These objectives include developing skills for the knowledge society and specific objectives for promoting language learning, developing entrepreneurship and the overall need to enhance the European dimension in education. key competences eu learning lifelong european changes recommendation proposal economies societies significant experienced since meet then there Participation of adults in learning is not growing fast enough to reach the 2010 reference level, and data shows that low-skilled people are less likely to participate in further training. earlall ongoing papers requested by the individual editor responsible for the issue and a member

Knowledge of European integration and of the EU's structures, main objectives and values is also essential, as well as an awareness of diversity and cultural identities in Europe. Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world.

Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances. Moreover, enabling people to enter and stay in working life is an important part of the role of education in the strengthening of social cohesion.

Wiley is a global provider of content and content-enabled workflow solutions in areas of scientific, technical, medical, and scholarly research; professional development; and education. Individuals should be able to organise their own learning, evaluate their own work, and to seek advice, information and support when appropriate.

A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages and intercultural communication. These include personal, interpersonal and intercultural competence and cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. providing European administrators and policy-makers in international organisations,

A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic self-expression and participation in cultural life. The Maastricht Study on Vocational Education and Training of 2004 indicates a significant gap between the levels of education required by new jobs, and the levels of education achieved by the European workforce. In all cases, learning to learn requires an individual to know and understand his/her preferred learning strategies, the strengths and weaknesses of his/her skills and qualifications, and to be able to search for the education and training opportunities and guidance and/or support available. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and of the legal and ethical principles involved in the interactive use of IST. on specific themes of common interest. Mathematical competence and basic competences in science and technology. Select the purchase

(3)Opinion of the European Parliament of 26 September 2006 (not yet published in the Official Journal) and Council Decision of 18 December 2006. Communication in the mother tongue requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. of the Journals Editorial Board. These features are still under development; they are not fully tested, and might reduce EUR-Lex stability. Digital competence

It also includes demonstrating a sense of responsibility, as well as showing understanding of and respect for the shared values that are necessary to ensure community cohesion, such as respect for democratic principles. This built on the report of the Employment Taskforce, which emphasised the need for people to be able to adapt to change, the importance of integrating people into the labour market, and the key role of lifelong learning. To contribute to the policy debate at the national and European level by With a growing open access offering, Wiley is committed to the widest possible dissemination of and access to the content we publish and supports all sustainable models of access. This requires effective management of one's learning, career and work patterns, and, in particular, the ability to persevere with learning, to concentrate for extended periods and to reflect critically on the purposes and aims of learning. Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. Building on these skills, an individual should be able to access, gain, process and assimilate new knowledge and skills. The desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and apply learning in a variety of life contexts are essential elements of a positive attitude. 3. The Framework of Actions for the Lifelong Development of Competences and Qualifications, adopted by the European social partners in March 2002, stresses the need for businesses to adapt their structures more and more quickly in order to remain competitive. A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one's life. Read your article online and download the PDF from your email or your account. The recommendations of the Council serve as a point of reference to policymakers and stakeholders and should be applied in the education policies of the member states. Understanding the multi-cultural and socio-economic dimensions of European societies and how national cultural identity interacts with the European identity is essential. Competence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citizen.

The prime aims of the European Journal of Education are:

Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning. That Member States develop the provision of key competences for all as part of their lifelong learning strategies, including their strategies for achieving universal literacy, and use the Key Competences for Lifelong Learning A European Reference Framework (hereinafter referred to as the Reference Framework) in the Annex hereto as a reference tool, with a view to ensuring that: initial education and training offers all young people the means to develop the key competences to a level that equips them for adult life, and which forms a basis for further learning and working life; appropriate provision is made for those young people who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential; adults are able to develop and update their key competences throughout their lives, and that there is a particular focus on target groups identified as priorities in the national, regional and/or local contexts, such as individuals needing to update their skills; appropriate infrastructure for continuing education and training of adults including teachers and trainers, validation and evaluation procedures, measures aimed at ensuring equal access to both lifelong learning and the labour market, and support for learners that recognises the differing needs and competences of adults, is in place; coherence of adult education and training provision for individual citizens is achieved through close links with employment policy and social policy, cultural policy, innovation policy and other policies affecting young people and through collaboration with social partners and other stakeholders; HEREBY TAKE NOTE OF THE COMMISSION'S INTENTION TO: contribute to Member States' efforts to develop their education and training systems and to implement and disseminate this Recommendation, including by using the Reference Framework as a reference to facilitate peer learning and the exchange of good practices and to follow up developments and report on progress through the biennial progress reports on the Education and Training 2010 work programme; use the Reference Framework as a reference in the implementation of the Community Education and Training programmes and to ensure that these programmes promote the acquisition of key competences; promote the wider use of the Reference Framework in related Community policies, and particularly in the implementation of employment, youth, and cultural and social policy, and to develop further links with social partners and other organisations working in those fields; review the impact of the Reference Framework within the context of the Education and Training 2010 work programme and report, by 18 December 2010, to the European Parliament and to the Council on the experience gained and the implications for the future. Wiley has published the works of more than 450 Nobel laureates in all categories: Literature, Economics, Physiology or Medicine, Physics, Chemistry, and Peace. A problem-solving attitude supports both the learning process itself and an individual's ability to handle obstacles and change.

Access supplemental materials and multimedia. This website uses cookies to improve your experience while you navigate through the website. Use quotation marks to search for an "exact phrase". 3.

Knowledge of societal conventions, and the cultural aspect and variability of languages is important. 8. Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect for both safety and sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community and global issues. This document is an excerpt from the EUR-Lex website, Recommendation of the European Parliament and of the Council of 18December 2006 on key competences for lifelong learning, OJ L 394, 30.12.2006, p. 1018 The European Councils of Stockholm (23-24 March 2001) and Barcelona (15-16 March 2002) endorsed the concrete future objectives of European education and training systems and a work-programme (the Education and Training 2010 work programme) to achieve them by 2010. It is essential to understand the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life. competenze apprendimento

hbbd```b``]"j@$[u%`Dr=_ O,,rH2uMs:qpz+A"{@lF0 f7"z0> &[TG`,f/'/N0L>N&0`3t LIUHnfk0)60&3$& d&F (9L7 .g endstream endobj startxref 0 %%EOF 1013 0 obj <>stream There are a number of themes that are applied throughout the Reference Framework: critical thinking, creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of feelings play a role in all eight key competences.

Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge.

7. Personal, social and learning to learn competence, 8. Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work.

Having regard to the Treaty establishing the European Community, and in particular Article 149(4), and Article 150(4) thereof. Examples of such groups include people with low basic skills, in particular with low literacy, early school leavers, the long-term unemployed and those returning to work after a period of extended leave, older people, migrants, and people with disabilities.

To disseminate policy debates and research results to a wide audience of Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including bigger picture issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organisation.

Having regard to the proposal from the Commission. Cultural awareness and expression competence.

(2)It is important to recognise that many Europeans live in bilingual or multilingual families and communities, and that the official language of the country in which they live may not be their mother tongue. The European Youth Pact which is annexed to the conclusions of the Brussels European Council (22-23 March 2005) stressed the need to encourage the development of a common set of core skills. Learning to learn skills require firstly the acquisition of the fundamental basic skills such as literacy, numeracy and ICT skills that are necessary for further learning. To examine, compare and assess education policies, trends, reforms and It has thereby update the guidance published in 2006 and adapted the competences to the continuously-changing situation of contemporary Europe. Sense of initiative and entrepreneurship refers to an individual's ability to turn ideas into action. More information can be found in the sources: Source of the picture:European Commission, of May 2018 the Council of the European Union adopted the new recommendations on eight key competences for lifelong learning. Sense of initiative and entrepreneurship. 2. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. Social competence is linked to personal and social well-being which requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and one's family and one's immediate social environment, and knowledge of how a healthy lifestyle can contribute to this. The report of the Council on the broader role of education adopted in November 2004 stressed that education contributes to preserving and renewing the common cultural background in society and to learning essential social and civic values such as citizenship, equality, tolerance and respect, and is particularly important at a time when all Member States are challenged by the question of how to deal with increasing social and cultural diversity.

It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet. 6. The report adopted by the Commission in 2005 on progress towards the Lisbon objectives in education and training showed that there had been no progress in reducing the percentage of low achievers in reading literacy at age 15 or in raising the completion rate for upper-secondary education. The Commission Communication Making a European Area of Lifelong Learning a Reality and the subsequent Council Resolution of 27 June 2002 on lifelong learning(4) identified the provision of the new basic skills as a priority, and stressed that lifelong learning must cover learning from pre-school age to post-retirement age. 1. Communication in foreign languages(2).

Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs, charts).,,

This involves critical and creative reflection and constructive participation in community or neighbourhood activities as well as decision-making at all levels, from local to national and European level, in particular through voting. They are therefore important elements for all individuals, which influence the most crucial aspects of their everyday lives and future. national and local governments with comparative and up-to-date material centred at work). THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION. Skills relate to both appreciation and expression: the appreciation and enjoyment of works of art and performances as well as self-expression through a variety of media using one' s innate capacities. Our online platform, Wiley Online Library ( is one of the worlds most extensive multidisciplinary collections of online resources, covering life, health, social and physical sciences, and humanities.

It is equally important to be aware of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment. Cultural awareness and expression competence, Council Recommendation of 22 May 2018 on the key competences for lifelong learning, Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. In this context, the ability of organisations to identify competences, to mobilise and recognise them and to encourage their development for all employees represent the basis for new competitive strategies.

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