Gunta Kinta


Using learning outcomes, which are defined as statements of what a learner knows, understands and is able to do after learning, may support lifelong learning, since the outcome of education rather that input and process are emphasised. In Latvia vocational education is considered to have important role in the context of lifelong learning. Therefore, this study aimed at exploring views of vocational education students concerning the role of lifelong learning knowledge, skills and competences in vocational secondary education. The questionnaire including 19 statements of general learning outcomes was completed by 1817 vocational education students from 25 vocational schools. The results of the study indicate that the respondents appreciate the importance of these learning outcomes, although in case of some statements the respondents do not have clear understanding how these learning outcomes relate to their occupation.


Learning outcomes; key competences; vocational secondary education

Full Text:



Battersby, M. (1999). So, what’s a learning outcome anyway? Center for Curriculum, Transfer and Technology. (ERIC Accession No. ED430611).

Cabinet of Ministers (1999, 2010). Vocational education law. Latvijas Vēstnesis. Vol. 205, Issue 4397, 29.12.2010.

Cabinet of Ministers (2000, 2010). Regulations on the state vocational secondary education standard and the state vocational education standard. Latvijas Vēstnesis. Vol. 144, Issue 4336, 10.09.2010.

Cabinet of Ministers (2008, 2010). Regulations on the classification of the Latvian education. Latvijas Vēstnesis. Vol. 160, Issue 4352, 08.10.2010.

European Parliament and Council (2006). Recommendation on key competences for lifelong learning. Official Journal of the European Union. Vol. L 394, Issue 10, 30.12.2006.

European Parliament and Council (2008). Recommendation on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union. Vol. C 111, Issue 1, 6.5.2008.

Melton, Reginald F. (1997). Objectives, competencies and learning outcomes: Developing instructional materials in open and distance learning. Great Britain: Biddles Ltd, Guildford and King’s Lynn.

Ministry of Education and Science (2009). Guidelines for lifelong learning policy for 2007-2013. Cabinet of Ministers: Riga.

Ministry of Education and Science (2009). Raising attractiveness of vocational education and involvement of social partners within vocational education quality assurance. Cabinet of Ministers: Riga.

Moon, J. (2002). The module and programme development handbook: A practical guide to linking levels, outcomes and assessment criteria. Great Britain: Kogan Page Limited.

Rychen, Dominique Simone & Hersh Salganik, Laura (2001). Definition and selection of key competencies. A contribution of the OECD program definition and selection of competencies: theoretical and conceptual foundations. Retrieved 24.01.2010, from http://www.deseco.admin.ch/bfs/deseco/en/index/02.parsys.69356.downloadList.26477.DownloadFile.tmp/2000.desecocontrib.inesg.a.pdf.

Vocational Education Administration (2007). Methodology for development of occupational standards. In: ESF project Development of a Unified Methodology for the Quality Improvement of Vocational Education and Involvement and Education of Social Partners. Riga: Vocational Education Administration.

DOI: https://doi.org/10.17770/sie2013vol2.596


  • There are currently no refbacks.