Learning outcomes align with employer goals and are linked to progressions routes recognised by employers.

• Learning outcomes are achieved through activities that are based on the context of work or the workplace.
• An appropriate balance is achieved between “competence” and “capability” outcomes, according to employer needs, this will be clearly-stated in the curriculum delivery & assessment guidelines.
• Programmes and their associated qualifications offer cross-border mobility with consistency/portability of outputs and standards/learning outcomes, irrespective of geography.
• Progression routes are planned for up-front in negotiation with other providers and bridging programmes provided, where required.
• Progression pathways to degree study are planned for to avoid loss of time, using previously obtained qualifications.
• HEIs and colleges have progression/entry criteria/APEL/RPL agreements and collaborate on curriculum design to support learner transition from vocationally oriented study to study for mixed vocational/academic work-based degrees
• APEL/RPL policies and processes are in place and credit transfer can be used to underpin progression.

• Progression routes are determined at the time of validation and made explicit to potential learners (e.g. explaining which module options will require to be taken in order to achieve progression to degree level).
• Learning outcomes (at module and course level) are expressed in a language/vocabulary that is relevant to employers.
• Learning outcomes can be achieved through APEL/APCL as well as course participation.
• There are pathways for progression from pre-HE courses into HE courses (i.e. some units in colleges can be APL’d to HE modules)
• Learning outcomes are linked to professional standards, sector skills criertia or competency statements