The Life Skills for Europe (LSE) framework offers an overarching framework for life skills learning that is applicable across Europe. The framework aims to establish a common understanding of life skills by defining eight key types of capabilities necessary to be an active participant in life and work. For each capability there are two aspects, difficulty of skill/capability level and familiarity of context, which allow for a range of starting points and support the recognition of learners' progression.
The knowledge, skills and attitudes described in the framework take account of a range of in
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The Life Skills for Europe (LSE) framework offers an overarching framework for life skills learning that is applicable across Europe. The framework aims to establish a common understanding of life skills by defining eight key types of capabilities necessary to be an active participant in life and work. For each capability there are two aspects, difficulty of skill/capability level and familiarity of context, which allow for a range of starting points and support the recognition of learners' progression.
The knowledge, skills and attitudes described in the framework take account of a range of international and European national competence frameworks and build on the European Reference Framework of Key Competences for Lifelong Learning [available in VOCEDplus at TD/TNC 114.72], which supports learners of all ages in developing key competences and basic skills for learning. The capabilities included in the framework also reflect LSE partner input on national and local content, for example, existing curricula and other relevant resources relating to specific capabilities and are influenced by LSE project research on good practice and tools. The framework offers links to these resources for each capability area.
There is an acknowledged overlap between some capabilities, for example numeracy and financial. This reflects the real-world interrelatedness of life skills. The framework begins with the personal/ interpersonal capability as this describes the skills, knowledge and attitudes which underpin all the capabilities. The framework is not intended to be exhaustive or prescriptive. Rather, it is presented as a starting point which can be added to and adapted to address the needs and requirements of different groups of learners. Equally, it is not presented as a programme of learning that learners work through from start to finish; learning should be prioritised so that the capabilities selected, reflect learners' needs.
Excerpts from publication.
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