The impact of learning-outcomes-based curricula on work- and practice based IVET

The study contributes to ongoing European efforts to strengthen the quality, transparency and labour-market relevance of IVET while supporting lifelong learning and workforce adaptability. Its findings provide valuable insights for policymakers, VET providers, companies, trainers, and learners, underscoring the importance of systemic cooperation and the practical integration of learning outcomes to strengthen IVET effectiveness and improve learner employability.

Facts and findings

• Learning outcomes are formally embedded in national VET frameworks across all studied Member States but their practical use in companies varies significantly, often depending on national traditions, sectoral characteristics, and company size.
• Structured partnerships between VET schools and companies, including formal agreements and liaison roles, support the alignment of workplace training with curriculum goals, especially in Ireland, the Netherlands, and Finland.
• In-company trainers play a pivotal role in translating learning outcomes into practice, yet many lack formal pedagogical training and institutional support, limiting consistent application.
• Learner awareness and engagement with learning outcomes are highest in systems with structured planning tools, personalised learning plans, and clear communication, such as in Ireland, the Netherlands, and Finland. In contrast, learners in Bulgaria, Malta, and Poland often focus on task completion with limited reflection on competence development.
• Assessment practices strongly influence the implementation of learning outcomes; systems with aligned formative and summative assessments involving both VET providers and companies show higher consistency and quality assurance.

Key messages

• Learning outcomes help connect VET and labour market needs: stronger cooperation between VET providers and employers improves the relevance of training and supports EU skills and employment objectives.
• In-company trainers are critical to quality work-based learning: their ability to translate curriculum requirements into workplace practice directly affects learner outcomes, highlighting the need for targeted professional development.
• Learner-centred approaches can improve employability: active engagement with learning outcomes, feedback and reflection helps learners develop transferable skills and clearer career pathways.
• Implementation remains uneven across countries and sectors: differences in workplace practices can limit the consistency, transparency and quality of learning outcomes.
• The findings support continued VET reform: better guidance, employer engagement and monitoring can help ensure that learning outcomes are effectively applied in workplace settings and contribute to EU policy goals.

Policy pointers

• EU and national level: promote policies that clarify the pedagogical purpose of learning outcomes, emphasizing their role as tools for guiding learning and assessment beyond formal curriculum descriptors.
• VET providers and companies: encourage the co-design of personalised learning plans and joint planning mechanisms to ensure learning outcomes are contextualised and operationalised in workplace tasks.
• Trainer support: invest in accessible, mentor training programmes to enhance trainers’ pedagogical skills in applying learning outcomes and providing constructive feedback.
• Assessment development: develop and disseminate practical, user-friendly assessment tools aligned with learning outcomes; foster cooperation between schools and companies in formative and summative evaluations.
• Learner engagement: implement communication strategies and learner-centred tools (e.g. reflective journals, self-assessment frameworks) that make learning outcomes understandable and actionable, thereby promoting learner responsibility and progression.
• Future research should explore the long-term impact of learning outcomes on learners’ labour market transitions and professional development to further inform policy and practice.