ABSTRACT
This chapter shows that the relationship between curriculum characteristics and labour market perspectives. Curricula are often preplanned learning routes prepared and drawn on paper. For vocational education, such a learning route is often seen as a skills-oriented path. Process characteristics are often the characteristics of the learning route itself. In vocational education, these are defined in terms of learning and working, and combinations of these two, also called the relationship between theory and practice. The way in which the processes are coached or guided determines the process. Output characteristics relate to the results of the learning route: the learning effects. The main input characteristics of a learning route include final attainment targets, learning content, pedagogy, the course duration and the degree of achievement of the final attainment targets. A curriculum which is being implemented is often the real curriculum that is the actual learning route. This route is then determined by the interaction between learner and learning environment.
