Cedefop

The European Credit System for Vocational Education and Training, currently being introduced in several Member States, aims to make it easier for young and adult learners to train throughout Europe. A Cedefop workshop asks how best to involve the trainers.

Learning outcomes-based curricula are meant to be holistic, flexible, motivating and inclusive both for teachers and learners. But if they are to be successful, teachers must be properly trained, leaning environments must be properly designed and learning outcomes must be carefully defined and assessed. Nor should reforms focus too much on outcomes: learning inputs and pedagogical processes should not be neglected when developing VET curricula. These were among the topics discussed at a recent Cedefop workshop.

ECVET, the European credit system for vocational education and training, is closely related to the need for increased permeability in education and training, wider recognition of prior learning, and the ‘Europeanisation’ of learning pathways. A working paper takes a closer look at how this system is developing.

Cedefop’s recent research paper, Learning outcomes approaches in VET curricula, examines how these approaches are used in curriculum development in nine European countries: Germany, France, Ireland, the Netherlands, Poland, Romania, Slovenia Spain, and the UK (Scotland).