终身学习核心素养：欧洲参考框架（原文及翻译）

KEY COMPETENCES FOR LIFELONG LEARNING

Lifelong learning has become a necessity for all citizens. We need to develop our skills and competences throughout our lives, not only for our personal fulfilment and our ability to actively engage with the society in which we live, but for our ability to be successful in a constantly changing world of work.

终身学习已成为所有公民的必修课。我们需要在一生中发展自己的技能和能力，这不仅是为了我们个人的成就和积极参与我们所生活的社会的能力，也是为了我们在不断变化的工作世界中取得成功的能力。

The knowledge, skills and aptitudes of the European workforce are a major factor in the EU’s innovation, productivity and competitiveness. Growing internationalisation, the rapid pace of change, and the continuous roll-out of new technologies mean that Europeans must not only keep their specific job-related skills up-to-date, but also possess the generic competences that will enable them to adapt to change. People’s competences also contribute to their motivation and job satisfaction in the workplace, thereby affecting the quality of their work.

欧洲劳动力的知识、技能和能力是欧盟创新、生产力和竞争力的主要因素。日益国际化、快速变革和新技术的不断推出，意味着欧洲人不仅要不断更新与工作相关的具体技能，还要具备能够适应变化的通用能力。人们的能力也有助于提高他们在工作场所的积极性和工作满意度，从而影响他们的工作质量。

The ways in which we access information and services 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 of the opportunities, challenges and even ethical questions posed by new technologies.

我们获取信息和服务的方式在不断变化。我们需要新的能力来驾驭全新的数字世界，不仅要掌握技术技能，还要深入了解新技术带来的机遇、挑战甚至伦理问题。

In this climate of rapid change, there is increasing concern about our social cohesion. There is a risk that many Europeans feel left behind and marginalised by globalisation and the digital revolution. The resulting threat of alienation implies a need to nurture democratic citizenship; it requires people to be informed and concerned about their society and active in it. The knowledge, skills and aptitudes that everyone needs must change as a result.

在这种快速变化的环境中，人们越来越担心我们的社会凝聚力。许多欧洲人可能会感到自己被全球化和数字革命抛在后面并被边缘化。由此产生的疏离感威胁意味着有必要培养民主公民意识；它要求人们了解和关注自己的社会，并积极参与其中。每个人所需要的知识、技能和能力必须随之改变。

It is against this back-drop that the Council and the European Parliament adopted, at the end of 2006, a European Framework for Key Competences for Lifelong Learning1. The Framework identifies and defines, for the first time at the European level, the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based society. The Member States’ initial education and training systems should support the development of these competences for 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.

正是在这一背景下，欧洲理事会和欧洲议会于 2006 年底通过了《欧洲终身学习关键能力框架》1 。该框架首次在欧洲层面确定和界定了公民在知识社会中实现个人价值、融入社会、成为积极的公民和提高就业能力所需的关键能力。各会员国的启蒙教育和培训系统应支持培养所有青年人的这些能力，其成人教育和培训应为所有成年人提供学习和保持这些技能和能力的真正机会。

I am sure that the European Framework for Key Competences will prove to be a useful tool for policymakers, and for education and training providers and learners, in order to make lifelong learning a reality for all. I encourage everyone involved to make the best use of this reference tool, and, alongside the European Commission, to support its dissemination and take-up.

我相信，欧洲关键能力框架将成为决策者、教育和培训机构以及学习者的有用工具，使全民终身学习成为现实。我鼓励所有相关人员充分利用这一参考工具，并与欧盟委员会一道支持其传播和使用。

Ján Figel’

Background and aims

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.

In particular, building on diverse individual competences, the differing needs of learners should be met by ensuring equality and access for those groups who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential. 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. In this context, the main aims of the Reference Framework are to:

Identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;

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;

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;

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.

Key competences

Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.

The Reference Framework sets out eight key competences:

1) Communication in the mother tongue;

2) Communication in foreign 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 of initiative and entrepreneurship;

8) Cultural awareness and expression.

The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. Many of the competences overlap and interlock: aspects essential to one domain will support competence in another. Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities. 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.

1. Communication in the mother tongue(1)

Definition: Communication in the mother tongue 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; in education and training, work, home and leisure.

Essential knowledge, skills and attitudes related to this competence:

Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual’s cognitive ability to interpret the world and relate to others. Communication in the mother tongue requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, the main features of different styles and registers of language, and the variability of language and communication in different contexts.

Individuals should have the skills to communicate both orally and in writing in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types of texts, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context.

A positive attitude towards communication 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 and attitudes related to this competence:

(1) In the context of Europe’s multicultural and multilingual societies, it is recognised that the mother tongue may not in all cases be an official language of the Member State, and that ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society. In some Member States the mother tongue may be one of several official languages. 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.

1. 用母语交流(1)

定义：母语交际能力是指在教育和培训、工作、家庭和休闲等各种社会和文化背景下，以口头和书面形式（听、说、读、写）表达和解释概念、思想、情感、事实和观点，并以适当和创造性的方式进行语言互动的能力。

与这一能力相关的基本知识、技能和态度：

母语交流能力是学习母语的结果，它与个人解释世界和与他人交往的认知能力的发展有着内在的联系。用母语进行交际要求个人掌握词汇、语法和语言功能。它包括对主要语言互动类型、一系列文学和非文学文本、不同语言风格和语域的主要特征以及不同语境中语言和交流的可变性的认识。

个人应具备在各种交际情境中进行口头和书面交际的技能，并能监控和调整自己的交际以适应情境的要求。这种能力还包括辨别和使用不同类型的文章，搜索、收集和处理信息，使用辅助工具，以及根据具体情况以令人信服的方式拟定和表达自己的口头和书面论点。

对母语交际的积极态度，包括批判性和建设性对话的态度，对美学品质的欣赏和努力追求的意愿，以及与他人互动的兴趣。这意味着意识到语言对他人的影响，需要以积极和对社会负责的方式理解和使用语言。与这一能力相关的基本知识、技能和态度：

(1) 在欧洲多元文化和多语言社会的背景下，人们认识到，母语并非在所有情况下都是会员国的官方语言，而用官方语言进行交流的能力是确保个人充分参与社会的先决条件。在某些会员国，母语可能是几种官方语言之一。在这种情况下，如何采取措施并相应地应用该定义，是各会员国根据其具体需要和情况自行决定的。

2. Communication in foreign languages (2)

Definition: Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests.

Essential knowledge, skills and attitudes related to this competence:

Competence in foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.

Essential skills for communication in foreign languages consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to the individual’s needs. Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning.

A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages and intercultural communication.

(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. For these groups, this competence may refer to an official language, rather than to a foreign language. Their need, motivation, and social and/or economic reasons for developing this competence in support of their integration will differ, for instance, from those learning a foreign language for travel or work. 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.

2. 外语交流 (2)

定义外语交际大体上与母语交际的主要技能相同：它基于在适当的社会和文化背景下（教育和培训、工作、家庭和休闲），根据个人的愿望或需要，以口头和书面形式（听、说、读、写）理解、表达和解释概念、思想、情感、事实和观点的能力。外语交流还要求具备调解和跨文化理解等技能。个人的熟练程度会因四个方面（听、说、读、写）和不同语言而异，也会因个人的社会和文化背景、环境、需求和/或兴趣而异。

与这一能力相关的基本知识、技能和态度：

外语能力要求掌握词汇和实用语法，了解主要的语言互动类型和语域。对社会习俗、语言的文化方面和多变性的了解也很重要。

用外语进行交流的基本技能包括：理解口语信息的能力，发起、维持和结束会话的能力，以及阅读、理解和撰写适合个人需要的文章的能力。个人还应能够适当地使用辅助工具，并作为终身学习的一部分非正式地学习语言。

积极的态度包括对文化多样性的欣赏，对语言和跨文化交际的兴趣和好奇心。

(2) 必须认识到，许多欧洲人生活在双语或多语家庭和社区中，他们所在国家的官方语言可能不是他们的母语。对这些群体来说，这种能力可能指的是官方语言，而不是外语。例如，他们为融入社会而发展这种能力的需求、动机、社会和/或经济原因与那些为旅行或工作而学习外语的人不同。在这种情况下，如何采取措施并相应地应用该定义，是各会员国根据其具体需要和情况自行决定的。

3. Mathematical competence and basic competences in science and technology

Definition: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. 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).

Essential knowledge, skills and attitudes related to this competence:

Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and an awareness of the questions to which mathematics can offer answers.

An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work, and to follow and assess chains of arguments. An individual should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids.

A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and to assess their validity.

Definition: Competence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Competence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citizen.

Essential knowledge, skills and attitudes related to this competence:

For science and technology, essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, principles and methods, technology and technological products and processes, as well as an understanding of the impact of science and technology on the natural world. These competences should enable individuals to better understand the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decisionmaking, values, moral questions, culture, etc.).

Skills include the ability to use and handle technological tools and machines as well as scientific data to achieve a goal or to reach an evidence-based decision or conclusion. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them.

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.

3. 数学能力和科学技术基本能力

定义：数学能力是培养和运用数学思维解决日常生活中各种问题的能力。在熟练掌握计算能力的基础上，重点在于过程和活动以及知识。数学能力在不同程度上涉及运用数学思维模式（逻辑和空间思维）和表达方式（公式、模型、构造、图表）的能力和意愿。

与这一能力有关的基本知识、技能和态度：

必要的数学知识包括对数字、度量衡和结构、基本运算和基本数学表达方式的充分了解，对数学术语和概念的理解，以及对数学能够提供答案的问题的认识。

一个人应具备在家庭和工作的日常情境中应用基本数学原理和过程的技能，以及跟踪和评估论证链的技能。个人应能进行数学推理，理解数学证明，用数学语言进行交流，并使用适当的辅助工具。

对数学的积极态度是建立在对真理的尊重和愿意寻找理由并评估其有效性的基础上的。

定义科学方面的能力是指有能力并愿意运用知识体系和方法来解释自然世界，从而发现问题并得出以证据为基础的结论。科技能力是指运用这些知识和方法来满足人类的需求。科技能力包括对人类活动所引起的变化的理解和作为公民个人的责任。

与这一能力相关的基本知识、技能和态度：

就科学技术而言，基本知识包括自然界的基本原理、基本科学概念、原理和方法、技术和科技产品与过程，以及了解科学技术对自然界的影响。这些能力应能使个人更好地理解科学理论、应用和技术在整个社会中的进步、局限性和风险（与决策、价值观、道德问题、文化等有关）。

技能包括使用和处理技术工具和机器以及科学数据的能力，以实现目标或作出有依据的决定或结论。个人还应能够认识到科学探究的基本特征，并有能力交流得出的结论和推理。

能力包括批判性鉴赏和好奇心的态度，对伦理问题的兴趣，以及对安全和可持续性的尊重，特别是与自身、家庭、社区和全球问题有关的科技进步。

4. Digital competence

Definition: Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. 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.

Essential knowledge, skills and attitudes related to this competence:

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. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities and potential risks of the Internet and communication via electronic media (email, network tools) for work, leisure, information sharing and collaborative networking, learning and research. 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.

Skills needed include the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing the real from the virtual while recognising the links. Individuals should have skills to use tools to produce, present and understand complex information 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 of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media. An interest in engaging in communities and networks for cultural, social and/or professional purposes also supports this competence.

4. 数字化能力

定义：数字能力是指在工作、休闲和交流中自信地、批判性地使用信息社会技术（IST）。它以信息与传播技术的基本技能为基础：使用计算机检索、评估、存储、制作、呈现和交换信息，以及通过互联网进行交流和参与协作网络。

与这一能力相关的基本知识、技能和态度：

数字能力要求对信息与传播技术在日常生活中的性质、作用和机会有充分的了解和知识：在个人和社会生活中以及在工作中。这包括主要的计算机应用，如文字处理、电子表格、数据库、信息存储和管理，以及对互联网和电子媒体（电子邮件、网络工具）通信在工作、休闲、信息共享和协作网络、学习和研究方面的机遇和潜在风险的了解。个人还应了解信息和传播技术如何支持创造和创新，并意识到与现有信息的有效性和可靠性有关的问题，以及信息和传播技术的交互使用所涉及的法律和道德原则。

所需的技能包括搜索、收集和处理信息的能力，以及以批判性和系统性的方式使用信息、评估相关性和区分真实与虚拟的能力，同时认识到其中的联系。个人应具备使用工具制作、展示和理解复杂信息的技能，以及获取、搜索和使用互联网服务的能力。个人还应能够利用信息和传播技术来支持批判性思维、创造性和创新。

使用信息与传播技术需要对现有信息持批判和反思的态度，并负责任地使用互动媒体。为文化、社会和/或专业目的参与社区和网络的兴趣也有助于提高这一能力。

5. Learning to learn

Definition: Learning to learn is the ability to pursue and persist in learning, to organise one’s own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training. Motivation and confidence are crucial to an individual’s competence.

Essential knowledge, skills and attitudes related to this competence:

Where learning is directed towards particular work or career goals, an individual should have knowledge of the competences, knowledge, skills and qualifications required. 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.

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. Building on these skills, an individual should be able to access, gain, process and assimilate new knowledge and skills. 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. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from 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, information and support when appropriate.

A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one’s life. A problem-solving attitude supports both the learning process itself and an individual’s ability to handle obstacles and change. 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.

5. 学会学习

定义：学会学习是指追求和坚持学习的能力，是组织自己学习的能力，包括通过有效地管理时间和信息，无论是个人学习还是小组学习。这种能力包括对自己的学习过程和需要的认识，识别可利用的机会，以及克服障碍以成功学习的能力。这种能力意味着获取、处理和吸收新的知识和技能，以及寻求和利用指导。学会学习让学习者以先前的学习和生活经验为基础，在家庭、工作、教育和培训等各种情境中使用和应用知识与技能。学习动机和信心对个人的能力至关重要。

与这一能力相关的基本知识、技能和态度：

当学习是为了实现特定的工作或职业目标时，个人应了解所需的能力、知识、技能和资格。在任何情况下，学会学习都要求个人知道并了解他/她喜欢的学习策略、他/她的技能和资历的长处和短处，并能够寻找教育和培训机会以及可获得的指导和/或支持。

学会学习技能首先要求掌握基本的基本技能，如进一步学习所必需的识字、算术和信息与传播技术技能。在这些技能的基础上，个人应能获取、掌握、处理和吸收新的知识和技能。这就需要有效地管理自己的学习、职业和工作模式，特别是要有坚持学习的能力、长时间集中注意力的能力和批判性地思考学习目的和目标的能力。个人应能自主、自律地投入学习时间，同时也能作为学习过程的一部分开展合作，从不同的群体中获益，并分享自己的学习成果。个人应能够组织自己的学习，评估自己的工作，并在适当的时候寻求建议、信息和支持。

积极的态度包括终生追求学习并取得成功的动力和信心。解决问题的态度既支持学习过程本身，也支持个人处理障碍和变化的能力。积极态度的基本要素包括：有应用先前所学知识和生活经验的愿望，有在各种生活环境中寻找学习和应用所学知识机会的好奇心。

6. Social and civic competences

Definition: 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. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation.

Essential knowledge, skills and attitudes related to this competence:

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. For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work). It is equally important to be aware of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Understanding the multi-cultural and socioeconomic dimensions of European societies and how national cultural identity interacts with the European identity is essential.

The core skills of this competence include the ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy. Individuals should be capable of coping with stress and frustration and expressing them in a constructive way and should also distinguish between the personal and professional spheres.

The competence is based on an attitude of collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic developments and intercultural communication and should value diversity and respect others, and be prepared both to overcome prejudices and to compromise.

Essential knowledge, skills and attitudes related to this competence:

Civic competence is based on knowledge of the concepts of democracy, justice, equality, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and how they are applied by various institutions at the local, regional, national, European and international levels. It includes knowledge of contemporary events, as well as the main events and trends in national, European and world history. In addition, an awareness of the aims, values and policies of social and political movements should be developed. 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.

Skills for civic competence relate to the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and wider community. This involves critical and creative reflection and constructive participation in community or neighbourhood activities as well as decisionmaking at all levels, from local to national and European level, in particular through voting.

Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. This means displaying both a sense of belonging to one’s locality, country, the EU and Europe in general and to the world, and a willingness to participate in democratic decision-making at all levels. 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. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others.

6. 社会和公民能力

定义：社会和公民能力包括个人能力、人际交往能力和跨文化能力，涵盖了使个人能够有效和建设性地参与社会和工作生活，特别是参与日益多样化的社会生活，并在必要时解决冲突的所有行为方式。公民能力使个人具备充分参与公民生活的能力，其基础是对社会和政治概念及结构的了解，以及对积极民主参与的承诺。

与这一能力有关的基本知识、技能和态度：

社会能力与个人和社会福祉相关，它要求了解个人如何确保最佳的身心健康，包括作为自己、家人和周围社会环境的资源，并了解健康的生活方式如何有助于实现这一目标。要成功地参与人际交往和社会活动，就必须了解不同社会和环境（如工作场所）普遍接受的行为和礼仪规范。了解有关个人、群体、工作组织、性别平等和非歧视、社会和文化的基本概念也同样重要。了解欧洲社会的多元文化和社会经济层面，以及国家文化身份如何与欧洲身份相互作用，也是至关重要的。

这种能力的核心技能包括：在不同环境中进行建设性交流的能力、表现出宽容、表达和理解不同观点的能力、谈判能力、树立信心的能力以及感同身受的能力。个人应能应对压力和挫折，并以建设性的方式表达出来，还应区分个人和职业领域。

这种能力建立在合作、自信和正直的态度上。个人应对社会经济发展和跨文化交流感兴趣，应重视多样性，尊重他人，并做好克服偏见和妥协的准备。

与这一能力相关的基本知识、技能和态度：

公民能力基于对民主、公正、平等、公民身份和公民权利等概念的了解，包括这些概念在《欧盟基本权利宪章》和国际宣言中是如何表述的，以及地方、地区、国家、欧洲和国际各级机构是如何应用这些概念的。它包括当代事件的知识，以及国家、欧洲和世界历史上的主要事件和趋势。此外，还应了解社会和政治运动的目标、价值观和政策。对欧洲一体化和欧盟的结构、主要目标和价值观的了解，以及对欧洲多样性和文化特性的认识也是必不可少的。

公民能力的技能涉及在公共领域与他人有效接触的能力，以及在解决影响当地和更广泛社区的问题时表现出团结和兴趣的能力。这包括批判性和创造性的思考，建设性地参与社区或邻里活动，以及从地方到国家和欧洲各级的决策，特别是通过投票。

充分尊重人权，包括作为民主基础的平等，欣赏和理解不同宗教或种族群体价值体系之间的差异，这些都为积极的态度奠定了基础。这意味着既要表现出对自己所在地区、国家、欧盟和整个欧洲乃至世界的归属感，又要表现出参与各级民主决策的意愿。它还包括表现出责任感，以及对确保社区凝聚力所必需的共同价值观的理解和尊重，如对民主原则的尊重。建设性参与还包括公民活动、支持社会多样性和凝聚力以及可持续发展，并愿意尊重他人的价值观和隐私。

7. Sense of initiative and entrepreneurship

Definition: Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

Essential knowledge, skills and attitudes related to this competence:

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. Individuals should also be aware of the ethical position of enterprises, and how they can be a force for good, for example through fair trade or through social enterprise.

Skills relate to proactive project management (involving, for example the ability to plan, organise, manage, lead and delegate, analyse, communicate, debrief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one’s strengths and weaknesses, and to assess and take risks as and when warranted, is essential.

An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.

7. 主动意识和创业精神

定义：主动意识和创业精神是指个人将想法转化为行动的能力。它包括创造力、创新和冒险精神，以及规划和管理项目以实现目标的能力。这不仅有助于个人在家庭和社会中的日常生活，也有助于个人在工作场所了解其工作背景并能够抓住机遇，同时也是建立或促进社会或商业活动者所需的更具体技能和知识的基础。这应包括对道德价值观的认识和促进善治。

与这一能力有关的基本知识、技能和态度：

必要的知识包括识别个人、专业和/或商业活动现有机会的能力，包括为人们的生活和工作提供背景的 "大局 "问题，如对经济运行以及雇主或组织面临的机遇和挑战的广泛了解。个人还应了解企业的道德立场，以及企业如何通过公平贸易或社会企业等方式成为一股善的力量。

技能涉及积极主动的项目管理（包括计划、组织、管理、领导和授权、分析、沟通、汇报、评估和记录等能力）、有效的代表和谈判，以及个人和团队协作能力。必须具备判断和识别自身优缺点的能力，以及在必要时评估和承担风险的能力。

创业态度的特点是在个人生活和社会生活中，以及在工作中，具有主动性、积极性、独立性和创新性。它还包括实现目标的动力和决心，无论是个人目标，还是与他人的共同目标，包括工作中的目标。

8. Cultural awareness and expression

Definition: 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.

Essential knowledge, skills and attitudes related to this competence:

Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world. It covers a basic knowledge of major cultural works, including popular contemporary culture. 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.

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. Skills include also the ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realise social and economic opportunities in cultural activity. Cultural expression is essential to the development of creative skills, which can be transferred to a variety of professional contexts.

A solid understanding of one’s own culture and a sense of identity can be the basis for an open attitude towards and respect for diversity of cultural expression. A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic selfexpression and participation in cultural life.