The role of learning outcomes in development of NQFs Jörg Markowitsch 3s Unternehmensberatung GmbH, Vienna ERI SEE Governing Board meeting 2nd December 2008, Podgorica Simple truths about learning outcomes (LO) It«s a hot, but not a new topic. There is no single concept of LO. Although there was/is criticism about qualifications frameworks, the LO approach was never in question. The more and the better qualifications are described in LO the easier it is to build a qualifications framework. The EQF and the EHEA Framework are both based on LO and therefore challenging countries to use LO when defining and describing qualifications.
What are Learning Outcomes? A well known definition: «Learning outcomes are statements of what a learner knows, understands or is able to do at the end of a learning process». (Source: EQF Recommendation, 2008) A common explanation Learning Outcomes are an alternative way to define and design education, training and qualifications. There is a shift from learning inputs, such as duration, type of education, location, programme, institution etc. to learning outcomes Different ways of describing LO Compare the following statement: I know EXCEL. I am using EXCEL every day. I have been trained in EXCEL. I have an ECDL-certificate. I know how to work with EXCEL. I am able to perform simple mathematical operations in EXCEL. I am able to run a regression analysis by using computer programs. From all these statements you learn about my KSC. Not all of these statements are learning outcomes. Only two of them are LO you can really work with.
Different ways of structuring LO European Qualificationsframework Knowledge Skills Competence German Curricula (dual system) Vocational Skills ( Fachkompetenz«) Personal Skills ( Personalkompetenz«) Social Skills ( Sozialkompetenz«) European CV Social skills and competences Organisational skills and competences Technical skills and competences Computer skills and competences Artistic skills and competences Other skills and competences Different ways of structuring LO Greeno, Riley und Gelman (1984) conceptual competence procedural competence performance competence Bloom«s Taxonomy Cognitive Skills Emotive Skills Psychomotor Skills UNESCO learning to live learning to do Learning to live togehter Learning to be
Different ways of structuring LO Tuning project Instrumental competence Interpersonal competence Systemic competence EU Key Competencies Communication in mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Interpersonal, intercultural and social competences and civic competence Entrepreneurship Cultural expression You may find more of this in e.g.: Winterton, J., Delamare-Le Deist, F. & Stringfellow, E. (2006): Typology of knowledge skills and competences: clarification of the concept and the prototype. Luxembourg: Office for Official Publications of the European Communities. You may also be interested in these comprehensive classifications of skills and competencies: DISCO Dictionary on Skills and Competencies http://disco.3s.co.at EURES CV (EU) http://europa.eu.int/eures O*Net (USA) http://online.onetcenter.org/
What are Learning Outcomes? A well known definition: «Learning outcomes are statements of what a learner knows, understands or is able to do at the end of a learning process». (Source: EQF Recommendation, 2008) A common explanation Learning Outcomes are an alternative way to define and design education, training and qualifications. There is a shift from learning inputs, such as duration, type of education, location, programme, institution etc. to learning outcomes Draft Criteria for the assesment of LO - AT Not LO oriented partly LO oriented fully LO oriented How are LO defined & on which concepts are they based? How are LO formulated in curricula and profiles? How are they used in assessment processes? How are they linked with learning strategies? Source: IHS 2007, translated by the author
LO orientation in Austria How far developed are the various sub-sectors in Austria regarding LO orientation? Academic schools Dual System VET Schools Higher Education Not LO oriented Partly LO oriented Fully LO Oriented definition, formulation, strat. assessment def., assessment formulation, strategy def., formulations, strategy assessment def., formulation assessment, strategy Source: IHS 2007, translated by the author A crucial question for NQF: Do we have to decribe qualifications in terms of learning outcomes to link them to the NQF and EQF? If so, to which extent?
Learning Outcomes exist on different levels Qualification frameworks Qualifications Modules Courses/units International Level National level Institutional level Individual level Learning outcomes are essential forº Recognition of prior and informal learning Credit transfer Qualifications frameworks Explanation and guidance for learners Assessment of learning and Quality assurance LO open up systems and provide a «comprehensible» language both between HE and VET, and the world of education and the world of work.
Learning outcomes are also good for curriculum development and designº Gesamtcurriculum Curriculum (LVA/Fächer) (subjects / units) Qualifikations-/ Qualification Kompetenzprofil Competence profile Aus-/Weiter- Modules / Bildungsmodule Learning Units Kompetenz- Competenceentwicklungsstufesteps / developement- -levels Demand oriented / modern curriculum design Supply oriented / traditional curriculum design European Policy Initiatives based on LO «Bologna» Framework (EHEA) European Qualifications Framework (EQF) European Credit Transfer System (ECTS) European Credit Transfer System for VET (ECVET) European principles and guidelines on validation of non- and informal learning EU language portfolio EU Key competences Europass
Concluding remarks on Learning Outcomes Learning outcomes are useful, even if you do not develop a NQF. It takes time to get LO into the papers, but even more time to get it into the heads of teachers and students. «Students rarely think about LO; good mark in exams are more important.» «Teachers think about LO, but then get on with teaching as before.» The shifts to learning outcomes does not imply that inputs are irrelevant, and you might even think of integrating elements into your NQF Thank you for your attention & I wish us an inspiring discussion Contact: DI Dr. Jörg Markowitsch 3s Unternehmensberatung GmbH Wiedner Hauptstraße 18, 1040 Wien Tel +43-1-5850915-15, Fax -99, markowitsch@3s.co.at www.3s.co.at Danube University Krems Dr.-Karl-Dorrek-Straße 30 A-3500 Krems Tel +43 (0)2732 893 2264 joerg.markowitsch@donau-uni.ac.at www.donau-uni.ac.at