CEDEFOP serves as the European Union’s dedicated agency for advancing education and training. Its official website provides a comprehensive selection of strategic resources tailored for vocational education and training (VET) providers throughout Europe. These resources encompass:

• Publications and research reports
• Practical online tools
• Guidance materials for professionals addressing a variety of VET-related topics
• Collaboration and Policy Implementation

In partnership with the European Commission, CEDEFOP plays a key role in supporting the implementation of the 2009 ECVET Recommendation, established by the European Parliament and Council. This EU-wide framework is designed to facilitate the transfer and accumulation of learning outcomes, enabling individuals to build and recognize their skills and qualifications across different European countries.

CEDEFOP has carried out extensive research mapping and analysing how learning outcomes are used for various purposes. These studies provide valuable insights that guide policy-making at EU, national, and sectoral levels, exploring how better utilization of learning outcomes can promote lifelong learning and help eliminate obstacles to educational progression and mobility.

CEDEFOP frequently organizes events centered on learning outcomes, offering policymakers and practitioners a platform to exchange experiences and compare best practices.

Learning outcomes are knowledge, know-how, information, values, attitudes, skills and/or competences a person has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal

This definition emphasizes that learning outcomes are measurable and assessable results of learning, which can be used to describe qualifications, assess skills, and support transparency, mobility, and recognition of learning across different systems and countries in Europe.

CEDEFOP defines competence as the ability to apply learning outcomes appropriately in a specific context—such as education, training, employment, or professional development.

It involves the demonstrated capacity of a learner to independently use knowledge and skills effectively in real-life situations, including the workplace, social environments, and daily activities.

Competence goes beyond theoretical understanding; it encompasses the integration of cognitive, practical, and social dimensions of learning. It reflects not only what a person knows and can do, but also their ability to adapt and respond to complex and changing situations. As such, competence is a key component in lifelong learning and plays a vital role in employability, personal development, and active citizenship.

Learning outcomes fulfill a variety of functions and are used by different groups of stakeholders.

Therefore, they need to be defined and communicated—regarding their format, length, and level of detail—in a manner that effectively meets the distinct requirements of these users.

Given this diversity, learning outcomes must be flexible in design yet precise in meaning. Customizing their presentation—for instance, simplifying language for learners while offering technical depth for educators—ensures that each group can effectively interpret and apply them within their specific context.

Defining and writing Learning Outcomes

The use of Learning Outcomes (LO) represents a distinct educational philosophy—one that is learner-centered, focusing on what individuals are expected to know, understand, and be able to do as a result of their learning experience.

• Formulating LO inherently prioritizes the learner, placing their development and achievement at the heart of the educational process.
• A clear distinction exists between intended learning outcomes—which describe planned or expected achievements—and achieved learning outcomes, which are verified after the learning process through assessment and demonstrable evidence of attainment.
• Improving the definition, formulation, and use of LO depends on continuous dialogue—a dynamic feedback loop—between intended goals and actual results
• Because the learning process is inherently unpredictable, it often produces not only intended outcomes but also unintended ones, which may be either beneficial or problematic
• LO should be flexible enough to accommodate exploration and the discovery of new ideas and experiences
• They must be developed within a broader educational context, considering the learning environment, inputs, and support structures, rather than being treated in isolation
• Copying LO from other sources without adaptation should be avoided. They must be original, meaningful, and specifically tailored to the unique purpose and context in which they are used
• LO are developed for a range of purposes, and their language and level of detail must reflect this. For instance, the descriptors found in a national qualifications framework will differ markedly from those used in curricula, qualification standards, programme outlines, or assessment criteria. Each set of outcomes must be tailored to its specific function, with the appropriate degree of precision and clarity
• While their purposes and levels of detail may vary, all outcome-based frameworks—such as qualification standards, curricula, and assessment tools—should be coherent and interconnected, supporting and informing one another to ensure consistency across the system
• The formulation of LO will inevitably reflect the diverse viewpoints and priorities of the stakeholders involved in their development, from educators and employers to policymakers and learners.

General guidelines

Clarity and simplicity are key principles in writing effective learning outcomes.

• Defining and formulating learning outcomes should be seen as an iterative process—starting with broad educational goals and progressively narrowing them into clear, specific statements suited to individual units and assessment needs
• When developing learning outcomes for a qualification, programme, unit, or course, the number of outcome statements should be intentionally limited to maintain focus, avoid overload, and enhance clarity for both learners and educators
• Limiting the number of learning outcome statements enhances learners’ understanding of the intended objectives, encouraging deeper engagement with the learning process. It also streamlines lesson planning, facilitates more effective teaching, and makes assessment easier to manage
• When writing a learning outcome, it's important to adopt a learner-focused approach. Begin with a clear action verb, followed by the object of the action, a description of the expected depth or scope of learning, and the context in which the outcome should be demonstrated
• As a best practice, each learning outcome should contain only one action verb, ensuring clarity, precision, and ease of assessment.

Vertical dimension of the LO statements

Learning outcome statements should accurately convey the depth and complexity of the learning they represent.

Achieving this requires a shared understanding of level descriptors and criteria that define varying degrees of complexity.

Incorporating a vertical dimension into learning outcomes means clearly indicating the level and challenge associated with the expected learning.

This often involves referencing an explicit or implicit hierarchy of learning expectations and achievements. The European Qualifications Framework (EQF) serves as a prominent example of such a hierarchy, as illustrated by the columns in the following table.

Integrating Learning Outcomes into Teaching and Learning

To apply learning outcomes effectively, it is essential to align outcome statements with teaching and learning practices. These statements should guide educators in selecting and incorporating appropriate instructional strategies.

• Educators should actively participate in the creation and formulation of learning outcomes, offering insights on the desired level of specificity or flexibility of these statements.
• Collaboration across various disciplines among teachers is crucial for developing adaptable learning pathways.
• The primary goal is to ensure that every component of the teaching and learning system is harmonized and collaboratively supports the realization of the intended outcomes.
• Aligning LO with teaching and learning means connecting the theoretical goals of outcomes with the real-world actions of teachers and students during the learning process.

This outcomes-based approach prompts teachers to consider important questions:

• What knowledge or skills do I want students to acquire? (Which LO should they reach?)
• Which teaching strategies and curriculum designs will best engage students in ways that help them achieve these outcomes?
• What types of assessment tasks and criteria will demonstrate whether students have met the intended outcomes?
• How can formative and summative assessments be combined to both support ongoing learning and verify that the outcomes have been achieved?

• Effective implementation of learning outcomes depends on clearly linking outcome statements with teaching and learning activities.

This requires that learning outcomes developed for different purposes—such as qualification standards, program profiles, and curricula—are integrated and work together, rather than existing as separate, disconnected elements.