The application of learning outcomes approaches across Europe - a comparative overview

 

The study will map and analyze how learning outcomes approaches are influencing European education and training policies and practices.
The study will cover the 33 countries taking part in the E&T 2020 process and aims in particular to gather evidence on developments in the last five years and the impact of these on lifelong and life-wide learning.
The study seeks to better understand how the application of learning outcomes differs between countries and subsystems of education and training (i.e. higher education, VET, general education, adult education).

While an important objective of the study is to provide overview over policy developments, 10 case studies in five selected countries will allow for more detailed in-depth analysis and empirical research on how learning outcomes approaches are interpreted and applied by institutions providing initial education of teachers and (a selection of) students enrolled in these programmes.

EEO Group is involved as a sub-contractor for this study to undertake desk research and interviews in Greece and Cyprus on the application of learning outcomes in higher education, VET, general education and adult education.


 

  • Desk Research on the application of learning outcomes approaches in Greece and Cyprus
  • 8 Interviews with key experts and stakeholder in higher education, VET, general education, adult education (4 in each country)
  • Draft and final country fiches for Greece and Cyprus
  • The overall purpose of the country fiches is to:
  • Provide understanding of the policy objectives, initiatives, areas of policy-making and practice, through which learning outcomes are introduced and implemented (compulsory/legal or based upon the dissemination of standards, guidelines, incentives, sharing of good practices, targeted training courses, tools and resources), and the drivers behind these policies.
  • Understand the definition(s) and concepts of learning outcomes used in the country as outlined in documents (qualifications frameworks, curricula and other) and as understood by policy makers and other stakeholders.
  • Provide information on how learning outcomes are implemented at local/institutional level and how implementation is enhanced by supportive measures.
  • Provide information about any relevant monitoring, evaluation and policy impact assessments, including school institutional evaluation or inspection, as well as the indicators (if they are used); and information available on conditions contributing to success or highlighting difficulties and barriers.
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Head of Section

moschou

Maria Moschou

Project Manager (International Projects)

 

Areas of Expertise