Table of contents

1. Introduction
1.1. The handbook context
1.2. The handbook structure

Part I - Learning outcomes: purposes

2. Main purposes and perceived added value of learning outcomes
2.1. Learning outcomes for different purposes
2.1.1. Qualifications frameworks
2.1.2. Qualification profiles and/or standards
2.1.3. Occupational standards
2.1.4. Curricula
2.1.5. Assessment specification and/or standards

3. The perceived added value of learning outcomes

Part II - Learning outcomes: opportunities and dilemmas

4. The definition of learning outcomes
4.1. Competence
4.2. Learning aims and objectives

5. Writing learning outcomes: how to capture progression
in and complexity of learning?
5.1. Learning outcomes and learning progression
5.2. Alternative taxonomies and potential impact on defining and writing learning outcomes
5.3. The behaviourist bias

6. Questioning the added value of learning outcomes
6.1. Learning outcomes as ‘dumbing down’ of education and training
6.2. Addressing the imperfections of learning outcomes
6.3. Learning outcomes and governance

Part III - Rules of thumb

7. Rules of thumb informing the definition and writing of learning outcomes
7.1. The fundamentals
7.2. Definition and writing
7.3. Using learning outcomes statements to support learning and assessment
7.3.1. Aligning learning outcomes to teaching and learning
7.3.2. Learning outcomes and assessment
7.4. Qualifications frameworks: using learning outcomes to support policy coordination
7.5. Summing up

8. Common principles for presenting learning-outcomes-based qualifications
8.1. Principles to be applied
8.2. Follow-up

Part IV - Resources and sources supporting the definition, writing and use of learning outcomes