Guidelines on short descriptions of learning outcomes
Learning outcomes are systematically promoted as a key principle in the EU policies for education, training and employment. It is at the heart of European tools developed in this area in the last decades – such as the European Qualifications Framework (EQF). The 2017 EQF Recommendation defines learning outcomes as ‘statements regarding 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 responsibility and autonomy’.
The European Learning Model, the European Commission’s multilingual data model, provides a single vocabulary for the description of learning in Europe, by integrating existing definitions and standards from a variety of policy documents and recommendations linked to learning and employment in Europe. This includes learning outcomes as defined in the EQF Recommendation. The ELM helps promote the visibility of learning outcomes and encourages their use through two of its key application profiles: the publication of Learning Opportunities & Qualifications and the issuing of European Digital Credentials for Learning (EDC).
Here you will find condensed guidelines for the development and writing of short learning outcomes, aimed at supporting you in providing learning outcomes for your qualifications and learning opportunities datasets, or for your European Digital Credentials for Learning. They are based on the result of the work of the EQF-Europass project group on short descriptions of learning outcomes of qualifications. You can access the full publication here.
Short descriptions of learning outcomes provide learners, employers, education and training providers, and others with quick access to learning outcomes information, complementing full national descriptions. Structuring short descriptions of qualifications and their learning outcomes according to the same principles is important to improve transparency and comparability and facilitates their availability and use in digital environments such as Europass.
The guidelines offer recommendations on the formal aspects (length and structure) and content (scope, complexity, context) of these descriptions. They also include practical resources, such as lists of action verbs and qualifiers, to help clearly describe the learning outcomes, and examples of short descriptions. The illustration below gives you an overview of the main building-blocks of learning outcomes, which will be individually addressed in the sections below. Should you wish to skip to a specific section, please use the left-hand side menu to navigate to the section of your choice.
When drafting short descriptions, it is important to approach the key content aspects listed in the guidelines (breadth/scope, depth/complexity, and context) with flexibility and not in a rigid or mechanistic way. Some distinctions are conceptual abstractions that in practice overlap.
These guidelines support the development and writing of short – synthetic and concise – learning-outcomes-based descriptions capturing the content, orientation and complexity of all types and levels of qualification.
Length
The description should stay in the range of 750 to 1 500 characters (without space).
Structure
The description should comprise a narrative presenting the overall objective of the qualification and bullet points to capture the specific learning outcomes. See an example in the table below.
Important: In ELM, the narrative will correspond to the learning outcome summary field (elm:learningOutcomeSummary), while each individual bullet point will correspond to the learning outcome field (elm:learningOutcome). Please refer the QDR Manual section on learning outcomes and the EDC documentation on learning outcomes for further information on how to make use of the guidelines within the ELM.
Structure and format of the short description (narrative and bullet points)
Narrative presenting the overall objectives and orientation of the qualification | The holder of the qualification……. |
Bullet points expressing learning outcomes | He/she is able to: 1) 2) 3) … |
This should enable the reader to grasp the essence of the qualification and understand its role and position in relation to the labour market, education and training systems and/or society in general.
Overall objective and orientation of the qualification
Narrative presenting the overall objectives and orientation of the qualification. | The holder of the qualification... |
Source: EQF and Europass project group on short descriptions of learning outcomes of qualifications.
Examples
Example A | The holder of the qualification ‘Office assistant’ (EQF/NQF 4) has the knowledge and skills to carry out office, administrative and organisational tasks in companies of all sectors and other institutions (e.g. public administration, organisations, associations, etc.) on the basis of their 3-year dual training in the training company and vocational school. Depending on the focus of the task, they work in the back office, in accounting, in the personnel office or in areas such as purchasing, sales, warehousing. |
Example B | The holder of the qualification ‘Initial vocational training in environmental technologists for wastewater management’ (EQF/NQF 4) can work with drainage systems and stormwater management, and the treatment of wastewater and sewage sludge. He/she works at municipal and industrial wastewater treatment plants and in sewerage companies. He/she ensures the sustainable and energy-efficient operation of municipal and industrial wastewater treatment plants. The holder of the qualification is qualified to manage small wastewater treatment plants. |
Example C | The holder of the qualification ‘Vocational qualification in hairdressing and beauty care’ (EQF/NQF 4) can provide customer service in beauty and hair care scenarios and sell the company’s products and services based on comprehensive knowledge of products and health and safety procedures. He/she has a common basic competence and can choose a specialisation in hair and beauty care guidance, skin care, hairdressing, or barbering. |
Example D | The holder of the qualification ‘Accredited accountant’ (EQF/NQF 5) can register and verify the financial data of external organisations. He/she can advise clients on how to comply with legal accounting regulations and provide the client with the necessary business information. The holder of this qualification is considered accredited to perform the profession of accountant as self-employed. In Belgium (Flanders), only accredited accountant can perform the profession. |
Example E | The holder of the qualification ‘Surgery assistant’ (EQF/NQF 6) has a crucial role in surgical care with many reserved, surgical and risky operations and complex technological developments in rapid succession. He/she can be part of a multidisciplinary team consisting of cutting medical specialists, anaesthesiologists, anaesthesia assistants and operating assistants. He/she can assist the attending specialist in his/her activities and coordinates and directs the care process surrounding the patient during the perioperative period. In addition, he/she can collaborate with the support services of the surgery department, such as the central sterilisation department, the nursing departments, the radiology department and laboratories. The qualification can be obtained as part of initial training where the learner is employed in accredited healthcare institution during the course. |
Guiding questions
These guiding questions are to assist you in reflecting on aspects that can be brought forward when developing narratives expressing overall objectives and orientation of qualifications. The purpose is not to answer all questions directly or mechanically.
What can the qualification be used for in the labour market, in education and training and/or society in general? What can the holder of the qualification do with the qualification?
Is the qualification preparing for specific tasks, functions and/or occupations?
Does the qualification give a specific entitlement, for example by licensing occupational practices? Does it give access to a regulated profession? Does the qualification entitle to initiate specific business or entrepreneurial activities?
If the qualification is not linked directly to specific tasks, occupations, professions, what is the purpose of the qualification in relation to: employment; initial education and training; continuing education and training; personal development.
Does the qualification give access to specific further learning? Is it relevant to mention possible progression routes?
Are there specific requirements to access the qualifications that are worth being mentioned to clarify its role and position?
Which core knowledge, skills and/or competences are held by a holder of this qualification?
What is expected from the holder of the qualification, for example as regards ability to work independently?
What is expected from the holder of the qualification – for example as regards taking responsibility for processes and managing others?
Recommendations
Keep the narrative short and concise, aiming for a length that is approximately 1/4 of the full description.
Avoid the use of one specific gender form.
Use the term ‘The holder of the qualification …’; ‘The qualification’s holder’ or the title acquired when holding the qualification and when necessary, use he/she.
Mention the EQF/NQF level (when applicable), using brackets.
Example: ‘The holder of the qualification ‘Office assistant’ (EQF/NQF 4) can…’.
Ensure the narrative accurately introduces the learning outcomes presented in bullet points, ensuring coherence between narrative and bullet points.
Avoid discrepancies between the narrative and the bullet points. For example, the narrative emphasises high levels of autonomy, but the list of learning outcomes only refers to collaboration with others.
Depending on the orientation of the qualification include information about the qualification’s position and role in relation to labour market, education and training systems and/or society in general:
Examples of context information included in the narrative to show the role of the qualification within the labour market:
‘The holder of the qualification ‘Business administration’ (EQF/NQF 5) can work in branches of business and administration and are qualified to become independent entrepreneurs’ |
‘The holder of the qualification ‘Promotion and reception services operator’ (EQF/NQF 3) can work in accommodation structures, travel agencies and tourism assistance services’ |
‘The holder of the qualification ‘Carpentry’ (EQF/NQF 4) can build, install, maintain and rehabilitate wooden constructions for different types of building. He/she can plan and carry out manual and mechanical work on wooden construction for indoor and outdoor walls, ceilings, roofs and floors’ |
‘The holder of this qualification is accredited to perform the profession of accountant as self-employed’ |
‘The qualification is a prerequisite to perform the profession of clinical psychologist in the country’ |
‘The qualification offers the possibility of acquiring school qualifications and or professional competences, with a view to (re-) insertion or progression in the labour market’ |
Examples of context information included in the narrative to show the position of the qualification in relation to education and training systems or society in general:
‘The qualification provides strong foundation in biotechnology research and the holder can pursue further studies in specialised fields like genetic engineering and pharmaceutical research’ |
‘The qualification is designed to pursue more complex and specialised learning in the domain of electrical installation or electrical networks’ |
‘This is a school-based initial vocational training. Optionally, the higher education entrance qualification can be acquired’ |
‘The qualification grants access to pursue academic studies’ |
‘The qualification provides general knowledge and competences for employment in various business-related roles. It offers opportunities for personal development and opens doors for continuing education and training in specialised areas of business management or entrepreneurship’ |
‘The qualification ‘First aid certification’ equips individuals with knowledge and skills to provide immediate assistance in medical emergencies, promoting the safety of both them and those around them in society’ |
Note that same description may emphasise the position of the qualification for one or all aspects (labour market, education and training system, society in general, etc.).
- Select and summarise core knowledge, skills and competences acquired with the qualification. It can be useful to reflect on whether the focus is more on theoretical or factual knowledge or practical, analytical or transversal skills. The concept of skills can be disentangled differently across countries. For EU level, see the main elements in the EQF recommendation:
- avoid general statements: ‘He/she has key professional skills and competences and good general knowledge in his/her field’;
avoid using general adjectives: ‘He/she provides good customer service’. See full examples for alternatives.
Examples of sentences in the introductory narrative that can illustrate the acquisition of specific and technical skills for a specific sector or occupation, as well as more general skills and knowledge applicable across various sectors of the labour market and society in general or preparing for further learning:
‘The holder of the qualification can install, repair and commission tasks safely at real estate properties and in industry. He/she ensures that the final result is safe and meets the requirements set for the work’;
‘He/she possesses a range of basic general knowledge, including numeracy and literacy and is equipped with civic competences to engage actively in the community’;
‘The holder of the qualification can ensure the smooth running of IT systems. He/she can develop, adapt, and/or maintain these and look after users’; ‘He/she can build, install, rebuild, maintain and rehabilitate wooden constructions for different types of buildings’; ‘The holder of the qualification can conduct in-depth analysis of existing research and formulate research enquiries to advance in biodiversity research’; - Indicate the overall level of autonomy and responsibility. This can also be done by using qualifiers (adjectives and adverbs) and/or carefully choosing verbs and objects. Examples:
‘The holder of the qualification ‘Promotion and reception services operator’ (EQF/NQF 3) can work in accommodation structures, travel agencies and tourism assistance services. He/she operates at an executive level with limited autonomy and responsibility in providing reception services and following the prescribed procedures of his/her specific operations’ ‘The holder of the qualification, in the context of construction works with a limited complexity can coordinate, direct and adjust the activities of the executive staff on the construction site’ ‘The holder of the qualification is qualified to manage small wastewater treatment plants’ ‘He/she is expected to work in multidisciplinary teams and to take responsibility for processes generally in predictable and stable contexts, but subject to changes that may require adaptability’ - Remember that the reader of the description is not necessarily familiar with the national context. Pay attention to the use of national terminology that might not be universally understood or complement with an explanation:
- avoid‘After completing a vocational matura exam students may enter a Matura/vocational course and pass one of the general matura exams to enlist for study programmes in both higher and high specialist education’;
- do: ‘The qualification gives access to higher vocational and professional study programmes and general matura exams necessary for enrolment in university study programmes’;
- avoid: ‘The structure of the vocational qualification in electrical engineering and automation technology has been planned so that the education of electricians is suitable for Electrical qualification 2 referred to in electrical safety legislation and the education of automation assemblers is suitable for Electrical qualification 3.’ Do: inform that the qualification provides access to the next level of learning (Electrical qualification 2 and 3) and/or emphasise compliance with regulations for electricians.
Additional considerations and tips
- If it helps in better understanding the objective and orientation of the qualification, provide information on entry conditions and additional requirements, entitlements (e.g. access to regulated qualifications) and/or how the qualification can be obtained. Examples:
‘The holder of the qualification ‘Electrotechnician’ (EQF/NQF 4) can install, wire, connect and put into operation residential […]. For the performance of certain tasks and/or within certain contexts additional certificates are a necessary or desirable condition’;
‘The qualification can be obtained as part of initial training where the learner is employed in an accredited healthcare institution during the course’;
‘The qualification can be obtained on the basis of three-year dual training in the training company and the vocational school’.
If applicable and relevant, clarify whether the holder may have acquired specialised learning because of existing specialisations or optional units/modules. Example:
‘The qualification holder can have more specialised skills in hair and beauty care guidance, skin care, hairdressing and barbering, depending on the chosen competence area. Competence can be further expanded with optional units in all areas’.
Below you will find guidelines outlining both the content aspects of the bullet points as well as the syntactic structure to articulate the bullet points to express the learning outcomes.
Learning outcomes in bullet points
Bullet points expressing learning outcomes | He/She is able to: 1) 2) 3) ... |
Source: EQF and Europass project group on short descriptions of learning outcomes of qualifications
The main learning outcomes listed as bullet points should address and make emerge three key aspects.
Breadth/scope of the learning acquired.
Depth/complexity of the learning acquired.
Context.
Note:
The breadth/scope, the depth/complexity and context are addressed separately to stress their relevance, but they should not be treated separately or applied rigidly when developing the short descriptions. They may overlap and, in the descriptions, they should interact and support each other.
Breadth/scope of learning
Means to clarify the scope of the learning acquired with the qualification, and therefore delimit and point to the borderlines and boundaries of the achieved learning outcomes. This means to convey information on the types of knowledge acquired as well as to describe the skills and competences mastered by the holder of the qualification. The learning domains (also called horizontal dimension of qualifications frameworks) outlined in EQF/NQF level descriptors are a starting point to reflect on the breadth of learning . See the additional resources for further information.
Example | The holder of the qualifications can compare and evaluate educational policy initiatives of EU countries to inform evidence-based decision-making. |
Example | The holder of the qualification can select and apply the most innovative restoration technique to preserve and protect historical structures. |
Example | The holder of the qualification can install and repair wooden constructions for different residential and industrial building. |
Comment | By carefully choosing the verbs (‘compare and assess’ ‘select and apply’ ‘install and repair’), the object (‘educational policy initiatives of EU countries’ ‘innovative restoration technique’ ‘wooden constructions’) and by adding information on context (‘to inform evidence-based decision-making’; ‘to preserve and protect historical structures’; ‘for different residential and industrial building); the knowledge, skills and competence acquired by the holder of the qualification – the breadth/scope of the learning – can emerge (knowledge on educational policy initiatives, techniques to conduct cross-country comparison and policy evaluation or restoration of historical structures; practical skills related to installing and repairing, etc.). |
Depth/complexity of learning
Means to clarify the complexity and sophistication of learning acquired. Within the same learning domain (e.g. theoretical knowledge or practical skills) varying degrees of expertise and proficiency can be achieved. The EQF/NQF level descriptors for each level (also called vertical dimension of qualifications frameworks) are a starting point to define the depth and complexity of learning.
Example | The holder of the qualification can autonomously select and apply the most suitable research tools for collecting empirical evidence in the field of marine biology. |
Example | The holder of the qualification can collect empirical evidence under supervision contributing to ongoing studies in the field of marine biology. |
Comment | By carefully choosing the verbs (‘select and apply’ ‘collect’), the object (‘research tool’ ‘empirical evidence’) and making use of qualifier ‘autonomously’ and by adding information on context (‘for collecting evidence’ or ‘supporting studies in the field of marine biology’) it can bring out the level of complexity of the learning acquired. |
Information on context
When writing the specific learning outcomes sentences (in the form of bullet points) information on context serves to specify further the learning outcomes acquired. In addition to verbs and objects composing a basic sentence, additional information on context serves to provide further details, for example on situations, methods and conditions: verbs or objects alone are not sufficient to capture the breadth and depth of learning outcomes. To support this process these guidelines also provide recommendations on the syntactical structure of sentences expressing learning outcomes (as shown in the table above). At the same time, information on context can help clarify the role and the position of the qualification in relation to the labour market, education and training and society in general. This last aspect should already emerge in the narrative presenting the overall objectives and orientation of the qualification (B1).
Previous examples in this section provide examples on how to address context in the learning outcomes sentences expressed as bullet points.
Guiding questions
The purpose of the questions below is to facilitate reflection on aspects that can be brought forward when developing bullet points expressing learning outcomes.
- What is the holder of the qualification expected to know and with what level of proficiency?
- Basic general knowledge?
- Technical and specialised knowledge?
- What is the holder of the qualification expected to be able to do and with what level of proficiency?
- Practical skills?
- Analytical skills?
- Basic or advanced?
- What is expected from the holder of the qualification in terms of wider but relevant, transversal skills and competences?
- Self-management skills and competences (e.g. time management, learning to learn)?
- Communication skills and competences (oral and written presentations, etc.)?
- Social skills and competences (teamwork, management of other etc.)?
- Potential other types of skills and competences with a direct relevance to the qualification and its field of application?
- What is expected from the holder of the qualification, for example as regards ability to work autonomously and taking responsibility?
Recommendations
- Focus and prioritise essential learning outcomes that capture the overall orientation, content and complexity of the qualification.
- The holder of the qualification should always be at the centre.
- The careful selection of action verbs and objects as well as information on context are important aspects to address breadth and depth .
- The syntax of the sentence in terms of how the content is organised can also support understanding and it is recommended to use the following structure: subject – action verb – object – context (note that while context is not a ‘grammatical category’ it is recommended to consider context as part of the syntax to ensure the information is included).
Syntax of sentences (bullet points) expressing learning outcomes
Subject | Action verb | Object of the verb | Context |
Adverbs and adjectives can be added when considered relevant, but need to be used with caution | |||
The holder of the qualification… | can present | in writing the results of the risk analysis | allowing others to follow the process and replicate the results. |
He/she… | can distinguish between | the environmental effects | of cooling gases used in refrigeration systems. |
The holder of the qualification… | can coordinate | activities of the executive staff | on construction sites with limited complexity. |
He/she… | can conduct | advanced financial projections | by using business planning tools and to support financial and business planning. |
Source: EQF and Europass project group on short descriptions of learning outcomes of qualifications and adaptation from Cedefop (2022). Defining, writing and applying learning outcomes: a European handbook – second edition. Luxembourg: Publications Office of the European Union.
- Carefully select verbs and objects for each sentence, ensuring they can support comprehension of breadth/scope as well as depth/complexity of learning and context. See the list of action verbs below.
Examples of verbs providing hints on the breadth/scope of acquired learning:
- the verb ‘install’ can imply acquisition of practical skills, while the verb ‘research’ can imply analytical skills;
- note that practical or analytical skills can be at the same level of complexity, and in this case the meaning of the verbs serves to give indications on the breadth/scope of learning. The two verbs could also be part of the same qualification.
Examples of different objects providing hints on the breadth/scope of acquired learning:
‘He/she can compare policy initiatives…’ is different from ‘He/she can compare budget revenues…’ or ‘He/she can compare construction technologies...’;
note that these learning outcomes can be at the same level of complexity.
Examples of verbs providing hints on the depth/complexity of acquired learning:
- verbs such as ‘evaluate and improve’, ‘direct’ ‘analyse and optimize’ can demonstrate higher complexity compared to the verb such as ‘assist’ ‘repeat’ ‘execute’ ‘check’.
Examples of different objects with same verbs, affecting understanding of depth/complexity of acquired learning; this shows the importance of carefully selecting the object of the sentence and of the learning.
- ‘He/she can analyse customer feedback collected with structured and predefined online surveys’ is different from ‘he/she can analyse genetic sequences to tailor medical treatments’; ‘He/she can draft simple summaries’ is different from ‘he/she can draft a comprehensive research proposal’.
Examples of verbs providing hints on the context regarding learning application and/or what the holders can do with the qualifications obtained:
the use of verbs like ‘assemble’, ‘construct’, ‘build’ may indicate that the qualification mainly prepares for jobs relying on practical skills;
the use of verbs like ‘analyse’, ‘describe’, ‘draft’ may indicate that the qualification mainly (or also) prepares for jobs relaying on analytical skills or for further learning.
Examples of objects providing hints on context regarding learning application and what the holder can do with the qualification:
- the holder can ‘analyse legal cases….’ can suggest the relevance of learning outcomes to a legal environment;
- the holder can ‘conduct lab experiment….’ can suggest the relevance of learning outcomes to a laboratory setting.
- Incorporate information on context (e.g. on conditions, situations, methods, aim) to enhance understanding of the scope/breadth and the depth/complexity of learning and where the acquired learning outcomes can be applied. Examples:
‘He/she can analyse legal cases to assess legal implications and provide informed recommendations to clients’; |
‘He/she can analyse legal cases and examine legal theories to contribute to publishing scholarly articles’; |
‘He/she can conduct lab experiments to demonstrate basic chemical reactions and principles to young pupils’; |
‘He/she can conduct lab experiments to assess the effectiveness of pharmaceutical drugs’; |
‘He/she can interact in English, as an independent user, in tourist information and hotel accommodation’; |
‘He/she can use computerised systems and software for simple graphic two/three-dimensional presentations’; |
‘He/she can reinforce building structure and parts according to national guidelines for covering, anchoring and splicing’. |
- If you include qualifiers (adverbs and adjectives), ensure they contribute to greater precision and therefore avoid vague/general adjectives. See Section on qualifiers. Examples of adjectives that can clarify the depth/complexity of learning:
the holder can ‘develop simple computer programmes for data processing and visualisation’; |
the holder can ‘autonomously identify materials and tools for creating waterproofing roofs’; |
the holder can ‘perform routine operations under instruction, including surgical operation’. |
- Present knowledge and skills, including transversal skills when relevant, in an interconnected and integrated manner:
- avoid: splitting knowledge and skills into separate lists or list elements for breadth or depth separately;
reflect on whether knowledge and skills can be presented together or whether their connection can be assumed/implied. Examples:
he/she can ‘complete an electrical installation according to current regulations for health and safety’; he/she can ‘design and implement algorithms to analyse financial market trend’; he/she can ‘perform beauty treatments and guide customers in self-care of the skin and use of the products’.
- Reflect on the objectives and orientation of the qualification to strike a balance, for instance between basic knowledge (e.g. basic mathematics, science, languages); advanced knowledge; advanced specialised and technical skills (e.g. related to a task or function); or transversal skills and competences (e.g. problem-solving, learning to learn, and communication). The way descriptions are formulated provides insights into whether the acquired knowledge, skills and competence are, for instance, relevant only for a specific occupation or sector, for cross-professional sectors, society at large or primarily serve as stepping stones for further learning. Examples:
he/she can ‘name geometric shapes and figures…’ |
he/she can ‘measure and analyse physical parameters of electrical plants and equipment to identify errors and initiate measures’; |
he/she can ‘communicate professionally with colleagues, clients and visitors in person, on the phone or via written correspondence...’; |
he/she can ‘integrate the basics of engineering economics and environmental protection considerations for planning construction structures’; |
he/she can ‘identify independently the key parameter values for processing and using the injection moulding procedure’; |
he/she can ‘select, prepare and use different cut flowers, greenery and pot plants for making floral arrangements and decorations’; |
he/she can ‘develop, write and evaluate territorial projects for local democracy and governance’; |
he/she can ‘organise engaging artistic activities tailored to children’s needs, including in hospital environment’. |
- Indicate the level of autonomy and responsibility expected in his/her own work or when overseeing others. Examples:
he/she can ‘independently design, coordinate and lead educational processes and projects alone or in cooperation with colleagues and teams’; |
he/she can ‘give technical instructions to workers and subcontractors, checking the execution of the construction works for quality and conformity with the regulations’; |
he/she can ‘plan and monitor the work and business process…’; he/she can ‘assist the project leader in the operations…’; |
he/she can ‘independently develop implementation plans for building structures and, if necessary, adjust them during the realisation of the building project’; |
he/she can ‘autonomously determine the dimensions of construction elements, but not connect them into wholes (buildings), and is therefore not yet able to plan complete buildings’; |
he/she can ‘autonomously and creatively perform specific simple tasks in the field of civil engineering and perform more complex tasks within a group’. |
- Select action verbs carefully, avoiding vague ones.
- Use the active form rather than the passive form and build the sentences around the verb. Examples:
- avoid: ‘The health of patient’s muscles can be assessed…’;
do: ‘The qualification holder can assess the health of patient’s muscles to provide personalised treatments to alleviate pain and improve mobility’.
- Avoid using verbs as nouns.
- avoid: ‘Collaborating in the design and creation of the model…’;
- do: ‘He/she collaborates in the design…’;
- avoid: ‘He/she has shown competence in building, installing, maintaining and rehabilitating wooden constructions for different types of buildings’;
do: ‘he/she can build, install, maintain and rehabilitate wooden constructions …’.
- Avoid repetitions and complex sentence structures.
- Express the depth and complexity of learning aligning with EQF/NQF descriptors but be sure to define specific and detailed learning outcomes that are a fit to the specific qualification.
Additional considerations and tips
- Each sentence can combine more than one verb, but they should preferably refer to the same object/noun and depict a logic sequence that shows increasing complexity (otherwise it will increase ambiguity and complexity). See examples.
- Example of combination of verbs that can show increasing complexity: he/she can ‘plan, coordinate and monitor logistics concepts and construction site facilities including working and protective scaffolding’.
- Avoid: he/she can ‘plan formwork, reinforcement and casting of new constructions and maintenance of building materials and assess costs, time consumption and environmental impact of the work’.
- Do: the holder of the qualifications is able to plan formwork, reinforce and cast new constructions and maintain building materials.
Assess costs, time consumption and environmental impact of the work.
- While the EQF/NQF level of a qualification provides an ‘overall or average level’ of the qualification (its ‘centre of gravity’) considering the totality of elements, the level of complexity associated with specific single learning outcomes in bullet points can be lower/higher than this average. While some differentiations are expected, these should not be too wide as this would raise questions about the overall consistency of the qualification.
- It is essential to be aware of the difference between what can be directly and unambiguously observed (a bricklayer’s ability to put bricks on bricks) and those which are more complex to observe (a bricklayer’s ability to plan and to cooperate with other trades at the construction site). Skills difficult to observe are also essential and need to be systematically addressed and identified.
- Verbs pointing to observable and measurable actions help to reduce the vagueness of descriptions.
- Learning outcomes that cannot be directly and easily observed or measured will need to be described through careful indication of object and context.
- Considering limitations in the length of the description as suggested in these guidelines, stakeholders can decide whether and how to distinguish between mandatory and complementary (elective) outcome.
Qualification: Clinical psychologist
The clinical psychologist (EQF/NQF 7) develops and applies the theories, methods and techniques of scientific clinical psychology in the health promotion, screening, psychological diagnostics and evaluation of health problems, as well as in the prevention, guidance and treatment of persons with care or support needs. By doing so, health care users are supported from the start both by working on their development as well as optimising their functional independence and wellbeing. Holding the visa of clinical psychologist as determined in the Law on Mental Health Professions is a prerequisite to performing the profession.
The clinical psychologist is able to:
- draw up a psychological evaluation;
- apply interventions to relieve suffering and to promote health and wellbeing of individuals, groups and organisations;
- generate research and findings that contribute to the professional knowledge and/or evaluate the efficiency of diverse professional activities;
- integrate research and clinical expertise in coordination with care users and their context;
- apply scientific insights and methods;
- act according to the code of ethics;
- develop and maintain a professional working relationship with the care user;
- practice the profession in a professional and societally responsible way;
- develop and maintain own expertise;
- reflect, carry out self-evaluation and self-care;
- interact with professionals from multiple disciplines.
Qualification: information technology assistant
The qualification holder (EQF/NQF 4) is able to ensure the smooth running of IT systems. They can develop, adapt and/or maintain these and look after users. He/she has practical knowledge from computer science, electrical engineering and production engineering.
He/she works independently and/or as part of a team in companies that develop and offer information and communication technology products and services or in public authorities and institutions.
This is school based initial vocational training. Optionally, the higher education entrance qualification can be acquired.
The qualification holder can:
- analyse, assess and optimise operational processes, workflows and framework conditions with regard to the use of IT systems;
- design work processes using technical and organisational aids;
- develop and adapt application software for operational processes;
- analyse, plan, build, commission and network IT systems;
- analyse, build, connect to IT systems, programme and commission automation systems;
- plan, create and maintain databases using appropriate programming languages and software development tools;
- secure the energy supply for IT systems and optimise energy consumption;
- observe industry and legislative standards and regulations and use of technical rules and regulations;
- observe data security, data protection and copyrights;
- responsibly shape and reflect on his/her working environment and processes;
- apply standards and guidelines to ensure process and product quality;
- cooperate and communicate in teams;
- analyse customer requirements and advise customers also in English;
- obtain, prepare and present information and documents in English in relation to the activity.
Qualification: concrete work
The concrete profession (EQF/NQF 4) can plan formwork, reinforce and cast new building and construction structures, as well as maintaining existing buildings. The holder of the qualification is able to build homes, commercial buildings, hospitals, schools and dams. The qualification can be obtained following four-year dual training in the training company and vocational school. Competence can be further expanded with tertiary vocational education at EQF 5.
The qualification holder is able to:
- work independently according to building information models, drawings, descriptions and prefabricated solutions;
- assess the costs, time consumption and environmental impact of the work;
- formwork constructions and building parts using traditional and system formwork;
- reinforce constructions and building parts according to descriptions for covering, anchoring and splice;
- give account for work processes using prefabricated and traditional methods;
- cast different structural parts and floors and assess the consequences of different casting pressures;
- sort and handle waste according to current regulations, reuse materials and reflect on the consequences of incorrect handling;
- account for and use quality assurance systems, carry out work in line with current requirements for health, environment and safety and reflect on the consequences of not following the requirements;
- assess risks in accordance with current regulations and carry out safe job analysis;
- work according to regulations and agreements that regulate working conditions in the profession, and explain the duties and rights of the employer and the employee;
- reflect on the demands and expectations placed on an equal and inclusive professional community.
Ambiguous and precise verbs: Cedefop handbook on learning outcomes
Ambiguous | Precise | ||
Know Understand Enjoy Determine Appreciate | Grasp the significance of Become familiar with Believe Be aware of Comprehend | Distinguish between Differentiate Assemble Adjust Identify Solve | Write Recite Construct Contrast Compare List |
Action verbs extracted from national qualifications and other material
Broad/general action verbs | |||||
use | perform | finish | define | take | satisfy |
work | set | consider | allow | act | take on |
carry out | keep | note | bring | do | deal with |
make | proceed | put | determine | take into account |
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give | fill | act | possess | show |
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Precise action verbs | |||||
apply | accept | construct | initiate | shape | correct |
check | lead | resolve | organise | enforce | estimate |
identify | configure | eliminate | acquire | serve | learn |
prepare | adjust | consult | self-evaluate | calculate | pack |
demonstrate | optimise | conclude | reproduce | replace | deliver |
develop | collect | find | guide | summarize | observe |
analyse | rebuild | initiate | dismount | establish | handle |
produce | comply with | count | accompany | support | test |
communicate | supervise | divide | realise | intervene | repair |
participate | manufacture | direct | react | disassemble | report |
process | meet | repeat | remedy | cooperate | sell |
plan | receive | guide | anticipate | return | look up |
implement | recognise | expose | mount | assure | conduct |
Install | formulate | program | employ | transfer | standardise |
respect | complete | explain | limit | elaborate | structure |
integrate | update | draft | stake out | justify | insert |
maintain | document | promote | assist | negotiate | fulfil |
describe | disseminate | reflect | refine | visualise | assess |
monitor | measure | assess | design | compare | set up |
manage | read | propose | compile | decide | connect |
select | assemble | collaborate | calibrate | delegate | sketch |
present | advise | respond | extract | follow up | improve |
follow | build | adapt | write | examine | share |
present | store | master | rehabilitate | detect | combine |
ensure | coordinate | inform | look after | sell | specify |
prevent | commission | solve | obtain | dismantle | exchange |
create | evaluate | explore | administer | synthesise | indicate |
process | organise | draw | synthesise | modify | verify |
place | choose | adopt | take part | renovate | consolidate |
provide | include | undertake | interpret | allocate | supply |
take stock | validate | approve | relate | transform | execute |
involve | mobilise | reorganise | protect | judge | conceptualise |
lead | search | instruct | introduce | accomplish | critique |
oversee | revise | run | research | diagnose | restore |
experiment | validate |
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Examples of combination of actions verbs with same object that can show increasing complexity | |
Design and implement | Store and maintain |
Implement and document | Manage and process |
Assure and document | Identify and initiate |
Install and configure | Identify and prevent |
Install and check | Identify and monitor |
Assemble and install | Identify and propose |
Organise and check | Pack and deliver |
Construct and check | Assemble and insert |
Check and comply with | Prepare, identify and explain |
Plan and organise | Plan, prepare and implement |
Plan and sketch | Coordinate, prepare and look after |
Plan and implement | Monitor, plan and report |
Measure and analyse | Develop, create and support |
Analyse and manage | Develop, write and evaluate |
Analyse and compare | Implement, integrate and check |
Interpret and apply | Analyse, remedy and maintain |
Inform and advise’ | Look up, analyse and assess |
Advise and guide | Demonstrate, integrate and apply |
Cooperate and communicate | Identify, select, analyse |
Communicate and negotiate | Analyse, evaluate and improve |
Prepare and conclude | Lead, supervise and respond |
Prepare and compile | Coordinate, direct and adjust |
Undertake and organise | Build, install, rebuild, maintain and rehabilitate |
Produce and present | Mount, assemble, disassemble and dismount |
Develop and adjust |
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Examples of qualifiers extracted from level descriptors of national qualifications frameworks of countries referenced to the EQF
Examples of broad/general qualifiers | ||
Certain | Key | Appropriate/appropriately |
Relevant | Particular/particularly | Suitable/suitably |
Very | Broad/Broadly | Successful/successfully |
Various | Proper/properly | Usual/usually |
Good | Effective/effectively | Important/importantly |
Required | Wide/widely |
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Example of qualifiers (adverbs or adjectives) that can support in conveying levels of complexity | ||
Basic | Advanced | Complete/completed/completely |
Familiar | Intermediate | Complex/complicated |
Simple | Autonomous/autonomously | Innovative/innovation/innovatively |
Repetitive | Creative/creatively | Management/managerial |
Structured | Independent/independently | Original/originality |
Defined | Specialised/specialist | Substantial |
Routine | New/novel | Responsible/responsibly |
Elementary | Critical/critically | Strategic/strategically |
Assigned | Comprehensive | Unforeseeable/unforeseen |
Integrated | Non-routine | Conceptual/conceptually |
Non-specialised | Unpredictable | Predictable/predicably |
Limited | In-depth | Partially/partial/partly |
Everyday/daily/day-to-day | Predefined/predetermined | Sophisticated |
Cedefop European handbook on defining, writing and applying learning outcomes first, 2017 and second, 2022 editions include ‘rules of thumb’ on the use of learning outcomes; the 2022 version includes an extensive list of international and national resources (guidance and research material) supporting the definition, writing and use of learning outcomes in different contexts (assessment, curricula, qualifications, etc.).
2017 European qualifications framework (EQF) Recommendation. Council Recommendation of 22 May 2017 on the European qualifications framework for lifelong learning and repealing the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European qualification framework for lifelong learning.
Europass. (2017). The European Qualifications Framework.
Cedefop publication (2018) on the Analysis and overview of NQF level descriptors in European countries includes NQF level descriptors.
European inventory of National qualifications framework (NQFs). Cedefop (2022).
Further information at national level on NQFs is available on NQF website and database. Links to websites and databases as well as contact details of NQF coordination points are available per country.
Europass. (2017). Description of the eight EQF levels.
European Commission. (2017). ESCO European Skills, Competences, Qualifications and Occupations.
United States. Department of Labor. O’Net Occupational Information Network.
Competence frameworks
Key competence framewoKey competence framework. Council Recommendation of 22 May 2018 on key competences for lifelong learning. Council of the European Union. (2018).
The entrepreneurship competence framework (EntreComp). European Commission, & Joint Research Centre. (2016).
The digital competence framework for citizens (DigComp2.2). European Commission, & Joint Research Centre (2022).
Reference framework of competences for democratic culture (RFCDC). Council of Europe (2013).