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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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The Training of Trainers Network (TTnet) was established by CEDEFOP in 1998 as a community forum for communication, cooperation and expertise in the field of training for teachers and trainers of vocational training. This dossier, presented in both French and English, reports on the workshop held in Lisbon in May 2000 to discuss the conditions under which the validation of knowledge gained through experience can be considered a ‘professionalising factor’ for teachers and trainers. The first section, ‘Review of the issue’, contains the following papers: Introduction / Anne de Blignieres-Legeraud; Validation of prior learning in training occupations in Europe / Jens Bjornavold; Validation of prior learning in training occupations / Anne-Marie Charraud. The second section, ‘National contribution’, contains the following papers: Validation of prior learning in training occupations in France / Francoise Gerard; Designing and implementing the national accreditation system of trainers’ training in Greece / Stamatina Diamanti; Validation of competences and the professionalisation of trainers in Austria / Alfred Freundlinger; Accreditation of vocational teachers’ competences in Norway / Ellen Bjerknes; Vocational training markets and the validation of trainer qualifications in Portugal / Horacio Covita. The annex contains a glossary on identification, assessment and recognition of qualifications and competences and transparency and transferability of qualifications. The glossary is an extract from ‘Making learning visible: identification, assessment and recognition of non-formal learning in Europe’ published by CEDEFOP in 2000 and indexed at TD/IRD 88.399. Show less

This publication gives a snapshot - end 2007 - of European developments in validation of non-formal and informal learning. While some countries are making substantial progress others have yet to put in place approaches for individuals to have their non- and informally acquired experiences identified, assessed and/or validated. European developments are therefore described as strongly differentiated. This report identifies factors which promote and prevent developments in this field. The following issues are covered: (1) national motives for pursuing validation of non-formal and informal learning; (2) validation in the European policy context; (3) characteristics of the validation process and its relation to qualifications systems; (4) developments in Europe in validating non-formal and informal learning; and (5) elements of a validation strategy for 2010 and beyond: key issues influencing further development of methods and systems of validation.

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In an age characterised by internationalisation and technological change, an understanding of the perspectives, priorities, and good practices of other nations is becoming increasingly essential to success at the international level. These issues have become important for vocational education and training (VET) as well and this publication contains contributions from Europe, Australia and the United States (US) representing a range of perspectives on the internationalisation of VET. These papers also provide a working document for the CEDEFOP/ACIU (Danish Centre for International Training Programmes) conference on ‘Internationalising vocational education and training in Europe’, 25-27 May 2000. The papers are: Internationalisation of vocational training in Europe / Margrethe Vestager; International employees plead for education and assistance in adjusting to living in foreign cultures / Jean R. McFarland; Globalisation and internationalisation: two conflicting discourses? / Karen Risager; Trends in the internationalisation of qualifications / Tim Oates; Internationalisation - what are the possibilities? / Jorn Sogaard; Education and training in times of globalisation / Michael Brater; The international challenge for vocational education and training / Kim Moller; Qualification development of internationally active skilled workers - from mobility of labour to ‘virtual mobility’ / Peter Wordelmann; Trainer exchanges: a staff development opportunity / Marilyn Young; Internationalisation as a challenge for vocational colleges in Europe / Ronald Monch; The internationalisation of vocational education and training: the Australian experience / Tony Crooks; All of us must have a dream… / Riccardo Petrella, interviewed by Norbert Wollschlager.

Selected papers are indexed from TD/TNC 65.432 to TD/TNC 65.440. Show less

The knowledge, skills and competences Europe needs to compete successfully in a global labour market is a major question on the European Union policy agenda. It is a question directly relevant to European citizens who want to know which knowledge, skills and competences will help them find or keep a job. Acknowledging the challenge, the 2007 Council Resolution 'New skills for new jobs' stressed the need to anticipate the skill needs - and skill gaps - emerging in the European labour market. In the short term, information on emerging skills needs is crucial, especially as several sectors already face skill shortages. The 2008 Spring European Council called for a comprehensive assessment of skill requirements in Europe up to the year 2020. This request has also been taken up in the June 2008 Council conclusions 'Anticipating and matching labour market needs, with special emphasis on youth - a jobs and skills initiative'. Information on skill needs at national level is no longer enough. A European labour market requires European-level information. Through its analysis of skills needs at European level, Cedefop took the initiative to help fill this knowledge gap. Cedefop's analysis, carried out in 2007, provides a consistent and comprehensive medium-term forecast of employment and skill needs across Europe and has made a major contribution to identifying labour market trends. To complement the information, in 2009, Cedefop will publish a skill supply forecast analysing possible future labour market imbalances. Cedefop intends to produce demand and supply forecasts regularly to help make skill needs in Europe more transparent. Cedefop's original analysis covered 2006-15. This booklet extends its forecast on skill needs in Europe to 2020. The forecast covers 25 EU Member States plus Norway and Switzerland. It analyses skill needs by broad sectors, occupational groups and broad qualifications levels and discusses possible policy implications. It is hoped this text will support not only policy-makers and researchers working on skill needs, but also social-partners and practitioners.

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This was the first European electronic training village, a site dedicated to bringing experts in all the aspects of the field of vocational training together to share the latest information and to generate synergistic problem-solving.

The site contained links to a newsagent (latest news), library (download and read free publications, access to the European Research Directory, the terminological database and the CEDEFOP institutional database, use the search engine to find information on a particular topic), listserv row (join a discussion group), speakers' corner (voice your opinions and read the opinions of others), community centre (who's who and contact details), software house (the necessary software for participating in village activities), the pub (chats are regularly scheduled), conference centre (register and attend a virtual conference), CEDEFOP factory (latest projects and research) and training organisations (links to international, European and national training bodies). Show less

The aim of the ADAPT community initiative was to help the workforce adapt to industrial change and to promote growth, employment and the competitiveness of companies in the European Union. This report, aimed at contributing to the current debate on lifelong learning in Europe, was commissioned by CEDEFOP at the end of the initiative to analyse those projects which illustrated good practice in lifelong learning. The focus of the report is on the key findings of ADAPT projects on workplace-oriented learning and learning networks. Suggestions are made based on project results and structured around the key messages of the European Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). The chapters are: Introduction; New basic skills for all; More investment in human resources; Innovation in teaching and learning; Value learning; Rethinking guidance and counselling; Bringing learning closer to home; Learning networks; Lifelong learning, innovations from ADAPT. Show less

This publication is the outcome of a survey collaboratively undertaken by Eurydice, the information network on education in Europe, and the European Centre for the Development of Vocational Training (CEDEFOP). It provides a summary overview of initiatives to promote lifelong education and training that have been implemented in various European countries. The purpose is to describe activities supporting and promoting lifelong learning at European and national levels in accordance with the six key messages providing a framework for implementing lifelong learning, documented by the ‘Memorandum on lifelong learning’, published by the European Commission in October 2000 (indexed at TD/IRD 88.400). The key messages are: (1) new basic skills for all; (2) more investment in human resources; (3) innovation in teaching and learning; (4) valuing learning; (5) rethinking guidance and counselling; and (6) bringing learning closer to home. Show less

This review is based on a comparative analysis of country reports written by [the] ReferNet national consortia of 25 European countries on initial vocational education and training (IVET). It provides an overview of the changes, trends and debates, and identifies the principal issues at stake. It summarises how they are being tackled by national IVET policies and provides some common orientations and policy objectives among countries. As far as the IVET structure is concerned the reader is provided with comprehensive information and a more specific outline of lower, upper, and postsecondary VET provision. The main conditions determining admittance to training, different initiatives undertaken by countries to promote participation, as well as different curricula development mechanisms and learning outcomes are also described. Even though IVET varies to a large extent both by country and type or mode of provision, this comprehensive review provides important conclusions that summarise the main trends in IVET across Europe.

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This study examined how vocational education and training (VET) has changed since the mid-1990s, and how this may influence future opportunities and challenges. This synthesis report summarises three years of research involving researchers and VET experts across Europe, with discussion of findings on the content and delivery of VET, assessment practices, and the link between initial and continuing VET. In addition to connecting and synthesising the series of research papers and case studies already published, it features an analysis by country.

The study provides important insights into how VET in Europe has developed over the past three decades, illustrating observed trends and developments, as well as tendencies of convergence between countries and systems. The research has also shown that the development of VET does not necessarily form an unbroken chain leading in one direction but can be interrupted by changes of course and even reversals in policy and practice. The future of VET is still unwritten. This report aims to provide a stimulus for developing future research in this area.

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