Date: in 12 pts The writing of learning outcomes for assessment and validation Peer learning activity in Cork, Ireland November 2014 Andrina Wafer – Quality and Qualifications Ireland Chiara Riondino - DG EMPL, European Commission VNFIL

Date: in 12 pts

VNFIL A rich and diversified programme… Higher education Experiences from France and Estonia Higher education Experiences from France and Estonia VET Experiences from Latvia and Slovenia VET Experiences from Latvia and Slovenia Youth Experiences from YEU International Maynooth University EFIL Youth Experiences from YEU International Maynooth University EFIL Workplace and partnerships Experiences from The Netherlands Ireland Workplace and partnerships Experiences from The Netherlands Ireland With many thanks to our chairs! Hungary ESU UK With many thanks to our chairs! Hungary ESU UK

Date: in 12 pts VNFIL Main findings and recommendations Writing learning outcomes LO immediately understandable by all actors involved (providers, employers, students/validation applicants) – e.g. avoid generic action verbs like "be familiar with" Include only the necessary details/limitations (fit for purpose and open for validating non-formal and informal learning) Take the horizontal (dimensions of learning) as well as vertical (degree of complexity of learning) into account. Sources and references: e.g. degree profiles, occupational profiles, academic needs, labour market needs…

Date: in 12 pts VNFIL Main findings and recommendations Assessing learning outcomes Learning outcomes are not sufficient on their own – assessment criteria are to be linked to learning outcomes and not to assessment methods in order to facilitate validation. Same standards and assessment criteria must be respected, but assessment methods should be more flexible and different methods should be applied in the context of validation. Assessment approach should not be more or less strict etc. than in formal contexts (principle of fairness). Role of assessors is crucial.

Date: in 12 pts VNFIL Main findings and recommendations General/transversal issues A rigorous quality cycle to be applied for the development and improvement of learning outcomes statements, as well for assessment. Partnership between education and training providers and labour market actors is key: relevance, reliability and trust, feedback. Mutually beneficial!! Awareness raising and capacity building Need for counselling and advise to applicants (for validation)

Date: in 12 pts VNFIL Main findings and recommendations Caveats/challenges Terminology: e.g. definition of competence in the EQF Use of examples can be informative but might be prescriptive Clarify context: programme level learning outcomes or learning outcomes of modules/units A need for better communications of the benefits (of validation, of certain approaches): champions? Do not be confined to discussions in sectors, allow for cross-sectoral perspective

Date: in 12 pts VNFIL Main findings and recommendations Suggestions for way forward Format of writing learning outcomes needs further consideration; suggestion to develop a common format or guidelines, possible community of practice Possible support for the development of an inventory of learning outcomes: reference not copy/paste tool (context matters!). Link with other ongoing initiatives (e.g. ESCO) Countries might cooperate in smaller clusters: per themes, per level of development of national arrangements

Date: in 12 pts VNFIL Main findings and recommendations Topics to be further explored/ for future PLAs Validation and employment Costs and benefits of validation Skills Audit Value of qualifications without formal counterpart (e.g. in-house certificates) National approaches to set up validation arrangements (Inventory) Ownership of the process

Date: in 12 pts THANK YOU! VNFIL