Ordner Developing skills and transversal key competences, bridging the world of work

Developing skills and transversal key competences, bridging the world of work

The European Union defines eight key competences: communication in the mother tongue, communication in a foreign language, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competence, sense of initiative and entrepreneurship as well as cultural awareness and expression.


pdf Employment advice for disadvantaged People March 2017

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8 p Employment advice for disadvantaged people March 2017 rev1.pdf

pdf Entrepreneurship education at school in Europe

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This report provides the most recent information on strategies, curricula and learning outcomes, and also covers themes such as funding schemes and teacher education. The analysis focuses on primary education, lower and general upper secondary education as well as school-based initial vocational education and training. Information covers 33 countries participating in the Eurydice network. In addition, national information sheets provide an overview of entrepreneurship education in each country. The reference year is 2014/15

pdf Key Competences for Lifelong Learning - European Reference Framework

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Key Competences for Lifelong Learning - European Reference Framework.pdf

As globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly 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 Europe’s citizens acquire the key competences needed to enable them to adapt flexibly to such changes.

The main aims of the Reference Framework are to:

  1. identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;
  2. support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives;
  3. provide a European-level reference tool for policy-makers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives;
  4. provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.

default LLWings Competency Framework: Teacher competences required to translate “Learning to Learn” into daily school practice

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This document presents the competence framework developed within the LLwings project and the research, analysis and brainstorming process conducive to its development. The document includes 4 sections:
1. Overall approach, describing the approach adopted to develop the competence framework in such a way to match LLwings concepts and objectives and supply added value, whilst being theoretically grounded and research-based;
2. Background analysis, which provide a short analysis of the material analysed in the research phase of the project, including
a. Elements emerging from the analysis of the practices collected through work package 3;
b. Literature, policy documents and additional material analysed (including existing competence frameworks and supporting documents)
3. Introduction to the LLwings competence framework, presenting the LLwings competence framework developed based on the analysis above and introducing a set of four competences which occupy a key position in the framework and have been selected as the object of dedicated LLwings training modules in the e-learning system for teachers.

pdf Results from Stakeholder Consultation on European Key Competences Review

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This report is one of the outputs for the ‘Support of the stakeholder consultation in the context of the Key Competences Review’ study, which is being delivered by
the Danish Technological Institute and Ecorys.

It reports on the results of the stakeholder consultation overall, with special focus on the results of the public consultation. Also included in this report are the messages from a series of meetings, seminars and conferences with experts and stakeholders held in connection with the review.

pdf Training for Mentors and Supervisors of Higher Education Apprenticeship programmes - A Generic Structure for a Continuing Professional Development Course

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Training for Mentors and Supervisors of Higher Education Apprenticeship programmes  - A Generic Structure for a Continuing Professional Development Course

The ApprEnt project, coordinated by eucen in the years 2017-2019, has developed a generic prototype structure for a Continuing Professional Development (CPD) course that intends to give potential users the basis for training tutors and mentors of HEA work-based learning programmes. Being a generic prototype structure, the course gives enough guidance but at the same time flexibility so that any institution/organisation from any country can adapt the model and its contents to their own needs, taking into account not only the national legal strains but also institutional/organisational limitations (especially those connected to time and resources). This generic structure is a tool that users can define and finalise according to their specific needs and context.