Competence Explorer

This explorer compares different frameworks that address transversal competences. It gives educators a rough insight into the different frameworks. One can use it to check which competences would be particularly relevant for one's own work, or to check which competences one would like to work on further oneself or with the learners. Furthermore, the explorer informs you how the individual frameworks look at certain transversal competences (competences that are important in many activities and contexts).

Progression Levels:
Foundation | Intermediate | Advanced

1. Core competences and skills: language, numbers or basic digital competence
2. Transversal competences in the narrow sense:
- Thinking;
- Self-Management and Learning-to-Learn;
- Social and Communication;
- Physical and Manual
3. A variety of different Life Skills and Competences: Competence concepts that focus on a specific social implementation context

More:

Background: Transversal or Key Competences | What Competency-based learning is...
Included approaches & frameworks: EntreComp | Competences for a Democratic Culture | LifeComp | DigComp | Digital Citizenship Education | GreenComp

How we assesed the frameworks

So that we can compare the different competence frameworks, the explorer uses a meta-model of transversal competences (Hart et al., 2021)^[1].

This presentation provides a guide, but cannot be exact. For each item, we recorded the proportion of relevant descriptors in the competence frameworks shown. This means that if many descriptors from a framework fit well into the respective Competence Explorer cluster (share of relevant descriptors in a framework) and are formulated in a relevant form (criteria: transversally, specifically, well-elaborated), this framework is rated higher (0: no relevance - 5: very relevant).

Created by:

LICEAL: Linking Citizenship and Employability Perspectives in Adult Learning. Coordinated by Association EDIAS – France Rhône-Alpes Saint-Martin d’Heres (2022-25).

1. Core Competences

The minimum basis for individual learning and interacting with others. The necessary foundation for more transversal skills and competences:

Mastering languages, working with numbers and measures, working with digital devices and applications.

Elements in the Frameworks

The elements of this competence section are often addressed on the foundation levels of the frameworks' competence clusters.

Relevant competence frameworks

Common European Framework of Reference for Languages

The framework serves for curriculum development, assessment and training related to language, created by the Council of Europe: Online.

It includes descriptors in the domains:

Communicative language activities,
Communicative language competences,
Communicative language strategies,
Signing competences,
Plurilingual and pluricultural competence.

2. Transversal Competences in the Narrow Sense

Transversal competences are used and developed universally and constantly in different contexts and social roles: Thinking; Self-Management and Learning-to-Learn; Social and Communication; Physical and Manual.

2.1 Thinking

Gathering, conceptualizing, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication. Processing information, ideas and concepts. In example,

Planning and organising
Dealing with problems
Thinking creatively and innovatively

Elements in the Frameworks

EntreComp

2.1 Thinking

Spotting opportunities (Ideas and opportunities)

Learners can find opportunities to generate value for others.
Learners can recognise opportunities to address needs that have not been met.
Learners can seize and shape opportunities to respond to challenges and create value for others.

Creativity (Ideas and opportunities)

Learners can develop multiple ideas that create value for others.
Learners can test and refine ideas that create value for others.
Learners can transform ideas into solutions that create value for others.

Vision (Ideas and opportunities)

Learners can imagine a desirable future.
Learners can build an inspiring vision that engages others.
Learners can use their vision to guide strategic decision-making.

Valuing ideas (Ideas and opportunities)

Learners can understand and appreciate the value of ideas.
Learners understand that ideas can have different types of value, which can be used in different ways.
Learners can develop strategies to make the most of the value generated by ideas

Planning and management (...into action)

Learners can define the goals for a simple value-creating activity.
Learners can create an action plan, which identifies the priorities and milestones to achieve their goals.
Learners can refine priorities and plans to adjust to changing circumstances

Competences for a Democratic Culture

2.1 Thinking

Tolerance of ambiguity (A 9)

Engages well with other people who have a variety of different points of view
Shows that he/she can suspend judgments about other people temporarily
Is comfortable in unfamiliar situations Intermediate
Deals with uncertainty in a positive and constructive manner
Works well in unpredictable circumstances
Expresses a desire to have his/her own ideas and values challenged
Enjoys the challenge of tackling ambiguous problems
Expresses enjoyment of tackling situations that are complicated
Can reflect critically on his/her own emotions and feelings in a wide range of situations

Analytical and critical thinking skills (S 11)

Can identify similarities and differences between new information and what is already known
Uses evidence to support his/her opinions
Can assess the risks associated with different options
Shows that he/she thinks about whether the information he/she uses is correct
Can identify any discrepancies or inconsistencies or divergences in materials being analysed
Can use explicit and specifiable criteria, principles or values to make judgments

Flexibility and adaptability (S 14)

Modifies his/her opinions if he/she is shown through rational argument that this is required
Can change the decisions that he/she has made if the consequences of those decisions show that this is required
Adapts to new situations by using a new skill
Adapts to new situations by applying knowledge in a different way
Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

Knowledge and critical understanding of the self (K 18)

Can describe his/her own motivations
Can describe the ways in which his/her thoughts and emotions influence his/her behaviour
Can reflect critically on his/her own values and beliefs
Can reflect critically on himself/herself from a number of different perspectives
Can reflect critically on his/her own prejudices and stereotypes and what lies behind them
Can reflect critically on his/her own emotions and feelings in a wide range of situations

Knowledge and critical understanding of language and communication (K 19)

Can explain how tone of voice, eye contact and body language can aid communication
Can describe the social impact and effects on others of different communication styles
Can explain how social relationships are sometimes encoded in the linguistic forms that are used in conversations (e.g. in greetings, forms of address, use of expletives)
Can explain why people of other cultural affiliations may follow different verbal and non-verbal communicative conventions which are meaningful from their perspective
Can reflect critically on the different communicative conventions that are employed in at least one other social group or culture

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

DigComp

2.1 Thinking

Information and Data Literacy:
Evaluating Data, Information and digital content (1.2)

detect the credibility and reliability of common sources of data, information and their digital content.
perform the analysis, comparison and evaluation of the credibility and reliability of well-defined sources of data, information and digital content.
perform the analysis, interpretation and evaluation of well-defined data, information and digital content
perform the analysis, comparison and evaluation of sources of data, information and digital content.
perform the analysis, interpretation and evaluation of data, information and digital content.
carry out an evaluation of the credibility and reliability of different sources of data, information and digital content.
carry out an evaluation of different data, information and digital content.
critically assess the credibility and reliability of sources of data, information and digital content.
critically assess data, information and digital content.
create solutions to complex problems with limited definition that are related to analysing and evaluating credible and reliable sources of data, information and content in digital environments.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in the analysis and evaluation of the credibility and reliability of data, information and digital content and their sources.
create solutions to solve complex problems with many interacting factors that are related to analysing and evaluating credible and reliable sources of data, information and content in digital environments.
propose new ideas and processes to the field.

Problem-Solving (5):
Solving technical problems (5.1)

identify simple technical problems when operating devices and using digital environments.
identify simple solutions to solve them.
indicate well-defined and routine technical problems when operating devices and using digital environments.
select well-defined and routine solutions to them.
differentiate technical problems when operating devices and using digital environments.
select solutions to them.
assess technical problems when using digital environments and operating digital devices.
apply different solutions to them.
appraise technical problems when operating devices and using digital environments, resolve them with the most appropriate solutions.
create solutions to complex problems with limited definition that are related to technical problems when operating devices and using digital environments.
integrate my knowledge to contribute to professional practice and knowledge and to guide others in solving technical problems.
create solutions to solve complex problems with many interacting factors that are related to technical problems when operating devices and using digital environments.
propose new ideas and processes to the field

Problem Solving (5):
Identifying needs and technological responses (5.2)

identify needs, and
recognise simple digital tools and possible technological responses to solve those needs.
choose simple ways to adjust and customise digital environments to personal needs.
indicate well-defined and routine needs, and
select well-define and routine digital tools and possible technological responses to solve those needs.
select well-defined and routine ways to adjust and customise digital environments to personal needs.
explain needs, and
select digital tools and possible technological responses to solve those needs.
select ways to adjust and customise digital environments to personal needs.
assess needs,
apply different digital tools and possible technological responses to solve those needs.
use different ways to adjust and customise digital environments to personal needs.
choose the most appropriate digital tools and possible technological responses to solve those needs.
decide the most appropriate ways to adjust and customise digital environments to personal needs
create solutions to complex problems with limited definition using digital tools and possible technological responses, and to adapt and customise digital environments to personal needs.
integrate my knowledge to contribute to professional practice and knowledge and guide others in identifying needs and technological responses.
create solutions to solve complex problems with many interacting factors using digital tools and possible technological responses, and to adapt and customise digital environments to personal needs.
I can propose new ideas and processes to the field.

Digital Citizenship Education

2.1 Thinking

Media and information literacy (1. Being online)

Ability to interpret, understand and express creativity through digital media, as critical thinkers. Being media and information literate is something that needs to be developed through education and through a constant exchange with the environment around us. It is essential to go beyond simply “being able to” use one or another media, for example, or simply to “be informed” about something. A digital citizen has to maintain an attitude relying on critical thinking as a basis for meaningful and effective participation in his/her community.

GreenComp

2.1 Thinking

Systems Thinking (2. Embracing complexity in sustainability)

To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems (2.1)

Critical thinking (2. Embracing complexity in sustainability)

To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions (2.2)

Problem framing (2. Embracing complexity in sustainability)

To formulate current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems (2.3)

Futures literacy (3. Envisioning sustainable futures)

To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future (3.1)

Adaptibility (3. Envisioning sustainable futures)

To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk (3.2)

Exploratory thinking (3. Envisioning sustainable futures)

To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods (3.3)

LifeComp

2.1 Thinking

Critical Thinking (L2)

Awareness of potential biases in the data and one’s personal limitations, while collecting valid and reliable information and ideas from diverse and reputable sources
Comparing, analysing, assessing, and synthesising data, information, ideas, and media messages in order to draw logical conclusions
Developing creative ideas, synthesising and combining concepts and information from different sources in view of solving problems

2.2 Self-Management and Learning-to-Learn

Understand and control their own strengths and limitations and use this self-awareness to manage activities in a variety of contexts. This is demonstrated by an ability to act reflectively, responsibly and in ways which are structured according to values, by accepting feedback, and by seeking opportunities for personal and professional development.

Working efficiently (ESCO)
Taking a proactive approach
Maintaining a positive attitude
Demonstrating willingness to learn (ESCO)

Elements in the frameworks

EntreComp

2.2 Self-Management
Learning-to-Learn

Self-awareness and self-efficacy (Resources)

Learners trust their own ability to generate value for others.
Learners can make the most of their strengths and weaknesses.
Learners can compensate for their weaknesses by teaming up with others and by further developing their strengths.

Motivation and perseverance (Resources)

Learners want to follow their passion and create value for others.
Learners are willing to put effort and resources into following their passion and create value for others.
Learners can stay focused on their passion and keep creating value despite setbacks.

Taking the initiative (...into action)

Learners are willing to have a go at solving problems that affect their communities.
Learners can initiate value-creating activities.
Learners can look for opportunities to take the initiative to add or create value.

Planning and management (...into action)

Learners can define the goals for a simple value-creating activity.
Learners can create an action plan, which identifies the priorities and milestones to achieve their goals.
Learners can refine priorities and plans to adjust to changing circumstances

Coping with uncertainty, ambiguity and risk (...into action)

Learners are not afraid of making mistakes while trying new things.
Learners can evaluate the benefits and risks of alternative options and make choices that reflect their preferences.
Learners can weigh up risks and make decisions despite uncertainty and ambiguity

Learning through experience (...into action)

Learners can recognise what they have learnt through taking part in value-creating activities.
Learners can reflect and judge their achievements and failures and learn from these.
Learners can improve their abilities to create value by building on their previous experiences and interactions with others.

Competences for a Democratic Culture

2.2 Self-Management
Learning-to-Learn

Responsibility (A 7)

Shows that he/she accepts responsibility for his/her actions
If he/she hurts someone’s feelings, he/she apologises
Submits required work on time
Shows that he/she takes responsibility for own mistakes
Consistently meets commitments to others

Self-efficacy (A 8)

Expresses a belief in his/her own ability to understand issues
Expresses the belief that he/she can carry out activities that he/she has planned
Expresses a belief in his/her own ability to navigate obstacles when pursuing a goal
If he/she wants to change, he/she expresses confidence that he/ she can do it
Shows that he/she feels secure in his/her abilities to meet life’s challenges
Shows confidence that he/she knows how to handle unforeseen situations due to his/her resourcefulness

Autonomous learning skills (S 10)

Shows ability to identify resources for learning (e.g. people, books, internet)
Seeks clarification of new information from other people when needed
Can learn about new topics with minimal supervision
Can assess the quality of his/her own work
Can select the most reliable sources of information or advice from the range available
Shows ability to monitor, define, prioritise and complete tasks with- out direct oversight

Flexibility and adaptability (S 14)

Modifies his/her opinions if he/she is shown through rational argument that this is required
Can change the decisions that he/she has made if the consequences of those decisions show that this is required
Adapts to new situations by using a new skill
Adapts to new situations by applying knowledge in a different way
Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

DigComp

2.2 Self-Management
Learning-to-Learn

Information and data Literacy (1)
Browsing, searching and filtering data, information and digital content (1.1)

identify my information needs,
find data, information and content through a simple search in digital environments,
find how to access these data, information and content and navigate between them.
identify simple personal search strategies
explain my information needs,
perform well-defined and routine searches to find data, information and content in digital environments,
explain how to access them and navigate between them,
explain well-defined and routine personal search strategies.
illustrate information needs,
organise the searches of data, information and content in digital environments,
describe how to access these data, information and content, and navigate between them,
organise personal search strategies.
respond to information needs,
apply searches to obtain data, information and content in digital environments,
show how to access these data, information and content and navigate between them.
propose personal search strategies.
assess information needs,
adapt my searching strategy to find the most appropriate data, information and content in digital environments,
explain how to access these most appropriate data, information and content and navigate among them,
vary personal search strategies.
create solutions to complex problems with limited definition that are related to browsing, searching and filtering of data, information and digital content,
integrate my knowledge to contribute to professional practice and knowledge and guide others in browsing, searching and filtering data, information and digital content.
create solutions to solve complex problems with many interacting factors that are related to browsing, searching and filtering data, information and digital content.
propose new ideas and processes to the field.

Information and data Literacy (1)
Evaluating data, information and digital content (1.2)

detect the credibility and reliability of common sources of data, information and their digital content.
perform the analysis, comparison and evaluation of the credibility and reliability of well-defined sources of data, information and digital content.
perform the analysis, interpretation and evaluation of well-defined data, information and digital content
perform the analysis, comparison and evaluation of sources of data, information and digital content.
perform the analysis, interpretation and evaluation of data, information and digital content.
carry out an evaluation of the credibility and reliability of different sources of data, information and digital content.
carry out an evaluation of different data, information and digital content.
critically assess the credibility and reliability of sources of data, information and digital content.
critically assess data, information and digital content.
create solutions to complex problems with limited definition that are related to analysing and evaluating credible and reliable sources of data, information and content in digital environments.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in the analysis and evaluation of the credibility and reliability of data, information and digital content and their sources.
create solutions to solve complex problems with many interacting factors that are related to analysing and evaluating credible and reliable sources of data, information and content in digital environments.
propose new ideas and processes to the field.

Information and data Literacy (1)
Managing Data, information and digital content (1.3)

identify how to organise, store and retrieve data, information and content in a simple way in digital environments.
recognise where to organise them in a simple way in a structured environment.
select data, information and content in order to organise, store and retrieve them in a routine way in digital environments.
organise them in a routine way in a structured environment.
organise information, data and content to be easily stored and retrieved.
organise information, data and content in a structured environment.
manipulate information, data and content for their easier organisation, storage and retrieval.
carry out their organisation and processing in a structured environment.
adapt the management of information, data and content for the most appropriate easy retrieval and storage.
adapt them to be organised and processed in the most appropriate structured environment.
create solutions to complex problems with limited definition that are related to managing data, information, and content for their organisation, storage and retrieval in a structured digital environment.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in managing data, information and digital content in a structured digital environment.
create solutions to solve complex problems with many interacting factors that are related to managing data, information, and content for their organisation, storage and retrieval in a structured digital environment.
propose new ideas and processes to the field.

Digital Content Creation (3)
Developing Content (3.1)

identify ways to create and edit simple content in simple formats,
choose how I express myself through the creation of simple digital means.
indicate ways to create and edit well-defined and routine content in well-defined and routine formats,
express myself through the creation of well-defined and routine digital means.
indicate ways to create and edit content in different formats,
express myself through the creation of digital means.
apply ways to create and edit content in different formats,
show ways to express myself through the creation of digital means.
change content using the most appropriate formats,
adapt the expression of myself through the creation of the most appropriate digital means.
create solutions to complex problems with limited definition that are related to content creation and edition in different formats, and self-expression through digital means.
integrate my knowledge to contribute to professional practice and knowledge and guide others in developing content.
create solutions to solve complex problems with many interacting factors that are related to content creation and edition in different formats, and self-expression through digital means.
propose new ideas and processes to the field.

Digital Content Creation (3)
Integrating and reelaborating digital content (3.2)

select ways to modify, refine, improve and integrate simple items of new content and information to create new and original ones.
explain ways to modify, refine, improve and integrate well-defined items of new content and information to create new and original ones.
discuss ways to modify, refine, improve and integrate new content and information to create new and original ones.
operate with new different items of content and information, modifying, refining, improving and integrating them in order to create new and original ones.
assess the most appropriate ways to modify, refine, improve and integrate specific new items of content and information to create new and original ones.
create solutions to complex problems with limited definition that are related to modifying, refining, improving and integrating new content and information into existing knowledge to create new and original ones.
integrate my knowledge to contribute to professional practice and knowledge and guide others in integrating and re-elaborating content.
create solutions to solve complex problems with many interacting factors that are related to modifying, refining, improving and integrating new content and information into existing knowledge to create new and original ones.
propose new ideas and processes to the field.

Problem-solving (5)
Creatively using digital technology (5.3)

identify simple digital tools and technologies that can be used to create knowledge and to innovate processes and products.
follow individually and collectively simple cognitive processing to understand and resolve simple conceptual problems and problem situations in digital environments.
select digital tools and technologies that can be used to create well-defined knowledge and well-defined innovative processes and products.
engage individually and collectively in some cognitive processing to understand and resolve well-defined and routine conceptual problems and problem situations in digital environments.
differentiate digital tools and technologies that can be used to create knowledge and to innovate processes and products.
engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.
apply different digital tools and technologies to create knowledge and innovative processes and products.
apply individually and collectively cognitive processing to resolve different conceptual problems and problem situations in digital environments.
adapt the most appropriate digital tools and technologies to create knowledge and to innovate processes and products.
resolve individually and collectively conceptual problems and problem situations in digital environments.
create solutions to complex problems with limited definition using digital tools and technologies.
integrate my knowledge to contribute to professional practice and knowledge and guide others in creatively using digital technologies.
create solutions to solve complex problems with many interacting factors using digital tools and technologies.
propose new ideas and processes to the field

Problem-solving (5)
Identifying competence gaps (5.4)

recognise where my own digital competence needs to be improved or updated,
identify where to seek opportunities for self-developments and to keep up-to-date with the digital evolution.
explain where my digital competence needs to be improved or updated,
indicate where to seek well-defined opportunities for self-developments and to keep up-to-date with the digital evolution.
discuss on where my digital competence needs to be improved or updated,
indicate how to support others to develop their digital competence.
indicate where to seek opportunities for self-developments and to keep up-to-date with the digital evolution.
demonstrate where my own digital competence needs to be improved or updated,
illustrate different ways to support others in the development of their digital competence.
propose different opportunities found for self-development and to keep up-to-date with the digital evolution.
decide which are the most appropriate ways to improve or update one’s own digital competence needs,
assess the development of others’ digital competence.
choose the most appropriate opportunities for self-development and to keep up-to date with new developments.
create solutions to complex problems with limited definition that are related to improving digital competence, and to find opportunities for self-development and to keep up-to-date with new developments.
integrate my knowledge to contribute to professional practice and knowledge and to guide others in identifying digital competence gaps.
create solutions to solve complex problems with many interacting factors that are related to improving digital competence, and to find opportunities for self-development and to keep up-to-date with the digital evolution.
propose new ideas and processes to the field.

Digital Citizenship Education

2.2 Self-Management
Learning-to-Learn

Learning and creativity (1. Being online)

Willingness and the attitude of citizens towards learning in digital environments over their life course, both to develop and express different forms of creativity, with different tools, in different contexts. It covers the development of personal and professional competences as citizens prepare for the challenges of technology-rich societies with confidence and in innovative ways.

Media and information literacy (1. Being online)

Ability to interpret, understand and express creativity through digital media, as critical thinkers. Being media and information literate is something that needs to be developed through education and through a constant exchange with the environment around us. It is essential to go beyond simply “being able to” use one or another media, for example, or simply to “be informed” about something. A digital citizen has to maintain an attitude relying on critical thinking as a basis for meaningful and effective participation in his/her community.

GreenComp

2.2 Self-Management
Learning-to-Learn

Individual initiative (4. Acting for sustainability)

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

LifeComp

2.2 Self-Management
Learning-to-Learn

Self-Regulation (P1)

Awareness and expression of personal emotions, thoughts, values, and behaviour
Understanding and regulating personal emotions, thoughts, and behaviour, including stress responses
Nurturing optimism, hope, resilience, self-efficacy, and a sense of purpose to support learning and action

Flexibility (P2)

Readiness to review opinions and courses of action in the face of new evidence
Understanding and adopting new ideas, approaches, tools, and actions in response to changing contexts
Managing transitions in personal life, social participation, work and learning pathways, while making conscious choices and setting goals

Growth Mindset (L1)

Awareness of and confidence in one's own and others’ abilities to learn, improve and achieve with work and dedication
Understanding that learning is a lifelong process that requires openness, curiosity and determination
Reflecting on other people’s feedback as well as on successful and unsuccessful experiences to continue developing one’s potential

Managing Learning (L3)

Awareness of one's own learning interests, processes and preferred strategies, including learning needs and required support
Planning and implementing learning goals, strategies, resources and processes
Reflecting on and assessing purposes, processes and outcomes of learning and knowledge construction, establishing relationships across domains

2.3 Social and Communication

Ability to interact positively and productively with others. In example,

Communicating
Supporting others
Collaborating in teams and network
Leading others (ESCO)
Following ethical code of conduct (ESCO)

Elements in the frameworks

EntreComp

2.3 Social &
Communication

Ethical and sustainable thinking (Ideas and opportunities)

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

Mobilising others (...into action)

Learners can communicate their ideas clearly and with enthusiasm.
Learners can persuade, involve and inspire others in value-creating activities.
Learners can inspire others and get them on board for value-creating activities.

Working with others (...into action)

Learners can work in a team to create value.
Learners can work together with a wide range of individuals and groups to create value.
Learners can build a team and networks based on the needs of their value-creating activity.

Competences for a Democratic Culture

2.3 Social &
Communication

Openness to cultural otherness (A 4)

Shows interest in learning about people’s beliefs, values, traditions and world views Basic
Expresses interest in travelling to other countries
Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations
Expresses an appreciation of the opportunity to have experiences of other cultures
Seeks and welcomes opportunities for encountering people with different values, customs and behaviours
Seeks contact with other people in order to learn about their culture

Respect (A 5)

Gives space to others to express themselves
Expresses respect for other people as equal human beings
Treats all people with respect regardless of their cultural background Intermediate
Expresses respect towards people who are of a different socio- economic status from himself/herself
Expresses respect for religious differences Advanced
Expresses respect for people who hold different political opinions from himself/herself

Tolerance of ambiguity (A 9)

Engages well with other people who have a variety of different points of view Basic
Shows that he/she can suspend judgments about other people temporarily
Is comfortable in unfamiliar situations
Deals with uncertainty in a positive and constructive manner
Works well in unpredictable circumstances
Expresses a desire to have his/her own ideas and values challenged
Enjoys the challenge of tackling ambiguous problems
Expresses enjoyment of tackling situations that are complicated

Skills of listening and observing (S 12)

Listens carefully to differing opinions
Listens attentively to other people
Watches speakers’ gestures and general body language to help himself/herself to figure out the meaning of what they are saying
Can listen effectively in order to decipher another person’s mean- ings and intentions
Pays attention to what other people imply but do not say
Notices how people with other cultural affiliations react in different ways to the same situation

Empathy (S 13)

Can recognise when a companion needs his/her help
Expresses sympathy for the bad things that he/she has seen happen to other people
Tries to understand his/her friends better by imagining how things look from their perspective
Takes other people’s feelings into account when making decisions
Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows
Accurately identifies the feelings of others, even when they do not want to show them

Flexibility and adaptability (S 14)

Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

Linguistic, communicative and plurilingual skills (S 15)

Can express his/her thoughts on a problem Basic
Asks speakers to repeat what they have said if it wasn’t clear to him/her
Asks questions that show his/her understanding of other people’s positions
Can adopt different ways of expressing politeness in another language
Can mediate linguistically in intercultural exchanges by translating, interpreting or explaining
Can avoid successfully intercultural misunderstandings

Co-operation skills (S 16)

Builds positive relationships with other people in a group Basic
When working as a member of a group, does his/her share of the group’s work
Works to build consensus to achieve group goals
When working as a member of a group, keeps others informed about any relevant or useful information
Generates enthusiasm among group members for accomplishing shared goals Advanced
When working with others, supports other people despite differences in points of view

Conflict-resolution skills (S 17)

Can communicate with conflicting parties in a respectful manner Basic
Can identify options for resolving conflicts
Can assist others to resolve conflicts by enhancing their understanding of the available options
Can encourage the parties involved in conflicts to actively listen to each other and share their issues and concerns
Regularly initiates communication to help solve interpersonal conflicts
Can deal effectively with other people’s emotional stress, anxiety and insecurity in situations involving conflict

Knowledge and critical understanding of language and communication (K 19)

Can explain how tone of voice, eye contact and body language can aid communication
Can describe the social impact and effects on others of different communication styles
Can explain how social relationships are sometimes encoded in the linguistic forms that are used in conversations (e.g. in greetings, forms of address, use of expletives)
Can explain why people of other cultural affiliations may follow different verbal and non-verbal communicative conventions which are meaningful from their perspective
Can reflect critically on the different communicative conventions that are employed in at least one other social group or culture

DigComp

2.3 Social &
Communication

Communication and Collaboration
Interacting through technologies (2.1)

select simple digital technologies to interact, and
identify appropriate simple communication means for a given context.
perform well-defined and routine interactions with digital technologies, and
select well-defined and routine appropriate digital communication means for a given context.
select a variety of digital technologies to interact, and
select a variety of appropriate digital communication means for a given context.
use a variety of digital technologies in order to interact,
show others the most appropriate digital communication means for a given context
adapt a variety of digital technologies for the most appropriate interaction, and
adapt the most appropriate communication means for a given context.
create solutions to complex problems with limited definition that are related to interacting through digital technologies and digital communication means.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in the interaction through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to interacting through digital technologies and digital communication means
propose new ideas and processes to the field

Communication and Collaboration
Sharing through digital technologies (2.2)

recognise simple appropriate digital technologies to share data, information and digital content.
identify simple referencing and attribution practices.
select well-defined and routine appropriate digital technologies to share data, information and digital content.
explain how to act as an intermediary for sharing information and content through well-defined and routine digital technologies,
illustrate well-defined and routine referencing and attribution practices.
manipulate appropriate digital technologies to share data, information and digital content.
explain how to act as an intermediary for sharing information and content through digital technologies,
illustrate referencing and attribution practices.
share data, information and digital content through a variety of appropriate digital tools,
show others how to act as an intermediary for sharing information and content through digital technologies.
apply a variety of referencing and attribution practices.
assess the most appropriate digital technologies to share information and content.
adapt my intermediation role,
vary the use of the more appropriate referencing and attribution practices.
create solutions to complex problems with limited definition that are related to sharing through digital technologies.
integrate my knowledge to contribute to professional practices and knowledge and guide others in sharing through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to sharing through digital technologies.
propose new ideas and processes to the field.

Communication and Collaboration
Collaboration through digital tools (2.4)

choose simple digital tools and technologies for collaborative processes.
select well-defined and routine digital tools and technologies for collaborative processes.
select digital tools and technologies for collaborative processes.
propose different digital tools and technologies for collaborative processes.
vary the use of the most appropriate digital tools and technologies for collaborative processes.
choose the most appropriate digital tools and technologies for co-constructing and co-creating data, resources and knowledge.
create solutions to complex problems with limited definition that are related to using collaborative processes and co-construction and co-creation of data, resources and knowledge through digital tools and technologies.
integrate my knowledge to contribute to professional practice and knowledge and guide others in collaborating through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to using collaborative processes and co-construction and co-creation of data, resources and knowledge through digital tools and technologies.
propose new ideas and processes to the field

Communication and Collaboration
Netiquette (2.5)

differentiate simple behavioural norms and know-how while using digital technologies and interacting in digital environments.
choose simple communication modes and strategies adapted to an audience and
differentiate simple cultural and generational diversity aspects to consider in digital environments.
clarify well-defined and routine behavioural norms and know-how while using digital technologies and interacting in digital environments.
express well-defined and routine communication strategies adapted to an audience.
describe well-defined and routine cultural and generational diversity aspects to consider in digital environments.
discuss behavioural norms and know-how while using digital technologies and interacting in digital environments.
discuss communication strategies adapted to an audience and
discuss cultural and generational diversity aspects to consider in digital environments.
apply different behavioural norms and know-how while using digital technologies and interacting in digital environments.
apply different communication strategies in digital environments adapted to an audience and
apply different cultural and generational diversity aspects to consider in digital environments.
adapt the most appropriate behavioural norms and know-how while using digital technologies and interacting in digital environments.
adapt the most appropriate communication strategies in digital environments to an audience and
apply different cultural and generational diversity aspects in digital environments.
create solutions to complex problems with limited definition that are related to digital etiquettes respectful of different audiences and cultural and generational diversity.
integrate my knowledge to contribute to professional practice and knowledge and guide others in digital etiquette.
create solutions to solve complex problems with many interacting factors that are related to digital etiquettes respectful to different audiences and cultural and generational diversity.
propose new ideas and processes to the field.

Communication and Collaboration
Managing digital identity (2.6)

identify a digital identity,
describe simple ways to protect my reputation online,
recognise simple data I produce through digital tools, environments or services.
discriminate a range of well-defined and routine digital identities,
explain well-defined and routine ways to protect my reputation online,
describe well-defined data I routinely produce through digital tools, environments or services.
display a variety of specific digital identities,
discuss specific ways to protect my reputation online,
manipulate data I produce through digital tools, environments or services.
use a variety of digital identities,
apply different ways to protect my reputation online,
use data I produce through several digital tools environment and services.
discriminate multiple digital identities,
explain the more appropriate ways to protect one’s own reputation,
change the data produced through several tools, environments and services.
create solutions to complex problems with limited definition that are related to managing digital identities and protection of people’s online reputation.
integrate my knowledge to contribute to professional practice and knowledge and guide others in managing digital identity.
create solutions to solve complex problems with many interacting factors that are related to managing digital identities and protection of people’s online reputation.
propose new ideas and processes to the field.

GreenComp

2.3 Social &
Communication

Collective action (4. Acting for sustainability)

To act for change in collaboration with others (4.2)
Involves recognising the role of communities and civil society organisations, and the ability to coordinate, collaborate and cooperate among peers.

Digital Citizenship Education

2.3 Social &
Communication

Access and inclusion (1. Being online)

Access to the digital environment and a range of competences that relate not only to overcoming different forms of digital exclusion but also to the skills needed by future citizens to participate in digital spaces that are open to every kind of minority and diversity of opinion. (1.1)

Ethics and empathy (2. Well-being online)

Concerns online ethical behaviour and interaction with others based on skills such as the ability to recognise and understand the feelings and perspectives of others. Empathy constitutes an essential requirement for positive online interaction and for realising the possibilities that the digital world affords. (2.1)

E-Presence and communications (2. Well-being online)

Development of the personal and interpersonal qualities that support digital citizens in building and maintaining an online presence and identity as well as online interactions that are positive, coherent and consistent. It covers competences such as online communication and interaction with others in virtual social spaces, as well as the management of one’s data and traces. (2.3)

LifeComp

2.3 Social &
Communication

Empathy (S1)

Awareness of another person’s emotions, experiences and values
Understanding another person's emotions and experiences, and the ability to proactively take their perspective
Responsiveness to another person’s emotions and experiences, being conscious that group belonging influences one’s attitude

Communication (S2)

Awareness of the need for a variety of communication strategies, language registers, and tools that are adapted to context and content
Understanding and managing interactions and conversations in different socio-cultural contexts and domain-specific situations
Listening to others and engaging in conversations with confidence, assertiveness, clarity and reciprocity, both in personal and social contexts

Collaboration (S3)

Intention to contribute to the common good and awareness that others may have different cultural affiliations, backgrounds, beliefs, values, opinions or personal circumstances
Understanding the importance of trust, respect for human dignity and equality, coping with conflicts and negotiating disagreements to build and sustain fair and respectful relationships
Fair sharing of tasks, resources and responsibility within a group taking into account its specific aim; eliciting the expression of different views and adopting a systemic approach

2.4 Physical and Manual

Ability to perform tasks and activities which require manual dexterity, agility and/or bodily strength.

Manipulating and controlling objects and equipment
Responding to physical circumstances

Elements in the Frameworks

Although it is generally assumed that such practical abilities are very useful in putting intellectual concepts or social projects into practice, they are left out of the competence frameworks. Arts education, in particular, can inspire other pedagogies on how manual ability and intellectual capacity are interdependent. Cultural techniques also play an important role in social participation and inclusion of learners in social groups.

3. Broader Life Skills and Competences

Competence concepts that address transversal competences in particular and focus on a specific social implementation context. Life skills and competences reflect changing societies and will to some extent be more dynamic and subject to change than the previous categories:

Entrepreneurial and financial skills and competences
Health-related skills and competences
Cultural skills and competences
Civic skills and competences
General knowledge
Environmental skills and competences
Digital competence beyond basic skills

3.1 Entrepreneurial & Financial

Capacity to act upon opportunities and ideas to create value for others. The value created can be social, cultural,or financial^[2].

In the narrower sense, the term describes the competences necessary for successful entrepreneurial activities: becoming self-employed, setting up new businesses or developing or growing part of an existing venture.

EntreComp

The entrepreneurship competence framework (EU). It consists of three competence areas, made up of five competences, described along an 8-level progression model. Download

EntreComp complete

Ideas and opportunities

Spotting opportunities

Learners can find opportunities to generate value for others.
Learners can recognise opportunities to address needs that have not been met.
Learners can seize and shape opportunities to respond to challenges and create value for others.

Creativity

Learners can develop multiple ideas that create value for others.
Learners can test and refine ideas that create value for others.
Learners can transform ideas into solutions that create value for others.

Vision

Learners can imagine a desirable future.
Learners can build an inspiring vision that engages others.
Learners can use their vision to guide strategic decision-making.

Valuing ideas

Learners can understand and appreciate the value of ideas.
Learners understand that ideas can have different types of value, which can be used in different ways.
Learners can develop strategies to make the most of the value generated by ideas

Ethical and sustainable thinking

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

EntreComp complete

Resources

Self-awareness and self-efficacy

Learners trust their own ability to generate value for others.
Learners can make the most of their strengths and weaknesses.
Learners can compensate for their weaknesses by teaming up with others and by further developing their strengths.

Motivation and perseverance

Learners want to follow their passion and create value for others.
Learners are willing to put effort and resources into following their passion and create value for others.
Learners can stay focused on their passion and keep creating value despite setbacks.

Mobilising resources

Learners can find and use resources responsibly.
Learners can gather and manage different types of resources to create value for others.
Learners can define strategies to mobilise the resources they need to generate value for others.

Financial and economic literacy

Learners can draw up the budget for a simple activity.
Learners can find funding options and manage a budget for their value-creating activity.
Learners can make a plan for the financial sustainability of a value-creating activity.

EntreComp complete

...into action:

Taking the initiative

Learners are willing to have a go at solving problems that affect their communities.
Learners can initiate value-creating activities.
Learners can look for opportunities to take the initiative to add or create value.

Planning and management

Learners can define the goals for a simple value-creating activity.
Learners can create an action plan, which identifies the priorities and milestones to achieve their goals.
Learners can refine priorities and plans to adjust to changing circumstances

Coping with uncertainty, ambiguity and risk

Learners are not afraid of making mistakes while trying new things.
Learners can evaluate the benefits and risks of alternative options and make choices that reflect their preferences.
Learners can weigh up risks and make decisions despite uncertainty and ambiguity

Learning through experience

Learners can recognise what they have learnt through taking part in value-creating activities.
Learners can reflect and judge their achievements and failures and learn from these.
Learners can improve their abilities to create value by building on their previous experiences and interactions with others.

Elements in the frameworks

Competences for a Democratic Culture

3.1 Entrepreneurial &
Financial

The framework is complementing some of EntreComp's domains with a democracy-related focus.

Co-operation skills (S 16)

Builds positive relationships with other people in a group
When working as a member of a group, does his/her share of the group’s work
Works to build consensus to achieve group goals
When working as a member of a group, keeps others informed about any relevant or useful information
Generates enthusiasm among group members for accomplishing shared goals
When working with others, supports other people despite differences in points of view

DigComp

3.1 Entrepreneurial &
Financial

Mainly the competences addressing creation in DigComp's section 3 relate to EntreComp.

Digital Content Creation
Developing Content (3.1)

identify ways to create and edit simple content in simple formats,
choose how I express myself through the creation of simple digital means.
indicate ways to create and edit well-defined and routine content in well-defined and routine formats,
express myself through the creation of well-defined and routine digital means.
indicate ways to create and edit content in different formats,
express myself through the creation of digital means.
apply ways to create and edit content in different formats,
show ways to express myself through the creation of digital means.
change content using the most appropriate formats,
adapt the expression of myself through the creation of the most appropriate digital means.
create solutions to complex problems with limited definition that are related to content creation and edition in different formats, and self-expression through digital means.
integrate my knowledge to contribute to professional practice and knowledge and guide others in developing content.
create solutions to solve complex problems with many interacting factors that are related to content creation and edition in different formats, and self-expression through digital means.
propose new ideas and processes to the field.

Digital Content Creation
Programming (3.4)

list simple instructions for a computing system to solve a simple problem or perform a simple task.
list well-defined and routine instructions for a computing system to solve routine problems or perform routine tasks.
list instructions for a computing system to solve a given problem or perform a specific task.
operate with instructions for a computing system to solve a different problem or perform different tasks.
determine the most appropriate instructions for a computing system to solve a given problem and perform specific tasks.
create solutions to complex problems with limited definition that are related to planning and developing instructions for a computing system and performing a task using a computing system.
integrate my knowledge to contribute to professional practice and knowledge and guide others in programming.
create solutions to solve complex problems with many interacting factors that are related to planning and developing instructions for a computing system and performing a task using a computing system.
propose new ideas and processes to the field.

GreenComp

3.1 Entrepreneurial &
Financial

Collective action (4. Action for sustainability)

To act for change in collaboration with others (4.2)

Individual initiative (4. Action for sustainability)

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

LifeComp

3.1 Entrepreneurial &
Financial

Growth Mindset (L1)

Awareness of and confidence in one's own and others’ abilities to learn, improve and achieve with work and dedication
Understanding that learning is a lifelong process that requires openness, curiosity and determination
Reflecting on other people’s feedback as well as on successful and unsuccessful experiences to continue developing one’s potential

3.2 Environmental

Understanding sustainability, environment, nature and ability to contribute to sustainability in different roles in society and on different social and political levels.

GreenComp

The European sustainability competence framework (EU). It covers 12 competences, each explained with 3 examples for knowledge, skills and attitudes. Download

GreenComp complete

1. Embodying sustainability values

Valuing sustainability

To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values. (1.1)

Supporting fairness

To support equity and justice for current and future generations and learn from previous generations for sustainability.(1.2)

Promoting nature

To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystem (1.3)

2. Embracing complexity in sustainability

Systems thinking

To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems (2.1)

Critical thinking

To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions (2.2)

Problem framing

To formulate current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems (2.3)

3. Envisioning sustainable futures

Futures literacy

To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future (3.1)

Adaptability

To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk (3.2)

Exploratory thinking

To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods (3.3)

4. Acting for sustainability

Political agency

To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability (4.1)

Collective action

To act for change in collaboration with others (4.2)

Individual initiative

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

Elements in the frameworks:

EntreComp

3.2 Environmental

Ethical and sustainable thinking (Ideas and opportunities)

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

Competences for a Democratic Culture

3.2 Environmental

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

DigComp

3.2 Environmental

Safety (4)
Protecting the environment (4.4)

recognise simple environmental impacts of digital technologies and their use.
recognise simple environmental impacts of digital technologies and their use.
indicate well-defined and routine environmental impacts of digital technologies and their use.
discuss ways to protect the environment from the impact of digital technologies and their use.
show different ways to protect the environment from the impact of digital technologies and their use.
choose the most appropriate solutions to protect the environment from the impact of digital technologies and their use.
create solutions to complex problems with limited definition that are related to protecting the environment from the impact of digital technologies and their use.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting the environment.
create solutions to solve complex problems with many interacting factors that are related to protecting the environment from the impact of digital technologies and their use.
propose new ideas and processes to the field.

3.3 Civic

Knowledge, skills, understanding, attitudes and behaviour, "to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law." (Charter on Education for Democratic Citizenship and Human Rights Education)^[3]

"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" (EU Key Competences for Lifelong Learning)^[4]

Competences for a Democratic Culture

By the Education Department of Council of Europe. Along the domains values, attitude, knowledge, skills, the framework clusters 20 competences explained with 447 descriptors (135 key descriptors) on four progression levels. Download

Competences for a Democratic Culture (complete)

Values

Valuing human dignity and human rights (V 1)

Argues that human rights should always be protected and respected Basic
Argues that specific rights of children should be respected and protected by society
Defends the view that no one shall be subjected to torture or to inhuman or degrading treatment or punishment
Argues that all public institutions should respect, protect and implement human rights
Defends the view that when people are imprisoned, although they are subject to restrictions, this does not mean that they are less deserving of respect and dignity than anyone else
Expresses the view that all laws should be consistent with international human rights norms and standards

Valuing cultural diversity (V 2)

Promotes the view that we should be tolerant of the different beliefs that are held by others in society
Promotes the view that one should always strive for mutual under- standing and meaningful dialogue between people and groups who are perceived to be “different” from one another
Expresses the view that the cultural diversity within a society should be positively valued and appreciated
Argues that intercultural dialogue should be used to help us recognise our different identities and cultural affiliations Advanced
Argues that intercultural dialogue should be used to develop respect and a culture of “living together”

Valuing democracy, justice, fairness, equality and the rule of law (V 3)

Argues that schools should teach students about democracy and how to act as a democratic citizen
Expresses the view that all citizens should be treated equally and impartially under the law
Argues that laws should always be fairly applied and enforced
Argues that democratic elections should always be conducted freely and fairly, according to international standards and national legislation, and without any fraud
Expresses the view that, whenever a public official exercises power, he or she should not misuse that power and cross the boundaries of their legal authority
Expresses support for the view that courts of law should be accessible to everyone so that people are not denied the opportunity to take a case to court because it is too expensive, troublesome or complicated to do so
Expresses support for the view that those to whom legislative power is entrusted should be subject to the law and to appropriate constitutional oversight
Expresses the view that information on public policies and their implementation should be made available to the public
Argues that there should be effective remedies against the actions of public authorities which infringe civil rights

Competences for a Democratic Culture (complete)

Attitudes

Openness to cultural otherness (A 4)

Shows interest in learning about people’s beliefs, values, traditions and world views
Expresses interest in travelling to other countries
Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations
Expresses an appreciation of the opportunity to have experiences of other cultures
Seeks and welcomes opportunities for encountering people with different values, customs and behaviours
Seeks contact with other people in order to learn about their culture

Respect (A 5)

Gives space to others to express themselves
Expresses respect for other people as equal human beings
Treats all people with respect regardless of their cultural background
Expresses respect towards people who are of a different socio- economic status from himself/herself
Expresses respect for religious differences
Expresses respect for people who hold different political opinions from himself/herself

Civic-mindedness (A 6)

Expresses a willingness to co-operate and work with others
Collaborates with other people for common interest causes
Expresses commitment to not being a bystander when the dignity and rights of others are violated
Discusses what can be done to help make the community a better place
Exercises the obligations and responsibilities of active citizenship at either the local, national or global level
Takes action to stay informed about civic issues

Responsibility (A 7)

Shows that he/she accepts responsibility for his/her actions
If he/she hurts someone’s feelings, he/she apologises
Submits required work on time
Shows that he/she takes responsibility for own mistakes
Consistently meets commitments to others

Self-efficacy (A 8)

Expresses a belief in his/her own ability to understand issues
Expresses the belief that he/she can carry out activities that he/she has planned
Expresses a belief in his/her own ability to navigate obstacles when pursuing a goal
If he/she wants to change, he/she expresses confidence that he/ she can do it
Shows that he/she feels secure in his/her abilities to meet life’s challenges
Shows confidence that he/she knows how to handle unforeseen situations due to his/her resourcefulness

Tolerance of ambiguity (A 9)

Engages well with other people who have a variety of different points of view
Shows that he/she can suspend judgments about other people temporarily
Is comfortable in unfamiliar situations
Deals with uncertainty in a positive and constructive manner
Works well in unpredictable circumstances
Expresses a desire to have his/her own ideas and values challenged
Enjoys the challenge of tackling ambiguous problems
Expresses enjoyment of tackling situations that are complicated

Competences for a Democratic Culture (complete)

Skills

Autonomous learning skills (S 10)

Shows ability to identify resources for learning (e.g. people, books, internet)
Seeks clarification of new information from other people when needed
Can learn about new topics with minimal supervision Intermediat
Can assess the quality of his/her own work
Can select the most reliable sources of information or advice from the range available Advanced
Shows ability to monitor, define, prioritise and complete tasks with- out direct oversight

Analytical and critical thinking skills (S 11)

Can identify similarities and differences between new information and what is already known Basic
Uses evidence to support his/her opinions
Can assess the risks associated with different options Intermediat
Shows that he/she thinks about whether the information he/she uses is correct
Can identify any discrepancies or inconsistencies or divergences in materials being analysed
Can use explicit and specifiable criteria, principles or values to make judgments

Skills of listening and observing (S 12)

Listens carefully to differing opinions Basic
Listens attentively to other people
Watches speakers’ gestures and general body language to help himself/herself to figure out the meaning of what they are saying
Can listen effectively in order to decipher another person’s mean- ings and intentions
Pays attention to what other people imply but do not say Advanced
Notices how people with other cultural affiliations react in different ways to the same situation

Empathy (S 13)

Can recognise when a companion needs his/her help Basic
Expresses sympathy for the bad things that he/she has seen happen to other people
Tries to understand his/her friends better by imagining how things look from their perspective
Takes other people’s feelings into account when making decisions
Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows
Accurately identifies the feelings of others, even when they do not want to show them

Flexibility and adaptability (S 14)

Modifies his/her opinions if he/she is shown through rational argument that this is required
Can change the decisions that he/she has made if the consequences of those decisions show that this is required
Adapts to new situations by using a new skill
Adapts to new situations by applying knowledge in a different way
Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

Linguistic, communicative and plurilingual skills (S 15)

Can express his/her thoughts on a problem
Asks speakers to repeat what they have said if it wasn’t clear to him/her
Asks questions that show his/her understanding of other people’s positions Intermediate
Can adopt different ways of expressing politeness in another language
Can mediate linguistically in intercultural exchanges by translating, interpreting or explaining
Can avoid successfully intercultural misunderstandings

Co-operation skills (S 16)

Builds positive relationships with other people in a group
When working as a member of a group, does his/her share of the group’s work
Works to build consensus to achieve group goals
When working as a member of a group, keeps others informed about any relevant or useful information
Generates enthusiasm among group members for accomplishing shared goals
When working with others, supports other people despite differences in points of view

Conflict-resolution skills (S 17)

Can communicate with conflicting parties in a respectful manner
Can identify options for resolving conflicts
Can assist others to resolve conflicts by enhancing their understanding of the available options
Can encourage the parties involved in conflicts to actively listen to each other and share their issues and concerns
Regularly initiates communication to help solve interpersonal conflicts
Can deal effectively with other people’s emotional stress, anxiety and insecurity in situations involving conflict

Competences for a Democratic Culture (complete)

Knowledge and critical understanding

Knowledge and critical understanding of the self (K 18)

Can describe his/her own motivations
Can describe the ways in which his/her thoughts and emotions influence his/her behaviour
Can reflect critically on his/her own values and beliefs
Can reflect critically on himself/herself from a number of different perspectives
Can reflect critically on his/her own prejudices and stereotypes and what lies behind them
Can reflect critically on his/her own emotions and feelings in a wide range of situations

Knowledge and critical understanding of language and communication (K 19)

Can explain how tone of voice, eye contact and body language can aid communication
Can describe the social impact and effects on others of different communication styles
Can explain how social relationships are sometimes encoded in the linguistic forms that are used in conversations (e.g. in greetings, forms of address, use of expletives)
Can explain why people of other cultural affiliations may follow different verbal and non-verbal communicative conventions which are meaningful from their perspective
Can reflect critically on the different communicative conventions that are employed in at least one other social group or culture

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

Digital Citizenship Education

The Council of Europe's competence model combines civic and digital competences and is very relevant for the Civic Competence dimension. It is fully mapped in the digital competences section.

Elements in the frameworks:

EntreComp

3.3 Civic

With a focus on supporting action for economic, social or cultural value and innovation, the whole EntreComp frame is strongly linking with active citizenship or civic engagement. Explicitely this section addresses a civic dimension:

Ethical and sustainable thinking (Ideas and opportunities)

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

DigComp

3.3 Civic

2. Communication and Collaboration:
Engaging in citizenship through digital technologies (2.3)

identify simple digital services in order to participate in society.
recognise simple appropriate digital technologies to empower myself and to participate in society as a citizen.
identify simple digital services in order to participate in society.
recognise simple appropriate digital technologies to empower myself and to participate in society as a citizen.
select well-defined and routine digital services in order to participate in society.
indicate well-defined and routine appropriate digital technologies to empower myself and to participate in society as a citizen.
select digital services in order to participate in society.
discuss appropriate digital technologies to empower myself and to participate in society as a citizen.
propose different digital services to participate in society.
use appropriate digital technologies to empower myself and to participate in society as a citizen.
vary the use of the most appropriate digital services in order to participate in society.
vary the use of the most appropriate digital technologies to empower myself and to participate in society as a citizen.
create solutions to complex problems with limited definition that are related to engaging in citizenship through digital technologies.
integrate my knowledge to contribute to professional practices and knowledge and guide others in engaging in citizenship through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to engaging in citizenship through digital technologies.
propose new ideas and processes to the field.

Netiquette (2.5)

differentiate simple behavioural norms and know-how while using digital technologies and interacting in digital environments.
choose simple communication modes and strategies adapted to an audience and
differentiate simple cultural and generational diversity aspects to consider in digital environments.
clarify well-defined and routine behavioural norms and know-how while using digital technologies and interacting in digital environments.
express well-defined and routine communication strategies adapted to an audience.
describe well-defined and routine cultural and generational diversity aspects to consider in digital environments.
discuss behavioural norms and know-how while using digital technologies and interacting in digital environments.
discuss communication strategies adapted to an audience and
discuss cultural and generational diversity aspects to consider in digital environments.
apply different behavioural norms and know-how while using digital technologies and interacting in digital environments.
apply different communication strategies in digital environments adapted to an audience and
apply different cultural and generational diversity aspects to consider in digital environments.
adapt the most appropriate behavioural norms and know-how while using digital technologies and interacting in digital environments.
adapt the most appropriate communication strategies in digital environments to an audience and
apply different cultural and generational diversity aspects in digital environments.
create solutions to complex problems with limited definition that are related to digital etiquettes respectful of different audiences and cultural and generational diversity.
integrate my knowledge to contribute to professional practice and knowledge and guide others in digital etiquette
create solutions to solve complex problems with many interacting factors that are related to digital etiquettes respectful to different audiences and cultural and generational diversity.
propose new ideas and processes to the field.

GreenComp

3.3 Civic

Valuing sustainability (1. Embodying Sustainability Values)

To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values. (1.1)

Supporting fairness (1. Embodying Sustainability Values)

To support equity and justice for current and future generations and learn from previous generations for sustainability.(1.2)

Promoting nature (1. Embodying Sustainability Values)

To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystem (1.3)

Political agency (4. Acting for sustainability)

To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability (4.1)

Collective action (4. Acting for sustainability)

To act for change in collaboration with others (4.2)

Individual initiative (4. Acting for sustainability)

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

3.4 Digital

The ability to use, shape and apply information technology for different purposes and in manyfold societal contexts.

Understanding of digital transformation as a social, economic, cultural transformation, in particular in its connection to democratic principles and Human Rights. The ability to actively co-shape the transformation in this sense.

DigComp

The European competence framework for digital competence (EU) with 21 competences grouped in five main areas. It includes learning statements on eight proficiency levels and examples of knowledge, skills and attitudes for each competence. Download

DigComp (complete)

1. Information and Data Literacy

Browsing, searching and filtering data, information and digital content (1.1)

identify my information needs,
find data, information and content through a simple search in digital environments,
find how to access these data, information and content and navigate between them.
identify simple personal search strategies
explain my information needs,
perform well-defined and routine searches to find data, information and content in digital environments,
explain how to access them and navigate between them,
explain well-defined and routine personal search strategies.
illustrate information needs,
organise the searches of data, information and content in digital environments,
describe how to access these data, information and content, and navigate between them,
organise personal search strategies.
respond to information needs,
apply searches to obtain data, information and content in digital environments,
show how to access these data, information and content and navigate between them.
propose personal search strategies.
assess information needs,
adapt my searching strategy to find the most appropriate data, information and content in digital environments,
explain how to access these most appropriate data, information and content and navigate among them,
vary personal search strategies.
create solutions to complex problems with limited definition that are related to browsing, searching and filtering of data, information and digital content,
integrate my knowledge to contribute to professional practice and knowledge and guide others in browsing, searching and filtering data, information and digital content.
create solutions to solve complex problems with many interacting factors that are related to browsing, searching and filtering data, information and digital content.
propose new ideas and processes to the field.

Evaluating data, information and digital content (1.2)

detect the credibility and reliability of common sources of data, information and their digital content.
perform the analysis, comparison and evaluation of the credibility and reliability of well-defined sources of data, information and digital content.
perform the analysis, interpretation and evaluation of well-defined data, information and digital content
perform the analysis, comparison and evaluation of sources of data, information and digital content.
perform the analysis, interpretation and evaluation of data, information and digital content.
carry out an evaluation of the credibility and reliability of different sources of data, information and digital content.
carry out an evaluation of different data, information and digital content.
critically assess the credibility and reliability of sources of data, information and digital content.
critically assess data, information and digital content.
create solutions to complex problems with limited definition that are related to analysing and evaluating credible and reliable sources of data, information and content in digital environments.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in the analysis and evaluation of the credibility and reliability of data, information and digital content and their sources.
create solutions to solve complex problems with many interacting factors that are related to analysing and evaluating credible and reliable sources of data, information and content in digital environments.
propose new ideas and processes to the field.

Managing Data, information and digital content (1.3)

identify how to organise, store and retrieve data, information and content in a simple way in digital environments.
recognise where to organise them in a simple way in a structured environment.
select data, information and content in order to organise, store and retrieve them in a routine way in digital environments.
organise them in a routine way in a structured environment.
organise information, data and content to be easily stored and retrieved.
organise information, data and content in a structured environment.
manipulate information, data and content for their easier organisation, storage and retrieval.
carry out their organisation and processing in a structured environment.
adapt the management of information, data and content for the most appropriate easy retrieval and storage.
adapt them to be organised and processed in the most appropriate structured environment.
create solutions to complex problems with limited definition that are related to managing data, information, and content for their organisation, storage and retrieval in a structured digital environment.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in managing data, information and digital content in a structured digital environment.
create solutions to solve complex problems with many interacting factors that are related to managing data, information, and content for their organisation, storage and retrieval in a structured digital environment.
propose new ideas and processes to the field.

DigComp (complete)

2. Communication and Collaboration

Interacting through technologies (2.1)

select simple digital technologies to interact, and
identify appropriate simple communication means for a given context.
perform well-defined and routine interactions with digital technologies, and
select well-defined and routine appropriate digital communication means for a given context.
select a variety of digital technologies to interact, and
select a variety of appropriate digital communication means for a given context.
use a variety of digital technologies in order to interact,
show others the most appropriate digital communication means for a given context
adapt a variety of digital technologies for the most appropriate interaction, and
adapt the most appropriate communication means for a given context.
create solutions to complex problems with limited definition that are related to interacting through digital technologies and digital communication means.
integrate my knowledge to contribute to professional practices and knowledge and to guide others in the interaction through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to interacting through digital technologies and digital communication means
propose new ideas and processes to the field

Sharing through digital technologies (2.2)

recognise simple appropriate digital technologies to share data, information and digital content.
identify simple referencing and attribution practices.
select well-defined and routine appropriate digital technologies to share data, information and digital content.
explain how to act as an intermediary for sharing information and content through well-defined and routine digital technologies,
illustrate well-defined and routine referencing and attribution practices.
manipulate appropriate digital technologies to share data, information and digital content.
explain how to act as an intermediary for sharing information and content through digital technologies,
illustrate referencing and attribution practices.
share data, information and digital content through a variety of appropriate digital tools,
show others how to act as an intermediary for sharing information and content through digital technologies.
apply a variety of referencing and attribution practices.
assess the most appropriate digital technologies to share information and content.
adapt my intermediation role,
vary the use of the more appropriate referencing and attribution practices.
create solutions to complex problems with limited definition that are related to sharing through digital technologies.
integrate my knowledge to contribute to professional practices and knowledge and guide others in sharing through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to sharing through digital technologies.
propose new ideas and processes to the field.

Engaging in citizenship through digital technologies (2.3)

identify simple digital services in order to participate in society.
recognise simple appropriate digital technologies to empower myself and to participate in society as a citizen.
identify simple digital services in order to participate in society.
recognise simple appropriate digital technologies to empower myself and to participate in society as a citizen.
select well-defined and routine digital services in order to participate in society.
indicate well-defined and routine appropriate digital technologies to empower myself and to participate in society as a citizen.
select digital services in order to participate in society.
discuss appropriate digital technologies to empower myself and to participate in society as a citizen.
propose different digital services to participate in society.
use appropriate digital technologies to empower myself and to participate in society as a citizen.
vary the use of the most appropriate digital services in order to participate in society.
vary the use of the most appropriate digital technologies to empower myself and to participate in society as a citizen.
create solutions to complex problems with limited definition that are related to engaging in citizenship through digital technologies.
integrate my knowledge to contribute to professional practices and knowledge and guide others in engaging in citizenship through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to engaging in citizenship through digital technologies.
propose new ideas and processes to the field.

Collaboration through digital tools (2.4)

choose simple digital tools and technologies for collaborative processes.
select well-defined and routine digital tools and technologies for collaborative processes.
select digital tools and technologies for collaborative processes.
propose different digital tools and technologies for collaborative processes.
vary the use of the most appropriate digital tools and technologies for collaborative processes.
choose the most appropriate digital tools and technologies for co-constructing and co-creating data, resources and knowledge.
create solutions to complex problems with limited definition that are related to using collaborative processes and co-construction and co-creation of data, resources and knowledge through digital tools and technologies.
integrate my knowledge to contribute to professional practice and knowledge and guide others in collaborating through digital technologies.
create solutions to solve complex problems with many interacting factors that are related to using collaborative processes and co-construction and co-creation of data, resources and knowledge through digital tools and technologies.
propose new ideas and processes to the field

Netiquette (2.5)

differentiate simple behavioural norms and know-how while using digital technologies and interacting in digital environments.
choose simple communication modes and strategies adapted to an audience and
differentiate simple cultural and generational diversity aspects to consider in digital environments.
clarify well-defined and routine behavioural norms and know-how while using digital technologies and interacting in digital environments.
express well-defined and routine communication strategies adapted to an audience.
describe well-defined and routine cultural and generational diversity aspects to consider in digital environments.
discuss behavioural norms and know-how while using digital technologies and interacting in digital environments.
discuss communication strategies adapted to an audience and
discuss cultural and generational diversity aspects to consider in digital environments.
apply different behavioural norms and know-how while using digital technologies and interacting in digital environments.
apply different communication strategies in digital environments adapted to an audience and
apply different cultural and generational diversity aspects to consider in digital environments.
adapt the most appropriate behavioural norms and know-how while using digital technologies and interacting in digital environments.
adapt the most appropriate communication strategies in digital environments to an audience and
apply different cultural and generational diversity aspects in digital environments.
create solutions to complex problems with limited definition that are related to digital etiquettes respectful of different audiences and cultural and generational diversity.
integrate my knowledge to contribute to professional practice and knowledge and guide others in digital etiquette
create solutions to solve complex problems with many interacting factors that are related to digital etiquettes respectful to different audiences and cultural and generational diversity.
propose new ideas and processes to the field.

Managing digital identity (2.6)

identify a digital identity,
describe simple ways to protect my reputation online,
recognise simple data I produce through digital tools, environments or services.
discriminate a range of well-defined and routine digital identities,
explain well-defined and routine ways to protect my reputation online,
describe well-defined data I routinely produce through digital tools, environments or services.
display a variety of specific digital identities,
discuss specific ways to protect my reputation online,
manipulate data I produce through digital tools, environments or services.
use a variety of digital identities,
apply different ways to protect my reputation online,
use data I produce through several digital tools environment and services.
discriminate multiple digital identities,
explain the more appropriate ways to protect one’s own reputation,
change the data produced through several tools, environments and services.
create solutions to complex problems with limited definition that are related to managing digital identities and protection of people’s online reputation.
integrate my knowledge to contribute to professional practice and knowledge and guide others in managing digital identity.
create solutions to solve complex problems with many interacting factors that are related to managing digital identities and protection of people’s online reputation.
propose new ideas and processes to the field.

DigComp (complete)

3. Digital Content Creation

Developing Content (3.1)

identify ways to create and edit simple content in simple formats,
choose how I express myself through the creation of simple digital means.
indicate ways to create and edit well-defined and routine content in well-defined and routine formats,
express myself through the creation of well-defined and routine digital means.
indicate ways to create and edit content in different formats,
express myself through the creation of digital means.
apply ways to create and edit content in different formats,
show ways to express myself through the creation of digital means.
change content using the most appropriate formats,
adapt the expression of myself through the creation of the most appropriate digital means.
create solutions to complex problems with limited definition that are related to content creation and edition in different formats, and self-expression through digital means.
integrate my knowledge to contribute to professional practice and knowledge and guide others in developing content.
create solutions to solve complex problems with many interacting factors that are related to content creation and edition in different formats, and self-expression through digital means.
propose new ideas and processes to the field.

Integrating and reelaborating digital content (3.2)

select ways to modify, refine, improve and integrate simple items of new content and information to create new and original ones.
explain ways to modify, refine, improve and integrate well-defined items of new content and information to create new and original ones.
discuss ways to modify, refine, improve and integrate new content and information to create new and original ones.
operate with new different items of content and information, modifying, refining, improving and integrating them in order to create new and original ones.
assess the most appropriate ways to modify, refine, improve and integrate specific new items of content and information to create new and original ones.
create solutions to complex problems with limited definition that are related to modifying, refining, improving and integrating new content and information into existing knowledge to create new and original ones.
integrate my knowledge to contribute to professional practice and knowledge and guide others in integrating and re-elaborating content.
create solutions to solve complex problems with many interacting factors that are related to modifying, refining, improving and integrating new content and information into existing knowledge to create new and original ones.
propose new ideas and processes to the field.

Copyright and licenses (3.3)

identify simple rules of copyright and licenses that apply to data, digital information and content.
indicate well-defined and routine rules of copyright and licenses that apply to data, digital information and content.
discuss rules of copyright and licenses that apply to digital information and content.
apply different rules of copyright and licenses that apply to data, digital information and content.
choose the most appropriate rules that apply copyright and licences to data, digital information and content.
create solutions to complex problems with limited definition that are related to applying copyright and licenses to data, digital information and content.
integrate my knowledge to contribute to professional practice and knowledge and guide others in applying copyright and licenses.
create solutions to solve complex problems with many interacting factors that are related to applying copyright and licenses to data, digital information and content.
propose new ideas and processes to the field.

Programming (3.4)

list simple instructions for a computing system to solve a simple problem or perform a simple task.
list well-defined and routine instructions for a computing system to solve routine problems or perform routine tasks.
list instructions for a computing system to solve a given problem or perform a specific task.
operate with instructions for a computing system to solve a different problem or perform different tasks.
determine the most appropriate instructions for a computing system to solve a given problem and perform specific tasks.
create solutions to complex problems with limited definition that are related to planning and developing instructions for a computing system and performing a task using a computing system.
integrate my knowledge to contribute to professional practice and knowledge and guide others in programming.
create solutions to solve complex problems with many interacting factors that are related to planning and developing instructions for a computing system and performing a task using a computing system.
propose new ideas and processes to the field.

DigComp (complete)

4. Safety

Protecting devices (4.1)

identify simple ways to protect my devices and digital content, and
differentiate simple risks and threats in digital environments.
follow simple safety and security measures.
identify simple ways to have due regard to reliability and privacy.
indicate well-defined and routine ways to protect my devices and digital content, and
differentiate well-defined and routine risks and threats in digital environments, and
select well-defined and routine safety and security measures.
indicate well-defined and routine ways to have due regard to reliability and privacy
organise ways to protect my devices and digital content, and
differentiate risks and threats in digital environments.
select safety and security measures.
explain ways to have due regard to reliability and privacy.
apply different ways to protect devices and digital content, and
differentiate a variety of risks and threats in digital environments.
apply safety and security measures.
employ different ways to have due regard to reliability and privacy.
choose the most appropriate protection for devices and digital content, and
discriminate risks and threats in digital environments.
choose the most appropriate safety and security measures.
assess the most appropriate ways to have due regard to reliability and privacy.
create solutions to complex problems with limited definition that are related to protecting devices and digital content, managing risks and threats, applying safety and security measures, and reliability and privacy in digital environments.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting devices.
create solutions to solve complex problems with many interacting factors that are related to protecting devices and digital content, managing risks and threats, applying safety and security measures, and reliability and privacy in digital environments.
propose new ideas and processes to the field.

Protecting personal data and privacy (4.2)

select simple ways to protect my personal data and privacy in digital environments,
identify simple ways to use and share personally identifiable information while protecting myself and others from damages.
identify simple privacy policy statements of how personal data is used in digital services.
explain well-defined and routine ways to protect my personal data and privacy in digital environments, and
explain well-defined and routine ways to use and share personally identifiable information while protecting myself and others from damages.
indicate well-defined and routine privacy policy statements of how personal data is used in digital services.
discuss ways to protect my personal data and privacy in digital environments, and
discuss ways to use and share personally identifiable information while protecting myself and others from damages.
indicate privacy policy statements of how personal data is used in digital services.
apply different ways to protect my personal data and privacy in digital environments,
apply different specific ways to share my data while protecting myself and others from dangers.
explain privacy policy statements of how personal data is used in digital services.
choose the more appropriate ways to protect personal data and privacy in digital environments, and
evaluate the most appropriate ways of using and sharing personally identifiable information while protecting myself and others from damages.
evaluate the appropriateness of privacy policy statements on how personal data are used.
create solutions to complex problems with limited definition that are related to protecting personal data and privacy in digital environments, using and sharing personally identifiable information protecting self and others from dangers, and privacy policies to use my personal data.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting personal data and privacy
create solutions to solve complex problems with many interacting factors that are related to protecting personal data and privacy in digital environments, using and sharing personally identifiable information protecting self and others from dangers, and privacy policies to use my personal data.
propose new ideas and processes to the field.

Protecting health and Wellbeing (4.3)

differentiate simple ways to avoid health risks and threats to physical and psychological well-being while using digital technologies.
select simple ways to protect myself from possible dangers in digital environments.
identify simple digital technologies for social well-being and social inclusion.
differentiate simple ways to avoid health risks and threats to physical and psychological well-being while using digital technologies.
select simple ways to protect myself from possible dangers in digital environments.
identify simple digital technologies for social well-being and social inclusion.
explain well-defined and routine ways to how to avoid health risks and threats to physical and psychological well-being while using digital technologies.
select well-defined and routine ways to protect myself from dangers in digital environments.
indicate well-defined and routine digital technologies for social well-being and social inclusion.
explain ways to how to avoid threats to my physical and psychological health related with the use of technology.
select ways to protect self and others from dangers in digital environments.
discuss on digital technologies for social well-being and inclusion.
show different ways to avoid health -risks and threats to physical and psychological well-being while using digital technologies.
apply different ways to protect myself and others from dangers in digital environments.
show different digital technologies for social well-being and social inclusion.
discriminate the most appropriate ways to avoid health risks and threats to physical and psychological well-being while using digital technologies.
adapt the most appropriate ways to protect myself and others from dangers in digital environments.
vary the use of digital technologies for social well-being and social inclusion.
create solutions to complex problems with limited definition that are related to avoiding health -risks and threats to well-being while using digital technologies, to protect self and others from dangers in digital environments, and to the use of digital technologies for social well-being and social inclusion.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting health.
create solutions to solve complex problems with many interacting factors that are related to avoiding health risks and threats to well-being while using digital technologies, to protect self and others from dangers in digital environments, and to the use of digital technologies for social well-being and social inclusion.
propose new ideas and processes to the field

Protecting the environment (4.4)

recognise simple environmental impacts of digital technologies and their use.
recognise simple environmental impacts of digital technologies and their use.
indicate well-defined and routine environmental impacts of digital technologies and their use.
discuss ways to protect the environment from the impact of digital technologies and their use.
show different ways to protect the environment from the impact of digital technologies and their use.
choose the most appropriate solutions to protect the environment from the impact of digital technologies and their use.
create solutions to complex problems with limited definition that are related to protecting the environment from the impact of digital technologies and their use.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting the environment.
create solutions to solve complex problems with many interacting factors that are related to protecting the environment from the impact of digital technologies and their use.
propose new ideas and processes

DigComp (complete)

5. Problem-solving

Solving technical problems (5.1)

identify simple technical problems when operating devices and using digital environments.
identify simple solutions to solve them.
indicate well-defined and routine technical problems when operating devices and using digital environments.
select well-defined and routine solutions to them.
differentiate technical problems when operating devices and using digital environments.
select solutions to them.
assess technical problems when using digital environments and operating digital devices.
apply different solutions to them.
appraise technical problems when operating devices and using digital environments, resolve them with the most appropriate solutions.
create solutions to complex problems with limited definition that are related to technical problems when operating devices and using digital environments.
integrate my knowledge to contribute to professional practice and knowledge and to guide others in solving technical problems.
create solutions to solve complex problems with many interacting factors that are related to technical problems when operating devices and using digital environments.
propose new ideas and processes to the field

Identifying needs and technological responses (5.2)

identify needs, and
recognise simple digital tools and possible technological responses to solve those needs.
choose simple ways to adjust and customise digital environments to personal needs.
indicate well-defined and routine needs, and
select well-define and routine digital tools and possible technological responses to solve those needs.
select well-defined and routine ways to adjust and customise digital environments to personal needs.
explain needs, and
select digital tools and possible technological responses to solve those needs.
select ways to adjust and customise digital environments to personal needs.
assess needs,
apply different digital tools and possible technological responses to solve those needs.
use different ways to adjust and customise digital environments to personal needs.
choose the most appropriate digital tools and possible technological responses to solve those needs.
decide the most appropriate ways to adjust and customise digital environments to personal needs
create solutions to complex problems with limited definition using digital tools and possible technological responses, and to adapt and customise digital environments to personal needs.
integrate my knowledge to contribute to professional practice and knowledge and guide others in identifying needs and technological responses.
create solutions to solve complex problems with many interacting factors using digital tools and possible technological responses, and to adapt and customise digital environments to personal needs.
I can propose new ideas and processes to the field.#

Creatively using digital technology (5.3)

identify simple digital tools and technologies that can be used to create knowledge and to innovate processes and products.
follow individually and collectively simple cognitive processing to understand and resolve simple conceptual problems and problem situations in digital environments.
select digital tools and technologies that can be used to create well-defined knowledge and well-defined innovative processes and products.
engage individually and collectively in some cognitive processing to understand and resolve well-defined and routine conceptual problems and problem situations in digital environments.
differentiate digital tools and technologies that can be used to create knowledge and to innovate processes and products.
engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.
apply different digital tools and technologies to create knowledge and innovative processes and products.
apply individually and collectively cognitive processing to resolve different conceptual problems and problem situations in digital environments.
adapt the most appropriate digital tools and technologies to create knowledge and to innovate processes and products.
resolve individually and collectively conceptual problems and problem situations in digital environments.
create solutions to complex problems with limited definition using digital tools and technologies.
integrate my knowledge to contribute to professional practice and knowledge and guide others in creatively using digital technologies.
create solutions to solve complex problems with many interacting factors using digital tools and technologies.
propose new ideas and processes to the field

Identifying competence gaps (5.4)

recognise where my own digital competence needs to be improved or updated,
identify where to seek opportunities for self-developments and to keep up-to-date with the digital evolution.
explain where my digital competence needs to be improved or updated,
indicate where to seek well-defined opportunities for self-developments and to keep up-to-date with the digital evolution.
discuss on where my digital competence needs to be improved or updated,
indicate how to support others to develop their digital competence.
indicate where to seek opportunities for self-developments and to keep up-to-date with the digital evolution.
demonstrate where my own digital competence needs to be improved or updated,
illustrate different ways to support others in the development of their digital competence.
propose different opportunities found for self-development and to keep up-to-date with the digital evolution.
decide which are the most appropriate ways to improve or update one’s own digital competence needs,
assess the development of others’ digital competence.
choose the most appropriate opportunities for self-development and to keep up-to date with new developments.
create solutions to complex problems with limited definition that are related to improving digital competence, and to find opportunities for self-development and to keep up-to-date with new developments.
integrate my knowledge to contribute to professional practice and knowledge and to guide others in identifying digital competence gaps.
create solutions to solve complex problems with many interacting factors that are related to improving digital competence, and to find opportunities for self-development and to keep up-to-date with the digital evolution.
propose new ideas and processes to the field.

Digital Citizenship Education

An application of the Competences for Democratic Culture on Digital citizenship, the ability to engage positively with and actively participate in society through the use of digital technology. The approach was developed in the Council of Europe and includes ten domains in three sections. Download

Digital Citizenship Education (complete)

1. Being online

Access and inclusion: Access to the digital environment and a range of competences that relate not only to overcoming different forms of digital exclusion but also to the skills needed by future citizens to participate in digital spaces that are open to every kind of minority and diversity of opinion.

Learning and creativity: Willingness and the attitude of citizens towards learning in digital environments over their life course, both to develop and express different forms of creativity, with different tools, in different contexts. It covers the development of personal and professional competences as citizens prepare for the challenges of technology-rich societies with confidence and in innovative ways.

Media and information literacy: Ability to interpret, understand and express creativity through digital media, as critical thinkers. Being media and information literate is something that needs to be developed through education and through a constant exchange with the environment around us. It is essential to go beyond simply “being able to” use one or another media, for example, or simply to “be informed” about something. A digital citizen has to maintain an attitude relying on critical thinking as a basis for meaningful and effective participation in his/her community.

Digital Citizenship Education (complete)

2. Well-being online

Ethics and empathy concerns online ethical behaviour and interaction with others based on skills such as the ability to recognise and understand the feelings and perspectives of others. Empathy constitutes an essential requirement for positive online interaction and for realising the possibilities that the digital world affords.

Health and well-being: Beyond basic skills, a set of competences that render attitudes, skills, values and knowledge more aware of issues related to health and well-being. In a digitally rich world, health and well-being imply being aware of challenges and opportunities that can affect wellness, including but not limited to online addiction, ergonomics and posture, and excessive use of digital and mobile devices.

E-Presence and communications: Development of the personal and interpersonal qualities that support digital citizens in building and maintaining an online presence and identity as well as online interactions that are positive, coherent and consistent. It covers competences such as online communication and interaction with others in virtual social spaces, as well as the management of one’s data and traces.

Digital Citizenship Education (complete)

3. Rights online

Active participation: Competences that citizens need to be fully aware of when they interact within the digital environments they inhabit in order to make responsible decisions, while participating actively and positively in the democratic cultures in which they live.

Rights and responsibilities: Knowledge about rights and responsibilities as citizens in the physical world, and as digital citizens in the online world - i. e. privacy, security, access and inclusion, freedom of expression and more. However, with those rights come certain responsibilities, such as ethics and empathy and other responsibilities to ensure a safe and responsible digital environment for all.

Privacy and security: privacy concerns mainly the personal protection of one’s own and others’ online information, while security is related more to one’s own awareness of online actions and behaviour. It covers competences such as information management and online safety issues (including the use of navigation filters, passwords, anti-virus and firewall software) to deal with and avoid dangerous or unpleasant situations.

Consumer awareness: Ability to act autonomously in the parts of World Wide Web where often the fact of being a digital citizen also means being a consumer. Understanding the implications of the commercial reality of online spaces is one of the competences that individuals will have to deal with in order to maintain their autonomy as digital citizens.

Elements in the frameworks:

No references to digital competence.

3.5 General knowledge

A sound basis of broad knowledge, in example

Science, technology, engineering
Social sciences and humanities
Philosophy, ethics, religion

Elements in the frameworks:

EntreComp

3.5 Knowledge

Financial and economic literacy (Resources)

Learners can draw up the budget for a simple activity.
Learners can find funding options and manage a budget for their value-creating activity.
Learners can make a plan for the financial sustainability of a value-creating activity.

Competences for a Democratic Culture

3.5 Knowledge

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

DigComp

3.5 Knowledge

Although not explicitly named as knowledge stocks, the following thematic aspects form the basis of the competence framework

Coding/programming
Rights: copyrights, privacy, safety
As fields for action: environment, civic domain

Digital Citizenship Education

3.5 Knowledge

Rights and responsibilities: (3. Rights online)

Knowledge about rights and responsibilities as citizens in the physical world, and as digital citizens in the online world - i. e. privacy, security, access and inclusion, freedom of expression and more. However, with those rights come certain responsibilities, such as ethics and empathy and other responsibilities to ensure a safe and responsible digital environment for all.

GreenComp

3.5 Knowledge

Although not explicitly named as knowledge stocks, the following thematic aspects form the basis of the competence framework

Sustainability
Fairness
Nature/environment
Political system, civil engagement

3.6 Health & Well-being

The ability to maintain and extend well-being and health. For instance, by

Applying hygiene standards
Maintaining physical fitness, as well as psychological well-being
Demonstrating awareness of risks to health
Making informed use of the health-care system
Protecting the health of others

Elements in the frameworks:

Competences for a Democratic Culture

3.6 Health &
Well-being

Openness to cultural otherness (A 4)

Shows interest in learning about people’s beliefs, values, traditions and world views
Expresses interest in travelling to other countries
Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations
Expresses an appreciation of the opportunity to have experiences of other cultures
Seeks and welcomes opportunities for encountering people with different values, customs and behaviours
Seeks contact with other people in order to learn about their culture

Respect (A 5)

Gives space to others to express themselves
Expresses respect for other people as equal human beings
Treats all people with respect regardless of their cultural background
Expresses respect towards people who are of a different socio- economic status from himself/herself
Expresses respect for religious differences
Expresses respect for people who hold different political opinions from himself/herself

Empathy (S 13)

Can recognise when a companion needs his/her help Basic
Expresses sympathy for the bad things that he/she has seen happen to other people
Tries to understand his/her friends better by imagining how things look from their perspective
Takes other people’s feelings into account when making decisions
Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows
Accurately identifies the feelings of others, even when they do not want to show them

Conflict-resolution skills (S 17)

Can communicate with conflicting parties in a respectful manner
Can identify options for resolving conflicts
Can assist others to resolve conflicts by enhancing their understanding of the available options
Can encourage the parties involved in conflicts to actively listen to each other and share their issues and concerns
Regularly initiates communication to help solve interpersonal conflicts
Can deal effectively with other people’s emotional stress, anxiety and insecurity in situations involving conflict

LifeComp

3.6 Health &
Well-being

Wellbeing (P3)

Awareness that individual behaviour, personal characteristics and social and environmental factors influence health and wellbeing
Understanding potential risks for wellbeing, and using reliable information and services for health and social protection
Adoption of a sustainable lifestyle that respects the environment, and the physical and mental wellbeing of self and others, while seeking and offering social support

DigComp

3.6 Health &
Well-being

Safety (4)
Protecting personal data and privacy (4.2)

select simple ways to protect my personal data and privacy in digital environments,
identify simple ways to use and share personally identifiable information while protecting myself and others from damages.
identify simple privacy policy statements of how personal data is used in digital services.
explain well-defined and routine ways to protect my personal data and privacy in digital environments, and
explain well-defined and routine ways to use and share personally identifiable information while protecting myself and others from damages.
indicate well-defined and routine privacy policy statements of how personal data is used in digital services.
discuss ways to protect my personal data and privacy in digital environments, and
discuss ways to use and share personally identifiable information while protecting myself and others from damages.
indicate privacy policy statements of how personal data is used in digital services.
apply different ways to protect my personal data and privacy in digital environments,
apply different specific ways to share my data while protecting myself and others from dangers.
explain privacy policy statements of how personal data is used in digital services.
choose the more appropriate ways to protect personal data and privacy in digital environments, and
evaluate the most appropriate ways of using and sharing personally identifiable information while protecting myself and others from damages.
evaluate the appropriateness of privacy policy statements on how personal data are used.
create solutions to complex problems with limited definition that are related to protecting personal data and privacy in digital environments, using and sharing personally identifiable information protecting self and others from dangers, and privacy policies to use my personal data.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting personal data and privacy
create solutions to solve complex problems with many interacting factors that are related to protecting personal data and privacy in digital environments, using and sharing personally identifiable information protecting self and others from dangers, and privacy policies to use my personal data.
propose new ideas and processes to the field.

Protecting health and Wellbeing (4.3)

differentiate simple ways to avoid health risks and threats to physical and psychological well-being while using digital technologies.
select simple ways to protect myself from possible dangers in digital environments.
identify simple digital technologies for social well-being and social inclusion.
differentiate simple ways to avoid health risks and threats to physical and psychological well-being while using digital technologies.
select simple ways to protect myself from possible dangers in digital environments.
identify simple digital technologies for social well-being and social inclusion.
explain well-defined and routine ways to how to avoid health risks and threats to physical and psychological well-being while using digital technologies.
select well-defined and routine ways to protect myself from dangers in digital environments.
indicate well-defined and routine digital technologies for social well-being and social inclusion.
explain ways to how to avoid threats to my physical and psychological health related with the use of technology.
select ways to protect self and others from dangers in digital environments.
discuss on digital technologies for social well-being and inclusion.
show different ways to avoid health -risks and threats to physical and psychological well-being while using digital technologies.
apply different ways to protect myself and others from dangers in digital environments.
show different digital technologies for social well-being and social inclusion.
discriminate the most appropriate ways to avoid health risks and threats to physical and psychological well-being while using digital technologies.
adapt the most appropriate ways to protect myself and others from dangers in digital environments.
vary the use of digital technologies for social well-being and social inclusion.
create solutions to complex problems with limited definition that are related to avoiding health -risks and threats to well-being while using digital technologies, to protect self and others from dangers in digital environments, and to the use of digital technologies for social well-being and social inclusion.
integrate my knowledge to contribute to professional practice and knowledge and guide others in protecting health.
create solutions to solve complex problems with many interacting factors that are related to avoiding health risks and threats to well-being while using digital technologies, to protect self and others from dangers in digital environments, and to the use of digital technologies for social well-being and social inclusion.
propose new ideas and processes to the field

Digital Citizenship Education

3.6 Health &
Well-being

Health and well-being (2. Well-being online)

Beyond basic skills, a set of competences that render attitudes, skills, values and knowledge more aware of issues related to health and well-being. In a digitally rich world, health and well-being imply being aware of challenges and opportunities that can affect wellness, including but not limited to online addiction, ergonomics and posture, and excessive use of digital and mobile devices. (2.2)

E-Presence and communications (2. Well-being online)

Development of the personal and interpersonal qualities that support digital citizens in building and maintaining an online presence and identity as well as online interactions that are positive, coherent and consistent. It covers competences such as online communication and interaction with others in virtual social spaces, as well as the management of one’s data and traces. (2.3)

The Competence Frameworks

Websites of the integrated competence frameworks:

References

↑ Hart, J; Noack, M.; Plaimauer, C.; Bjørnåvold, J. (2021). Towards a structured and consistent terminology on transversal skills and competences. 3rd report to ESCO Member States Working Group on a terminology for transversal skills and competences (TSCs). 02 June 2021. CEDEFOP - European Centre for the Development of Vocational Training
↑ European Commission, Joint Research Centre, Bacigalupo, M., Kampylis, P., Punie, Y. (2016). EntreComp : the entrepreneurship competence framework, Publications Office. https://data.europa.eu/doi/10.2791/160811
↑ Council of Europe: Charter on Education for Democratic Citizenship and Human Rights Education
↑ European Commission, Directorate-General for Education, Youth, Sport and Culture, (2019). Key competences for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540

Competence
Explorer

More in Competendo:

[CEDEFOP-1] Hart, J; Noack, M.; Plaimauer, C.; Bjørnåvold, J. (2021). Towards a structured and consistent terminology on transversal skills and competences. 3rd report to ESCO Member States Working Group on a terminology for transversal skills and competences (TSCs). 02 June 2021. CEDEFOP - European Centre for the Development of Vocational Training

[EntreComp-2] European Commission, Joint Research Centre, Bacigalupo, M., Kampylis, P., Punie, Y. (2016). EntreComp : the entrepreneurship competence framework, Publications Office. https://data.europa.eu/doi/10.2791/160811

[charter_edc-3] Council of Europe: Charter on Education for Democratic Citizenship and Human Rights Education

[LLLCompetences-4] European Commission, Directorate-General for Education, Youth, Sport and Culture, (2019). Key competences for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540

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Competence Explorer

Contents

Ideas how to use this Explorer

Background Info

The Concept:

More:

How we assesed the frameworks

1. Core Competences

Elements in the Frameworks

Relevant competence frameworks

Common European Framework of Reference for Languages

2. Transversal Competences in the Narrow Sense

2.1 Thinking

Elements in the Frameworks

EntreComp

Competences for a Democratic Culture

DigComp

Digital Citizenship Education

GreenComp

LifeComp

2.2 Self-Management and Learning-to-Learn

Elements in the frameworks

EntreComp

Competences for a Democratic Culture

DigComp

Digital Citizenship Education

GreenComp

LifeComp

2.3 Social and Communication

Elements in the frameworks

EntreComp

Competences for a Democratic Culture

DigComp

GreenComp

Digital Citizenship Education

LifeComp

2.4 Physical and Manual

Elements in the Frameworks

3. Broader Life Skills and Competences

3.1 Entrepreneurial & Financial

EntreComp

EntreComp complete

Ideas and opportunities

EntreComp complete

Resources

EntreComp complete

...into action:

Elements in the frameworks

Competences for a Democratic Culture

DigComp

GreenComp

LifeComp

3.2 Environmental

GreenComp

GreenComp complete

1. Embodying sustainability values

2. Embracing complexity in sustainability

3. Envisioning sustainable futures

4. Acting for sustainability

Elements in the frameworks:

EntreComp

Competences for a Democratic Culture

DigComp

3.3 Civic

Competences for a Democratic Culture

Competences for a Democratic Culture (complete)

Values

Competences for a Democratic Culture (complete)

Attitudes

Competences for a Democratic Culture (complete)

Skills

Competences for a Democratic Culture (complete)

Knowledge and critical understanding

Digital Citizenship Education

Digital Citizenship Education

Elements in the frameworks:

EntreComp

DigComp

GreenComp

3.4 Digital