Gordon Clark Thessaloniki, 15 October 2007

Learning Outcomes in European Lifelong Learning Policy

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LLL and learning outcomes (LO’s) Pre-Lisbon + Lisbon 2000

LLL communication 2001

Copenhagen process 2002

Education & Training 2010 2004

Lisbon guidelines 2005

Research + Studies 2005

EQF recommendation 2006

National reporting 2007

New skills for new jobs 2007

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1985 Decision on VET qualifications:

- system for transnational comparability - matching qualifications with occupational job descriptions

1996 Conclusions on LLL strategy :

- evolution of knowledge and skills, new qualifications needed for future

- LLL is evolving concept

Where do we come from?

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Lisbon conclusions 2000

Every citizen equipped with skills needed for information msociety

E&T systems must adapt to demands of knowledge society

Increased transparency of qualifications

European CV for assessment of « knowledge » acquired

Reduction of skills gaps

Where do we come from?

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Comprehensive new approach to Valuing Learning (qualifications and competences)

« mutual » recognition of formal qualifications based on aaatransparency and mutual trust

involvement of providers, employers + SP

international, national, sectoral, enterprises

new EU portfolio to present qualifications and competences

LLL Communication, 2001

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To promote mutual trust, transparency and recognition q,of competences and qualifications

Europass,

reference levels,

sectoral competences,

non-formal and informal learning

Copenhagen process for VET, 2002

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• EQF as common reference for recognition of qualifications

• Diversity accross Europe: learning outcomes and competences ccimportant references levels for description of qualifications

• National frameworks

Maastricht (December 2004)

• National reforms increasing relevance of VET

• Development of EQF

- based mainly on competences and learning outcomes - development of competence-based solutions for sectors

Education & Training 2010 Joint Report (Feb. 2004)

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• CEDEFOP/QCA study on credit transfer and reference levels based ccon learning outcomes

• EQF consultation document (2005)

- 8 reference levels based on 3 types of learning outcomes: vv,,knowledge, skills and competence

- Meta framework with « neutral » learning outcomes (not ccc,including details of specific national qualifications)

- Learning outcomes are statements of what a learner knows, cc ccc,understands and is able to do

• Responses emphasised need for NQFs based on learning outcomes

Development of EQF (2004-06)

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Lisbon guidelines for Growth and Jobs (2005-2008)

N° 24

« Adapt E&T systems by responding to new occupational

needs, key competences and future skill requirements by

improving the definition and transparency of qualifications,

their effective recognition and the validation of non-formal and

informal learning. »

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Neutral reference point

Shift in way E&T is understood

Common language enabling comparison of qualifications ccaccording to content & not methods of delivery

Facilitates validation of non formal & informal learning

Recommends that Member States

- relate qualifications levels by 2010 - use learning outcomes approach when defining cccqualifications

Learning Outcomes in EQF recommendation (2006)

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National E&T 2010 reporting, 2007 20 countries developing

- NQF’s with a focus on learning outcomes - validation of non formal and informal learning

Some describe all qualifications in LO’s, other partially or x,progressively (e.g. VET)

Differing definitions (e.g. competence-based qualifications)

Significant movement towards LO’s in school systems and c,HE and VET qualifications

Challenge for national EQF alignment without LO’s

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The way forward

• Evolution from implicit to explicit awareness of LO’s

• Peer learning on LO’s

• JR 08 will emphasise:

- implementation of LLL - relevance of VET to labour market needs - raising skill levels - innovation and creativity

• This requires integration of LO’s into all levels of E&T ,systems and qualifications

• Presidency resolution on « New skills for new jobs »