Learning outcomes
Parent terms: Learning, Outcome
6 definitions, 4 child terms
The totality of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours an individual is expected to master upon successful completion of an educational programme. Source: UNESCO UIS 2011, Global
The set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process. Source: UNEVOC/NCVER 2009, Global
Organisation: | UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER), UNESCO/Australia |
Source: | TVET glossary: some key terms (2009) |
Description: | This glossary has been published in the "International Handbook of Education for the Changing World of Work" (Vol. 1, chapter 5)
"The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided." p. 59 (International Handbook of education vol 1) |
The set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal. Source: TESDA 2010, Philippines
Organisation: | Technical Education and Skills Development Authority (TESDA), Philippines |
Source: | TVET glossaries of terms (2010) |
Description: | The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines.
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii |
The contextually demonstrated end-products of specific learning processes, which include knowledge, skills and values. Source: SAQA 2013, South Africa
Organisation: | South African Qualifications Authority (SAQA) , South Africa |
Source: | TVET Standard Glossary of Terms (2013) |
Description: | This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. Website |
Set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
or
Statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence. Source: CEDEFOP 2008, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
Source: | Terminology of European education and training policy (2008) |
Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Results of what a learner knows, understands and is able to do upon completion of a learning process. (Comment: Learning outcomes are mainly formulated using either behaviourist or constructivist approaches.) Source: UNESCO 2015, Global
Child terms
Assessment of learning outcomesEvaluation of individuals’ achievement of learning objectives, using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) during or at the end of an educational programme. (Also used for ISCED 2011) Source: UNESCO 1984, Global
Organisation: | United Nations Educational, Scientific and Cultural Organization (UNESCO), UN |
Source: | Terminology of Technical and Vocational Education (1984) |
Description: | This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.UNESDOC |
Assessment of the learners achievement provides information about what has been learned at a particular point in time. This process often involves the use of standardized tests or examinations and is often used during courses and at the end, for the purpose of progression and/or graduation. ‘Formative’ assessment takes place during a course and ‘summative’ assessment at the end. Source: UNESCO IIEP/IBE;PEIC 2015, Global
Organisation: | UNESCO international bureau of education/international institute for educational planning;Protect Education in Insecurity and conflict, Global |
Source: | Assessment, and monitoring and evaluation: how will we know what students have learned (2015) |
Description: | This booklet is one of a series of eight, intented for curriculum developers. [...] This booklet looks at issues of assessment, and monitoring and evaluation in relation to learning to live together (LTLT) and disaster risk reduction ( DRR) in schools. p.0 |
The process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification. Source: CEDEFOP 2008, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
Source: | Terminology of European education and training policy (2008) |
Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Certification of learning outcomesThe process of issuing a certificate, diploma or title formally attesting that a set of learning outcomes knowledge, know-how, skills and/or competences) acquired by an individual have been assessed and validated by a competent body against a predefined standard.
Source: CEDEFOP 2008, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
Source: | Terminology of European education and training policy (2008) |
Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Recognition of learning outcomes(a) Formal recognition: the process of granting official status to skills and competences either through the: –award of qualifications (certificates, diploma or titles); or –grant of equivalence, credit units or waivers, validation of gained skills and/or competences; and/or (b) Social recognition: the acknowledgement of the value of skills and/or competences by economic and social stakeholders. Source: CEDEFOP 2008, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
Source: | Terminology of European education and training policy (2008) |
Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Validation of learning outcomesConfirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification. Source: CEDEFOP 2008, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
Source: | Terminology of European education and training policy (2008) |
Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Validation of competences: The process of assessing and recognising educational and training content, knowledge, skills and competences acquired during a specific learning and/or training experience. Source: EU Commission LLP 2007-2013, Europe
Organisation: | European Commission Lifelong Learning Programme, Europe |
Source: | The Lifelong Learning Programme 2007-2013 Glossary (2011) |
Description: | Online glossary of the LLP(Lifelong learning programme)of the European Union.
"The Lifelong Learning Programme (LLP) was designed to enable people, at any stage of their life, to take part in stimulating learning experiences, as well as developing education and training across Europe.
With a budget of nearly €7 billion, the programme, which ran from 2007-2013, funded a range of exchanges, study visits, and networking activities.
The activities of LLP continue under the new Erasmus+ programme from 2014-2020."EU commission Website |
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