All the teaching at the vocational education level can and should have a measurable outcomes?

This picture is from:
http://www.uri.edu/quadangles/issue/may-2008/roadmap-for-academic-success/

All the teaching at the vocational education level can and should have a measurable outcomes? 
In Internet there are many publications and documents in support of pro position. Learning outcomes have their advantantages and they are used by many governments in many countries.
While reflecting during the last few weeks about the statement at the beginning and wondering - why I have joined the cons position? - I came up with a small research about learning outcomes: limits and advantages. 
I think that learning outcomes seems to be the ONLY method for  defining expectation of learning: the reality is that learning outcomes are defined by Governments on the basement of what a learner should achieved. Learning outcomes also responde to the needs of certain stakeholder in a specific area of their working place. Learning outcomes alone cannot fully capture the qualities of learner´s and we cannot be sure that the learning process delivered trought programmes achieved the goals. (cause so many things we should take into account). In add of that we should remember that some learning outcomes cannot be measurable.To implement an effective strategy for the learning outcomes it takes time and not all the countries are ready to do in all level. The individuality of learning is also one issue that too often learning outcomes methods they don´t consider.
In add I would also argue that:

- the learning in higher education cannot be constricted and reduced to a series of learning outcomes that inhibit and prescribe the learning process.

- The implementation of learning outcomes involves a huge staff development process as well as cost in term of time and money.

- written learning outcomes limits the creativity and they can be written too general or too specific.
 - There no one single way to describe a programme: if it would be possible this will inevitably leads to a narrow view on the results of the programme. 

and other questions: 
are the learning outcomes killing the creativity? what Maria Montessori would say about it? 
is it real that  simple: learning outcomes, activities and assessment?  
Here there are some links in support of the cons positions:
http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note4_en.pdf 
  "Shift for Learning Outcomes" Policies and practising in Europe, Cedefop Reference series; 72
Luxembourg: Office for Official Publications of the European Communities, 2009, retrieved on
 http://www.cedefop.europa.eu/EN/Files/3054_en.pdf

Killen, R. (2000). Outcomes-based education: Principles and possibilities.
Unpublished manuscript, University of Newcastle, Faculty of Education (Australia) http://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf

http://www.eair.nl/forum/vilnius/pdf/561.pdf