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The immigration crisis in Europe and its consequences are our collective responsibility as Europeans, and it is important to show solidarity by providing immigrants with much needed support, based on generally accepted human rights and moral responsibility issues. Along with the challenges posed by the migrant crisis the issue came up of better integration of immigrants into society, providing the necessary information regarding the assistance offered, social guarantees, protection, and knowledge of local culture, traditions, history and educational opportunities. Summarizing the empirical research data, it can be concluded that the portrait of a Latvian immigrant is as follows: average age - 29.9 y/o, coming to Latvia to look for a job 45% or 24% to study, 44% married or in non-registered relationship, 39% have little information about Latvia or in 13% of cases there has been no information, in 93% of cases immigrants want to get some information about Latvia – the Internet and friends (other immigrants or residents) are mentioned as the most popular sources of information. In turn, educators working with immigrants confirm that integration and educational issues are particularly important in the first year since arriving to Latvia, focusing on learning the national language, providing a place to live, and providing direct support in a specific life situation. At this stage, it is especially important to provide professionally oriented and accessible lifelong learning, which can contribute to the better integration of migrants into the local community and the labour market.

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The understanding of the concept of competence is based in the state normative documents. As the content of education changes within the framework of the project „School2030”, naturally, the chan-ges impact both the teachers’ education and continuing education or perfection of their professional quali-fication. The aim of this article is to expand the application of the concept ‘competence’ in lifelong edu-cation, taking into account how the concept of competence is defined within the project „School 2030”, offering the recommendations to the implementers of competence-based lifelong education programmes. For the development of recommendations, the analysis of normative documents related to lifelong education processes is conducted and the views of educators summarised about the application of the concept of competence in lifelong education.