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Learning outcomes are a multifaceted phenomenon, expanding across systems and borders. Countries around the globe employ learning outcomes when defining, reviewing, and refining the content and profile of their education, training and skills provisions and strategic practices. Common terminology, based on learning outcomes is needed to facilitate mutual understanding among stakeholders. Learning outcomes provide a common language allowing different stakeholders in education and training, as well as the labour market and society at large, to clarify skills needs and to respond to these in a relevant way. In vocational education and training (VET), learning outcomes are perceived as a means to strengthen not only the systematic dialogue between stakeholders inside and outside schools, but also the relevance and quality of the programmes and qualifications on offer.

This policy brief discusses developments in using the learning outcomes approach and the links with qualification frameworks. It builds on Cedefop, European Training Foundation (ETF) and UNESCO research on the topic.

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This survey explores what adults living in the European Union (EU), Iceland and Norway think about adult learning and [continuing vocational education and training] CVET, given that image and perceptions influence action. The survey defines adult learning and CVET as any learning activities undertaken by adults (employed or not) with the intention of improving their knowledge or skills. The questionnaire asked about the value of adult learning and CVET in producing desired outcomes and benefits for individuals (such as personal, skill and career development and personal financial situation), society and the economy (such as lower unemployment) and for countries (such as social cohesion).

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European Qualifications Framework (EQF) levels reveal what a learner knows, understands and can do at the end of a learning experience. Thanks to the comprehensive nature of the EQF, these learning outcomes can also provide policy-makers with a fine mesh of data about each particular level and every kind of qualification. Nowhere is this mesh more intricate than at level 5, where learning outcomes cut across several subsystems. Moreover, these qualifications serve to test the degree of permeability between subsectors of [European] education and training systems.

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This reference publication maps and analyses the shift to learning outcomes in education and training policies and practices across Europe. Cedefop provides two interrelated definitions of the concept of 'learning outcomes': (1) statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence; and (2) sets of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal. The relationship between these two definitions can be understood as the relationship, or feedback-loop, between intended and actually achieved learning outcomes. Bringing together evidence on the development of national policies from 33 countries, the study examines progress made in recent years (2009 onwards) and attempts to capture the character of political reform at national, institution and local levels. Ten case studies in nine countries produce new empirical evidence on the presence of learning outcomes approaches in the design and delivery of programmes and curricula for teacher education programmes.

Based on extensive literature review, interviews conducted with various stakeholders in curriculum policy-making and practice, focus groups and on-site visits, findings show how learning outcomes approaches increasingly feature as catalysts for policy and practical reform, influencing education and training practice. This publication also reveals the diversity of uses of the learning outcomes approaches being applied and highlights the complexity of implementing learning-outcomes-centred policies and developing appropriate strategies at both systemic and sub-systemic levels.

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This Cedefop handbook is addressed to individuals and institutions actively involved in defining and writing learning outcomes in education and training. Its ambition is to act as a reference point for cooperation in this area. It offers concrete examples of the use of learning outcomes and provides an overview of existing guidance and research material supporting the definition and writing of learning outcomes. The handbook also aims to promote dialogue between education and training and labour market stakeholders by building on material from different parts of the education and training system, and bridging the gap between institutions and sectors.

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This booklet addresses the ongoing shift to learning outcomes in European education and training policies and practices. The current text builds directly on the comprehensive comparative study (to be published separately) conducted by Cedefop in 2007, covering 32 European countries that participate in the Education and Training 2010 programme. Interest in learning outcomes has widened from the domain of pedagogy to include other settings, notably governance of education and training systems. This main conclusion of the 2007 study was based on extensive research covering developments in general education, vocational education and training and higher education. This research took as its point of departure the following three sets of questions: (1) Conceptual clarification: how can the concept of learning outcomes be made clearer, particularly when used in conjunction with terms such as competences and learning inputs? How is the term used in different countries, cultures and subsystems of education and training? (2) Learning outcomes as an aspect of policy reform: which policy initiatives linked to learning outcomes can be identified in European countries and how do these influence strategies at national, local and institutional levels?; and (3) Learning outcomes impacting on practical reform at the levels of institutions and learners: what is the effect of learning outcome approaches at the micro level of learners in their institutions - whether schools, workplaces or another learning situation? This short extract - focusing on the conceptual basis and main developmental trends - aims to introduce the theme and the challenges facing it.

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Previous studies on how attractive people find vocational education and training (VET) as a learning path have focused on the influence of specific characteristics of the initial VET system. These include the provision of guidance and counselling, the chances to move on to higher education, the qualifications system, or quality assurance for the training provided. But even though an [initial vocational education and training] IVET system produces good outcomes it is not necessarily seen as an attractive learning option. This study reveals other wider issues that [will] be crucial to understanding what makes initial VET an attractive option to potential students. It shows that the composition and respective strengths of the labour market, expenditure on vocational education, as well as wider factors such as views of family members, perceptions about the quality of VET and the wider educational context, all play a role. The study concludes with several insights on how to influence perceptions of VET.

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This booklet focuses on some of the main aspects of vocational education and training (VET) in France. It provides an outline of the structure and characteristics of the training system and the challenges it faces. The booklet includes a chart of VET in France's education and training system and some education and training statistics. Show less

This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union. Using anonymised microdata from the [European Union] EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education. Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in [vocational education and training] VET labour market outcomes.

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This report investigates the social benefits of initial and continuing vocational education and training (VET) for individuals in Europe. Drawing on data from the European Community household panel, results show that initial VET is associated with positive changes in social outcomes for individuals. These social outcomes are mediated by the institutional setting in which VET takes place. Health benefits were mainly found in egalitarian contexts such as in Finland and Sweden, whereas benefits in terms of civic participation were mainly found in systems that reward participation in civil society, such as in Germany and Denmark. The benefits of continuing VET were found in systems known for their political efforts to improve training and working conditions in the workplace, such as in Scandinavian countries. Overall, the social benefits of VET for individuals materialise in all countries but their nature will change according to the institutional factors supporting the formation of certain types of benefit.

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