequate  manner  in  different 
contexts of communication, in analogue and digital environments 
  Utilising  and  mastering  diverse  instruments  for  researching, 
describing,  assessing,  validating  and  mobilising  information  in  a 
critical and autonomous manner, verifying different documentary 
sources and their credibility 
Transforming information into knowledge 

 
  Communicating  and  collaborating  in  an  adequate  and  confident 
way,  using  different  types  of  tools  (analogue  and  digital), 
following the proper rules of conduct for each environment 
Planning and conducting investigations (research) 
Initiating projects and making decisions to solve problems 

 
 
  Developing  processes  conducive  to  building  products  and 

knowledge, using diverse resources 

 

Thinking  comprehensively  and  profoundly,  in  a  logical  manner, 
observing,  analysing  information,  experiences  or  ideas,  arguing 
based on implicit or explicit criteria, taking a justified (reasoned) 
standing 

  Applying  different  knowledge,  utilizing  different  methods  and 

tools for critical thinking 
 
Foreseeing and assessing the consequences of one’s decisions 
  Developing  new  ideas  and  solutions  in  an  imaginative  and 
innovative  way,  resulting  from  interaction  with  others  or 
personal  reflexion,  applying  different  contexts  and  areas  of 
learning 

53 

 
 
   

Competences/areas  Description 
Interpersonal 
relationships 

Concerns  interactions  with  others  which  occur  in 
different  social  and  emotional  contexts.  Allows 
recognising,  expressing  and  managing  emotions, 
building  relationships,  establishing  objectives  and 
responding to personal and social needs.  

Concerns  the  process  through  which  the  student 
develops  his/her  capacity  to  integrate  thinking, 
emotion  and  behaviour,  building  confidence  in 
him/herself, motivation to learn, self-control (self-
regulation),  initiative  and  decision-making,  which 
different 
facilitate 
dimensions  of  knowledge,  of  know-how,  of  being 
and acting. 
Concerns the quality of life of the individual and of 
the community.  

autonomy 

growing 

in 

of 

the 

and 

development 

Concerns  the  enjoyment  of  different  cultural 
realities 
the 
expressiveness of each individual. Integrates a set 
of capacities related to the formation of individual 
taste and critical opinion regarding both  technical 
and  performative  processes  involved  in  artistic 
creation,  facilitating  the  development  of  aesthetic 
criteria for an informed cultural life. 
Concerns  the  mobilisation  of  comprehension  of 
technical  and  scientific  phenomena  and  their 
application in providing answers to human desires 
and needs, with awareness of their ethical, social, 
economic and ecological consequences. 

Autonomy  and  personal 
development 

Well-being and health 

Aesthetic  and  artistic 
sensibility 

Technical  knowledge  and 
technology 

54 
2017 

Components 
  Adapting  behaviour 

in  contexts  of  cooperation,  sharing, 

collaboration and competition 

  Working in teams and using different means to communicate and 

 

 

work in person and on-line 
Listening, 
interacting,  arguing,  negotiating  and  accepting 
different points of view, gaining new forms of being in, looking at 
and participating in society 
Identifying  areas  of 
competences 

interest  and  need  to  acquire  new 

  Consolidating  and  deepening  one’s  existing  competences,  in  the 

perspective of life-long learning 

  Setting  goals,  drawing  up  plans  and  projects,  and  being 

autonomous in their implementation. 

  Adopting  behaviour  that  promotes  health  and  well-being,  in 
particular  every-day  habits  concerning  food,  physical  exercise, 
sexuality and relationships with the environment and society 

  Manifesting 

and 
responsibility, working collaboratively for the common good, with 
a view to building a sustainable future. 

environmental 

conscience 

social 

and 

  Critical  appreciation  of  the  artistic  and  technological  realities,  in 

contact with the different cultural universes 

  Understanding  the  importance  of  the  integration  of  different 

forms of art in the communities and the culture 

  Understanding 

the  characteristic/typical  processes  of 

the 
experimentation,  improvisation  and  creation  of  different  arts, 
both in relation to material and immaterial cultural heritage, and 
to contemporary creations. 

  Handling  various  instruments  and  materials  to  control,  utilise, 

transform, imagine and create products and systems 

  Executing technical operations following an adequate method, to 
reach  an  objective  or  bring  about  a  decision  or  reasoned 
conclusion,  matching  the  material  and  technical  means  to  the 
expressed idea or intention 

  Matching/adapting  actions  of  transformation  or  creation  of 
products  from  different  natural,  technological  and  sociocultural 

August 

 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences/areas  Description 

Components 

Awareness and control of 
the body 

Capacity  to  perceive  and  mobilise  the  body  in 
multiple  ways  in  order  to  realize  motor  activities, 
in  a  manner adjusted  to  the  purpose,  in  different 
contexts. 

contexts  to  experimental  activities  and  practical  applications  in 
projects developed in physical and digital environments 

  Being aware of one’s own body 
  Adjusting the type of motor behaviour to the desired action 
  Controlling  and  mastering  the  body  according  to  the  nature  of 

the activity and the context 

55 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
   

Annex 2  Detailed descriptions of reviewed key competence frameworks – International frameworks 

A2.1  Annex 2.a OECD Key Competencies (DeSeCo) 

Source: 
http://www.oecd.org/pisa/35070367.pdf 

Definition 

OECD, 

The 

and 

Selection 

of 

Key 

Competencies 

– 

Executive 

Summary, 

2005.  

Competenc
es 
Using 
interactively 

tools 

Descriptors/componen
ts 
The  ability  to  use  language, 
symbols 
texts 
interactively 

and 

Further description (selected/extract) 

This  key  competency  concerns  the  effective  use  of  spoken  and  written  language  skills,  computation 
and  other  mathematical  skills,  in  multiple  situations.  It  is  an  essential  tool  for  functioning  well  in 
society  and  the  workplace  and  participating  in  an  effective  dialogue  with  others.  Terms  such  as 
“communication competence” or “literacies” are associated with this key competency. 
Reading literacy and mathematical literacy in PISA and numeracy as defined in ALL are illustrations of 
this key competency. 

The ability to use knowledge 
and information interactively 

The ability to use technology 
interactively 

This  key  competency  requires  critical  reflection  on  the  nature  of  information  itself  –  its  technical 
infrastructure  and  its  social,  cultural,  and  even  ideological  context  and  impact.  Information 
competence  is  necessary  as  a  basis  for  understanding  options,  forming  opinions,  making  decisions, 
and  carrying  out  informed  and  responsible  actions.  Using  knowledge  and  information  interactively 
requires individuals to: 
  Recognise and determine what is not known; 
 

Identify, locate and access appropriate information sources (including assembling knowledge and 
information in cyberspace); 

  Evaluate the quality, appropriateness and value of that information, as well as its sources; and 
  Organise knowledge and information. 
Interactive  use  of  technology  requires  an  awareness  of  new  ways  in  which  individuals  can  use 
technologies  in  their  daily  lives.  Information  and  communication  technology  has  the  potential  to 
transform the way people work together (by reducing the importance of location), access information 
(by  making  vast  amounts  of  information  sources  instantly  available)  and  interact  with  others  (by 
facilitating  relationships  and  networks  of  people  from  around  the  world  on  a  regular  basis).  To 
harness such potential, individuals will need to go beyond the basic technical skills needed to simply 
use the Internet, send e-mails and so on. 
Technology can be used interactively if users understand its nature and reflect on its potential. Most 
importantly, individuals need to relate the possibilities embedded in technological tools to their own 
circumstances and goals. 

August 

56 
2017 

 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competenc
es 
Interacting  in 
heterogeneou
s groups 

Descriptors/componen
ts 
The  ability  to  relate  well  to 
others 

The  ability  to  co-operate 
and work in teams 

The  ability  to  manage  and 
resolve conflicts 

Acting 
autonomously 

The  ability  to  act  within  the 
big picture 

Further description (selected/extract) 

This key competency allows individuals to initiate, maintain and manage personal relationships with, 
for  example,  personal  acquaintances,  colleagues  and  customers.  Relating  well  is  not  only  a 
requirement  for  social  cohesion  but,  increasingly,  for  economic  success  as  changing  firms  and 
economies are placing increased emphasis on emotional intelligence. 
This  competency  assumes  that  individuals  are  able  to  respect  and  appreciate  the  values,  beliefs, 
cultures  and  histories  of  others  in  order  to  create  an  environment  where  they  feel  welcome,  are 
included and thrive. 
Co-operation  requires  each  individual  to  have  certain  qualities.  Each  needs  to  be  able  to  balance 
commitment  to  the  group  and  its  goals  with  his  or  her  own  priorities  and  must  be  able  to  share 
leadership and to support others. Specific components of this competency include: 
  The ability to present ideas and listen to those of others; 
  An understanding of the dynamics of debate and following an agenda; 
  The ability to construct tactical or sustainable alliances; 
  The ability to negotiate; and 
  The capacity to make decisions that allow for different shades of opinion. 
For individuals to take an active part in conflict management and resolution, they need to be able to: 
  Analyse  the  issues  and  interests  at  stake  (e.g.  power,  recognition  of  merit,  division  of  work, 
equity),  the  origins  of  the  conflict  and  the  reasoning  of  all  sides,  recognising  that  there  are 
different possible positions; 
Identify areas of agreement and disagreement; 

 
  Reframe the problem; and 
 

Prioritise  needs  and  goals,  deciding  what  they  are  willing  to  give  up  and  under  what 
circumstances. 

This  key  competency  requires  individuals  to  understand  and  consider  the  wider  context  of  their 
actions  and  decisions.  That  is,  it  requires  one  to  take  account  of  how  they  relate,  for  example,  to 
society’s norms, to social and economic institutions and to what has happened in the past. One needs 
to recognise how one’s own actions and decisions fit into this wider picture. 
This competency requires individuals, for instance, to: 
  Understand patterns; 
  Have an idea of the system in which they exist (i.e. understand its structures, culture, practices, 
and  formal  and  informal  rules  and  expectations  and  the  roles  they  play  within  it,  including 
understanding laws and regulations, but also unwritten social norms, moral codes, manners and 
protocol.  It  complements  an  understanding  of  rights  with  knowledge  of  the  constraints  on 
actions; 
Identify the direct and indirect consequences of their actions; and 

 
  Choose  between  different  courses  of  action  by  reflecting  on  their  potential  consequences  in 

57 

 
   

Competenc
es 

Descriptors/componen
ts 

Further description (selected/extract) 

relation to individual and shared norms and goals. 

The  ability  to 
conduct 
personal projects 

form  and 
life  plans  and 

The  ability  to  defend  and 
assert 
interests, 
rights, 
limits and needs 

Identify and evaluate both the resources to which they have access and the resources they need; 
Prioritise and refine goals; 

This competency applies the concept of project management to individuals. It requires individuals to 
interpret  life  as  an  organised  narrative  and  to  give  it  meaning  and  purpose  in  a  changing 
environment, where life is often fragmented. 
This  competency  assumes  an  orientation  toward  the  future,  implying  both  optimism  and  potential, 
but also a firm grounding within the realm of the feasible. Individuals must be able, for instance, to: 
  Define a project and set a goal; 
 
 
  Balance the resources needed to meet multiple goals; 
 
  Monitor progress, making necessary adjustments as a project unfolds. 
On the one hand, this competency relates to self-oriented rights and needs; on the other hand, it also 
relates  to  the  rights  and  needs  of  the  individual  as  a  member  of  the  collective  (e.g.  actively 
participating in democratic institutions and in local and national political processes). The competency 
implies the ability, for instance, to: 
  Understand one’s own interests (e.g. in an election); 
  Know written rules and principles on which to base a case; 
  Construct arguments in order to have needs and rights recognised; and 
  Suggest arrangements or alternative solutions. 

Learn from past actions, projecting future outcomes; and 

58 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

A2.2  Annex 2.b OECD Global Competency 

Source: OECD: Global competency for an inclusive world, 2016 

Competences 

Knowledge 
understanding 

and 

Descriptors/componen
ts 
Knowledge 
understanding 
issues 

and 
global 

of 

Intercultural  knowledge  and 
understanding 

Skills 

Analytical 
thinking  

and 

critical 

Further description (selected/extract) 

Knowledge and understanding of global issues implies familiarity with the most important issues 
which  cut  across  national  boundaries  (e.g.  climate  change,  migration,  poverty)  and  also  the 
capacity  to  understand  the  interrelationships  between  issues,  trends,  and  systems  across  the 
globe. 
This component is not acquired by factual knowledge alone, but rather through the ability to find 
the  meanings  of  and  the  connections  between  different  pieces  of  information,  in  other  words, 
through understanding. A mature level of understanding is achieved through cognitive flexibility, 
or  the  ability  to  learn  and  organise  knowledge  in  a  way  that  facilitates  transferring  that 
knowledge  to  a  range  of  new,  unanticipated  situations,  and  adjusting  one’s  cognitive  frame  of 
reference if required by those situations. 

Intercultural  knowledge  and  understanding  can  be  defined  as  knowledge  and  understanding  of 
intercultural  interactions  and  culture.  It  involves  knowledge  about  one’s  own  culture,  other 
cultures, and the similarities and differences between cultures. Knowledge about cultures without 
understanding  adds  little  value.  Acquiring  intercultural  understanding  means  recognizing  that 
one’s  own  perspective  is  shaped  by  multiple  influences  (e.g.,  culture,  religion,  gender,  socio-
economic  status,  education),  as  a  way  to  develop  an  understanding  of  other  people’s 
perspectives, to distinguish between unique and common qualities, and to understand how these 
different perspectives might relate in an intercultural context.  

Analytical  thinking  refers  to  the  capacity  to  approach  a  problem  by  using  a  logical,  systematic, 
sequential  approach.  It  includes,  among  others,  the  ability  to  interpret  the  meaning  of  each 
element  of  a  text,  and  examine  these  elements  in  relationship  with  each  other  in  order  to 
identify connections and discrepancies. Critical thinking skills, in turn, are used for evaluating the 
worth,  validity  and  reliability  of  any  material  on  the  basis  of  its  internal  consistency,  and  its 
consistency  with  evidence  and  with  one’s  own  knowledge  and  experience.  Applying  critical 
thinking  to  a  global  or  intercultural  problem  requires  recognising  one’s  own  assumptions  that 
might  have  influenced  the  evaluation  process,  and  acknowledging  that  one’s  beliefs  and 
judgements  are  always  contingent  and  dependent  upon  one’s  own  cultural  affiliations  and 
perspective. Analytical and critical thinking skills are inherently linked together. 

59 

 
 
 
 
 
   

Competences 

Descriptors/componen
ts 
Ability 
respectfully, 
and effectively 

interact 
appropriately 

to 

Empathy 

Flexibility 

Attitudes 

Openness 
from other cultures 

towards  people 

Further description (selected/extract) 

A  second  set  of  items  refers  to  the  linguistic,  communication  and  behavioural  skills  that  are 
required  to  interact  respectfully,  appropriately  and  effectively  with  other  people,  to  manage 
breakdowns  in  communication,  and  to  mediate  between  speakers  of  different  languages  or 
cultures.  Appropriate  and  effective  intercultural  interactions  require  not  only  knowledge  of  the 
other’s language but also the ability to communicate clearly in one’s own language. 

Empathy  can  be  described  as  the  “imaginary  participation  in  another  person’s  experience, 
including emotional 
and  intellectual  dimensions,  by  imagining  his  or  her  perspective  (not  by  assuming  the  person’s 
position)”.  Empathy  plays an important role in  the development of  social behaviour.  Culturally 
empathic  learners  retain  their  separate  cultural  identity  but  are  simultaneously  aware  of  the 
cultural values and  beliefs of the people with different cultural background.  Empathy minimizes 
the  psychological  barriers  caused  by  cultural  differences,  and  is  essential  in  helping  people  to 
build a good relationship and achieve a smooth communication. 

Flexibility  refers  to  the  ability  to  adapt  one’s  thinking,  behaviours  and  actions  according  to  the 
prevailing  cultural  environment,  or  to  novel  situations  and  contexts  that  might  present  new 
demands  or  challenges.  Individuals  who  acquire  this  skill  are  able  to  handle  the  feelings  of 
“culture  shock”,  such  as  frustration,  stress,  and  alienation  in  ambiguous  situations  caused  by 
new  environments.  Flexible  learners  can  more  easily  develop  long-term  interpersonal 
relationships with people from other cultures, and adapt to changing circumstances. 

Openness  towards  people  from  other  cultures  involves  sensitivity  towards,  curiosity  about  and 
willingness  to  engage  with  other  people  and  other  perspectives  on  the  world.  It  involves  an 
active  willingness  to  seek  out  and  take  up  opportunities  to  engage  with  people  from  other 
cultures, to discover and learn about their cultural perspectives and  how they interpret familiar 
and unfamiliar phenomena and artefacts, and to learn about their linguistic, communicative and 
interactional conventions.  

Respect 
otherness 

for 

cultural 

Respect  consists  of  positive  regard  and  esteem  for  someone  or  something  based  on  the 
judgment  that  they  have  intrinsic  importance,  worth  or  value.  In  this  framework,  respect 
assumes the intrinsic dignity of all human beings and their inalienable right to choose their own 
affiliations, beliefs, opinions or practices. 

Global-mindedness 

Global mindedness is defined as a worldview in which one sees oneself as connected to the world 
community and feels a sense of responsibility for its members. This commitment is reflected in 

August 

60 
2017 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/componen
ts 

Further description (selected/extract) 

Responsibility 

an individual’s attitudes, beliefs and behaviours. A global-minded person has concerns for other 
people  in  all  parts  of  the  world  and  feelings  of  moral  responsibility  to  try  to  improve  their 
conditions irrespective of distance and cultural differences. 

Responsibility  is  an  attitude  towards  one’s  own  actions.  It  involves  being  reflective  about  one’s 
actions, forming intentions about how to act in an appropriate way on the basis of a value or set 
of values, and holding oneself accountable for the outcomes of those actions. Responsibility can 
require  courage  insofar  as  taking  a  stance  may  entail  taking  action  against  the  norms  of  a 
community, or challenging a collective decision that is judged to be wrong. 

61 

 
 
 
 
 
 
   

A2.3  Annex 2.c Council of Europe Competences for Democratic Culture 

Source: Council of Europe, Competences for Democratic Culture: Living together as equals in culturally diverse democratic societies, 
Executive summary, 2016 

Competences  Descriptors/component

Further description (selected/extract) 

Values 

Attitudes 

s 
Valuing  human  dignity  and 
human rights 

Valuing cultural diversity 

Valuing  democracy, 
justice, 
fairness, equality and the rule 
of law 
cultural 
to 
Openness 
otherness 
other 
and 
beliefs,  world  views  and 
practices 
Respect 

to 

Civic-mindedness 

Responsibility 

Self-efficacy 

62 
2017 

This value is based on the general belief that every human being is of equal worth, has 
equal dignity, is entitled to equal respect, and is entitled to the same set of human rights 
and fundamental freedoms, and ought to be treated accordingly. 
This value is based on the general belief that other cultural affiliations, cultural variability 
and  diversity,  and  pluralism  of  perspectives,  views  and  practices  ought  to  be  positively 
regarded, appreciated and cherished. 
This  set  of  values  is  based  on  the  general  belief  that  societies  ought  to  operate  and  be 
governed through democratic processes which respect the principles of justice,  fairness, 
equality and the rule of law. 
Openness  is  an  attitude  towards  people  who  are  perceived  to  have  different  cultural 
affiliations  from  oneself  or  towards  beliefs,  world  views  and  practices  which  differ  from 
one’s own. It involves sensitivity towards, curiosity about and willingness to engage with 
other people and other perspectives on the world. 
Respect consists of positive regard and esteem for someone or something based on the 
judgment  that  they  have  intrinsic  importance,  worth  or  value.  Having  respect  for  other 
people  who  are  perceived  to  have  different  cultural  affiliations  or  different  beliefs, 
opinions  or  practices  from  one’s  own  is  vital  for  effective  intercultural  dialogue  and  a 
culture of democracy. 
Civic-mindedness  is  an  attitude  towards  a  community  or  social  group  to  which  one 
belongs  that  is  larger  than  one’s  immediate  circle  of  family  and  friends.  It  involves  a 
sense of belonging to that community, an awareness of other people in the community, 
an  awareness  of  the  effects  of  one’s  actions  on  those  people,  solidarity  with  other 
members of the community and a sense of civic duty towards the community. 
Responsibility is an attitude towards one’s own actions. It involves being reflective about 
one’s  actions,  forming  intentions  about  how  to  act  in  a  morally  appropriate  way, 
conscientiously  performing  those  actions  and  holding  oneself  accountable  for  the 
outcomes of those actions. 
Self-efficacy  is  an  attitude  towards  the  self.  It  involves  a  positive  belief  in  one’s  own 
ability  to  undertake  the  actions  that  are  required  to  achieve  particular  goals,  and 
confidence that one can understand issues, select appropriate methods for accomplishing 
tasks, navigate obstacles successfully and make a difference in the world. 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences  Descriptors/component

Further description (selected/extract) 

s 
Tolerance and ambiguity 

Skills 

Autonomous learning skills 

Analytical and critical thinking 
skills 

listening 

and 

Skills 
observing 

of 

Empathy 

Flexibility and adaptability 

Linguistic, communicative and 
plurilingual skills 

Co-operation skills 

Conflict-resolution skills 

and 

Knowledge 
critical 
understanding 

Knowledge 
understanding of the self 

and 

critical 

Knowledge 
and 
understanding  of 
and communication 

critical 
language 

Knowledge 
critical 
understanding  of  the  world: 

and 

Tolerance of ambiguity is an attitude towards situations which are uncertain and subject 
to  multiple  conflicting  interpretations.  It  involves  evaluating  these  kinds  of  situations 
positively and dealing with them constructively. 
Autonomous learning skills are the skills required to pursue, organise and evaluate one’s 
own  learning  in  accordance  with  one’s  own  needs,  in  a  self-directed  manner,  without 
being prompted by others. 
Analytical and critical thinking skills are the skills required to analyse, evaluate and make 
judgments  about  materials  of  any  kind  (e.g.  texts,  arguments,  interpretations,  issues, 
events, experiences, etc.) in a systematic and logical manner. 
Skills of listening and observing are the skills required to notice and understand what is 
being  said  and  how  it  is  being  said,  and  to  notice  and  understand  other  people’s  non-
verbal behaviour. 
Empathy is the set of skills required to understand and relate to other people’s thoughts, 
beliefs and feelings, and to see the world from other people’s perspectives. 

Flexibility and adaptability are the skills required to adjust and regulate one’s thoughts, 
feelings  or  behaviours  so  that  one  can  respond  effectively  and  appropriately  to  new 
contexts and situations. 
Linguistic,  communicative  and  plurilingual  skills  are  the  skills  required  to  communicate 
effectively and appropriately with people who speak the same or another language, and 
to act as a mediator between speakers of different languages. 
Co-operation skills are the skills required to participate successfully with others in shared 
activities, tasks and ventures and to encourage others to co-operate so that group goals 
may be achieved. 
Conflict-resolution skills are the skills required to address,  manage and resolve conflicts 
in  a  peaceful  way  by  guiding  conflicting  parties  towards  optimal  solutions  that  are 
acceptable to all parties. 
This  includes  knowledge  and  critical  understanding  of  one’s  own  thoughts,  beliefs, 
feelings  and  motivations,  and  of  one’s  own  cultural  affiliations  and  perspective  on  the 
world. 
This includes knowledge and critical understanding of the socially appropriate verbal and 
non-verbal  communicative  conventions  that  operate  in  the  language(s)  which  one 
speaks, of the effects that different communication styles can have on other people, and 
of how every language expresses culturally shared meanings in a unique way. 
This  includes  a  large  and  complex  body  of  knowledge  and  critical  understanding  in  a 
variety of areas including politics, law, human rights, culture, cultures, religions, history, 

63 

 
 
 
   

Competences  Descriptors/component

Further description (selected/extract) 

s 
Politics,  law,  human  rights, 
culture,  cultures, 
religions, 
history,  media,  economies, 
environment, sustainability 

media, economies, the environment and sustainability. 

64 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

A2.4  Annex 2.d WEF 21st Century Skills 

Source:  World  Economic  Forum  and  Boston  Consulting  Group:  New  Vision  for  Education:  Unlocking  the  Potential  of  Technology, 
2015 

Competences 

Foundational Literacies 

Descriptors/component
s 
Literacy 
Numeracy 

Competencies 

Scientific literacy 

ICT literacy 

Financial literacy 
Cultural and civic literacy 
Critical  thinking  /  problem-
solving 
Creativity 

Communication 

Collaboration 

Character Qualities 

Curiosity 

Further description (selected/extract) 

Ability to read, understand and use written language 
Ability  to  use  numbers  and  other  symbols  to  understand  and  express  quantitative 
relationships 
Ability  to  use  scientific  knowledge  and  principles  to  understand  one's  environment  and 
test hypotheses 
Ability  to  use  and  create  technology-based  content,  including  finding  and  sharing 
information,  answering  questions, 
interacting  with  other  people  and  computer 
programming 
Ability to understand and apply conceptual and numerical aspects of finance in practice 
Ability to understand, appreciate, analyse and apply knowledge of the humanities 
Ability  to  identify,  analyse  and  evaluate  situations,  ideas  and  information  to  formulate 
responses and solutions 
Ability  to  imagine  and  devise  new,  innovative  ways  of  addressing  problems,  answering 
questions  or  expressing  meaning  through  the  application,  synthesis  or  repurposing  of 
knowledge 
Ability  to  listen  to,  understand,  convey  and  contextualize  information  through  verbal, 
nonverbal, visual and written means 
Ability  to  work  in  a  team  towards  a  common  goal,  including  the  ability  to  prevent  and 
manage conflict 
Ability  and  desire  to  ask  questions  and  to  demonstrate  open-mindedness  and 
inquisitiveness 
Ability and desire to proactively undertake a new task or goal 
Ability to sustain interest and effort and to persevere to accomplish a task or goal 
Ability to change plans, methods, opinions or goals in light of new information 
Ability to effectively direct, guide and inspire others to accomplish a common goal 

Initiative 
Persistence/grit 
Adaptability 
Leadership 
Social and cultural awareness  Ability to interact with other people in a socially, culturally and ethically appropriate way 

65 

 
 
 
 
 
   

A2.5  Annex 2.e P21 Partnership for 21st century learning 

Source: P21 Framework Definitions, http://www.p21.org/our-work/p21-framework 

Competences 

Key  subjects  and  21st 
century themes 

Descriptors/componen
ts 
Key subjects: English,  world 
languages, 
arts, 
economics, 
mathematics, 
science,  geography,  history, 
government and civics.  
Global awareness 

Financial, 
Business 
Entrepreneurial Literacy 
Civic Literacy 

Economic, 
and 

Health Literacy 

Environmental Literacy 

66 
2017 

Further description (selected/extract) 

  Using 21st century skills to understand and address global issues  
 

Learning from  and  working collaboratively  with individuals representing diverse cultures, 
religions  and  lifestyles in  a  spirit  of  mutual  respect  and  open  dialogue  in  personal,  work 
and community contexts  

  Understanding other nations and cultures, including the use of non-English languages  
  Knowing how to make appropriate personal economic choices  
  Understanding the role of the economy in society  
  Using entrepreneurial skills to enhance workplace productivity and career options  
 

Participating  effectively  in  civic  life  through  knowing  how  to  stay  informed  and 
understanding governmental processes  

  Exercising  the  rights  and  obligations  of  citizenship  at  local,  state,  national  and  global 

levels  

  Understanding the local and global implications of civic decisions  
  Obtaining, interpreting and understanding basic health information and services and using 

such information and services in ways that enhance health  

  Understanding  preventive  physical  and  mental  health  measures,  including  proper  diet, 

nutrition, exercise, risk avoidance and stress reduction  

  Using available information to make appropriate health-related decisions  
  Establishing and monitoring personal and family health goals  
  Understanding national and international public health and safety issues  
  Demonstrate  knowledge  and  understanding  of  the  environment  and  the 
circumstances  and  conditions  affecting  it,  particularly  as  relates  to  air,  climate,  land, 
food, energy, water and ecosystems  

  Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., 

 

population growth, population development, resource consumption rate, etc.)  
Investigate  and  analyze  environmental  issues,  and  make  accurate  conclusions  about 
effective solutions  

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/componen
ts 

Further description (selected/extract) 

Learning 
innovation skills 

and 

Creativity and innovation 

  Take  individual  and  collective  action  towards  addressing  environmental  challenges  (e.g., 
participating  in  global  actions,  designing  solutions  that  inspire  action  on  environmental 
issues)  

Think Creatively  
  Use a wide range of idea creation techniques (such as brainstorming)  
  Create new and worthwhile ideas (both incremental and radical concepts)  
  Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize 

creative efforts 

Work Creatively with Others  
  Develop, implement and communicate new ideas to others effectively  
  Be  open  and  responsive  to  new  and  diverse  perspectives;  incorporate  group  input  and 

feedback into the work  

  Demonstrate originality and inventiveness in work and understand the real world limits to 

adopting new ideas  

  View  failure  as  an  opportunity  to  learn;  understand  that  creativity  and  innovation  is  a 

long-term, cyclical process of small successes and frequent mistakes  

Implement Innovations  
  Act on creative ideas to make a tangible and useful contribution to the field in which the 

innovation will occur  

Critical 
problem solving 

thinking 

and 

Reason Effectively  
  Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation  

Use Systems Thinking  
  Analyze  how  parts  of  a  whole  interact  with  each  other  to  produce  overall  outcomes  in 

complex systems  

Make Judgments and Decisions  
  Effectively analyze and evaluate evidence, arguments, claims and beliefs  
  Analyze and evaluate major alternative points of view  
  Synthesize and make connections between information and arguments  
 
Interpret information and draw conclusions based on the best analysis  
  Reflect critically on learning experiences and processes  

67 

 
 
 
  
 
 
 
 
   

Competences 

Descriptors/componen
ts 

Further description (selected/extract) 

Solve Problems  
  Solve different kinds of non-familiar problems in both conventional and innovative ways  
 

Identify and ask significant questions that clarify various points of view and lead to better 
solutions 

Communication 
collaboration 

and 

Communicate Clearly  
  Articulate thoughts and ideas effectively using oral, written and nonverbal communication 

 

skills in a variety of forms and contexts  
Listen  effectively  to  decipher  meaning,  including  knowledge,  values,  attitudes  and 
intentions  

  Use  communication  for  a  range  of  purposes  (e.g.  to  inform,  instruct,  motivate  and 

persuade)  

  Utilize  multiple  media  and  technologies,  and  know  how  to  judge  their  effectiveness  a 

priori as well as assess their impact  

  Communicate effectively in diverse environments (including multi-lingual)  

Collaborate with Others  
  Demonstrate ability to work effectively and respectfully with diverse teams  
  Exercise  flexibility  and  willingness  to  be  helpful  in  making  necessary  compromises  to 

accomplish a common goal  

  Assume shared responsibility for collaborative work, and value the individual contributions 

made by each team member  

Information,  media 
and technology skills 

Information literacy 

Access and Evaluate Information  
  Access information efficiently (time) and effectively (sources)  
  Evaluate information critically and competently  

Use and Manage Information  
  Use information accurately and creatively for the issue or problem at hand  
  Manage the flow of information from a wide variety of sources  
  Apply a fundamental understanding of the ethical/legal issues surrounding the access and 

use of information 

Media literacy 

Analyze Media  
  Understand both how and why media messages are constructed, and for what purposes  
  Examine  how  individuals  interpret  messages  differently,  how  values  and  points  of  view 

68 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/componen
ts 

Further description (selected/extract) 

are included or excluded, and how media can influence beliefs and behaviors  

  Apply a fundamental understanding of the ethical/legal issues surrounding the access and 

use of media  

Create Media Products  
  Understand  and  utilize  the  most  appropriate  media  creation  tools,  characteristics  and 

conventions  

  Understand and effectively utilize the most appropriate expressions and interpretations in 

diverse, multi-cultural environments  

ICT 
Communication 
Technology) literacy 

(Information, 
and 

Apply Technology Effectively  
  Use technology as a tool to research, organize, evaluate and communicate information  
  Use 

etc.), 
communication/networking  tools  and  social  networks  appropriately  to  access,  manage, 
integrate,  evaluate  and  create  information  to  successfully  function  in  a  knowledge 
economy  

players,  GPS, 

PDAs,  media 

technologies 

(computers, 

digital 

Life and career skills 

Flexibility and adaptability 

Adapt to Change  
  Adapt to varied roles, jobs responsibilities, schedules and contexts  
  Work effectively in a climate of ambiguity and changing priorities  

  Apply a fundamental understanding of the ethical/legal issues surrounding the access and 

use of information technologies 

Be Flexible  
 
  Deal positively with praise, setbacks and criticism  

Incorporate feedback effectively  

  Understand,  negotiate  and  balance  diverse  views  and  beliefs  to  reach  workable 

solutions, particularly in multi-cultural environments 

Initiative and self-direction  Manage Goals and Time  

  Set goals with tangible and intangible success criteria  
  Balance tactical (short-term) and strategic (long-term) goals  
  Utilize time and manage workload efficiently  

Work Independently  
  Monitor, define, prioritize and complete tasks without direct oversight  

69 

 
 
 
 
 
  
 
   

Competences 

Descriptors/componen
ts 

Further description (selected/extract) 

Be Self-directed Learners  
  Go  beyond  basic  mastery  of  skills  and/or  curriculum  to  explore  and  expand  one’s  own 

learning and opportunities to gain expertise  

  Demonstrate initiative to advance skill levels towards a professional level  
  Demonstrate commitment to learning as a lifelong process  
  Reflect critically on past experiences in order to inform future progress  

Social  and 
skills 

cross-cultural 

Interact Effectively with Others  
  Know when it is appropriate to listen and when to speak  
  Conduct themselves in a respectable, professional manner  

Work Effectively in Diverse Teams  
  Respect  cultural  differences  and  work  effectively  with  people  from  a  range  of  social  and 

cultural backgrounds  

  Respond open-mindedly to different ideas and values  
 

Leverage social and cultural differences to create new ideas and increase both innovation 
and quality of work 

Productivity 
accountability 

and 

Manage Projects  
  Set and meet goals, even in the face of obstacles and competing pressures  
 

Prioritize, plan and manage work to achieve the intended result  

Produce Results  
Demonstrate  additional  attributes  associated  with  producing  high  quality  products  including 
the abilities to:  
  Work positively and ethically  
  Manage time and projects effectively  
  Multi-task  
 
 
  Collaborate and cooperate effectively with teams  
  Respect and appreciate team diversity 
  Be accountable for results 

Participate actively, as well as be reliable and punctual  
Present oneself professionally and with proper etiquette  

70 
2017 

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/componen
ts 
Leadership 
responsibility 

and 

Further description (selected/extract) 

Guide and Lead Others  
  Use interpersonal and problem-solving skills to influence and guide others toward a goal  
 
Leverage strengths of others to accomplish a common goal  
 
Inspire others to reach their very best via example and selflessness  
  Demonstrate integrity and ethical behavior in using influence and power  

Be Responsible to Others  
  Act responsibly with the interests of the larger community in mind  

71 

 
 
 
 
 
 
 
   

A2.6  Annex 2.f UNESCO Intercultural Competences 

Source: UNESCO: Intercultural Competences. Conceptual and Operational Framework, 2013 
Competences 

Further description (selected/extract) 

Descriptors/compone
nts 

Cultural concepts 

Culture 

Intercultural 

Universality 

Intercultural citizenship 

Culture is that set of distinctive spiritual, material, intellectual and emotional features of a society or 
social group, encompassing all  the ways  of  being in that society;  at a minimum, including art and 
literature, lifestyles, ways of living together, value systems, traditions, and beliefs.  
Those  elements  common  to  all  cultures,  such  as  having  a  language  or  having  values  and  beliefs. 
There  is  a  tightrope  to  walk  between  assuming  universality  and  respecting  the  inevitable  cultural 
differences between groups. 
New  type of  citizen,  required  for  the new  global village. Relies upon  conciliating multiple identities 
and contexts simultaneously, assumes the ability to engage in intercultural dialogues respecting the 
rights of cultural others, and ideally becomes one step toward promoting peace. 

Identity 

Intercultural competences  Having adequate relevant knowledge about particular cultures, as well as general knowledge about 
the sorts of issues arising when  members of different cultures interact, holding receptive attitudes 
that encourage establishing and maintaining contact with diverse others, as well as having the skills 
required  to  draw  upon  both  knowledge  and  attitudes  when  interacting  with  others  from  different 
cultures. 
Cultural identity is socially constructed and refers to those aspects of identity shared by members of 
a culture that mark them as distinct from members of other cultures.  

Cultural identity 

Cultural diversity 

Cultural  diversity  permits,  and  intercultural  competences  require,  understanding  one’s  own  culture 
but also recognising that each culture provides one option among many possibilities.  

Values, 
and attitudes 

beliefs, 

  Values 
  Beliefs 
  Attitudes 

Communication concepts 

Communication 

Language 

Communicative 
competence 

72 
2017 

All  three  concepts  are  key  aspects  of  culture  and  underlie  all  communication  with  others,  whether 
within a culture or between members of different cultures. 

Communication  includes  language  as  well  as  nonverbal  behaviour  which  includes  everything  from 
use  of  sounds,  movements,  space,  and  time,  to  many  aspects  of  material  culture,  and  can  be 
understood as the active aspect of culture.  
Implies  both  understanding  and  producing  appropriate  words  and  other  communication  forms  in 
ways  that  will  make  sense  not  only  to  the  speaker/actor  but  also  to  others.  One  must  learn  what 
can be said to whom, in what context and with what connotations.   

August 

 
 
 
 
 
 
 
 
 
 
 
 
 
Education and Training or Erasmus+ 

Competences 

Descriptors/compone
nts 
Language 

Dialogue 

Dialogue 

Intercultural dialogue 

Nonverbal 
behaviour 

Intercultural literacy 

Further description (selected/extract) 

Is  both  the  generic  term  for  the  human  ability  to  turn  sounds  into  speech  as  a  form  of 
communication, and a specific term for the way in which members of any one group speak to one 
another. 
A form of communication occurring when participants, having their own perspectives, yet recognise 
the existence of other, different perspectives, remaining open to learning about them.  

Dialogues occurring between members of different cultural groups. Assumes that participants agree 
to listen to and understand multiple perspectives, including even those held by groups or individuals 
with whom they disagree. 
All the knowledge and skills necessary to the practice of intercultural competences. Has become an 
essential tool for modern life, parallel to the development of information literacy, or media literacy.  

Intercultural responsibility  Builds  on  understanding  of  intercultural  competence  by  considering  the  importance  of  related 

concepts such as intercultural dialogue, ethics, religion and notions of citizenship. 

Reflexivity 

Liquidity 

Creativity 

Cultural shifting 

Disposition 

Semantic availability 

Conviviality 

The  ability  to  step  outside  one’s  own  experiences  in  order  to  reflect  consciously  upon  then, 
considering what is happening, what it means, and how to respond. 

The fluid nature of modern life implies change as a central element of human experience. Liquidity 
proposes  a  state  of  near  constant  change,  with  consequences  for  the  ability  of  individuals  to  cope 
with change.  
Our ability to imagine gives us the resilience to adapt to different ecosystems and to invent “ways of 
living together”. 

The  cognitive  and  behavioural  capacity  of  an  interculturally  competent  person  to  shift  or  switch 
language, behaviour or gestures. 

The  mind  set  progressively  acquired  through  primary  and  secondary  socialisation.  Disposition  are 
both personal and socially shared. 

Describes the plasticity of ideas: when a concept is dimly understood, but not clear; pre-emergent, 
not  yet  fully  formed;  having  a  word  at  the  tip  of  one’s  tongue,  except  that  the  world  has  not  yet 
been invented in that language. 
Described  as  the  autonomous  and  creative  intercourse  among  persons,  and  the  intercourse  of 
persons with their environment. 

Resilience 

Key characteristic when addressing cultures in their handling of traditions and modernity.  

73 

 
HOW TO OBTAIN EU PUBLICATIONS 

Free publications: 

•  one copy: 

via EU Bookshop (http://bookshop.europa.eu); 

•  more than one copy or posters/maps: 

from the European Union’s representations (http://ec.europa.eu/represent_en.htm);  
from  the delegations in non-EU countries (http://eeas.europa.eu/delegations/index_en.htm);  
by contacting the Europe Direct service (http://europa.eu/europedirect/index_en.htm) or 
calling 00 800 6 7 8 9 10 11 (freephone number from anywhere in the EU) (*). 

(*)  The information given is free, as are most calls (though some operators, phone boxes or hotels 
may charge you). 

Priced publications: 

•  via EU Bookshop (http://bookshop.europa.eu). 

74 

August 2017 

 
 
 
 
 
 
 
 
 
 
 
 
[
C
a
t
a
o
g
u
e

l

n
u
m
b
e
r
]

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
N
C
-
0
1
-
1
7
-
8
8
6
-
E
N
-
N

ISBN:     978-92-79-71739-0