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Choice of teaching methods

There are a lot of curricula which include hints for the right methods to be used for training and teaching. If this is sensible, then it is taken in account that there are specific conditions for teaching and training in differing institutional contexts (as work places or schools), and that teaching/training methods have even more to reflect the specific character of the target groups to be taught, trained, and or coached.

This has, however, nothing to do with the main requirements of a learning outcome oriented curriculum; learning outcomes can steer training design only insofar as training and education should put a strong focus on the application and the transferability of the abilities to be developed. This requires of course the promotion and application of methods that facilitate the development and the transferability of knowledge, skills and competences and can be assessed in a corresponding assessment. Such methods are e.g. simulations, training on the job, project work and many other methods and approaches that faciliate a learner centred approach of education and training.

However the degree to which this is possible depends upon the above mentioned conditions under which training and education takes place. At any rate, there are no formal methodical requirements which have to be considered substantial with regard to EQF adaptability when looking exclusively at curricula and course implementation.

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