1.1. The transversal nature of key competences makes them essential. They provide added value for employment, social cohesion or young people (European Youth Pact), which explains the importance of lifelong learning in terms of adapting to change and integration. The reference criteria, which make it possible to judge improvements in European performances, featured in a 2005 report with contrasting results. In response to the concerns expressed at the Lisbon European Council on 23 and 24 March 2000, which were repeated in the revised Lisbon strategy in 2005, the key competences form part of the objectives of the Education and Training 2010 work programme, the Commission communication of 2001 on making a European area of lifelong learning a reality and the subsequent Council resolution adopted in 2002. These last two put forward specific proposals on making key competences a priority for all age groups. For its part, the 2004 joint interim report on the progress of the Education and Training 2010 work programme made the case for drawing up common European references and principles.
2. ACT
2.1. Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006].
3. Eight key competences
3.1. communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;
3.2. communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing;
4. SUMMARY
4.1. Key competences for lifelong learning are a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfilment and development, social inclusion, active citizenship and employment. Key competences are essential in a knowledge society and guarantee more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. They are also a major factor in innovation, productivity and competitiveness, and they contribute to the motivation and satisfaction of workers and the quality of work. Key competences should be acquired by:
4.2. young people at the end of their compulsory education and training, equipping them for adult life, particularly for working life, whilst forming a basis for further learning;
4.3. adults throughout their lives, through a process of developing and updating skills.
5. A European reference framework for European Union (EU) countries and the Commission
5.1. that initial education and training offer all young people the means to develop the key competences to a level that equips them for adult and working life, thus also providing a basis for future learning;
5.2. that appropriate provision is made for young people who are disadvantaged in their training so that they can fulfil their educational potential;2
5.3. that adults can develop and update key competences throughout their lives, particularly priority target groups such as persons who need to update their competences;
