title: Commission Recommendation (EU) 2018/790 of 25 April 2018 on access to and preservation of scientific information

text:
               31.5.2018

               EN

               Official Journal of the European Union

               L 134/12

         COMMISSION RECOMMENDATION (EU) 2018/790
   of 25 April 2018
   on access to and preservation of scientific information
   THE EUROPEAN COMMISSION,
   Having regard to the Treaty on the Functioning of the European Union, and in particular Article 292 thereof,
   Whereas:

               (1)

               The European Commission adopted in July 2012 a scientific information package, consisting of the communication ‘Towards better access to scientific information: Boosting the benefits of public investments in research’ (1), and of Commission Recommendation 2012/417/EU (2). Recommendation 2012/417/EU states that the Commission will review the progress made across the Union to assess whether further action is needed to achieve the objectives laid down.

               (2)

               The communication ‘A Digital Single Market Strategy for Europe’ (3) highlights the importance of data dissemination as a catalyst for economic growth, innovation and digitisation across all economic sectors, particularly for small and medium-sized enterprises (and start-ups) and for society as a whole. It recognises that big data and high-performance computing are changing the way research is performed and knowledge is shared, as part of a transition towards a more efficient and responsive open science (4). It announces that the Commission would encourage access to public data to help drive innovation and work towards a research open science cloud as part of the European Cloud Initiative. In its mid-term review of the Digital Single Market Strategy (5), the Commission announces its intention to further improve the ‘accessibility and re-use of public and publicly funded data’.

               (3)

               The communication on the European Cloud Initiative ‘Building a competitive data knowledge and economy in Europe’ (6) presents the rational and broad plan for developing the European Open Science Cloud (EOSC) as a trusted, open environment for the scientific community for storing, sharing and re-using scientific data and results. It also announces the Commission would review Recommendation 2012/417/EU on access to and preservation of scientific information to encourage scientific data sharing and the creation of incentive schemes, rewards systems and education and training programmes for researchers and businesses to share data. The Staff Working Document ‘Implementation Roadmap for the EOSC’ (7) presents the results of the exploration with Member States and stakeholders of possible governance and financing mechanisms for the EOSC and further details the action lines for developing the EOSC as a federation of research data infrastructures.

               (4)

               Directive 2003/98/EC of the European Parliament and of the Council (8) establishes the principle that all accessible data held by a public sector body need to also be re-useable for commercial and non-commercial purposes by all interested parties under non-discriminatory conditions for comparable categories of re-use and at the marginal cost linked to the distribution of the data, at maximum.

               (5)

               Open access (9) policies aim to provide researchers and the public at large with access to peer-reviewed scientific publications, research data and other research outputs free of charge in an open and non-discriminatory manner as early as possible in the dissemination process, and enable the use and re-use of scientific research results. Open access helps enhance quality, reduce the need for unnecessary duplication of research, speed up scientific progress, help to combat scientific fraud, and can overall favour economic growth and innovation. Beside open access, data management planning is becoming a standard scientific practice.

               (6)

               Open access is a means of dissemination for researchers who may decide to publish their work, in particular in the context of publicly-funded research. Licensing solutions should aim at facilitating the dissemination and re-use of scientific publications.

               (7)

               Preservation of scientific research results is in the public interest. It has traditionally been under the responsibility of libraries or archives, especially national legal deposit libraries. The volume of research results generated is constantly growing. Mechanisms, infrastructures and software solutions should be in place to enable long-term preservation of research results in digital form. Sustainable funding for preservation is crucial as curation costs for digitised content are still relatively high. Given the importance of preservation for the future use of research results, the establishment or reinforcement of policies in this area should be recommended to Member States.

               (8)

               Technological progress has allowed for the creation of web-based research infrastructures set up by national governments, universities or research organisations. They support the objectives of this Recommendation by helping researchers to manage the results of their research and enabling dissemination. The communication on the European Cloud Initiative announced that ‘the European Open Science Cloud will start by federating existing scientific data infrastructures, today scattered across disciplines and Member States.’ It is appropriate to identify and recommend the measures at national level that should enable proper functioning and use of the EOSC.

               (9)

               Technological progress has over time caused a major shift in the world of science towards increasingly collaborative methods, and has steadily contributed to an increasing volume of scientific material. In a scientific approach that is becoming increasingly collaborative and transparent, it should be ensured that researchers at all stages of their education and career have access to professional development, including through higher education programmes. They should also have the possibility to develop the appropriate skills to fully engage with open science, as outlined by the ‘Digital Education Action Plan’ (10).

               (10)

               Incentives and rewards are important aspects in a professional career. Although researchers are encouraged to move across borders, disciplines and sectors, and to participate in the culture of sharing their results, this is often not rewarded or reflected in their professional career development. Transparent and responsible indicators are being developed to support the implementation of open science practices in modern universities. Upgraded rewarding mechanisms that take into account new generation metrics could be used to better measure the quality of European research and provide a valuable incentive for researchers to share the result of their research, and for universities to become more entrepreneurial while fostering competition within the internal market.

               (11)

               Member States should continue to support open science and open access, as stated in the Council Conclusions on ‘open, data-intensive and networked research as a driver for faster and wider innovation’ (11) and on ‘the transition towards an open science system’ (12).

               (12)

               The move towards open access is a worldwide endeavour. Member States have been part of this endeavour and should be supported in enhancing an open, collaborative research environment based on reciprocity at a global level. Open science is a key feature of Member States' policies for responsible research and for open innovation. As new digital technologies become available, research and funding policies should adapt to this new environment.

               (13)

               The Commission has been leading by example to maximise access to and re-use of research results generated in an open science environment, including in the Framework Programmes, and by applying an open data policy to the research data of the Commission's Joint Research Centre.

               (14)

               There have been many advances in the areas dealt with in Recommendation 2012/417/EU and in the other documents listed in the preceding recitals, but not all targets have been met and progress has been uneven among Member States. A greater effort by all Member States is needed in order to make the most of Europe's research and innovation potential.

               (15)

               This Recommendation builds on and replaces Recommendation 2012/417/EU,

         HAS ADOPTED THIS RECOMMENDATION:

      Open access to scientific publications

               1.

               Member States should set and implement clear policies (as detailed in national action plans) for the dissemination of and open access to scientific publications resulting from publicly funded research. Those policies and action plans should provide for:

                           —

                           concrete objectives and indicators to measure progress,

                           —

                           implementation plans, including the allocation of responsibilities and appropriate licensing,

                           —

                           associated financial planning.

                     Member States should ensure, in compliance with the EU acquis on copyright and related rights, that as a result of these policies or action plans:

                           —

                           all scientific publications resulting from publicly-funded research are made available in open access as from 2020 at the latest,

                           —

                           whatever the channel of publication (scientific journal, digital infrastructure, multimedia channels, or any new and experimental methods of scholarly communication), open access to publications resulting from publicly funded research be granted as soon as possible, preferably at the time of publication, and in any case no later than six months after the date of publication (no later than 12 months for social sciences and humanities),

                           —

                           taking into account technological developments, licensing terms used on the market do not unduly restrict text and data mining of publications resulting from publicly funded research, in accordance with and without prejudice to applicable copyright legislation,

                           —

                           researchers, when entering into contractual agreements with scientific publishers, retain the necessary intellectual property rights, inter alia, to comply with the open access policy requirements. This concerns in particular self-archiving and re-use (notably through text and data mining),

                           —

                           information is published about agreements between public institutions or groups of public institutions and publishers on the supply of scientific information, in order to enhance market transparency and fair competition, without prejudice to the protection of know-how and business information (trade secrets). This should include all sorts of agreements covering in particular the so-called ‘big deals’ (i.e. bundles of print and electronic journal subscriptions offered at discounted prices) and the related ‘offsetting deals’ aimed at obtaining discounted open access publishing fees for consortia,

                           —

                           innovative companies, in particular small and medium-sized enterprises, independent researchers (for instance citizen scientists), the public sector, the press and citizens at large have, in a transparent and non-discriminatory manner, the widest possible access to scientific publications of the results of research that receives public funding in view of enabling innovation, empowering the public sector and informing citizens.

               2.

               Member States should ensure that research funding institutions responsible for managing public research funding and academic institutions receiving public funding implement the policies and national action plans referred to in point 1 at national level in a coordinated way by:

                           —

                           setting institutional policies for the dissemination of and open access to scientific publications, and establishing implementation plans,

                           —

                           including requirements for open access as a condition to give out grant agreements or to provide other financial support for research, together with mechanisms for monitoring compliance with these requirements and follow up actions to correct cases of non-compliance,

                           —

                           making the necessary funding available for dissemination (including open access and re-use) in a transparent and non-discriminatory manner allowing for different channels, including digital infrastructures where appropriate, as well as new and experimental methods of scholarly communication,

                           —

                           providing guidance to researchers on how to comply with open access policies, and supporting them to do so, especially regarding the management of their intellectual property rights to ensure open access to their publications,

                           —

                           conducting joint negotiations with publishers to obtain transparent and the best possible terms for access to publications, including use and re-use,

                           —

                           ensuring that publications resulting from public funding are easily identifiable by appropriate technical means, including through metadata attached to electronic versions of the research output and persistent identifiers.

      Management of research data, including open access

               3.

               Member States should set and implement clear policies (as detailed in national action plans) for the management of research data resulting from publicly funded research, including open access. Those policies and action plans should provide for:

                           —

                           concrete objectives and indicators to measure progress,

                           —

                           implementation plans, including the allocation of responsibilities and appropriate licensing,

                           —

                           associated financial planning.

                     Member States should ensure that, as a result of these policies or action plans:

                           —

                           data management planning becomes a standard scientific practice early in the research process when data is generated or collected, including through the requirement of data management plans,

                           —

                           research data that results from publicly funded research becomes and stays findable, accessible, interoperable and re-usable (‘FAIR principles’) within a secure and trusted environment, through digital infrastructures (including those federated within the European Open Science Cloud (EOSC), where relevant), unless this is not possible or is incompatible with the further exploitation of the research results (‘as open as possible, as closed as necessary’). This could be for reasons, in particular, of privacy, trade secrets, national security, legitimate commercial interests and to intellectual property rights of third parties. Any data, know-how and/or information whatever its form or nature which is held by private parties in a joint public/private partnership prior to the research action should not be affected by these policies or national action plans,

                           —

                           taking into account technological developments (including of dynamic (real-time) data), licensing terms used on the market do not unduly restrict text and data mining of research data resulting from publicly funded research, in accordance with and without prejudice to the applicable copyright legislation,

                           —

                           innovative companies, in particular small and medium-sized enterprises, independent researchers (for instance citizen scientists), the public sector, the press and citizens at large have, in a transparent and non-discriminatory manner, the widest possible access to the research data of the results of research that receives public funding in view of enabling innovation, empowering the public sector and informing citizens.

               4.

               Member States should ensure that research funding institutions responsible for managing public research funding and academic institutions receiving public funding implement the policies and national action plans referred to in point 3 at national level in a coordinated way by:

                           —

                           setting institutional policies for research data management, and establishing implementation plans,

                           —

                           including requirements for data management plans and open access to research data as a principle (‘as open as possible, as closed as necessary’) for projects producing research data in grant agreements and other financial support for research, together with mechanisms for monitoring compliance with those requirements and follow up actions to correct cases of non-compliance,

                           —

                           making the necessary funding for data management available,

                           —

                           providing guidance to researchers on how to comply with research data management policies, and supporting them to do so, especially regarding the development of sound data management planning skills and digital infrastructures that support access to and preservation of research data,

                           —

                           ensuring that datasets are easily identifiable through persistent identifiers and can be linked to other datasets and publications through appropriate mechanisms, and that additional information is provided to enable their proper evaluation and use.

      Preservation and re-use of scientific information

               5.

               Member States should set and implement clear policies (as detailed in national action plans) for reinforcing the preservation and re-use of scientific information (publications, data sets and other research outputs). Those policies and action plans should provide for:

                           —

                           concrete objectives and indicators to measure progress,

                           —

                           implementation plans, including the allocation of responsibilities and appropriate licensing,

                           —

                           associated financial planning.

                     Member States should ensure that, as a result of those policies or action plans:

                           —

                           academic institutions receiving public funding develop policies on the preservation of their scientific output,

                           —

                           an effective system of deposit for electronic scientific information is in place, covering born-digital publications and the related research output,

                           —

                           scientific information selected for long-term preservation receives appropriate curation, along with hardware and software necessary to allow the re-use of the information,

                           —

                           unique identification (interlinking of research outputs, researchers, their affiliations and funders, and contributors) is promoted through a wide range of persistent identifiers, in order to enable findability, reproducibility and long-term preservation of the research results,

                           —

                           machine-readable licensing systems and conditions are in place, compatible with already existing open licences, which allow the re-use of scientific information resulting from publicly-funded research in accordance with and without prejudice to applicable copyright legislation, in order to enable legal re-use and preservation,

                           —

                           the conditions for stakeholders to offer value-added services based on the re-use of scientific information are fostered.

      Infrastructures for open science

               6.

               Member States should set and implement clear policies (as detailed in national action plans) for further developing infrastructures underpinning the system for access to, preservation, sharing and re-use of scientific information and for promoting their federation within the EOSC. Those policies and action plans should provide for:

                           —

                           concrete objectives and indicators to measure progress,

                           —

                           implementation plans, including the allocation of responsibilities and appropriate licensing,

                           —

                           associated financial planning.

                     Member States should ensure that, as a result of these policies or national action plans:

                           —

                           resources are earmarked, leveraged and built to be economically efficient and to innovate while fostering competition within the internal market,

                           —

                           the quality and reliability of the infrastructure are ensured, including through the use of widely recognised certification mechanisms, specifications and standards,

                           —

                           researchers have an increased access, in a transparent and non-discriminatory manner, to research resources and services for storing, managing, analysing, sharing, and re-using scientific information, including through the EOSC, when available,

                           —

                           through the use of additional indicators and metrics, infrastructures are fit to collect information that underpins the monitoring and assessment of openness and open science as well as of research and career evaluation.

               7.

               Member States should ensure synergies among national infrastructures, with the EOSC and other global initiatives by:

                           —

                           engaging into the definition of standards for data and services to be accessed through the EOSC, as well as indicators and metrics to measure research impact in the context of the EOSC,

                           —

                           guaranteeing the interoperability of newly developed or upgraded infrastructures so that they take account of the development of the EOSC and, thus, prevent the emergence of silos, contributing to the reduction of fragmentation and promotion of scientific discovery and collaboration across disciplines and countries,

                           —

                           preparing the ground for the use of services and the sharing of scientific information through the EOSC.

      Skills and competences

               8.

               Member States should set and implement clear policies (as detailed in national action plans) for the necessary skills and competences of researchers and personnel of academic institutions regarding scientific information. Those policies and action plans should provide for:

                           —

                           concrete objectives and indicators to measure progress,

                           —

                           implementation plans, including the allocation of responsibilities,

                           —

                           associated financial planning.

                     Member States should ensure that, as a result of those policies or action plans:

                           —

                           the necessary training and education are provided about open access, data research management, data stewardship, data preservation, data curation and open science, as part of the higher education and training system, at all career stages, and they reach on-the-job best practice in the industry,

                           —

                           the promotion or implementation, or both, of advanced-degree programmes of new professional profiles in the area of data handling technologies are provided,

                           —

                           the development and training of data-intensive computational science experts are supported, including for data specialists, technicians and data managers.

      Incentives and rewards

               9.

               Member States should set and implement clear policies (as detailed in national action plans) for adjusting, with regards to scientific information, the recruitment and career evaluation system for researchers, the evaluation system for awarding research grants to researchers, and the evaluation systems for research performing institutions. Those policies and action plans should provide for:

                           —

                           concrete objectives and indicators to measure progress,

                           —

                           implementation plans, including the allocation of responsibilities,

                           —

                           associated financial planning.

                     Member States should ensure that, as a result of those policies or action plans:

                           —

                           the academic career system supports and rewards researchers who participate in a culture of sharing the results of their research, in particular by ensuring early sharing and open access to their publications and other research outputs,

                           —

                           institutions responsible for managing public research funding and academic institutions that are publicly funded assist in implementing national policy by putting in place mechanisms enabling, measuring and rewarding the sharing of scientific information,

                           —

                           research and career evaluation systems are enriched through the introduction of additional indicators and metrics that can inform assessment on openness, including but not only on the broader social impact of research and at the individual level of a researcher (‘new generation metrics’).

      Multi-stakeholder dialogue on open science at national, European and international level

               10.

               Member States should participate in multi-stakeholder dialogues on the transition towards open science at national, European and international level on each of the issues addressed in points 1 to 9.
               Member States should ensure that:

                           —

                           those dialogues strengthen a linked open science technological environment that covers all research outputs from all phases of the research life cycle (data, publications, software, methods, protocols, etc.),

                           —

                           a systemic change towards open science is gradually achieved and includes, beyond the technological change and efficiency, the principle of reciprocity, cultural change among researchers, as well as institutional change in research within academic institutions and funders towards open science, including where applicable issues such as research integrity and ethics.

      Structured coordination of Member States at Union level and follow-up to this Recommendation

               11.

               Member States should have a national point of reference the tasks of which would be:

                           —

                           coordinating the measures listed in this Recommendation,

                           —

                           acting as an interlocutor with the Commission on questions pertaining to access to and preservation of scientific information, in particular better definitions of common principles and standards, implementation measures and new ways of disseminating and sharing research results in the European Research Area,

                           —

                           reporting on the follow-up to this Recommendation.

               12.

               Member States should inform the Commission 18 months from the publication of this Recommendation in the Official Journal of the European Union, and every two years thereafter, of action taken in response to the elements of this Recommendation. On that basis, the Commission should review the progress made across the Union to assess whether further action is needed to achieve the objectives proposed in this Recommendation.

      Done at Brussels, 25 April 2018.

            For the Commission

         Mariya GABRIEL

            Member of the Commission

         Carlos MOEDAS

            Member of the Commission

      (1)  COM(2012) 401 final of 17 July 2012

      (2)  Commission Recommendation 2012/417/EU of 17 July 2012 on access to and preservation of scientific information (OJ L 194, 21.7.2012, p. 39).

      (3)  COM(2015) 192 final of 6 May 2015.

      (4)  Open science refers to a new approach to the scientific process based on cooperative work and new ways of disseminating knowledge, improving accessibility to and re-usability of research outputs by using digital technologies and new collaborative tools.

      (5)  COM(2017) 228 final of 10 May 2017.

      (6)  COM(2016) 178 final of 19 April 2016.

      (7)  SWD(2018) 83 final of 14 March 2018.

      (8)  Directive 2003/98/EC of the European Parliament and of the Council of 17 November 2003 on the re-use of public sector information (OJ L 345, 31.12.2003, p. 90).

      (9)  Open access refers to the possibility to access and re-use digital research outputs with as few restrictions as possible.

      (10)  COM(2018) 22 final.

      (11)  Council Conclusions 9360/15 of 29 May 2015.

      (12)  Council Conclusions 9526/16 of 27 May 2016.


title: Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.)

text:
               4.6.2018

               EN

               Official Journal of the European Union

               C 189/1

         COUNCIL RECOMMENDATION
   of 22 May 2018
   on key competences for lifelong learning
   (Text with EEA relevance)
   (2018/C 189/01)
   THE COUNCIL OF THE EUROPEAN UNION
   Having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165 and 166 thereof,
   Having regard to the proposal from the European Commission,
   Whereas:

               (1)

               The European Pillar of Social Rights (1) states as its first principle that everyone has the right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that allow full participation in society and successful transitions in the labour market. It also states the right of everyone ‘to timely and tailor-made assistance to improve employment or self-employment prospects, to training and re-qualification, to continued education and to support for job search’. Fostering the development of competences is one of the aims of the vision towards a European Education Area that would be able ‘to harness the full potential of education and culture as drivers for jobs, social fairness, active citizenship as well as means to experience European identity in all its diversity’ (2).

               (2)

               People need the right set of skills and competences to sustain current standards of living, support high rates of employment and foster social cohesion in the light of tomorrow’s society and world of work. Supporting people across Europe in gaining the skills and competences needed for personal fulfilment, health, employability and social inclusion helps to strengthen Europe’s resilience in a time of rapid and profound change.

               (3)

               In 2006, the European Parliament and the Council of the European Union adopted a Recommendation on key competences for lifelong learning. In that Recommendation the Member States were asked ‘to 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’ (3). Since its adoption, the Recommendation was a key reference document for the development of competence-oriented education, training and learning.

               (4)

               Nowadays, competence requirements have changed with more jobs being subject to automation, technologies playing a bigger role in all areas of work and life, and entrepreneurial, social and civic competences becoming more relevant in order to ensure resilience and ability to adapt to change.

               (5)

               At the same time, international surveys such as the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) or the OECD Programme for the International Assessment of Adult Competencies (PIAAC) indicate a constant high share of teenagers and adults with insufficient basic skills. In 2015 one in five pupils had serious difficulties in developing sufficient reading, mathematic or science skills. (4) In some countries up to one third of adults are proficient at only the lowest levels in literacy and numeracy (5). 44 % of the Union population have low or no (19 %) digital skills (6).

               (6)

               Consequently, investing in basic skills has become more relevant than ever. High quality education, including extra-curricular activities and a broad approach to competence development, improves achievement levels in basic skills. In addition, new ways of learning need to be explored for a society that is becoming increasingly mobile and digital. (7) Digital technologies have an impact on education, training and learning by developing more flexible learning environments adapted to the needs of a highly mobile society (8).

               (7)

               In the knowledge economy, memorisation of facts and procedures is key, but not enough for progress and success. Skills, such as problem solving, critical thinking, ability to cooperate, creativity, computational thinking, self-regulation are more essential than ever before in our quickly changing society. They are the tools to make what has been learned work in real time, in order to generate new ideas, new theories, new products, and new knowledge.

               (8)

               The New Skills Agenda for Europe (9) announced the review of the 2006 Recommendation on key competences for lifelong learning acknowledging that investing in skills and competences and in a shared and updated understanding of key competences is a first step for fostering education, training and non-formal learning in Europe.

               (9)

               Responding to the changes in society and economy, reflecting discussions on the future of work, and following the public consultation on the review of the 2006 Recommendation on key competences, both the Recommendation and the European Reference Framework of key competences for lifelong learning need to be revised and updated.

               (10)

               The development of key competences, their validation and the provision of competence-oriented education, training and learning should be supported by establishing good practices for better support of educational staff in their tasks and improving their education, for updating assessment and validation methods and tools, and for introducing new and innovative forms of teaching and learning (10). Therefore, basing itself on the experiences of the last decade, this Recommendation should address the challenges in implementing competence-oriented education, training and learning.

               (11)

               Supporting the validation of competences acquired in different contexts will enable individuals to have their competences recognised and obtain full or, where applicable, partial qualifications (11). It can build on the existing arrangements for the validation of non-formal and informal learning as well as the European Qualification Framework (12), which provides a common reference framework to compare levels of qualifications, indicating the competences required to achieve them. In addition, assessment may help in structuring learning processes and in guidance, helping people to improve their competences also with regard to changing requirements on the labour market (13).

               (12)

               The definition of the set of key competences needed for personal fulfilment, health, employability and social inclusion has been shaped not only by societal and economic developments, but also by various initiatives in Europe during the last decade. Special attention has been given to improving basic skills, investing in language learning, improving digital and entrepreneurial competences, the relevance of common values in the functioning of our societies, and motivating more young people to engage in science related careers. These developments should be reflected in the Reference Framework.

               (13)

               Target 4.7 of the Sustainable Development Goals highlights the need to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’ (14). Unesco’s Global Action Programme on Education for Sustainable Development affirms that education for sustainable development is an integral element of quality education and key enabler of all other Sustainable Development Goals. This aim is reflected in the revision of the Reference Framework.

               (14)

               The provision of language learning, which is increasingly important for modern societies, intercultural understanding and cooperation, profits from the Common European Framework of Reference for Languages (CEFR). This Framework helps to identify the main elements of the competence and supports the learning process. It also lays the foundation of defining language competences, in particular those referring to foreign languages and is reflected in the update of the Reference Framework.

               (15)

               The development of the Digital Competence Framework and the Entrepreneurship Competence Framework support competence development. Likewise, the Council of Europe’s Reference Framework of Competences for Democratic Culture presents a comprehensive set of values, skills and attitudes for an appropriate participation in democratic societies. All of these have been taken into due consideration when updating the Reference Framework.

               (16)

               In order to motivate more young people to engage in science, technology, engineering and mathematics (STEM) related careers, initiatives across Europe started to link science education more closely with the arts and other subjects, using inquiry-based pedagogy, and engaging with a wide range of societal actors and industries. While the definition of those competences has not changed much over the years, the support of competence development in STEM becomes increasingly relevant and should be reflected in this Recommendation.

               (17)

               The importance and relevance of non-formal and informal learning is evident from the experiences acquired through culture, youth work, voluntary work as well as grassroots sport. Non-formal and informal learning play an important role in supporting the development of essential interpersonal, communicative and cognitive skills such as: critical thinking, analytical skills, creativity, problem solving and resilience that facilitate young people’s transition to adulthood, active citizenship and working life (15). Establishing better cooperation between different learning settings helps promoting a variety of learning approaches and contexts (16).

               (18)

               In addressing the development of key competences in a lifelong learning perspective, support should be ensured at all levels of education, training and learning pathways: to develop quality early childhood education and care (17), to further enhance school education and ensure excellent teaching (18), to provide up-skilling pathways to low-skilled adults (19) as well as to further develop initial and continuing vocational education and training and modernise higher education (20).

               (19)

               This Recommendation should cover a wide range of education, training and learning settings, both formal, non-formal and informal in a lifelong learning perspective. It should seek to establish a shared understanding of competences which can support transitions and cooperation between these different learning settings. It sets out good practices that could address the needs of educational staff which includes teachers, trainers, teacher educators, leaders of education and training institutes, employees in charge of training colleagues, researchers and university lecturers, youth workers and adult educators as well as employers and labour market stakeholders. This Recommendation also addresses institutions and organisations, including social partners and civil society organisations, guiding and supporting people in improving their competences from early age on throughout their lives.

               (20)

               This Recommendation fully respects the principles of subsidiarity and proportionality,

         HAS ADOPTED THIS RECOMMENDATION
   Member States should:

               1.

               support the right to quality and inclusive education, training and lifelong learning and ensure opportunities for all to develop key competences by making full use of the ‘Key Competences for Lifelong Learning — A European Reference Framework’ as set out in the Annex, and

                           1.1.

                           support and reinforce the development of key competences from an early age and throughout life, for all individuals, as part of national lifelong learning strategies;

                           1.2.

                           support all learners, including those facing disadvantages, or having special needs, to fulfil their potential;

               2.

               support the development of key competences paying special attention to:

                           2.1.

                           raising the level of achievement of basic skills (literacy, numeracy and basic digital skills) and supporting the development of learning to learn competence as a constantly improved basis for learning and participation in society in a lifelong perspective;

                           2.2.

                           raising the level of personal, social and learning to learn competence to improve health conscious, future-oriented life management;

                           2.3.

                           fostering the acquisition of competences in sciences, technology, engineering and mathematics (STEM), taking into account their link to the arts, creativity and innovation and motivating more young people, especially girls and young women, to engage in STEM careers;

                           2.4.

                           increasing and improving the level of digital competences at all stages of education and training, across all segments of the population;

                           2.5.

                           nurturing entrepreneurship competence, creativity and the sense of initiative especially among young people, for example by promoting opportunities for young learners to undertake at least one practical entrepreneurial experience during their school education;

                           2.6.

                           increasing the level of language competences in both official and other languages and supporting learners to learn different languages relevant to their working and living situation and that may contribute to cross-border communication and mobility;

                           2.7.

                           fostering the development of citizenship competences with the aim of strengthening the awareness of common values, as referred to in Article 2 of the Treaty on European Union and the Charter of Fundamental Rights of the European Union;

                           2.8.

                           increasing the awareness of all learners and educational staff of the importance of the acquisition of key competences and their relation to society;

               3.

               facilitate the acquisition of key competences by making use of good practices to support the development of the key competences as set out in the Annex, in particular by:

                           3.1.

                           promoting a variety of learning approaches and environments, including the adequate use of digital technologies, in education, training and learning settings;

                           3.2.

                           providing support to educational staff as well as other stakeholders supporting learning processes, including families, to enhance key competences of learners as part of the approach for lifelong learning in education, training and learning settings;

                           3.3.

                           supporting and further developing the assessment and validation of key competences acquired in different settings in line with the Member States’ rules and procedures;

                           3.4.

                           reinforcing collaboration between education, training and learning settings at all levels, and in different fields, to improve the continuity of learner competence development and the development of innovative learning approaches;

                           3.5.

                           reinforcing tools, resources and guidance in education, training, employment and other learning settings to support people in managing their lifelong learning pathways;

               4.

               mainstream the ambitions of the UN Sustainable Development Goals (SDG), in particular within the SDG4.7, into education, training and learning, including by fostering the acquisition of knowledge about limiting the multifaceted nature of climate change and using natural resources in a sustainable way;

               5.

               report through existing frameworks and tools of the Strategic Framework for European Cooperation in Education and Training (ET2020) and any successor framework on experiences and progress in promoting key competences in all education and training sectors, including non-formal and, as far as possible, informal learning;

         HEREBY WELCOMES THAT THE COMMISSION WITH DUE REGARD TO MEMBER STATES’ COMPETENCES:

               6.

               supports the implementation of the Recommendation and the use of the European Reference Framework by facilitating mutual learning among Member States and developing in cooperation with Member States reference material and tools such as:

                           6.1.

                           where appropriate, frameworks for specific competences which facilitate development and assessment of competences (21);

                           6.2.

                           evidence-based guidance material on new forms of learning and supportive approaches;

                           6.3.

                           support tools for educational staff, and other stakeholders, such as on-line training courses, self-assessment tools (22), networks, including eTwinning and the Electronic Platform for Adult Learning in Europe (EPALE);

                           6.4.

                           approaches to the assessment and support of validation of key competences acquired following up on previous work in the context of ET2020 (23) and any successor framework;

               7.

               supports initiatives to further develop and promote education for sustainable development with regard to the UN Sustainable Development Goal 4 on inclusive and equitable quality education and lifelong learning opportunities for all;

               8.

               reports on experiences and good practices to enhance key competences of learners as part of the approach for lifelong learning in education, training and learning settings in the Union through existing frameworks and tools.

         This Recommendation replaces the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.

      Done at Brussels, 22 May 2018.

            For the Council

            The President

         K. VALCHEV

      (1)  COM(2017) 250.

      (2)  COM(2017) 673.

      (3)  OJ L 394, 30.12.2006, p. 10.

      (4)  OECD (2016), PISA 2015 results

      (5)  European Commission (2016), Education and Training Monitor 2016

      (6)  European Commission’s Digital Scoreboard 2017

      (7)  Reflection Paper on Harnessing Globalisation, COM(2017) 240 final

      (8)  Rethinking Education: Investing in skills for better socioeconomic outcomes, COM(2012) 669 final

      (9)  COM(2016) 381 final

      (10)  Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (ET 2020) (OJ C 417, 15.12.2015, p. 25).

      (11)  OJ C 398, 22.12.2012, p. 1.

      (12)  OJ C 189, 15.6.2017, p. 15.

      (13)  Council Resolution of 21 November 2008 on better integrating lifelong guidance into lifelong learning strategies (OJ C 319, 13.12.2008, p. 4).

      (14)  United Nations Resolution adopted by the General Assembly on 25 September 2015, Transforming our world: the 2030 Agenda for Sustainable Development

      (15)  Council conclusions on the role of youth work in supporting young people’s development of essential life skills that facilitate their successful transition to adulthood, active citizenship and working life (OJ C 189, 15.6.2017, p. 30).

      (16)  Council conclusions on enhancing cross-sectorial policy cooperation to effectively address socioeconomic challenges facing young people (OJ C 172, 27.5.2015, p. 3).

      (17)  Council conclusions on the role of early childhood education and primary education in fostering creativity, innovation and digital competence (OJ C 172, 27.5.2015, p. 17).

      (18)  Council conclusions on school development and excellent teaching (OJ C 421, 8.12.2017, p. 2).

      (19)  Council Recommendation of 19 December 2016 on Upskilling Pathways: New Opportunities for Adults (OJ C 484, 24.12.2016, p. 1).

      (20)  Council conclusions on a renewed EU agenda for higher education (OJ C 429, 14.12.2017, p. 3).

      (21)  Based on the experiences and expertise developed in creating the Common European Framework of References for Languages, the Digital Competence Framework and the Entrepreneurship Competence Framework

      (22)  Such as the Digital Competence Framework

      (23)  Assessment of Key Competences in initial education and training: Policy Guidance, SWD (2012) 371

      ANNEX
      KEY COMPETENCES FOR LIFELONG LEARNING
      A EUROPEAN REFERENCE FRAMEWORK

         Background and aims

      Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market.
      Everyone has the right to timely and tailor-made assistance to improve employment or self-employment prospects. This includes the right to receive support for job search, training and re-qualification.
      These principles are defined in the European ‘Pillar of Social Rights’.
      In a rapidly changing and highly interconnected world, each person will need a wide range of skills and competences and to develop them continually throughout life. The key competences as defined in this Reference Framework aim to lay the foundation for achieving more equal and more democratic societies. They respond to the need for inclusive and sustainable growth, social cohesion and further development of the democratic culture.
      The main aims of the Reference Framework are to:

                  a.

                  identify and define the key competences necessary for employability, personal fulfilment and health, active and responsible citizenship and social inclusion;

                  b.

                  provide a European reference tool for policy makers, education and training providers, educational staff, guidance practitioners, employers, public employment services and learners themselves;

                  c.

                  support efforts at European, national, regional and local level to foster competence development in a lifelong learning perspective.

         Key competences

      For the purposes of this Recommendation, competences are defined as a combination of knowledge, skills and attitudes, where:

                  d.

                  knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject;

                  e.

                  skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results;

                  f.

                  attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations.

            Key competences are those which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship. They are developed in a lifelong learning perspective, from early childhood throughout adult life, and through formal, non-formal and informal learning in all contexts, including family, school, workplace, neighbourhood and other communities.
      The key competences are all considered equally important; each of them contributes to a successful life in society. Competences can be applied in many different contexts and in a variety of combinations. They overlap and interlock; aspects essential to one domain will support competence in another. Skills such as critical thinking, problem solving, team work, communication and negotiation skills, analytical skills, creativity, and intercultural skills are embedded throughout the key competences.
      The Reference Framework sets out eight key competences:

                  —

                  Literacy competence,

                  —

                  Multilingual competence,

                  —

                  Mathematical competence and competence in science, technology and engineering,

                  —

                  Digital competence,

                  —

                  Personal, social and learning to learn competence,

                  —

                  Citizenship competence,

                  —

                  Entrepreneurship competence,

                  —

                  Cultural awareness and expression competence.

            1.   Literacy competence

      Literacy is the ability to identify, understand, express, create, and interpret concepts, feelings, facts and opinions in both oral and written forms, using visual, sound/audio and digital materials across disciplines and contexts. It implies the ability to communicate and connect effectively with others, in an appropriate and creative way.
      Development of literacy forms the basis for further learning and further linguistic interaction. Depending on the context, literacy competence can be developed in the mother tongue, the language of schooling and/or the official language in a country or region.

         Essential knowledge, skills and attitudes related to this competence

      This competence involves the knowledge of reading and writing and a sound understanding of written information and thus 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, and the main features of different styles and registers of language.
      Individuals should have the skills to communicate both orally and in writing in a variety of 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 sources, 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. It encompasses critical thinking and ability to assess and work with information.
      A positive attitude towards literacy involves a disposition to critical and constructive dialogue, an appreciation of aesthetic qualities 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.
      2.   Multilingual competence (1)

      This competence defines the ability to use different languages appropriately and effectively for communication. It broadly shares the main skill dimensions of literacy: 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 according to one’s wants or needs. Languages competences integrate a historical dimension and intercultural competences. It relies on the ability to mediate between different languages and media, as outlined in the Common European Framework of Reference. As appropriate, it can include maintaining and further developing mother tongue competences, as well as the acquisition of a country’s official language(s) (2).

         Essential knowledge, skills and attitudes related to this competence

      This competence requires knowledge of vocabulary and functional grammar of different languages and an awareness of the main types of verbal interaction and registers of languages. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.
      Essential skills for this competence consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and draft texts, with different levels of proficiency in different languages, according to the individual’s needs. Individuals should be able to use tools appropriately and learn languages formally, non-formally and informally throughout life.
      A positive attitude involves the appreciation of cultural diversity, an interest and curiosity about different languages and intercultural communication. It also involves respect for each person’s individual linguistic profile, including both respect for the mother tongue of persons belonging to minorities and/or with a migrant background and appreciation for a country’s official language(s) as a common framework for interaction.
      3.   Mathematical competence and competence in science, technology, engineering

                  A.

                  Mathematical competence is the ability to develop and apply mathematical thinking and insight 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 and presentation (formulas, models, constructs, graphs, charts).

                  B.

                  Competence in science refers to the ability and willingness to explain the natural world by making use of the body of knowledge and methodology employed, including observation and experimentation, in order to identify questions and to draw evidence-based conclusions. Competences in technology and engineering are applications of that knowledge and methodology in response to perceived human wants or needs. Competence in science, technology and engineering 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

                  A.

                  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 (e.g. financial skills), 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 including statistical data and graphs and to understand the mathematical aspects of digitalisation.
                  A positive attitude in mathematics is based on the respect for truth and a willingness to look for reasons and to assess their validity.

                  B.

                  For science, technology and engineering, essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, theories, principles and methods, technology and technological products and processes, as well as an understanding of the impact of science, technology, engineering and human activity in general 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 decision-making, values, moral questions, culture, etc.).
                  Skills include the understanding of science as a process for the investigation through specific methodologies, including observations and controlled experiments, the ability to use logical and rational thought to verify a hypothesis and the readiness to discard one’s own convictions when they contradict new experimental findings. It includes 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, a concern for ethical issues and support for both safety and environmental sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community, and global issues.

            4.   Digital competence

      Digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking.

         Essential knowledge, skills and attitudes related to this competence

      Individuals should understand how digital technologies can support communication, creativity and innovation, and be aware of their opportunities, limitations, effects and risks. They should understand the general principles, mechanisms and logic underlying evolving digital technologies and know the basic function and use of different devices, software, and networks. Individuals should take a critical approach to the validity, reliability and impact of information and data made available by digital means and be aware of the legal and ethical principles involved in engaging with digital technologies.
      Individuals should be able to use digital technologies to support their active citizenship and social inclusion, collaboration with others, and creativity towards personal, social or commercial goals. Skills include the ability to use, access, filter, evaluate, create, program and share digital content. Individuals should be able to manage and protect information, content, data, and digital identities, as well as recognise and effectively engage with software, devices, artificial intelligence or robots.
      Engagement with digital technologies and content requires a reflective and critical, yet curious, open-minded and forward-looking attitude to their evolution. It also requires an ethical, safe and responsible approach to the use of these tools.
      5.   Personal, social and learning to learn competence

      Personal, social and learning to learn competence is the ability to reflect upon oneself, effectively manage time and information, work with others in a constructive way, remain resilient and manage one’s own learning and career. It includes the ability to cope with uncertainty and complexity, learn to learn, support one’s physical and emotional well-being, to maintain physical and mental health, and to be able to lead a health-conscious, future-oriented life, empathize and manage conflict in an inclusive and supportive context.

         Essential knowledge, skills and attitudes related to this competence

      For successful interpersonal relations and social participation it is essential to understand the codes of conduct and rules of communication generally accepted in different societies and environments. Personal, social and learning to learn competence requires also knowledge of the components of a healthy mind, body and lifestyle. It involves knowing one’s preferred learning strategies, knowing one’s competence development needs and various ways to develop competences and search for the education, training and career opportunities and guidance or support available.
      Skills include the ability to identify one’s capacities, focus, deal with complexity, critically reflect and make decisions. This includes the ability to learn and work both collaboratively and autonomously and to organise and persevere with one’s learning, evaluate and share it, seek support when appropriate and effectively manage one’s career and social interactions. Individuals should be resilient and able to cope with uncertainty and stress. They should be able to communicate constructively in different environments, collaborate in teams and negotiate. This includes showing tolerance, expressing and understanding different viewpoints, as well as the ability to create confidence and feel empathy.
      The competence is based on a positive attitude toward one’s personal, social and physical well-being and learning throughout one’s life. It is based on an attitude of collaboration, assertiveness and integrity. This includes respecting diversity of others and their needs and being prepared both to overcome prejudices and to compromise. Individuals should be able to identify and set goals, motivate themselves, and develop resilience and confidence to pursue and succeed at learning throughout their lives. A problem-solving attitude supports both the learning process and the individual’s ability to handle obstacles and change. It includes the desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and develop in a variety of life contexts.
      6.   Citizenship competence

      Citizenship competence is the ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic, legal and political concepts and structures, as well as global developments and sustainability.

         Essential knowledge, skills and attitudes related to this competence

      Citizenship competence is based on knowledge of basic concepts and phenomena relating to individuals, groups, work organisations, society, economy and culture. This involves an understanding of the European common values, as expressed in Article 2 of the Treaty on European Union and the Charter of Fundamental Rights of the European Union. It includes knowledge of contemporary events, as well as a critical understanding of the main developments in national, European and world history. In addition, it includes an awareness of the aims, values and policies of social and political movements, as well as of sustainable systems, in particular climate and demographic change at the global level and their underlying causes. Knowledge of European integration as well as an awareness of diversity and cultural identities in Europe and the world is essential. This includes an understanding of the multi-cultural and socioeconomic dimensions of European societies, and how national cultural identity contributes to the European identity.
      Skills for citizenship competence relate to the ability to engage effectively with others in common or public interest, including the sustainable development of society. This involves critical thinking and integrated problem solving skills, as well as skills to develop arguments and constructive participation in community activities, as well as in decision-making at all levels, from local and national to the European and international level. This also involves the ability to access, have a critical understanding of, and interact with both traditional and new forms of media and understand the role and functions of media in democratic societies.
      Respect for human rights as a basis for democracy lays the foundations for a responsible and constructive attitude. Constructive participation involves willingness to participate in democratic decision-making at all levels and civic activities. It includes support for social and cultural diversity, gender equality and social cohesion, sustainable lifestyles, promotion of culture of peace and non-violence, a readiness to respect the privacy of others, and to take responsibility for the environment. Interest in political and socioeconomic developments, humanities and intercultural communication is needed to be prepared both to overcome prejudices and to compromise where necessary and to ensure social justice and fairness.
      7.   Entrepreneurship competence

      Entrepreneurship competence refers to the capacity to act upon opportunities and ideas, and to transform them into values for others. It is founded upon creativity, critical thinking and problem solving, taking initiative and perseverance and the ability to work collaboratively in order to plan and manage projects that are of cultural, social or financial value.

         Essential knowledge, skills and attitudes related to this competence

      Entrepreneurship competence requires knowing that there are different contexts and opportunities for turning ideas into action in personal, social and professional activities, and an understanding of how these arise. Individuals should know and understand approaches to planning and management of projects, which include both processes and resources. They should have an understanding of economics and the social and economic opportunities and challenges facing an employer, organisation or society. They should also be aware of ethical principles and challenges of sustainable development and have self-awareness of their own strengths and weaknesses.
      Entrepreneurial skills are founded on creativity which includes imagination, strategic thinking and problem-solving, and critical and constructive reflection within evolving creative processes and innovation. They include the ability to work both as an individual and collaboratively in teams, to mobilize resources (people and things) and to sustain activity. This includes the ability to make financial decisions relating to cost and value. The ability to effectively communicate and negotiate with others, and to cope with uncertainty, ambiguity and risk as part of making informed decisions is essential.
      An entrepreneurial attitude is characterised by a sense of initiative and agency, pro-activity, being forward-looking, courage and perseverance in achieving objectives. It includes a desire to motivate others and value their ideas, empathy and taking care of people and the world, and accepting responsibility taking ethical approaches throughout the process.
      8.   Cultural awareness and expression competence

      Competence in cultural awareness and expression involves having an understanding of and respect for how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms. It involves being engaged in understanding, developing and expressing one’s own ideas and sense of place or role in society in a variety of ways and contexts.

         Essential knowledge, skills and attitudes related to this competence

      This competence requires knowledge of local, national, regional, European and global cultures and expressions, including their languages, heritage and traditions, and cultural products, and an understanding of how these expressions can influence each other as well as the ideas of the individual. It includes understanding the different ways of communicating ideas between creator, participant and audience within written, printed and digital texts, theatre, film, dance, games, art and design, music, rituals, and architecture, as well as hybrid forms. It requires an understanding of one’s own developing identity and cultural heritage within a world of cultural diversity and how arts and other cultural forms can be a way to both view and shape the world.
      Skills include the ability to express and interpret figurative and abstract ideas, experiences and emotions with empathy, and the ability to do so in a range of arts and other cultural forms. Skills also include the ability to identify and realise opportunities for personal, social or commercial value through the arts and other cultural forms and the ability to engage in creative processes, both as an individual and collectively.
      It is important to have an open attitude towards, and respect for, diversity of cultural expression together with an ethical and responsible approach to intellectual and cultural ownership. A positive attitude also includes a curiosity about the world, an openness to imagine new possibilities, and a willingness to participate in cultural experiences.

         Supporting the development of key competences

      Key competences are a dynamic combination of the knowledge, skills and attitudes a learner needs to develop throughout life, starting from early age onwards. High quality and inclusive education, training and lifelong learning provides opportunities for all to develop key competences, therefore competence-oriented approaches can be used in all education, training and learning settings throughout life.
      In support of competence-oriented education, training and learning in lifelong learning context, three challenges have been identified: the use of a variety of learning approaches and contexts; support for teachers and other educational staff; and assessment and validation of competence development. In order to address those challenges, certain examples of good practices have been identified.
      a.   A variety of learning approaches and environments

                  (a)

                  Cross-discipline learning, partnerships between different education levels, training and learning actors, including from the labour market, as well as concepts such as whole school approaches with its emphasis on collaborative teaching and learning and active participation and decision-making of learners can enrich learning. Cross-discipline learning also allows for strengthening the connectivity between the different subjects in the curriculum, as well as establishing a firm link between what is being taught and societal change and relevance. Cross-sectoral cooperation between education and training institutions and external actors from business, arts, sport and youth community, higher education or research institutions, can be key to effective competence development.

                  (b)

                  Acquisition of basic skills as well as broader competence development can be fostered by systematically complementing academic learning with social and emotional learning, arts, health-enhancing physical activities supporting health conscious, future-oriented and physically active life styles. Strengthening personal, social and learning competences from early age can provide a foundation for development of basic skills.

                  (c)

                  Learning methodologies such as inquiry-based, project-based, blended, arts- and games-based learning can increase learning motivation and engagement. Equally, experimental learning, work-based learning and scientific methods in science, technology, engineering and mathematics (STEM) can foster development of a range of competences.

                  (d)

                  Learners, educational staff and learning providers could be encouraged to use digital technologies to improve learning and to support the development of digital competences. For example, by participating in Union initiatives such as ‘The EU Code Week’. The use of self-assessment tools, such as the SELFIE tool, could improve the digital capacity of education, training and learning providers.

                  (e)

                  Specific opportunities for entrepreneurial experiences, traineeships in companies or entrepreneurs visiting education and training institutions including practical entrepreneurial experiences, such as creativity challenges, start-ups, student-led community initiatives, business simulations or entrepreneurial project-based learning, could be particularly beneficial for young people, but also for adults and for teachers. Young people could be given the opportunity to have at least one entrepreneurial experience during their school education. School, community and business partnerships and platforms at local level, notably in rural areas, can be key players in spreading entrepreneurial education. Appropriate training and support for teachers and principals could be crucial to create sustained progress and leadership.

                  (f)

                  Multilingual competence can be developed by close cooperation with education, training and learning settings abroad, the mobility of educational staff and learners and the use of eTwinning, EPALE and or similar on-line portals.

                  (g)

                  All learners, including those facing disadvantages, or having special needs, could be given adequate support in inclusive settings to fulfil their educational potential. Such support could consist of language, academic or socio-emotional support, peer coaching, extra-curricular activity, career guidance or material support.

                  (h)

                  The collaboration between education, training and learning settings at all levels can be key to improve the continuity of learner competence development throughout life and for developing innovative learning approaches.

                  (i)

                  Cooperation between education and training and non-educational partners in local communities and employers in combination with formal, non-formal and informal learning can support competence development and ease the transition from education to work as well as from work to education.

            b.   Support for educational staff

                  (a)

                  Embedding competence-oriented approaches to education, training and learning in initial education and continuing professional development can help educational staff in changing teaching and learning in their settings and to be competent in implementing the approach.

                  (b)

                  Educational staff could be supported in developing competence-oriented approaches in their specific contexts by staff exchanges and peer learning, and peer counselling allowing for flexibility and autonomy in organising learning, through networks, collaboration and communities of practice.

                  (c)

                  Educational staff could be provided assistance in creating innovative practices, taking part in research and making appropriate use of new technologies, including digital technologies, for competence-oriented approaches in teaching and learning.

                  (d)

                  Guidance could be provided for educational staff, access to centres of expertise, appropriate tools and materials can enhance the quality of teaching and learning methods and practice.

            c.   Assessment and validation of competence development

                  (a)

                  Key competence descriptions could translate into frameworks of learning outcomes that could be complemented with suitable tools for diagnostic, formative and summative assessment and validation at appropriate levels (3).

                  (b)

                  Digital technologies, in particular, could contribute to capturing the multiple dimensions of learner progression, including entrepreneurial learning.

                  (c)

                  Different approaches to assessment of key competences in non-formal and informal learning settings could be developed, including related activities of employers, guidance practitioners and social partners. These should be available to everyone, and especially to low skilled individuals to support their progression to further learning.

                  (d)

                  Validation of learning outcomes acquired through non-formal and informal learning could expand and become more robust, in line with the Council Recommendation on the Validation of prior non-formal and informal learning, including different validation processes. Also the use of tools such as Europass and Youthpass, which serve as tools for documentation and self-assessment, may support the validation process.

         (1)  While the Council of Europe uses the term ‘plurilingualism’ for referring to multiple language competences of individuals, European Union’s official documents use ‘multilingualism’ to describe both individual competences and societal situations. This is partly due to difficulties making a distinction between plurilingual and multilingual in other languages than English and French.

         (2)  The acquisition of classical languages such as Ancient Greek and Latin is also included. Classical languages are the source of many modern languages and therefore can facilitate language learning in general.

         (3)  E.g. the Common European Framework of References for Languages, the Digital Competence Framework, the Entrepreneurship Competence Framework as well as PISA competence descriptions provide supporting material for assessment of competences.


title: Recommendation of the European Central Bank of 7 January 2019 on dividend distribution policies (ECB/2019/1)

text:
               11.1.2019

               EN

               Official Journal of the European Union

               C 11/1

      RECOMMENDATION OF THE EUROPEAN CENTRAL BANK
      of 7 January 2019
      on dividend distribution policies
      (ECB/2019/1)
      (2019/C 11/01)
      THE GOVERNING COUNCIL OF THE EUROPEAN CENTRAL BANK,
      Having regard to the Treaty on the Functioning of the European Union, and in particular Article 127(6) and Article 132 thereof,
      Having regard to the Statute of the European System of Central Banks and of the European Central Bank, and in particular Article 34 thereof,
      Having regard to Council Regulation (EU) No 1024/2013 of 15 October 2013 conferring specific tasks on the European Central Bank concerning policies relating to the prudential supervision of credit institutions (1), and in particular Article 4(3) thereof,
      Having regard to Regulation (EU) No 468/2014 of the European Central Bank of 16 April 2014 establishing the framework for cooperation within the Single Supervisory Mechanism between the European Central Bank and national competent authorities and with national designated authorities (SSM Framework Regulation) (ECB/2014/17) (2),
      Whereas:
      Credit institutions need to continue preparing for a timely and full application of Regulation (EU) No 575/2013 of the European Parliament and of the Council (3) and Directive 2013/36/EU of the European Parliament and of the Council (4), and prepare for the expiration of the transitional period provided by the Regulation (EU) 2017/2395 of the European Parliament and of the Council (5) to mitigate the potentially significant negative impact on Common Equity Tier 1 capital resulting from expected credit loss accounting under IFRS 9 in a challenging macroeconomic and financial environment, which exerts pressure on credit institutions’ profitability and, as a result, on their capacity to build up their capital bases. Moreover, while credit institutions need to finance the economy, a conservative distribution policy is part of an adequate risk management and sound banking system. The same method that was set out in Recommendation ECB/2017/44 of the European Central Bank (6) should be applied,
      HAS ADOPTED THIS RECOMMENDATION:
      I.

                  1.

                  Credit institutions should establish dividend policies using conservative and prudent assumptions in order, after any distribution, to satisfy the applicable capital requirements and the outcomes of the supervisory review and evaluation process (SREP).

                              (a)

                              Credit institutions are required to satisfy the applicable minimum capital requirements (‘Pillar 1 requirements’) at all times. This includes a Common Equity Tier 1 capital ratio of 4,5 %, a Tier 1 capital ratio of 6 % and a total capital ratio of 8 % as provided for by Article 92 of Regulation (EU) No 575/2013.

                              (b)

                              Moreover, credit institutions are required to satisfy at all times the capital requirements that are imposed by the decision following the SREP in application of Article 16(2)(a) of Regulation (EU) No 1024/2013 and which go beyond the Pillar 1 requirements (‘Pillar 2 requirements’).

                              (c)

                              Credit institutions are also required to satisfy the combined buffer requirement as defined in Article 128(6) of Directive 2013/36/EU.

                              (d)

                              Credit institutions are also required to satisfy their required ‘fully loaded’ (7) Common Equity Tier 1 capital ratio, their Tier 1 capital ratio and their total capital ratio by the applicable full phase-in date. This refers to the full application of the abovementioned ratios after application of the transitional provisions and the combined buffer requirement as defined in Article 128(6) of Directive 2013/36/EU. The transitional provisions are set out in Title XI of Directive 2013/36/EU and in Part Ten of Regulation (EU) No 575/2013.

                              (e)

                              Credit institutions that decided to apply the arrangements set out in Regulation (EU) 2017/2395 during the transitional period are also required to satisfy their ‘fully loaded’ Common Equity Tier 1 capital ratio by the end of the transitional period provided by that Regulation.

                        These requirements are to be met on a consolidated, and if applicable, on a sub-consolidated level, as well as on an individual basis unless the application of prudential requirements has been waived on an individual basis, as provided for in Articles 7 and 10 of Regulation (EU) No 575/2013.

                  2.

                  With regard to credit institutions paying dividends (8) in 2019 for the financial year 2018, the ECB recommends that:

                              (a)

                              Category 1: Credit institutions that (i) satisfy the applicable capital requirements as referred to in paragraph 1(a), (b) and (c), and (ii) have already reached their fully loaded ratios as referred to in paragraphs 1(d) and 1(e), as applicable, as at 31 December 2018 should distribute their net profits in dividends in a conservative manner to enable them to continue to fulfil all requirements and outcomes of the SREP even in the case of deteriorated economic and financial conditions;

                              (b)

                              Category 2: Credit institutions that satisfy the applicable capital requirements as referred to in paragraph 1(a), (b) and (c) as at 31 December 2018, but have not reached their fully loaded ratios as referred to in paragraphs 1(d) and 1(e), as applicable, as at 31 December 2018 should distribute their net profits in dividends in a conservative manner to enable them to continue to fulfil all requirements and outcomes of SREP, even in the case of deteriorated economic and financial conditions. Furthermore, they should in principle only pay-out dividends to the extent that paragraph 1(d) is also fulfilled and, at a minimum, a linear (9) path towards the required fully loaded capital requirements as referred to in paragraph 1(e) and outcomes of the SREP is secured;

                              (c)

                              Category 3: Credit institutions in breach of the requirements referred to in paragraph 1(a), (b) or (c) should in principle not distribute any dividend.

                        Credit institutions that are not able to comply with this Recommendation because they consider themselves legally required to pay-out dividends should immediately contact their joint supervisory team.
                  Credit institutions in categories 1, 2, and 3 as referred to in paragraph 2(a), (b) and (c) are also expected to meet Pillar 2 guidance. If a credit institution operates or expects to operate below Pillar 2 guidance, it should immediately contact its joint supervisory team. The ECB will review the reasons why the credit institution’s capital level has fallen, or is expected to fall, and will consider taking appropriate and proportionate institution-specific measures.
                  In their dividend policy and capital management, institutions are also expected to take into account the potential impact on capital demand due to future changes in the Union’s legal, regulatory and accounting frameworks. In the absence of specific information to the contrary, the future Pillar 2 requirements and Pillar 2 guidance used in capital planning are expected to be at least as high as the current levels.

            II.
      This Recommendation is addressed to significant supervised entities and significant supervised groups as defined in points (16) and (22) of Article 2 of Regulation (EU) No 468/2014 (ECB/2014/17).
      III.
      This Recommendation is also addressed to the national competent authorities and designated authorities with regard to less significant supervised entities and less significant supervised groups as defined in points (7) and (23) of Article 2 of Regulation (EU) No 468/2014 (ECB/2014/17). The national competent and designated authorities are expected to apply this Recommendation to such entities and groups, as deemed appropriate (10).

         Done at Frankfurt am Main, 7 January 2019.

               The President of the ECB

            Mario DRAGHI

         (1)  OJ L 287, 29.10.2013, p. 63.

         (2)  OJ L 141, 14.5.2014, p. 1.

         (3)  Regulation (EU) No 575/2013 of the European Parliament and of the Council of 26 June 2013 on prudential requirements for credit institutions and investment firms and amending Regulation (EU) No 648/2012 (OJ L 176, 27.6.2013, p. 1).

         (4)  Directive 2013/36/EU of the European Parliament and of the Council of 26 June 2013 on access to the activity of credit institutions and the prudential supervision of credit institutions and investment firms, amending Directive 2002/87/EC and repealing Directives 2006/48/EC and 2006/49/EC (OJ L 176, 27.6.2013, p. 338).

         (5)  Regulation (EU) 2017/2395 of the European Parliament and of the Council of 12 December 2017 amending Regulation (EU) No 575/2013 as regards transitional arrangements for mitigating the impact of the introduction of IFRS 9 on own funds and for the large exposures treatment of certain public sector exposures denominated in the domestic currency of any Member State (OJ L 345, 27.12.2017, p. 27).

         (6)  Recommendation ECB/2017/44 of the European Central Bank of 28 December 2017 on dividend distribution policies (OJ C 8, 11.1.2018, p. 1).

         (7)  All buffers at fully loaded levels.

         (8)  Credit institutions may have various legal forms, e.g. listed companies and non-joint stock companies such as mutuals, cooperatives or savings institutions. The term ‘dividend’ as used in this recommendation refers to any type of cash pay-out that is subject to the approval of the general assembly.

         (9)  In practice, this means that for the remainder of the transitional period, credit institutions should in principle retain at least the pro rata amount per year of the gap towards their fully loaded Common Equity Tier 1 capital ratio, their Tier 1 capital ratio and their total capital ratio, as referred to in paragraph 1(e).

         (10)  If this Recommendation is applied to less significant supervised entities and less significant supervised groups that consider themselves unable to comply because they regard themselves legally required to pay-out dividends, they should immediately contact their national competent authorities.