Cedefop (The European Centre for the Development of Vocational Training) recently released a new research paper. Its title is “The influence of learning outcomes on pedagogical theory and tools”. It’s a long one – 133 pages – but may be worth VDC News readers dipping into.
It examines how the learning outcomes approach is embedded in, and promoted, by theories of teaching and learning and describes how “future practitioners in most countries are introduced to learning outcomes in practical terms, referring to how they are used in standards underpinning qualifications and VET curricula.”
The research questions explored in the research include:
- To what extent and how is the learning outcomes (competence) approach addressed and embedded in theories that underpin the training of VET teachers and trainers?
- To what extent and how is the learning outcomes (competence) approach –influencing the teaching methodologies and tools – presented to future teachers? And:
What is the impact of the learning outcomes approach on the actual implementation of teaching, learning and assessment in everyday practice?
And finally, - To what extent are learning outcomes, in the relevant theories and methodologies, seen as accepted controversial and/or challenged, or unknown and/or ignored?
Ten European countries were studied: Bulgaria, Ireland, France, Lithuania, Malta, the Netherlands, Poland, Portugal, Slovenia and Finland.
The learning outcomes approach
The learning outcomes approach, stating what a learner knows, is able to do and understand following a completed learning sequence, has been firmly embedded in European education, training and employment policies and practices for a long time, as it has also been here in Australia.
However, the research paper notes that a challenge “lies in transforming learning outcomes intentions and statements into actual outcomes of learning; into knowledge, skills and
competences acquired and used by individuals at work or in broader life contexts.”
Key findings
Key finding 1: Representatives of providers of VET teacher and trainer training interviewed in the course of this research are predominantly supportive of the learning outcomes approach. However, several providers are dissatisfied with how the learning outcomes (competence) approach is implemented in VET. It concluded that the nature and the extent to which learning outcomes approaches are addressed in the theories that underpin VET teacher training differ.
Key finding 2: Providers of training for VET teachers and trainers have relatively high autonomy to decide on the contents of training programs they offer. “While many use this autonomy to introduce the learning outcomes approach to current and future VET teachers and trainers, this mainly results from the initiative of the providers themselves.
None of the countries studied mandate any learning theories or approaches for initial or continuous training of VET practitioners.” However, CPD, when compared to initial training of VET teachers and trainers, is less regulated.
Even in countries where no guidance on learning outcomes for educators of VET teachers and trainers exists, various materials and training on the topic are offered to VET teachers and trainers themselves. Teacher training courses in some countries have explicit general courses on how to apply learning outcomes approaches. In most of the countries, VET teachers and trainers are introduced to the way learning outcomes are defined in occupational, educational standards, qualifications and/or national curricula as part of their professional training.
Key finding 3: Most VET teachers and trainers surveyed (75%) indicate that they have been
introduced to at least some of the aspects of the learning outcomes approach during their training. More than two-thirds of the survey respondents (71.6%) indicate that introducing learning outcomes in curricula in their country has had an influence on their teaching/training practice.
More than a half (52.7%) of surveyed VET teachers and trainers feel prepared to teach a curriculum based on learning outcomes. However, more than 39% disagree. Overall, the survey revealed that VET teachers and trainers acknowledge the benefits of the learning outcomes approach for students and themselves. However, they have significant concerns regarding how learning outcomes are defined and implemented.
In conclusion
There are contrasting views about how different teaching and learning theories and how learning outcomes are presented to future teachers and trainers. On the negative side there are concerns about “a lack of explicit guidance for the providers of training for VET teachers and trainers on how to present learning outcomes to future VET practitioners; and dissatisfaction with an unclear definition and use of learning outcomes in VET (e.g. perception of learning outcome statements in reference documents being too vague or prescriptive).”
On the plus side, there are “positive views towards learning outcomes or a perception of its multiple benefits for both learners and teachers. Learning outcomes are also considered a tool for increasing the relevance and quality of VET programmes or a way to improve learner centredness and facilitate active and open learning; these aspects directly influence the way and the extent to which learning outcomes move from intentions to actual outcomes.”
