Lifelong learning: citizens' views - European Commission - Europa

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CHAPTER 2Skills for a Europe ofknowledge2.1. What knowledge and skills do citizens thinkthey need?Traditional basic skills, and then social skills, are most importantEveryone puts reading/writing, arithmetic and general knowledge at the topof the list of very useful skills (Figure 3). Over 90% think they are very usefulboth in personal life and in working life. More than 80% think that social skillsare very useful in both areas of life.Figure 3. ‘Very useful’ knowledge and skills: respondents’ <strong>views</strong> by lifesphere, EU15, %0 10 20 30 40 50 60 70 80 90 100Traditional SkillsBe able to read and writeBe able to do arithmeticHave general knowledgeBe able to express oneself wellBe able to cooperate with other peopleKnow how to learnSocial SkillsInstrumental SkillsBe able to assess situations and solve problemsBe able to take initiativesHave organisational skillsBe able to get on with people fromdifferent cultures/countriesBe able to manage peopleUse a computerUse the InternetUse scientific/technological tools/equipmentUse foreign languagesIn personal lifeIn working life
Skills for a Europe of knowledge 9At the same time, under half consider that using the Internet (48%), foreignlanguages (45%) ( 7 ) or scientific/technological tools and equipment (37%) areimportant skills in personal life.People think they need a broader range of skills in working life than inpersonal lifeCitizens judge most skills to be even more useful in working than in personallife (Figure 3). This is especially the case for using ICT skills,scientific/technological tools and equipment or foreign languages and for theability to get on with people from different cultures/countries and to managepeople.This all suggests that citizens are aware of what a Europe of knowledgeneeds to flourish. For instance, they think social and communicative skills areimportant. There is no clear split between what people think they need in theireveryday lives at home, at work and in the community. The skills they aremost likely to see as very useful are judged to be important for both lifespheres.ICT and scientific/technological skills are not high on citizens’ agendas.One reason seems to be that they judge the usefulness of skills first by whatthey think is very useful in personal life rather than in working life. Anotherreason could be that many people’s jobs and community lives remain ratheruntouched in concrete terms by the knowledge economy.2.2. Do people think they have the knowledge andskills they think they need?<strong>European</strong> citizens are aware of a ‘skills gap’Almost everyone in the EU thinks that they can read, write and do arithmetic(Figure 4). But fewer than three fifths say they can use a computer or havemanagement skills, while under half can use the Internet, scientific/technologicaltools and equipment or foreign languages.( 7 ) This is the average for all 17 countries included in the survey. The EU15 average shown in Figure 3is 44%.
Page 1 and 2: 04 05 16TI-52-03-716-EN-CLifelong l
Page 3 and 4: A great deal of additional informat
Page 5 and 6: PrefaceMaking lifelong learning a r
Page 7 and 8: ForewordWe have come a long way sin
Page 9 and 10: CHAPTER 1Creating one world of life
Page 11: Creating one world of lifelong lear
Page 15 and 16: Skills for a Europe of knowledge 11
Page 17 and 18: CHAPTER 3Lifewide learning and thed
Page 19 and 20: Lifewide learning and the diversity
Page 21 and 22: CHAPTER 4Incentives, obstacles,moti
Page 23 and 24: Incentives, obstacles, motivations
Page 25 and 26: Incentives, obstacles, motivations
Page 27 and 28: Citizens’ views on lifelong learn
Page 29: Cedefop (European Centre for the De

Lifelong learning: citizens' views - European Commission - Europa

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