Using learning outcomes - European Qualifications Framework Series: Note 4

This note is the fourth in the European Qualification Framework Series which is written for policy makers and experts who are involved at national and European level in the implementation of the EQF for lifelong learning. Downlaod Using learning outcomes.
It was written in response to the high level of interest in sharing experiences at European level regarding how the ‘learning outcomes’ approach is used in the implementation of the EQF.
This note is a step towards offering European-level support for learning outcome development and addresses the following issues:
- What are learning outcomes?
- Use of learning outcomes in different settings
- Shifting towards a policy to introduce learning outcomes.
Foreword
This note is the fourth in the European Qualification Framework Series which is written for policy makers and experts who are involved at the national and European level in the implementation of the European Qualifications Framework for lifelong learning (EQF).
The EQF aims to increase the transparency of qualifications throughout Europe. It provides a common European translation tool that facilitates the comparison of several thousands of different qualifications issued all over Europe. This European reference framework consists of eight levels that are defined according to so-called ‘learning outcomes’ – that is to say with reference to the knowledge, skills and competences acquired. EU Member States can relate the levels of their national qualifications to the eight common reference levels. Using this tool, stakeholders abroad can make an assessment as to the level of knowledge, skills and competences that a qualification holder has acquired.
The EQF Recommendation requires that the link between the levels of national qualifications and the levels of the EQF is defined based on learning outcomes. Moreover, the Recommendation also insists that individual qualifications should be described and defined in learning outcomes.
The ‘learning outcomes’ approach shifts the emphasis from the duration of learning and the institution where it takes place to the actual learning and the knowledge, skills and competences that have been or should be acquired through the learning process. Despite the fact that it is considered to be relatively new; the ‘learning outcomes’ approach has been applied in various countries, in various sectors and for various purposes.
This note was written in response to the high level of interest in sharing experiences at the European level regarding how the ‘learning outcomes’ approach is used in the implementation of the EQF. It is widely acknowledged that there is not a common approach in using learning outcomes; however, a common understanding of the main concepts and principles would facilitate the implementation of common European tools such as the EQF, ECVET, and ECTS, which are all based on learning outcomes.