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The CEDEFOPLearning Outcomes study

Tom Leney and Jean Gordon

LeneyTO@qca.org.ukgordon@dauphine.fr

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Overview of the study:aims, methods, coverage

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Aim: Comprehensive focus on learning outcomes

• Conceptualisation, development and use across the different subsystems and phases of education and training

• Informal and non-formal as well as formal learning

• Lifelong learning, qualifications, curriculum and assessment

• Qualification frameworks

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Themes for investigation

• Conceptual clarification

• Learning outcomes as an aspect of policy reform

• Learning outcomes impacting on practical reform at the levels of institutions and learners

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Methods used

Conceptualisations - a literature review

Coverage of 32 countries:• ‘fiche methodology’ • enquiries through EURYDICE and ReferNet• other research: NQFs, ECOTEC’s draft country

reports

Validation (under way) with country experts. And, the conference.

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Outline of the report

Part 1 Introduction and backgroundOverview, methods used, concepts of learning outcomes

Part 2 Descriptive analysisLOs at systemic level

LOs and qualifications

LOs and curriculum and assessment

LOs and recognition/validation

Part 3 The analytical partHere, the conference is formative

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Reflections and conclusions

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Concepts of learning outcomes

• How are learning outcomes, levels and descriptors developed?

• Evolving plurality: • sub-sectors• geographical

• Evolving purposes – from employability to competences for the 21st century

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Pluralities and purposes

• ‘preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.’

Bologna Process – London communiqué

• Or, Repairing a fault in the machine

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Derivation of learning outcomes

Type 1: Learning outcomes based on a theoretical or research formulation

Type 2: Learning outcomes based on negotiation between stakeholders

Type 3: Learning outcomes borrowed/adapted from elsewhere

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Learning outcomes according to their function

Learning outcomes• as reference level descriptors• as a vehicle for quality assurance• as a tool for relating theoretical and practical learning• to link learners’ cognitive, skill and affective learning• in the formulation of lifelong learning policies • as a lever for reform or modernisation• for legibility or transparency of learning

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Learning outcomes according to their function (cont’d)

• Can concepts of learning outcomes bridge the gap between theoretical and practical learning?

• Can the same set of learning outcomes operate in general, vocational and higher education, or does the learning context make this difficult or impracticable?

• Are the learning outcomes that a school or work organisation develops the same as those needed to evaluate the performance of a system?

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Learning outcomes at the systemic level

• How far have the European countries shifted towards using learning outcomes at systemic level?

• Specifically, for developing lifelong learning policies?

• Do we observe a unified approach to learning outcomes in countries’ general education and VET systems?

• How do approaches to learning outcomes in higher education fit into the picture?

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LOs in general, vocational and HE qualifications

Vocational qualifications• Learning outcomes being referenced to a functional or

research-based analysis of labour market  • Categorisation of knowledge, skills, etc., paying differing

attention to technical and softer skills.

General education qualifications• Subject-based knowledge and subject-related skills have

a traditional and durable influence.

Higher education qualifications• The innovative use of learning outcomes is a slow-

burning fuse.

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LOs in curricula and assessment

Approach 1:Narrow targets circumscribed by the subjects in the curriculum

Approach 2:Core curriculum in which learning outcomes have a prominent position

Approach 3: Holistic concepts of the learning outcomes, which curriculum and assessment should follow

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LOs in curricula and assessment - examples

Approach 2A core curriculum in Finland. The socle commun in France. Bildungsstandard in Germany. The national minimum curriculum in Malta

Approach 3In Sweden, steering through learning outcomes goals - goals to be attained’ and ‘goals to strive towards’. In Denmark, 2003 Better Education Plan - a personal education plan for each student. UK (E/NI), ‘the aims, objectives, learning outcomes come before the specification of the curriculum

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Identifying LOs in recognition/validation

• Able to draw on ECOTEC’s work.

• Is recognition high priority in national systems? In some: yes. In others: no

• Concerning learning outcomes, Ireland and France are interesting

• Ireland: Emphasis on LOs, enabling mechanism

• France: Emphasis on the jury methodology; LOs may be implicit.

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Four Issues, and questions for you

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Issue 1 Learning outcomes and the lifelong learning agenda

• Lack of connectedness of education systems in implementing a lifelong learning agenda?

• Are the same types of learning outcomes suited to all types of learning?

• Achieving the balance:Learning outcomes-led education and training, knowledge-based and subject inputs, high quality teaching and assessment methods.

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Issue 2 shifting from a specific focus on VET?

General education LOs: reflection of national systems/approaches & focus on “21st century” key competences?

• The most input-driven sub-sector appears to be upper secondary general education!

• Do we expect “knock-on” effects in school education of developing learning outcomes in higher education?

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Issue 3 NQFs - one ‘picture’ of development, or several?

• EQF as a meta-framework has developed rapidly through the ‘OMC’ approach to E&T

• NQFs are a relatively new policy device, tried out in several countries globally, but not so many!

• Learn the lessons of experience:• Scotland• South Africa

• Take care! Take time!

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Issue 4 New research into learning/outcomes

• Brain research and learning sciences• Plasticity of the brain – “learning really is a lifelong

activity” • Holistic approaches recognising the

• interdependence of physical/intellectual well-being • interplay of the emotional and the cognitive facilitating

the learning process• Managing one’s emotions - a key skill for an effective

learner

Implications for policy, pedagogy, etc?

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Issues for a future agenda

• The personalisation agenda: implications for learning and teaching?

• Focus of teacher training – is it following the trend towards learning outcomes?

• School leadership/management training – implications for organisation (and resouces).

• Assessment – more inderstanding is needed.

• Bridging gap in research between different approches and sub-sectors.

• Other?

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Asking for your help in Thessaloniki

What have we misunderstood?

Where are the gaps in our analysis?

In your view, what conclusions should we be reaching?

Can you provide powerful examples?

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