The cefr document is the result of a need for a common international framework for language learning facilitated co­ operation among educational institutions in different countries

2.1.1 The general competences of an individual
This section introduces the categories developed in detail in section 5.1. Users should note the use of the term ‘competence(s)’ here and throughout CEFR. It is used, not to indicate how efficiently the learner is able to use the language, but to refer to the knowledge, skills and attitudes which underlie the use of language at whatever level. Section 5.1 deals with competences which are not specifically concerned with language, but which are called upon for human activities of all kinds, including communication. Their development and organisation in the mind are also closely linked to the development and organisation of language.
2.1.2 Communicative language competence
This section deals with the categories developed in detail in section 5.2, i.e. those formally related to the structure (linguistic) and use (sociolinguistic and pragmatic) of language.
2.1.3 Language activities
This section, together with sections 2.1.4 and 2.1.5, deals with the categories developed in detail in chapter 4. The order in which they are discussed in these sections is somewhat different from the order of their presentation in chapter 4 itself, being influenced by the order in which they appear in the boxed paragraph at the beginning of chapter 2. In particular, strategies, discussed here together with tasks and texts, are treated in chapter 4 immediately following the activities with which they are associated. Users will also note that, in view of the importance attached to tasks in an action-oriented approach, chapter 7 is devoted to their role in language learning and teaching.
2.2 Common reference levels of language proficiency
This section gives the reasons why the scaling of language proficiency is given a prominent role in CEFR and adds some words of caution. Language learning is a lengthy process and its calibration is important for many purposes, such as course planning and the award of qualifications. The establishment of common standards is a main justification for the introduction of CEFR.The principles of scaling are dealt with in considerable detail in chapter 3 and appendices A andB. Scales are provided throughout the work, holistically in chapter 3 and for specific activities, tasks and competences wherever appropriate and feasible in chapters 4 and 5 and in appendices C and D.