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![[PDF] Learning outcomes approaches in VET curricula - Cedefop - europa](https://pdfprof.com/Listes/27/32422-275506_en.pdf.pdf.jpg "[PDF] Learning outcomes approaches in VET curricula - Cedefop - europa")
European Centre for the Development
of Vocational Training
RESEARCH PAPER
No 6
Learning outcomes
approaches in VET curricula
A comparative analysis
of nine European countries
Luxembourg:
Publications Office of the European Union, 2010
Learning outcomes
approaches in VET curricula
A comparative analysis
of nine European countries Luxembourg: Publications Office of the European Union, 2010 A great deal of additional information on the European Union is available on the
Internet.
It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Publications Office of the European Union, 2010 ISBN
978-92-896-0649-3
ISSN 1831-5860
doi:10.2801/28989
Copyright ©
European Centre for the Development of Vocational Training (Cedefop), 2010
All rights reserved.
The
European Centre for the Development
of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice.
Cedefop was established in 1975
by Council Regulation (EEC) No 337/75.
Europe 123, 570 01 Thessaloniki (Pylea), GREECE
PO Box 22427, 551 02 Thessaloniki, GREECE
Tel. +30 2310490111, Fax +30 2310490020
E-mail: info@cedefop.europa.eu
www.cedefop.europa.eu
Aviana Bulgarelli, Director
Christian Lettmayr, Deputy Director
Peter Kreiml,
Chair of the Governing Board
Learning outcomes approaches in VET curricula
A comparative analysis of nine European countries
1
Foreword
This comparative study addresses the relationship between learning outcomes and curriculum policies and developments in vocational education and tra ining (VET) in nine European countries: Germany, Ireland, Spain, France, the Netherlands, Poland, Romania, Slovenia, and the UK-Scotland. The concept of 'outcomes' is not new to education and training; what is now evident is its greatly increased prominence over the past few years in national and European VET policies and in any discussion about curriculum reform. Undoubtedly, developments linked to the European framework on key competences for lifelong learning (2006) and the implementation of the European qualifications framework (2008) had a decisive influence on this curriculum development discourse. Curriculum is increasingly seen by stakeholders as a dynamic framework guiding teaching and learning processes and as a steering mechanism for quality. It features in key European policy documents as a new consensus for contributing to Europe 2020, the European strategy for smart, sustainable and inclusive growth. Findings of empirical research widely recognise that curriculum relevance is a condition sine qua non, not only for improving the human capital potential of education and training graduates but also for retaining learners in education and training systems. The endemic irrelevance of curriculum may be one of the greatest obstacles to matching education and training provision successfully to learner and labour market needs. Adopting a learning outcomes approach when developing curricula, valuing what a learner knows, understands and is able to do on completion of a learning process - irrespective of how, when and where this learning takes place - is seen by many European countries as an effective way to avoid such potential mismatches and promote active learning and inclusive teaching. For VET providers and employers, outcome-oriented curricula can offer a valuable platform for bridging the worlds of education, training and work, providing a common language between competences acquired in learning and the needs of occupations and the labour market. For teachers, a curriculum built on knowledge, skills and competences th at learners can acquire through an interdisciplinary approach, is more challenging than traditional approaches but also more flexible in designing learning programmes tailored to the needs of learners and applying innovative pedagogies and assessment procedures.
Learning outcomes approaches in VET curricula
A comparative analysis of nine European countries
2 For learners, an outcome-based curriculum is potentially user-friendly, allowing them to clarify the purpose of learning and giving them more opportunities for active learning, progression in education and training or integration in the labour market. However, curricula based on learning outcomes are not automatically learner-centred, nor guaranteed to benefit learners. As this study shows, the relationship between outcome-based curricula and learner-centeredness depends on many factors, including how curricula are being delivered in learning environments. The study, drawing from examples on curricula of the logistics sector, illustrates how outcomes of learning, increasingly featuring in many official curricula and other documents, have important conceptual differences and no clearly marked delimitation. Often names such as 'outputs', 'attainments', 'products' 'aims', 'objectives', 'capacities', ' assessment standards' or '(key) competences' are embedded in different theoretical methods of curriculum development and fulfil different roles and functions within the overall education and training system. The study is undertaken within the overall work of Cedefop to support Member States and the European Commission on the implementation of the European qualifications framework at national and sectoral levels. It is part of an extensive comparative research work exploring the role of learning outcomes approaches in vocational education and training to design and describe qualifications, to set standards, and to influence quality assurance and certification approaches.
Aviana Bulgarelli
Director
Learning outcomes approaches in VET curricula
A comparative analysis of nine European countries
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[PDF] OUTCOMES Second Edition