THEORETICAL BASE FOR MULTIDIMENSIONAL
CLASSIFICATION OF LEARNING OUTCOMES IN
REFORMING QUALIFICATIONS FRAMEWORKS
Mile Dželalija and Mislav BalkovićUniversity of Split - Faculty of Science
|INDECS 12(2), 151-160, 2014
Full text available here.
Received: 2 March 2014
This article provides analysis and a reflection on basic measurable properties of qualifications, modules, units and other groups of learning outcomes, as a theoretical base for their multidimensional classifications in emerging reforming qualifications frameworks. Learning outcomes, as the main elements of a qualification, are written and organised within units of learning outcomes and different groups, giving a transparent structure to the qualification from the user's point of view (students, employers, teachers, etc.). Units of learning outcomes, modules and qualifications have a set of basic measurable properties, for example: reference level, volume of workload, academic or professional profile and quality. Reference level denotes the depth and the complexity of the acquired learning outcomes, while volume denotes the total amount of workload in ideal conditions, and profiles the field of work and study associated with this. Quality denotes the reliability of the specified reference level, volume and profile of learning outcomes. It is particularly important to take account of these reflections when considering the impact of the implementation of reforming qualifications frameworks, quality assurance, validation of non-formal and informal learning, recognition of learning outcomes and qualifications, and other European tools in qualifications systems.
learning outcomes, qualifications frameworks, quality assurance, recognition
JEL: I23, I25
PACS: 89.75.Fb, 01.40.gf