How to Create a Unit of Learning Outcomes for Mobility– the EURIAC Way



Step-by-step

  1. Agree on whatjob profile/-s for the involved qualifications to focus on when creating the unit/-s of learning outcomes for mobility.
  2. Identify the work process/-es for the job profile/-s that are common to all the involved VET qualifications.
  3. Determineand agree on the scope of the mobility - what work processes to carry out as mobility with regard to time frame.
  4. Identify and agree on common work tasks for the work processes that the mobility could be built on.
    For instance, the EURIAC mobility unit Working on safety systems includes work processes such as: assembly, programming and commissioning of a production line controlled by a PLC-system including a safety system, risk assessment and fault finding. This enables students to carry out work tasks such as analyse and plan for, install, program, and verify a complete industrial installationas carried out in a common industrial workplace.
  5. Create a title for the mobility unit, e.g. based on the work process of the unit.
  6. Identify the EQF level of the involved VET qualifications.
  7. Decide at what level of difficulty (under instruction, independently, or functioning together in a team) the training of the unit of learning outcomes should be carried out.Describe the level by using level descriptors (level of difficulties/ level of responsibility and autonomy).
  8. Describe the work tasks and identify the underlying learning outcomes of a unit in terms of knowledge, skills, and competences:
    - Begin by identifying the competences,
    - Then identify the knowledge,
    - End by identifying the skills.
    The learning outcomes should be measurable and possible to use for assessment.
    Guidelines for formulating the learning outcomes:
    - Verbs should be described in measurable or observable actions, e.g. "explain", "represent", "apply", "analyse", "develop", etc. It may prove useful to develop a taxonomy table.
    - It should be described what the knowledge and ability refer to in concrete terms, or what type of activity is involved. The learning outcomes formulation should consist of a verb and the related object as well as an additional (part of a) sentence describing the context.
    - Learning outcomes should be described briefly and precisely, complicated sentences should be avoided. They should not be formulated in too general or in too concrete terms.
    - Learning outcomes should comprehensibly describe the minimum demands for achieving/validating a unit of learning outcomes, i.e. all learning outcomes which are necessary for fulfilling the tasks in the sense of a complete vocational activity should be listed.
    - Formulations, particularly verbs and adjectives, should reflect the level of the qualification (EQF level) of a unit of learning outcomes. The learning outcomes description should comprehensibly depict whether the vocational competences can for example be applied under supervision, autonomously or responsibly and competently.[1]

[1] Geographical Mobility in Vocational Education and Training: Guidelines for describing units of learning outcomes (