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The shift to learning outcomes

Conceptual, political and practical developments in Europe

European countries are increasingly referring to learning outcomes when setting overall objectives for their education and training systems and when defining and describing qualifications. Instead of focusing on input factors such as the duration, location and particular pedagogical method underpinning a qualification, attention is directed towards what a learner knows and is able to do at the end of a learning process.


This booklet, which is an extract of an extensive comparative study conducted by Cedefop in 2007 (forthcoming), analyses the influence of the learning approach in 32 European countries. This text is believed to prove helpful for policy-makers, researchers, social partners and practitioners working in this field.

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