competencias clave para el aprendizaje a lo largo de la vida

8/8/2019 Competencias Clave para el Aprendizaje a lo largo de la vida

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KEY COMPETENCES FOR LIFELONG LEARNING

European Reference Framework


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

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Luxembourg: Oice or Oicial Publications o the European Communities, 2007

European Communities, 2007

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The Key Competences or Lielong Learning A European Framework is anannex o a Recommendation o the European Parliament and o the Council o

18 December 2006 on key competences or lielong learning that was publishedin the Oicial Journal o the European Union on 30 December 2006/L394.(http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pd)

The Recommendation is one of the outcomes of the joint work of theEuropean Commission and the Member States within the Education and

Training 2010 Work Programme. The Work Programme is the over-archingframework for policy cooperation in the area of education and training, and

is based on commonly agreed objectives, indicators and benchmarks, peer-learning and dissemination of best practice. For more information, please

see: http://ec.europa.eu/education/index_en.html.


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Lielong learning has become a necessity or all citi-

zens. We need to develop our skills and competences

throughout our lives, not only or our personal ull-

ment and our ability to actively engage with the

society in which we live, but or our ability to be

successul in a constantly changing world o work.

The knowledge, skills and aptitudes o the European

workorce are a major actor in the EUs innova-

tion, productivity and competitiveness. Growing

internationalisation, the rapid pace o change, and

the continuous roll-out o new technologies mean

that Europeans must not only keep their specic

job-related skills up-to-date, but also possess thegeneric competences that will enable them to adapt

to change. Peoples competences also contribute to

their motivation and job satisaction in the work-

place, thereby aecting the quality o their work.

The ways in which we access inormation and serv-

ices continue to change. We need new competences

to master a whole new digital world, not only by

acquiring technical skills, but also by gaining a

deeper understanding o the opportunities, chal-lenges and even ethical questions posed by new

technologies.

In this climate o rapid change, there is increasing

concern about our social cohesion. There is a risk

that many Europeans eel let behind and margin-

alised by globalisation and the digital revolution.

The resulting threat o alienation implies a need to

nurture democratic citizenship; it requires people to

be inormed and concerned about their society and

active in it. The knowledge, skills and aptitudes thateveryone needs must change as a result.

It is against this back-drop that the Council and the

European Parliament adopted, at the end o 2006,

a European Framework or Key Competences or

Lielong Learning1. The Framework identies and

denes, or the rst time at the European level,

the key competences that citizens require or their

personal ullment, social inclusion, active citizen-

ship and employability in our knowledge-based

KEY COMPETENCES FOR LIFELONG LEARNING

Jn Figel

Member o the European Commissionresponsible or Education, Training,Culture and Youth

society. The Member States initial education and

training systems should support the development

o these competences or all young people, and their

adult education and training provision should give

real opportunities to all adults to learn and maintain

these skills and competences.

I am sure that the European Framework or Key

Competences will prove to be a useul tool or policy-

makers, and or education and training providersand learners, in order to make lielong learning a

reality or all. I encourage everyone involved to make

the best use o this reerence tool, and, alongside

the European Commission, to support its dissemina-

tion and take-up.

Jn Figel

1 Recommendation o the European Parliament and o the Council o 18 December 2006 on key competences or lielong learning. Ofcial Journal o the EuropeanUnion L394.http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pd

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Competences are dened here as a combination

o knowledge, skills and attitudes appropriate

to the context. Key competences are those which

all individuals need or personal ullment anddevelopment, active citizenship, social inclusion

and employment.

The Reerence Framework sets out eight key

competences:

1) Communication in the mother tongue;

2) Communication in oreign languages;

3) Mathematical competence and basic

competences in science and technology;

4) Digital competence;5) Learning to learn;

6) Social and civic competences;

7) Sense o initiative and entrepreneurship;

8) Cultural awareness and expression.

The key competences are all considered equally

important, because each o them can contribute

to a successul lie in a knowledge society. Many

o the competences overlap and interlock: aspectsessential to one domain will support competence

in another. Competence in the undamental

basic skills o language, literacy, numeracy and

in inormation and communication technologies

(ICT) is an essential oundation or learning, and

learning to learn supports all learning activities.

There are a number o themes that are applied

throughout the Reerence Framework: critical

thinking, creativity, initiative, problem-solving,

risk assessment, decision-taking, and construc-tive management o eelings play a role in all eight

key competences.

Key competences

Background and aimsAs globalisation continues to conront the

European Union with new challenges, each citizen

will need a wide range o key competences to

adapt fexibly to a rapidly changing and highly

interconnected world. Education in its dual role,

both social and economic, has a key role to play

in ensuring that Europes citizens acquire the key

competences needed to enable them to adapt

fexibly to such changes.

In particular, building on diverse individual compe-

tences, the diering needs o learners should be

met by ensuring equality and access or those

groups who, due to educational disadvantagescaused by personal, social, cultural or economic

circumstances, need particular support to ull

their educational potential. Examples o such

groups include people with low basic skills, in

particular with low literacy, early school-leavers,

the long-term unemployed and those returning

to work ater a period o extended leave, older

people, migrants, and people with disabilities.

In this context, the main aims o the ReerenceFramework are to:

1) identiy and dene the key competences neces-

sary or personal ullment, active citizenship,

social cohesion and employability in a knowledge

society;

2) support Member States work in ensuring that

by the end o initial education and training young

people have developed the key competences to

a level that equips them or adult lie and which

orms a basis or urther learning and working lie,

and that adults are able to develop and update

their key competences throughout their lives;

3) provide a European-level reerence tool orpolicy-makers, education providers, employers,

and learners themselves to acilitate national- and

European-level eorts towards commonly agreed

objectives;

4) provide a ramework or urther action at

Community level both within the Education and

Training 2010 work programme and within the

Community Education and Training Programmes.


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1. Communication in the mother tongue (1)

Communication in the mother tongue is theability to express and interpret concepts,thoughts, eelings, acts and opinionsin both oral and written orm (listening,speaking, reading and writing), and to in-teract linguistically in an appropriate andcreative way in a ull range o societal andcultural contexts; in education and train-ing, work, home and leisure.

Communicative competence results

rom the acquisition o the mother

tongue, which is intrinsically linked

to the development o an individuals cogni-

tive ability to interpret the world and relate to

others. Communication in the mother tongue

requires an individual to have knowledge ovocabulary, unctional grammar and the unc-

tions o language. It includes an awareness othe main types o verbal interaction, a range

o literary and non-literary texts, the main

eatures o dierent styles and registers o

language, and the variability o language and

communication in dierent contexts.

Individuals should have the skillsto communicate both orally and in

writing in a variety o communicative

situations and to monitor and adapt their owncommunication to the requirements o the

situation. This competence also includes the

abilities to distinguish and use dierent types

o texts, to search or, collect and process

inormation, to use aids, and to ormulate and

express ones oral and written arguments in a

convincing way appropriate to the context.

A positive attitude towards commu-nication in the mother tongue

involves a disposition to critical

and constructive dialogue, an appreciation

of aesthetic qualities and a willingness to

strive for them, and an interest in interaction

with others. This implies an awareness of the

impact of language on others and a need to

understand and use language in a positive

and socially responsible manner.

Essential knowledge, skills andattitudes related to this competence:

Defnition:

(1) In the context o Europes multicultural and multilingual societies, it is recognised that the mother tongue may

not in all cases be an ofcial language o the Member State, and that ability to communicate in an ofcial languageis a pre-condition or ensuring ull participation o the individual in society. In some Member States the mothertongue may be one o several ofcial languages. Measures to address such cases, and apply the denition accord-ingly, are a matter or individual Member States in accordance with their specic needs and circumstances.


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2. Communication in foreign languages (2)

Communication in oreign languagesbroadly shares the main skill dimensions ocommunication in the mother tongue: it isbased on the ability to understand, expressand interpret concepts, thoughts, eelings,acts and opinions in both oral and writtenorm (listening, speaking, reading and writ-ing) in an appropriate range o societal andcultural contexts (in education and train-

ing, work, home and leisure) according toones wants or needs. Communication inoreign languages also calls or skills suchas mediation and intercultural understand-ing. An individuals level o prociency willvary between the our dimensions (listen-ing, speaking, reading and writing) andbetween the diferent languages, and ac-cording to that individuals social andcultural background, environment, needs

and/or interests.

Competence in oreign languages

requires knowledge o vocabulary and

unctional grammar and an awareness

o the main types o verbal interaction and

registers o language. Knowledge o societal

conventions, and the cultural aspect and vari-ability o languages is important.

Essential skills or communica-tion in oreign languages consist

o the ability to understand spoken

messages, to initiate, sustain and conclude

conversations and to read, understand and

produce texts appropriate to the individuals

needs. Individuals should also be able to use

aids appropriately, and learn languages also

inormally as part o lielong learning.

A positive attitude involves theappreciation o cultural diversity, and

an interest and curiosity in languages

and intercultural communication.


Defnition:

(2) It is important to recognise that many Europeans live in bilingual or multilingual amilies and communities, and

that the ofcial language o the country in which they live may not be their mother tongue. For these groups, thiscompetence may reer to an ofcial language, rather than to a oreign language. Their need, motivation, and socialand/or economic reasons or developing this competence in support o their integration will dier, or instance,rom those learning a oreign language or travel or work. Measures to address such cases, and apply the denitionaccordingly, are a matter or individual Member States in accordance with their specic needs and circumstances.


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A B

3. Mathematical competence and basiccompetences in science and technology

Mathematical competence is the ability todevelop and apply mathematical thinkingin order to solve a range o problems ineveryday situations. Building on a soundmastery o numeracy, the emphasis is onprocess and activity, as well as knowledge.Mathematical competence involves, to di-erent degrees, the ability and willingnessto use mathematical modes o thought(logical and spatial thinking) and pres-

entation (ormulas, models, constructs,graphs, charts).

Necessary knowledge in mathematics

includes a sound knowledge o numbers,

measures and structures, basic opera-

tions and basic mathematical presentations,

an understanding o mathematical terms andconcepts, and an awareness o the questions to

which mathematics can oer answers.

An individual should have the skills

to apply basic mathematical principles

and processes in everyday contexts at

home and work, and to ollow and assess chains

o arguments. An individual should be able to

reason mathematically, understand mathemat-

ical proo and communicate in mathematical

language, and to use appropriate aids.

A positive attitude in mathematics

is based on the respect o truth and

willingness to look or reasons and to

assess their validity.


Defnition:Competence in science reers to the ability

and willingness to use the body o knowl-

edge and methodology employed to explain

the natural world, in order to identiy ques-

tions and to draw evidence-based conclu-

sions. Competence in technology is viewed

as the application o that knowledge and

methodology in response to perceived hu-

man wants or needs. Competence in science

and technology involves an understanding

o the changes caused by human activityand responsibility as an individual citizen.

For science and technology, essential

knowledge comprises the basic princi-

ples o the natural world, undamental

scientic concepts, principles and methods,

technology and technological products and proc-esses, as well as an understanding o the impact

o science and technology on the natural world.

These competences should enable individuals to

better understand the advances, limitations and

risks o scientic theories, applications and tech-

nology in societies at large (in relation to decision-

making, values, moral questions, culture, etc.).

Skills include the ability to use and

handle technological tools and machines

as well as scientic data to achievea goal or to reach an evidence-based decision

or conclusion. Individuals should also be able

to recognise the essential eatures o scientic

inquiry and have the ability to communicate the

conclusions and reasoning that led to them.

Competence includes an attitude o crit-

ical appreciation and curiosity, an interest

in ethical issues and respect or both

saety and sustainability, in particular as regardsscientic and technological progress in relation to

onesel, amily, community and global issues.


Defnition:


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4. Digital competence

Digital competence involves the con-dent and critical use o Inormation Soci-ety Technology (IST) or work, leisure andcommunication. It is underpinned by basic skills in ICT: the use o computers to re-trieve, assess, store, produce, present andexchange inormation, and to communicateand participate in collaborative networksvia the Internet.

Digital competence requires a sound

understanding and knowledge o thenature, role and opportunities o IST in

everyday contexts: in personal and social lie

as well as at work. This includes main computer

applications such as word processing, spread-

sheets, databases, inormation storage and

management, and an understanding o the

opportunities and potential risks o the Internetand communication via electronic media (e-

mail, network tools) or work, leisure, inor-

mation sharing and collaborative networking,

learning and research. Individuals should also

understand how IST can support creativity and

innovation, and be aware o issues around the

validity and reliability o inormation available

and o the legal and ethical principles involved

in the interactive use o IST.

Skills needed include the ability tosearch, collect and process inormation

and use it in a critical and systematic

way, assessing relevance and distinguishing

the real rom the virtual while recognising the

links. Individuals should have skills to use tools

to produce, present and understand complex

inormation and the ability to access, search

and use Internet-based services. Individuals

should also be able use IST to support critical

thinking, creativity, and innovation.

Use o IST requires a critical and reec-

tive attitude towards available inor-mation and a responsible use o the

interactive media. An interest in engaging in

communities and networks or cultural, social

and/or proessional purposes also supports

this competence.


Defnition:


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5. Learning to learn

Learning to learn is the ability to pur-

sue and persist in learning, to organise

ones own learning, including through

efective management o time and inor-

mation, both individually and in groups.

This competence includes awareness o

ones learning process and needs, iden-

tiying available opportunities, and the

ability to overcome obstacles in order

to learn successully. This competencemeans gaining, processing and assimi-

lating new knowledge and skills as well

as seeking and making use o guidance.

Learning to learn engages learners to

build on prior learning and lie experi-

ences in order to use and apply knowl-

edge and skills in a variety o contexts: at

home, at work, in education and training.

Motivation and condence are crucial to

an individuals competence.

Where learning is directed towards

particular work or career goals, an

individual should have knowledgeo the competences, knowledge, skills and

qualications required. In all cases, learning

to learn requires an individual to know andunderstand his/her preerred learning strat-

egies, the strengths and weaknesses o his/

her skills and qualications, and to be able to

search or the education and training opportu-

nities and guidance and/or support available.

Learning to learn skills require rstly

the acquisition o the undamental basic

skills such as literacy, numeracy and

ICT skills that are necessary or urther learning.

Building on these skills, an individual should

be able to access, gain, process and assimilate

new knowledge and skills. This requires eective

management o ones learning, career and work

patterns, and, in particular, the ability to perse-

vere with learning, to concentrate or extendedperiods and to refect critically on the purposes

and aims o learning. Individuals should be able

to dedicate time to learning autonomously and

with sel-discipline, but also to work collabora-

tively as part o the learning process, draw the

benets rom a heterogeneous group, and to

share what they have learnt. Individuals should

be able to organise their own learning, evaluate

their own work, and to seek advice, inormation

and support when appropriate.

A positive attitude includes the moti-

vation and condence to pursue and

succeed at learning throughout ones

lie. A problem-solving attitude supports both the

learning process itsel and an individuals ability

to handle obstacles and change. The desire to

apply prior learning and lie experiences and the

curiosity to look or opportunities to learn and

apply learning in a variety o lie contexts are

essential elements o a positive attitude.


Defnition:


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A6. Social and civic competencesThese include personal, interpersonal and

intercultural competence and cover all orms

o behaviour that equip individuals to par-

ticipate in an eective and constructive way

in social and working lie, and particularly in

increasingly diverse societies, and to resolve

confict where necessary. Civic competence

equips individuals to ully participate in civic

lie, based on knowledge o social and po-

litical concepts and structures and a commit-ment to active and democratic participation.


Defnition:

Social competence is linked to

personal and social well-being which

requires an understanding o how

individuals can ensure optimum physical andmental health, including as a resource or

onesel and ones amily and ones immediate

social environment, and knowledge o howa healthy liestyle can contribute to this. For

successul interpersonal and social participa-

tion it is essential to understand the codes

o conduct and manners generally accepted

in dierent societies and environments (e.g.

at work). It is equally important to be aware

o basic concepts relating to individuals,

groups, work organisations, gender equalityand non-discrimination, society and culture.

Understanding the multi-cultural and socio-

economic dimensions o European societies

and how national cultural identity interacts

with the European identity is essential.

The core skills o this competenceinclude the ability to communicate

constructively in dierent environ-

ments, to show tolerance, express and under-

stand dierent viewpoints, to negotiate with

the ability to create condence, and to eel

empathy. Individuals should be capable

o coping with stress and rustration and

expressing them in a constructive way and

should also distinguish between the personaland proessional spheres.

The competence is based on an

attitude of collaboration, assertive-ness and integrity. Individuals should

have an interest in socio-economic develop-

ments and intercultural communication and

should value diversity and respect others, and

be prepared both to overcome prejudices and

to compromise.


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|Essential knowledge, skills andattitudes related to this competence:

BCivic competence is based on knowl-

edge o the concepts o democracy,

justice, equality, citizenship, and civil

rights, including how they are expressed in the

Charter o Fundamental Rights o the European

Union and international declarations and how

they are applied by various institutions at the

local, regional, national, European and interna-

tional levels. It includes knowledge o contempo-rary events, as well as the main events and trends

in national, European and world history. In addi-

tion, an awareness o the aims, values and poli-

cies o social and political movements should be

developed. Knowledge o European integration

and o the EUs structures, main objectives and

values is also essential, as well as an awareness

o diversity and cultural identities in Europe.

Skills or civic competence relate to

the ability to engage eectively with

others in the public domain, and to

display solidarity and interest in solving prob-

lems aecting the local and wider community.

This involves critical and creative refection

and constructive participation in community or

neighbourhood activities as well as decision-

making at all levels, rom local to national and

European level, in particular through voting.

Full respect or human rights including

equality as a basis or democracy,

appreciation and understanding o

dierences between value systems o dierent

religious or ethnic groups lay the oundations or

a positive attitude. This means displaying both

a sense o belonging to ones locality, country,

the EU and Europe in general and to the world,

and a willingness to participate in democraticdecision-making at all levels. It also includes

demonstrating a sense o responsibility, as well

as showing understanding o and respect or

the shared values that are necessary to ensure

community cohesion, such as respect or demo-

cratic principles. Constructive participation

also involves civic activities, support or social

diversity and cohesion and sustainable develop-

ment, and a readiness to respect the values and

privacy o others.

6. Social and civic competences


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7. Sense of initiative and entrepreneurship

Sense o initiative and entrepreneurship

reers to an individuals ability to turn ide-

as into action. It includes creativity, inno-

vation and risk-taking, as well as the abil-

ity to plan and manage projects in order

to achieve objectives. This supports in-

dividuals, not only in their everyday lives

at home and in society, but also in the

workplace in being aware o the context

o their work and being able to seize op-portunities, and is a oundation or more

specic skills and knowledge needed bythose establishing or contributing to socialor commercial activity. This should include

awareness o ethical values and promotegood governance.

Necessary knowledge includes theability to identiy available opportuni-

ties or personal, proessional and/or

business activities, including bigger picture

issues that provide the context in which

people live and work, such as a broad under-

standing o the workings o the economy, and

the opportunities and challenges acing an

employer or organisation. Individuals should

also be aware o the ethical position o enter-prises, and how they can be a orce or good,

or example through air trade or through

social enterprise.

Skills relate to proactive projectmanagement (involving, or example

the ability to plan, organise, manage,

lead and delegate, analyse, communicate, de-

brie, evaluate and record), eective represen-

tation and negotiation, and the ability to work

both as an individual and collaboratively in

teams. The ability to judge and identiy ones

strengths and weaknesses, and to assessand take risks as and when warranted, is

essential.

An entrepreneurial attitude is char-acterised by initiative, pro-activity,

independence and innovation in

personal and social life, as much as at work.

It also includes motivation and determina-

tion to meet objectives, whether personal

goals, or aims held in common with others,including at work.

Essential knowledge, skills and

attitudes related to this competence:

Defnition:


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8. Cultural awareness and expression

Appreciation o the importance o the crea-tive expression o ideas, experiences andemotions in a range o media, includingmusic, perorming arts, literature, and thevisual arts.

Cultural knowledge includes anawareness o local, national and

European cultural heritage and their

place in the world. It covers a basic knowledge

o major cultural works, including popular

contemporary culture. It is essential to under-

stand the cultural and linguistic diversity in

Europe and other regions o the world, the

need to preserve it and the importance oaesthetic actors in daily lie.

Skills relate to both appreciationand expression: the appreciation

and enjoyment o works o art and

perormances as well as sel-expression

through a variety o media using ones innate

capacities. Skills include also the ability to

relate ones own creative and expressive

points o view to the opinions o others andto identiy and realise social and economic

opportunities in cultural activity. Cultural

expression is essential to the development o

creative skills, which can be transerred to a

variety o proessional contexts.

A solid understanding o ones own

culture and a sense o identity can

be the basis or an open attitudetowards and respect or diversity o cultural

expression. A positive attitude also coverscreativity, and the willingness to cultivate

aesthetic capacity through artistic sel-

expression and participation in cultural lie.


Defnition:


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European Commission

KEY COMPETENCES FOR LIFELONG LEARNINGEuropean Reference Framework

Luxembourg: Ofce or Ofcial Publications o the European Communities

2007 12 pp. 17.6 x 25 cm

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competencias clave para el aprendizaje a lo largo de la vida

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