Abstract:

Learning outcomes are at the core of student centred learning and play a key role in curriculum design and quality assurance, in the context of internationalisation, mobility and comparability of qualifications. Although innovative, especially if all stakeholders are involved, as noted by Bollaert (2014), it is not a very common or easy pathway to start the curriculum design from generic learning outcomes drawn from the European (EQF), sectoral (ISQ) or National Qualifications Frameworks (NQF), making them gradually more specific on the level of a study field, programme and onwards to course modules, units and sessions. Using learning outcomes to drive all decisions relating to learning and assessment methodologies, curriculum structure, workload etc., is a valuable, but not an easy exercise.

Given the current global migration and border security challenges and the critical role of border guards training, Frontex, the European Border and Coast Guard Agency developed a European Sectoral Qualifications Framework for Border Guarding (SQF) as a common European reference for all border guard learning and occupational standards across the European Union (EU). The sectoral framework was validated by over 30 national and international organisations across EU, thus setting a European benchmark for all border guard training and job competencies.

The SQF serves as a tool for learning outcomes based curriculum design that ensures the operational competence is met and all EU border guards are trained according to the European good practices in curriculum design and quality assurance.

Comprising overarching high-level learning outcomes aligned to the EQF levels 4-7 and also a competency framework that describes the border guard job profiles at all levels and in all areas, the SQF provides a clear link between the learning and the border guard operational requirements. The training programmes designed based on SQF are operationally relevant and facilitate validation of all types of learning, including non-formal and informal learning.

This paper presents a practical guideline on designing curricula and training programmes using the SQF for Border Guarding, following an iterative process that enables devising a comprehensive hierarchy of learning outcomes drawing from the sectoral level learning outcomes, onwards to programme level and further down progressively to more specific levels of modules and sessions. A cross-referencing exercise ensures that the learning outcomes at all levels accurately and comprehensively reflect the programme learning outcomes, that the assessments are authentic and driven by the learning outcomes, whilst the learning strategies create suitable opportunities for acquiring practical skills and competences transferable to a workplace.

This methodology is illustrated through the design of a complex transnational joint masters programme curriculum, where there were no pre-existing curriculum references across Europe other than the level 7 SQF learning outcomes, and where the interests of a high number of stakeholders from both professional and academic field had to be reflected throughout the programme, and the learning outcomes integrated and shared by all co-awarding partners.

This methodology is transferable to any subject area, provided that a sectoral framework in the professional field exists, therefore sharing it may be useful to any other sectoral fields intending to develop training for professional learning.

Keywords:

Learning outcomes, sectoral qualifications framework, Frontex, SQF for Border Guarding, curriculum design.