In 2006, the European Parliament adopted a recommendation on "Key competences for lifelong learning".

The framework had four objectives

• identify and define the key competencies necessary for personal fulfillment, active citizenship, social cohesion and employability in a knowledge-based society;
• support the work of Member States to ensure that, by the end of initial education and training, young people have acquired sufficient mastery of key competences at a level that prepares them for adult life and provides a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives;
• to provide policy makers, education professionals, employers and learners themselves with a European reference tool to support national and European efforts to achieve commonly agreed objectives;
• provide a framework for future community action,

• Communication in foreign languages
• Mathematical competence and basic science and technology skills
• Digital literacy (see box)
• Learning to learn
• Social and civic skills
• Spirit of initiative and enterprise
• Cultural awareness and expression

This update takes into account the ongoing digital transformations in education and training.

Changes to the eight key competencies include:

• Increased emphasis on basic skills (writing and reading, language skills, and basic digital skills), as well as horizontal skills such as creativity, problem solving, critical thinking, and communication. These skills contribute to the resilience of citizens and help them adapt to increasingly volatile labor markets and rapidly changing societies;
• place particular emphasis, at all levels of education, on promoting learning and experience in the world of business. The Commission recommends that Member States provide students with at least one entrepreneurial experience during compulsory education. It also encourages them to set up platforms bringing together schools and businesses, to provide appropriate training for teachers and school leaders, and to create mini-companies within schools;
• Focus on improving the acquisition of skills related to science, technology, engineering, and mathematics and enhance the attractiveness of careers in these fields;
• update the definition of digital skills, including aspects related to coding, cybersecurity and digital citizenship;
• give more weight to citizenship, democratic values and human rights in civic competencies and emphasize intercultural competencies in cultural awareness and expression.

The 8th key competence: digital competence (2006)

Definition 

Digital competence involves the safe and critical use of information society technologies (IST) at work, at leisure and in communication. The prerequisite is ICT literacy: the use of computers to obtain, evaluate, store, produce, present and exchange information, and to communicate and participate via the Internet in collaborative networks.

Essential knowledge, skills and attitudes corresponding to this competency:

Digital literacy requires an understanding and knowledge of the nature, role, and capabilities of IST in everyday life, in the home, in society, and at work. This includes the major functions of a computer, such as word processing, spreadsheets, databases, information storage and management. There should also be an understanding of the potential opportunities and risks of the Internet and communication through electronic media (email, networked tools) for work, play, information exchange and networked collaboration, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of the issues of validity and reliability of available information and the legal and ethical principles related to the interactive use of IST.

Required skills include the ability to search for, gather and process information and to use it critically and systematically, assessing its relevance and differentiating between real and virtual information while identifying links. An individual should have the ability to use techniques to produce, present, or understand complex information and the ability to access, search, and use Internet services. An individual should have the ability to use IST to support critical thinking, creativity and innovation.

The use of IST requires a critical and reflective attitude toward the information available and a responsible use of interactive tools. An interest in engaging in communities and networks for cultural, social, and/or professional purposes also serves this skill.