Embedding Learning Outcomes in the Training of VET Teacher and Trainers
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
