Abstract:

Writing learning outcomes at various levels of specificity, from programme level to module and session level is a skill that requires intense practice. Education practitioners often find difficult the exercise of writing learning outcomes, particularly in the case of skills and competences (responsibility and autonomy, as defined by the 2017 version of European Qualifications Framework - EQF).

Writing learning outcomes for fundamental rights and ethics learning may be even more challenging, and equally the integration of fundamental rights skills and competences as part of law enforcement training is not an easy practice. Developing standards for border and coast guard training across the European Union (EU) led to the realization that most training on fundamental rights focuses on legislation, treaties, case-law and other legal instruments, the focus being on acquiring and testing knowledge, and not necessarily on developing and assessing the practical skills and competences required for the professional practice.

The psychology of learning shows that assimilating knowledge does not automatically lead to a behavioural change. In this case, simply possessing the knowledge, without the ability to apply and integrate this knowledge within the specific operational context at the borders is just not enough. The border and coast guard officials must be supported during their training in identifying and applying specific fundamental rights considerations to every element of their daily job, in developing and applying skills, in making decisions and demonstrating fundamental rights compliance at behavioural level, in demonstrating the appropriate level of autonomy and responsibility in not only complying with, but promoting the fundamental rights of all persons at the borders. Taking the responsibility to promote fundamental rights in all border guarding specific activities is a competence that must be reflected accordingly in the formulation of course learning outcomes, in order to be learned as part of a course in any subject area of border management field.

This paper presents a curriculum design methodology that focuses on integrating fundamental rights learning across all training in border and coast guard field, an integrative approach using learning outcomes drawn from the Guide to Integrating Fundamental Rights to Border Guard training. The guide was developed as part of a Frontex (European Border and Coast Guard Agency) project that aimed to map all necessary learning in the professional field required to achieve the operational competence in all areas and at all levels of border management across EU. This Guide enables curriculum designers to write fundamental rights learning outcomes applicable to any course in border guarding, ranging from EQF level 4 to level 7 and it particularly facilitates drawing a hierarchy of learning outcomes from overarching sectoral level down to course level, modules and sessions.

This methodology has proved useful in designing Frontex courses, as Frontex target learners are border and coast guards who must work together in joint operations at EU external borders, to ensure safety and security of EU citizens, and contribute to managing irregular migration, respecting the fundamental rights of all persons and recognizing the need for international protection. The methodology is transferable to any other professional field where fundamental rights and ethical considerations are relevant.

Keywords:

SQF for Border Guarding, curriculum design, learning outcomes, fundamental rights, Frontex, border and coast guard training.