22 July 2024

Embedding Learning Outcomes in the Training of VET Teacher and Trainers

A new Cedefop publication presents a study on the impact of learning outcomes on pedagogical theory and practice in ten EU countries.

This publi­ca­ti­on is the first from our Cedefop project The shift to learning outcomes: Rhetoric or Reality? and inve­sti­ga­tes the inte­gra­ti­on of the learning outcomes approach within main­stream pedago­gi­cal theories, including epi­ste­mo­lo­gy, didactics, and pedagogy. The study aims to analyse how these theories are presented to teachers and trainers in training across various regions and countries, offering insights into the explicit and implicit assump­ti­ons regarding the role and relevance of learning outcomes.

Findings indicate that VET teachers and trainers are often exposed to diverse theories, yet these are seldom expli­ci­t­ly connected to the learning outcomes approach. Instead, in most countries, future prac­ti­tio­ners encounter learning outcomes in practical contexts, par­ti­cu­lar­ly through standards that underpin qua­li­fi­ca­ti­ons and VET curricula. Training providers for VET teachers and trainers generally endorse the learning outcomes approach, although some have noted chal­lenges in its imple­men­ta­ti­on within VET.

The study draws on 10 detailed studies from Bulgaria, Ireland, France, Lithuania, Malta, the Netherlands, Poland, Portugal, Slovenia, and Finland. Mariya Dzhengozova and Karin Luomi-Messerer con­tri­bu­ted to the publi­ca­ti­on. The research combined national-level data from desk studies and inter­views with an online survey of VET prac­ti­tio­ners in the 10 countries.

Download the full report here.


Contact: Karin Luomi-Messerer

Client: Cedefop

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