In its 142 pages it covers a lot of ground, including:<\/p>\n

First, describing who are the users of learning outcomes. These users include students, teachers and trainers, assessors, providers and for the labour market and society.<\/p>\n

Second, outlining the instruments and tools used to advise learning outcomes, including occupational standards, qualification frameworks and standards, curricula and assessment criteria. Interestingly, the guide covers notions of national curricula, which we had here in Australia until the mid 1990s. Is it time for a comeback for these here based on the new look for Training Packages presently under development?<\/p>\n

Third, providing approaches to defining learning outcomes through notions of competence, and developing learning aims and objectives and writing learning outcomes.<\/p>\n

And finally, thinking about transversal skills, that is those \u201clearned and proven abilities which are commonly seen as necessary or valuable for effective action in virtually any kind of work, learning or life activity.\u201d This would include, for example, writing learning outcomes aiming to promote \u2018team-work\u2019 or \u2018problem-solving\u2019.<\/p>\n

Other sections cover \u2018rules of thumb\u2019 in defining and writing learning outcomes, and there is also a resources section following \u2013 including a literature review as well as a reference and further reading list.<\/p>\n