The conceptual shaping of learning outcomes: are we practising what we preach?

The conceptual shaping of learning outcomes: are we practising what we preach? Anastasia Pouliou and Vasileios Symeonidis Experts in qualifications and credentials -Future of VET Cedefop Karin Luomi-Messerer, 3s Research & Consulting Simon Broek, Ockham IPS Donatas Pocius, PPMI Virtual conference I 13 June 2025 2 Shaping VET Cedefop looks into the future of VET monitors VET policy developments across the EU actively supports the development and use of European tools, such as the European qualifications framework 3 Learning outcomes are statements of what an individual should know, understand and/or be able to do at the end of a learning process, which are defined in terms of knowledge, skills and responsibility and autonomy Learning outcomes [ˈlɜːnɪŋ ˈaʊtkʌmz] Cedefop’s long standing research on learning outcomes The learning outcomes principle is - explicitly since 2004 - systematically promoted in the EU policy agenda for education, training and employment Cedefop has carried out a number of studies mapping and analysing the use of learning outcomes for different purposes. Learning outcomes in European education and training policies 5 The LO principle: a more explicit and visible building block for VET. A way to: Increase transparency of VET Broaden access to VET Improve relevance of VET Put the learner at the centre of the process LO influence the description and definition of curricula, programmes and qualifications! But the impact on teaching, learning and assessment is less researched and more difficult to judge especially due to the emergence of many on-line provisions © Jacob Lund/AdobeStock The feedback loop education-training and labour market-society What is the relationship between curriculum statements/assessm ent processes and assessment results? Which conceptual, structural and political factors hinder and/or facilitate the transformation of LO into actual learning achievement? How – and to what extent - are teaching practices being influenced by the LO approach How are learning outcomes-based curricula informing, influencing and/or steering work-based learning? How is the LO (competence) approach addressed and embedded in the theories underpinning teaching education? Five key objectives Cedefop project: The shift to learning outcomes (2023-25) Influence of learning outcomes on pedagogical theory and tools Influence of learning outcomesbased curricula on teaching practices Influence of learning outcomes on assessment Suggestions/ lessons for the way forward Influence of learning outcomes-based curricula in company training 7 Transformation from intended to achieved learning outcomes AwarenessOwnership The tension between narrow/wide intentions Competing perspectives and interests The impact of the learning context Guidance and support Ideology and disciplinary ‘dogma’ Macro – Meso - Micro levels / Stakeholder engagement Methodology of the study 10 case studies (Included national desk research, visits to VET providers and companies, interviews with nationallevel stakeholders, and validation workshops) EU level seminar (only for WA5) Survey Desk research and literature review Synthetic reports Learning outcomes and assessment Learning outcomes: core component of national assessment regulations in all countries covered by the study Assessment criteria: defined at the national level in most cases (differences in terms of scope, detail and implementation) Transversal skills and competences: only to some extent reflected in assessment criteria, often assessed implicitly or informally Formative assessment: generally, less regulated than summative assessment Teachers and trainers: value learning outcomes for enhancing transparency in expectations; often rely on intended learning outcomes to guide formative assessments and use detailed criteria for summative purposes. Learners: awareness and understanding differs, often stronger focus on assessment criteria The impact of learning outcomes on assessment Which conceptual, structural and political factors hinder and/or facilitate the transformation of learning outcomes into actual learning achievement? How do the above factors influence learners, teachers, trainers, assessors as well as policy makers? Which practical recommendations can improve the transformation of intended to achieved learning outcomes? An attempt to develop practices and relevant guidelines for practitioners that could form part of an electronic toolkit on learning outcomes. The way forward Impact of LO in the wider landscape of ET © Ilona/AdobeStock Conceptual diversity and uneven integration: Learning outcomes stem from diverse educational traditions, leading to varied interpretations and inconsistent embedding in curricula, teacher training, and teaching practices across countries. Implementation gaps at practitioner level: While national reforms establish LO-based frameworks, practical use in classrooms, work-based learning, and assessments depends heavily on teacher and trainer support, which remains uneven. Need for systematic support and clearer guidance: Limited CPD, vague outcome statements, and a lack of holistic training constrain effective implementation; stronger support structures and clearer LO formulations are needed Path dependency and policy framework Political consensus and EU support Governance and stakeholder involvement www.cedefop.europa.eu Follow us on social media Thank you Contact details Anastasia Pouliou https://orcid.org/0000-0002-1277-7189 [email protected] Vasileios SYMEONIDIS https://orcid.org/0000-0002-3173-3560 V[email protected] Simon Broek [email protected] Karin Luomi-Messerer karin.luomi[email protected] Donatas Pocius [email protected] Project page https://www.cedefop.europa.eu/en/projects/learningoutcomes DOI: https://doi.org/10.5281/zenodo.15576350