Abstract:

The society of the future, in line with the European Skills Agenda proposed in 2020, requires all people to have an appropriate set of skills and competences for personal fulfillment and development, employment, social inclusion, sustainable lifestyle, a successful life in peaceful societies, life management that pays particular attention to health care, and active citizenship. The aim of the learning key competences for lifelong learning are to establish a basis for creating a more equal and democratic society. This meets the need for inclusive and sustainable growth, social cohesion and the further development of a democratic culture.

Understanding the concept of competence is related to the nationally defined basis of normative documents: laws, planning documents, changes in the laws and regulations of the European Commission.

In order to determine the necessary set of skills and competences for adult learning, in the context of Latvia it is necessary to adapt to lifelong learning and the general and professional development of the personality is subject to a single terminology according to all sectors of the economy.

In view of the interpretation of the concept of competence in compulsory education, the aim of the study is to extend the use of a common concept of competence for lifelong learning, thereby offering recommendations to lifelong learning implementers for the implementation of programs based on the approach to competences.

The study methodology is related to the analysis of primary and secondary normative documents of lifelong learning processes and a summary of the views of further learners on the use of the concept of competence in adult education.

Keywords:

Lifelong learning, adult education, competence.