European Institute of Education and Social Policy
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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

Contact Information

c/o ESCP Europe
81 ave de la République
75543 Paris cedex 11, France 

Tel.: +33 (0)1 49 23 58 30
Mobile: +33 (0) 6 38 47 68 19 


The Shift to Learning Outcomes: Policies and Practices in Europe (2007 - 2008)

Type of project/activity:

A comparative study carried out for CEDEFOP (European Centre for the Development of Vocational Training) in the period of 2007-2008


The report brings for the first time comprehensive attention to learning outcomes as they are conceptualised, developed and used across the 32 European countries that are participating in the 2010 Education and Training  Programme.


The use of the Learning Outcomes approach is an important part of the need to make more effective use of knowledge, skills and competencies at the levels of the individual, enterprise and national systems through a shift away from learning inputs (formal learning time, location and structure). The transparency added by the use of learning outcomes is a crucial part of the broadening of education, training and learning policies as part of the transition to a knowledge-based society underpinned by lifelong and life-wide learning. This is well expressed in the recent Cedefop publication:

The context for the proposed study is the developing and expanding programme of lifelong learning, education and training policies on which the Commission and its stakeholders are actively collaborating. The researchers involved in this proposal have, as is shown, been closely involved in the research and innovation at the EU and other levels in major aspects of these developments. The context for this study is, in particular:

  • The role of lifelong learning in achieving the goals established for the Lisbon process;
  • Education and Training 2010 Work Programme which includes the Bologna and Copenhagen processes covering both Higher Education and Vocational Education and Training;
  • The Open Method of Coordination and similar peer learning activities;
  • Likely impact of the study on key European activity in the field of the European Qualifications Framework, and the OMC cluster ‘Recognition of Learning outcomes; 
  • Interaction between developments in national, regional and sectoral systems and the EU level of activity;


The EIESP is a member of the project team led by Tom Leney, Head of International Unit of the Qualifications and Curriculum Authority based in the UK.

Main activities:

The main activities are:

  1. Focused literature review of the main policy and research conceptualisations of outcomes-based approaches
  2. Country analysis of policies and strategies based on secondary sources
  3. Survey to collect data and commentary directly from the points of contact in each country to complement the first phase of the analysis
  4. Analysis of the data and drawing out conclusions

Name of programme, funder or client:


Outcomes, reports/documents:

Tom Leney, Jean Gordon and Stephen Adam, The Shift to Learning Outcomes; Policies and Practices in Europe, Cedefop, 2008 

The final report is available on the CEDEFOP website.

For more information please contact Jean Gordon at