Theoretical Background for Learning Outcomes Based Approach to Vocational Education

Abstract

Due to the rapid development of technologies, changes in labour market and globalization, learning outcomes have become topic of debate in the European education policy. In this context knowledge, skills and competences an individual can demonstrate are more important than particular education programme or institution that has issued qualification. The concept of learning outcomes is seen as a tool for promoting international comparability of qualifications and mobility of labour force. This paper outlines the theoretical ideas that have formed the understanding and use of learning outcomes in vocational upper-secondary education. First, the taxonomy of educational objectives, which consists of three domains arranged in a hierarchical order – cognitive, affective, and psychomotor domain, – is described. This taxonomy is useful when learning outcomes should represent stages of various complexity or mastery. Second, three major learning theories – behaviourism, cognitivism and constructivism – are explored to clarify, which principles suggested by them could be applied in learning outcomes based vocational education. Third, learner-centred approach is explored as its principles may be supported by the use of learning outcomes. Both approaches require that students are active participants who want to learn and manage their own learning.