LEARNING
OUTCOME
BASED ON
E.Q.F. AND
ECVET
SYSTEM.
GUIDE FOR THE
DEVELOPMENT OF
Proa Professional
Profiles (PPP)
PROA PROJECT
INDEX OF CONTENTS
0.-
INTRODUCTION: Why we will use the EFQ as a framework to
develop our COMPETENCE STANDARS? ................................... 3
1.-
BASIC CONCEPTS OF THE ECVET FOR LIFELONG LEARNING4
2.-
INTRODUCTION TO E.Q.F.´s LEARNING OUTCOME BASIC
CONCEPTS ..................................................................................... 6
3.-
THE LEVELS OF THE EQF FOR PROA PROJECT ...................... 7
4.-
EXPLANATION OF THE PROA´S PROJECT LEARNING OUTCOME
TEMPLATE ...................................................................................... 8
5.-
ANNEX ........................................................................................... 11
5.1- Template to develop the LEARNING OUTCOME .............................. 11
5.2.- Glossary ............................................................................................. 12
5.3.- BLOOM TAXONOMY ......................................................................... 13
0.- INTRODUCTION: Why we will use the EFQ as a framework to
develop our COMPETENCE STANDARS?
The EQF is a common European reference framework which links countries’ qualifications systems
together, acting as a translation device to make qualifications more readable and understandable
across different countries and systems in Europe. It has two principal aims: to promote citizens’
mobility between countries and to facilitate their lifelong learning.
The EQF will relate different countries’ national qualifications systems and frameworks together
around a common European reference – its eight reference levels. The levels span the full scale of
qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for
example Doctorates) levels. As an instrument for the promotion of lifelong learning, the EQF
encompasses all levels of qualifications acquired in general, vocational as well as academic education
and training. Additionally, the framework addresses qualifications acquired in initial and continuing
education and training.
The eight reference levels are described in terms of learning outcomes. The EQF recognizes that
Europe’s education and training systems are so diverse that a shift to learning outcomes is necessary
to make comparison and cooperation between countries and institutions possible.
In the EQF a learning outcome is defined as a statement of what a learner knows, understands and is
able to do on completion of a learning process. Learning outcomes are specified in three categories –
as knowledge, skills and competence.
PROA is an European project that develops from a transnational point of view. In this sense the using
of a tool that allow us to talk “in the same language” will be very useful to obtain logical results… that´s
why we have to use the E.Q.F. as a framework to develop the training material of our project.
1.-
BASIC CONCEPTS OF ECVET FOR LIFE LONG LEARNING.
EQF
What is the EQF and what are its The EQF is a common European reference system which will link
benefits?
different countries’ national qualifications systems and frameworks
together. In practice, it will function as a translation device making
qualifications more readable. This will help learners and workers
wishing to move between countries or change jobs or move
between educational institutions at home.
No, the EQF describes levels of qualifications in terms of learning
Does the EQF award qualifications?
outcomes. The awarding of qualifications will remain a matter for
national qualifications bodies.
LEARNING OUTCOMES
What are Learning Outcomes?
Learning outcomes are statements of what a learner knows,
understands and is able to do on completion of a learning
process.
Learning outcomes may be acquired through a variety of learning
pathways, modes of delivery (school-based, in-company, etc.), in
different learning contexts (formal, non-formal and informal) or
settings (i.e. country, education and training system …).
How
are
described?
Learning
Outcomes The European definition of learning outcomes uses the terms of
knowledge, skills and competence.
How are Learning Outcomes used in To implement ECVET it is necessary that qualifications are
ECVET?
described using learning outcomes. Learning outcomes are
grouped to create units.
Assessed learning outcomes constitute credit. Credit is the basis
for enabling the transfer between learning contexts and for the
accumulation of learning outcomes.
In ECVET, learning outcomes are used as a basis for credit
transfer and accumulation. Learning outcomes are not
dependent on the learning process, the content of teaching or
the learning context in which they have been achieved and therefore it is possible to use them to identify whether what the
learner has achieved in one learning setting or context is
comparable to what s/he is expected to have achieved in another
setting or context.
UNITS OF LEARNING OUTCOMES
What is a Unit of Learning Outcome?
A unit is a component of a qualification, consisting of a coherent
set of knowledge, skills and competence that can be assessed
and validated.
Units enable progressive achievement through transfer and accumulation of learning outcomes. They are subject to assessment
and validation which verify and record that the learner has
achieved the learning outcomes expected.
Why does ECVET require the use of The objective of ECVET is to facilitate the transfer, recognition
Units?
and accumulation of assessed learning outcomes of individuals
who are aiming to achieve a professional profile.
This is possible because each unit is documented and the learning
outcomes it contains are assessed, and validated. Hence learners
can:
Progressively (unit-by-unit or set of units by set of units)
accumulate learning outcomes in view of achieving a professional
profile.
ECVET POINTS
What are ECVET points?
ECVET points are a numerical representation of the overall weight
of learning outcomes in a qualification and of the relative weight of
units in relation to the professional profile.
Together with units, descriptions of learning outcomes and
information about the level of qualifications, ECVET points can
support the understanding of a professional profile. The number of
ECVET points allocated to a Proa Professional Profile, together
with other specifications, can indicate for example, that the scope
of the professional profile is narrow or broad.
The number of ECVET points allocated to a unit provides the
learner with information concerning the relative weight of what
s/he has accumulated already. It also provides the learner with
information concerning what remains to be achieved.
How many ECVET points are allocated From the total number of ECVET points allocated to a PPP, each
to units and how is this done?
unit is allocated a number of ECVET points based on its relative.
The relative weight of a unit is established using one or a
combination of these approaches:

- The relative importance of the units which constitute the
learning outcome for labour market participation, for progression
to other qualification levels or for social integration;

- The complexity, scope and volume of unit in the learning
outcome.

- The effort necessary for a learner to acquire the knowledge,
skills and competence required for the unit.
2.-
INTRODUCTION TO LEARNING OUTCOME BASIC CONCEPTS
LEARNING
OUTCOME
DEFINITION
BASIC CONCEPTS
KNOWLEDGE
SKILLS
COMPETENCE
Learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process, which are
defined in terms of knowledge, skills and competence
E.Q.F. DEFINITION
In the context of EQF,
KNOWLEDGE is described as
Theoretical
and/or
factual
knowledge.
In the context of EQF, SKILLS is
described as Cognitive (involving
the use of logical, intuitive and
creative thinking) and practical
skills (involving manual dexterity
and the use of methods, material
tools and instruments).
In the context of EQF,
COMPETENCE is described in
terms of Responsibility and
autonomy
E.U.
PARLAMENT
&
COMMISSION DEFINITION
KNOWLEDGE means the outcome
of the assimilation of information
through learning. Knowledge is the
body of facts, principles, theories
and practices that is related to a
field of work or study.
SKILLS means the ability to apply
knowledge and use know-how to
complete tasks and solve problems
COMPETENCE means the proven
abilitiy to use knowledge, skills and
personal,
social
and/or
methodological abilities, in work in
study situations and in professional
and personal development
COLLOQUIAL LANGUAGE
BLOOM TAXONOMY
KNOWLEDGE could be WHAT Select
IS IT
mention
name
In terms of verbs:
define
KNOWS
…
recognize
identify
place
describe
SKILLS could be HOW CAN BE Explain
DONE
interpret
classify
In terms of verbs:
give
UNDERSTANDS
analyse
relate
COMPETENCE it could be the Use
APPLICATION
OF produce
KNOWLEDGE & SKILLS
organize
…
In terms of verbs:
APPLIES / DEVELOPS
express
distinguish
inter
priority
judge
…
solve,
create
3.-
THE LEVELS OF THE EQF´s LEARNING OUTCOMES FOR PROA PROFESSIONAL PROFILES
As we agreed in Marseille meeting the levels that we will use for developing Proa Professional Profiles are 3 and 4.
EQF´s
 The EQF set up 8 different levels to define the 3 elements (KNOWLEDGE – SKILLS – COMPETENCE) of the LEARNING OUTCOMES. These
levels go from 1 (which is the minimum) to 8 (which is the maximum)
LEVELS
EQF´s
KNOWLEDGE
SKILLS
COMPETENCE
LEVELS
In the context of EQF, SKILLS is described as In the context of EQF, COMPETENCE is
DESCRIPTION In the context of EQF, KNOWLEDGE is Cognitive (involving the use of logical, intuitive described in terms of Responsibility and
LEVEL 3
LEVEL 4
described as Theoretical and/or factual and creative thinking) and practical skills
knowledge
(involving manual dexterity and the use of
methods, material tools and instruments)
 knowledge of facts, principles,  a range of cognitive and practical skills
required to accomplish tasks and solve
processes and general concepts, in a
problems by selecting and applying basic
field of work or study
methods, tools, materials and information
 factual and theoretical knowledge in  range of cognitive and practical skills
broad contexts within a field of work
required to generate solutions to specific
or study
problems in a field of work or study
autonomy
 take responsibility for completion of tasks
in work or study
 adapt own behavior to circumstances in
solving problems
 exercise self-management within the
guidelines of work or study contexts that
are usually predictable, but are subject to
change
 supervise the routine work of others,
taking some responsibility for the
evaluation and improvement of work or
study activities
4.- EXPLANATION OF THE PROA´S
LEARNING OUTCOME TEMPLATE
PROJECT
The LEARNING OUTCOME template we will use in PROA´s project will be composed by 2
parts:
4.1.-
PART 1: GENERAL DESCRIPTION OF THE LEARNING OUTCOME CHART
EQF LEVEL:
PROA PROFESSIONAL PROFILE
PARTNER:
COUNTRY:
NAME OF THE
LEARNING
OUTCOME
DEFINITION
OF
THE
LEARNING
OUTCOME
To fill up the above chart “GENERAL INFO OF THE LEARNING OUTCOME” you can follow
these Instructions:
CONCEPTS
EXPLANATION
EQF´s LEVEL
As you know, the EQF has 8 levels of Learning Outcomes. Knowing that the levels from 5 to 8 are the ones used
for the HIGH EDUCATION, and the level 1 to 2 are very low qualification levels; we propose to place our learning
outcomes between 3 – 4 levels.
Just write the short definition (TITLE) you will use to describe your Learning Outcome.
NAME OF THE
LEARNING
OUTCOME
DEFINITION
OF
THE
LEARNING
OUTCOME
4.2.-
The definition of the Learning outcome must give us a quick and concrete view about what we pretend with the
learning outcome described.
HOW TO PERFORM A DEFINITION OF A LEARNING OUTCOME
Firstable, to be able to define a LEARNING OUTCOME we must know what is meant by
Learning Outcome?
Learning outcomes are statements of what a learner knows, understands and is able to do
on completion of a learning process. Learning outcomes are defined in terms of
knowledge, skills and competence.
 Knowledge means the body of facts, principles, theories and practices that is
related to a field of work or study. It is described as theoretical and/or factual
knowledge;

Skills means the ability to apply knowledge and use know-how to complete tasks
and solve problems. They are described as cognitive (logical, intuitive and creative
thinking) or practical (involving manual dexterity and the use of methods,
materials, tools and instruments);

Competence means the proven ability to use knowledge, skills and personal,
social and methodological abilities in work or study situations and in professional
and personal development. It is described in terms of responsibility and
autonomy.
4.3.- HOW ARE LEARNING OUTCOMES FORMULATED?
The following basic principles can make it easier to reach an understanding between the
mobility partners when describing learning outcomes:
o
o
o
o
Use of active, clearly understandable verbs.
Specification and contextualization of the active verb The learning
outcomes formulation should consist of a verb and the related object as
well as an additional (part of a) sentence describing the context.
Avoiding vague, open formulations.
Competence level is described comprehensibly Formulations, particularly
verbs and adjectives should reflect the level of competence of a unit of
learning outcomes. The learning outcomes description should
comprehensibly depict whether the vocational competences can for
example be applied under supervision, autonomously or responsibly and
competently.
4.4.- WHAT ARE UNITS OF LEARNING OUTCOMES?
A unit of learning outcomes (also called “unit” or “module”) is a component of a
professional profile consisting of a coherent set of knowledge, skills and competence that
can be assessed and validated. This presupposes that the units of learning outcomes are
structured comprehensively and logically and that they can be examined. Units of learning
outcomes can be specific to a single professional profile or common to several.
4.5.- HOW ARE UNITS OF LEARNING OUTCOMES DETERMINED?
 Units of learning outcomes should be designed in such a way that they can be
completed as independently as possible of other units of learning outcomes.
 Units of learning outcomes should include all necessary learning outcomes,
i.e. they should describe the intended professional competences as well as the
necessary social and personal competences in this context.
Units of learning outcomes should be structured and dimensioned in such a
way that the relevant learning outcomes can actually be achieved in the given
time, i.e. during the period of mobility. Units of learning outcomes should
therefore not be too extensive.
Units of learning outcomes should be assessable. Orienting units of learning
outcomes towards occupational activities and tasks makes it easier to determine
assessment criteria.
4.6.-
DEVELOPMENT OF THE LEARNING OUTCOME´s UNITS CHART*
As we agreed in Marseille, is very important to focus all our efforts describing
Competences. The main reason is because we will describe professional profiles and
measuring the competences we can know how the learner develops his/her job in a
professional field.
TITLE OF UNIT OF LEARNING OUTCOME 1
KNOWLEDGE
SKILLS
COMPETENCE
TITLE OF UNIT OF LEARNING OUTCOME 2
KNOWLEDGE
SKILLS
COMPETENCE
TITLE OF UNIT OFLEARNING OUTCOME 3
KNOWLEDGE
SKILLS
COMPETENCE
* Use as many charts as UNITS will have your Learning Outcome
To fill up the above chart “DEVELOPMENT OF THE LEARNING OUTCOME´s UNITS” you
can follow these Instructions:
TITLE OF THE
UNIT´s LEARNING
OUTCOME
LEARNING
OUTCOME UNITS
Each Learning Outcome will be divided in different parts that will be called UNITS. Each Unit will like the
“SKELETON” of the Learning Outcome. Each UNIT will be described in terms of KNOWLEDGE –
SKILLS – COMPETENCES.
Introduce here the different elements that can be included under KNOWLEDGE – SKILLS COMPETENCE category inside this Unit of the Learning Outcome. Depending on the different
characteristic of each Learning Outcome it will be necessary to introduce different number of elements
on each part of the L.O. (knowledge-skills-competence)...
5.-
ANNEX
5.1-
Template to develop the LEARNING OUTCOMES
EQF LEVEL:
PROA PROFESSIONAL PROFILE
PARTNER:
COUNTRY:
NAME OF THE
LEARNING
OUTCOME
DEFINITION
OF
THE
LEARNING
OUTCOME
TITLE OF UNIT OF LEARNING OUTCOME 1
KNOWLEDGE
SKILLS
COMPETENCE
TITLE OF UNIT OF LEARNING OUTCOME 2
KNOWLEDGE
SKILLS
COMPETENCE
KNOWLEDGE
TITLE OF UNIT OFLEARNING OUTCOME 3
SKILLS
COMPETENCE
KNOWLEDGE
TITLE OF UNIT OFLEARNING OUTCOME 4
SKILLS
COMPETENCE
5.2.-
Glossary
For a proper use of E.Q.F., the definitions which apply are the following:
a)
“qualification” means a formal outcome of an assessment and validation process which is
obtained when a competent body determines that an individual has achieved learning outcomes
to given standards;
b)
“national qualifications system” means all aspects of a Member State’s activity related to the
recognition of learning and other mechanisms that link education and training to the labour
market and civil society. This includes the development and implementation of institutional
arrangements and processes relating to quality assurance, assessment and the award of
qualifications. A national qualifications system may be composed of several subsystems and may
include a national qualifications framework;
c)
“national qualifications framework” means an instrument for the classification of qualifications
according to a set of criteria for specified levels of learning achieved, which aims to integrate and
coordinate national qualifications subsystems and improve the transparency, access, progression
and quality of qualifications in relation to the labour market and civil society;
d)
“learning outcomes” means statements of what a learner knows, understands and is able to do
on completion of a learning process, which are defined in terms of knowledge, skills and
competence;
e)
“knowledge” means the outcome of the assimilation of information through learning. Knowledge
is the body of facts, principles, theories and practices that is related to a field of work or study. In
the context of the European Qualifications Framework, knowledge is described as theoretical
and/or factual;
f)
“skills” means the ability to apply knowledge and use know-how to complete tasks and solve
problems. In the context of the European Qualifications Framework, skills are described as
cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual
dexterity and the use of methods, materials, tools and instruments);
g)
“competence” means the proven ability to use knowledge, skills and personal, social and/ or
methodological abilities, in work or study situations and in professional and personal
development. In the context of the European Qualifications Framework, competence is described
in terms of responsibility and autonomy.
5.3.-
BLOOM TAXONOMY
The BLOOM TAXONOMY is an instrument that could help in the process of definition of your
Learning Outcome.
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a
committee of educators chaired by Benjamin Bloom who also edited the first volume of the
standard text, Taxonomy of educational objectives: the classification of educational goals. This
BLOOM TAXONOMY was designed to improve communication between educators on the design
of curricula and examinations. It refers to a classification of the different objectives that educators
set for students (learning objectives).