9.2.3 Important input for the curriculum design process

Important input for the curriculum design process

The curriculum design process will often start based on a qualification, based on the qualification standards of that qualification.

Qualification standards define what a learner should know and be able to do at the end of the learning process. These standards can be formulated as learning outcomes. Learning outcomes describe what a learner is expected to know, understand, and be able to do at the end of a learning sequence. They describe the expected results of learning in terms of competences, rather than in terms of the content that the learner has to learn. Cedefop (2014) defines learning outcomes as sets of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, whether formal, non-formal or informal.

Writing learning outcomes is an iterative process, and during this process the learning outcomes will become clearer and more detailed. For more information on formulating learning outcomes, see the European Handbook on Defining, Writing and Applying Learning Outcomes (Cedefop, 2017).

Qualification standards will often include standards based on occupational standards, as well as key competences, and in many countries qualifications for initial VET also cover a part of general education.

Occupational standards are developed by labour market stakeholders. These standards set the requirements for performance in an occupation.  They describe the main tasks someone within a specific occupation needs to be able to fulfil and the required knowledge and competences to perform these tasks. Occupational standards are often smaller than the qualification standards as, especially in initial VET, the qualification is more than preparing learners for a specific job, it is also about preparing them for a role in society and lifelong learning.

Key competences have gained importance in preparing learners for their role in society, different jobs and lifelong learning. These key competences should be reflected in the qualification standards, and then serve as input for curriculum development. The European Commission identified eight key competences: (1) literacy, (2), languages, (3) Science, technology, engineering and mathematics, (4) digital, (5) personal, social and learning, (6) civic, (7) entrepreneurship and (8) cultural awareness and expression.

Further reading:

• Cedefop (2017). Defining, writing and applying learning outcomes. A European handbook. Luxembourg: Publications Office of the European Union.

• European Commission. Key competences for lifelong learning. Luxembourg: Publications Office of the European Union.