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USING LEARNING OUTCOMES

towards the european higher education area bologna process

A consideration of the nature, role, application and implications for European education of employing 'learning outcomes' at the local, national and international levels.
Stephen Adam, University of Westminster, June 2004.

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CONTENTS

1. CONTEXT AND ISSUES
1.1 Introduction
1.2 What are learning outcomes - their definition, nature and potential
1.3 The relationship between learning outcomes and competences
1.4 Positive and negative aspects of learning outcomes
1.5 Alternatives to the use of learning outcomes
1.6 Learning outcomes and educational reform - pedagogy, assessment and quality assurance
2. LEARNING OUTCOMES IN EUROPE (overview of current use)
2.1 Introduction
2.2 Country activity reports
2.3 Conclusions
3. LEARNING OUTCOMES AND THE BOLOGNA PROCESS (implications)
3.1 Introduction
3.2 Contribution of learning outcomes to the Bologna Action Lines and current Berlin priorities
3.3 The Tuning Educational Structures projects and learning outcomes
3.4 The role of learning outcomes in joint/dual awards
3.5 Learning outcomes and recognition tools (ENIC, NARIC, EUROPASS, etc)
3.6 Learning outcomes approaches and the development of ECTS
3.7 Learning outcomes and quality assurance developments (ENQA, TEEP)
3.8 Learning outcomes and the over-arching European Qualifications Framework
3.9 Different levels of application of learning outcomes:
- Institutional/local level - curriculum implications, teaching learning and assessment
- National level - qualifications frameworks and quality assurance
- International level - transparency, recognition and comparability
4. ISSUES FOR CONSIDERATION
4.1 Introduction
4.2 Areas for further consideration and development.
4.3 Concluding comment
5. REFERENCES

This report has been funded by the Scottish Executive, to inform discussions at the UK Bologna seminar which took place at Heriot Watt University on 1-2 July 2004. The views expressed in the report are those of the researcher and do not necessarily represent those of the Department or Scottish Ministers.

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