Learning Outcomes as a Social Construct and Example of Boundary Crossing Between Societal Sectors

The article looks for signs of Learning Outcomes transforming or modifying vocational and occupational practices in a manner that facilitates boundary crossing between education and the labour market. This topic is approached by analysing 22 projects from three strands of EU programmes. The partnerships responded to call for proposals with a varying degree of obligation to outline Learning Outcomes, yet this variation is not systematically mirrored in how the projects were designed. Another finding is a tendency to hint at Learning Outcomes by handling them as an obligatory reference at the planning phase. When this reference is not followed up in later stages of project implementation, particularly in the design of training courses or materials, Learning Outcomes tend to be used for boosting the policy relevance of the projects but leaving fewer traces in their outputs and outcomes. We conclude that boundary crossing is particularly manifest in projects where the partners jointly analyse skills gaps at the beginning of a project, for example by means of the descriptors Knowledge-Skills-Competence. In this way, Learning Outcomes are being aligned with training needs in the labour markets constituting the trade or occupation under scrutiny. After these initial analyses, the projects clearly addressing Learning Outcomes are able to utilise this framework for assessing the produced training materials and their benefits for the learners.