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oaches to the definition
nd their assessment
relevant curricula in order to facilitate recognition.
In the VET-CCS project, units
are more or less grouped around the
school ‘subjects’ a qualification consisted
of before the reform.
Several methods and sources were
used by the projects to identify occupational
activities or work processes/
tasks: information was taken from qualifications
standards or official training
regulations and empirical methods such
as analysing work processes or consulting
experts were used.
The ECVET Recommendation suggests
that units of learning outcomes should
include all necessary learning outcomes,
i.e. they should describe the intended
professional competences as well as
the key competences and necessary
social and personal competences in this
context. However, it is up to the projects
to decide on whether transversal or key
competences should be grouped into
separate units or be integrated into the
descriptions of learning outcomes related
to the specific profession/vocation.
Two projects address qualifications
from the range of health and social care
qualifications (ICARE, 2get1care). For
these qualifications, personal attitudes
and social competences play a particularly
important role. In the ICARE
project, ‘global competences’ (such
as personal or social competences or
dispositions – e.g. ‘showing passion’,
‘being creative’) are included in the learning
outcomes descriptions, but not
uncoupled from the work tasks. In the
2get1care project, aspects of key competences
(for instance, ‘interdisciplinary
communication in a team’) were, as was
the case for other, more cognitive learning
outcomes, also defined as learning
outcomes and described in terms of
knowledge, skills and competences.
Structure of learning
outcomes
All projects use the elements of knowledge,
skills and competence to describe
learning outcomes. In projects where
the lead partner comes from a country
that does have national standards in
place, naturally the structure of the learning
outcomes descriptions of course
follows those standards (VET-CCS,
CPU-Europe). In projects that have
been implemented to test and experiment,
the structure is up to the projects
to decide. In total, five of those pilot
projects (2get1care, CO.L.O.R, EASY-
Metal, ESyCQ, ICARE) - adopted the
approach of differentiating between
knowledge, skills and competence
(KSC). They highlight that such differentiation
creates further clarity and trans-
parency on the content of the unit and
enables a better comparison between
systems.
However, the differentiation is not necessarily
done in that sequence. For
instance, the CO.L.O.R project changed
the order starting from the descriptor
‘competence’, followed by skills and
knowledge (CSK). The project states
that this organisation preserves the system
used in the national agreements
and conforms to the fact that ‘competence’
represents the central descriptive
element of qualification systems in Italy.
Furthermore, the categories: knowledge,
skills and competence are not the
only ones that could be used for structuring
learning outcomes descriptions.
For example, the aim of the VET-CCS
project is to converse all Maltese qualifications
into the ECVET system. In Malta’s
system, the learning outcomes are
based on knowledge, skills and competence
which are sub-divided into six elements:
Knowledge and Understanding;
Applying Knowledge and Understanding;
Communication Skills; Judgmental
Skills; Learning Skills; Autonomy and
Responsibility.
The MEN-ECVET project aims to examine
how VET qualifications of the French
(1) Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.; Dave, R. H. (1975).
Developing and Writing Behavioral Objectives (R. J. Armstrong, ed.), Tucson, Arizona: Educational Innovators Press.
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