Promoting the EQF Learning Outcomes Approach within European Universities The Learning Outcomes approach: a gateway to integrate open and informal learning within Higher Education This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

EIF 2001, Oeiras, 15th September 2011 UNILO: a European consortium supporting the «Learning Outcomes Revolution» in the EHEA Higher Education institutions, consulting/private research organisations and Qualification Authorities from 9 countries committed to:  Encourage the take up of Learning outcomes in Higher education institutions, in particular by course/programme managers, careers guidance officers and students;  Enhance the use of Learning Outcomes;  Create self-sustaining capability, which continue promoting the Learning Outcomes approach after the end of the project.

EIF 2001, Oeiras, 15th September 2011 The UNILO Consortium  University of Granada (ES)  Scienter Espana (ES)  University of Padua (IT)  Scienter (IT)  The Estonian Qualification Authority (EE)  Erlangen University (DE)  Jagiellonian University (PL)  University of Porto (PT)  University of Nicosia (CY)  Budapest University of Technology (HU)  Cambridge Professional Development (UK)

EIF 2001, Oeiras, 15th September 2011 What are Learning Outcomes for?  Learning Outcomes allow courses/programmes to be expressed in terms of what a learner/student is expected to be able to do by the end of the course/programme (knowledge, skills, competences)  They represent the common currency of lifelong learning systems: EQF,QF-EHEA, and more…

EIF 2001, Oeiras, 15th September 2011

Supporting the «Learning Outcomes Revolution»: Why?  Avoid the development of two isolated frameworks, the EQF and the QF-EHEA through the common “language” of learning outcomes, hereby promoting life-long and life-wide learning  Support transparent dialogue among and within learning systems, also on an international(-ization) perspective  Build bridges with the labour market and the world of work, making higher education relevant to society and unfolding its transformative potential  Make higher education’s offer transparent and enhance quality assurance and student awareness

EIF 2001, Oeiras, 15th September 2011 What can an authentic LOs approach change?  Recognition of any form of learning strategy and related outcomes  Transformation of teaching and assessment practices towards a learning outcomes approach  Approach to international mobility and recognition of titles  Responsiveness to labour market and social needs

EIF 2001, Oeiras, 15th September 2011 Supporting the «Learning Outcomes Revolution»: How?  Identify current use of Learning Outcomes and their constraints and opportunities…  The Institutional “State of Art”  The Awareness level and current implementation  The criticalities, sensitive issues, and bottlenecks in adopting a learning outcomes approach in the different stakeholders views  Identify and Investigate “Leading Examples” of LOs implementation in HE…  Create a Community of Practice of those interested in the use of LOs in Higher Education  Develop and distribute a toolkit for effective implementation of Los in HE

EIF 2001, Oeiras, 15th September 2011 The UNILO toolkit  A set of instruments helping various HE stakeholders - including course developers, careers officers, QA manager, employers and students - in making the best of Learning Outcomes

EIF 2001, Oeiras, 15th September 2011 The UNILO toolkit  Organizational self-assessment tool  Guidelines for Los assessment  Student’s guide to Learning Outcomes  Things to avoid  Useful examples  ICT tools  Glossary  Process

EIF 2001, Oeiras, 15th September 2011 Get involved in UNILO!  Visit UNILO website at  Participate in the community of practice  Visit us on facebook and follow us on Twitter Thank you!