Andy Gibbs

Yerevan 2009

Winter School“Promoting European Dimension in Higher Education”

Day Two – Some Pointers

• You will not design anything without learning to write learning outcomes

• They are the building blocks of the Bologna Process• Tuning will mean nothing without understanding learning

outcomes• Competencies won’t be in the curriculum if you don’t write

learning outcomes• Specialities need learning outcomes• What are national peculiarities? Why do they exist?

So what?

• We need to spend some more time on outcomes before we can move on

• We need to look at levels• We need to look at components of a learning outcome

SCQF levels

SQA QualificationsQualifications of Higher Education

InstitutionsScottish Vocational

Qualifications

12 Doctoral Degree

11

Masters DegreeIntegrated Masters degree

Post Graduate DiplomaPost Graduate Certificate

SVQ 5

10Honours Degree

Graduate Diploma Graduate Certificate

9Professional

Development Award

Bachelors/Ordinary DegreeGraduate Diploma

Graduate CertificateSVQ 4

8Higher National

DiplomaHigher National Diploma

Diploma in Higher Education

7 Advanced HigherHigher National

Certificate Certificate of Higher Education

SVQ 3

6 Higher

5Intermediate 2

Credit Standard GradeSVQ 2

4Intermediate 1

General Standard GradeNational

CertificateNational Progression Award SVQ 1

3Access 3

Foundation Standard Grade

2 Access 2

1 Access 1

The Scottish Credit and Qualifications Framework

Anti Discriminatory Practice – an example from nursing showing benchmarks and external reference points on completion of first cycle

SCQFLevel

HE Qualification

QAABenchmarks

NMCStandards

Programme Aims

9 Degree Value and demonstrate a commitment to promoting health and social care for individuals families and communities irrespective of gender, age, race, ability, sexuality, economic status, lifestyle, culture, religious or political beliefs

Practice in a fair and non discriminatory way, acknowledging the differences in beliefs and cultural practices of individuals and groups

Understand the principle and importance of cultural diversity, anti discriminatory practice and patient involvement

SCQFLevel`

HEQualification

ModuleOutcomes

Learning Outcomes

7 Certificate Recognise the contribution of the social and behavioural sciences to :understanding health, the development of skills which promote the dignity, welfare and human rights of clients patients and carers in health and social care settings

Discuss concepts of health, health determinants and inequalities by exploring personal beliefs, values and attitudesAppreciate the ethical principles of fairness and justice by recognising the barriers to communication in health and social care settings

8 Diploma Introduce students to the number of ways in which mental health and distress may be understood or conceptualised from a number of perspectives and a range of influences that may effect how mental health and ill health may be represented

Consider issues of gender, ethnicity and culture in relation to mental health and distressDistinguish between different theories/explanations of mental health

9 Degree Understand the principle and importance of cultural diversity, anti discriminatory practice and patient involvement

Apply legal and ethical frameworks to own practice ensuring the primacy of clients interests well being and primacyPractice in a fair and anti discriminatory way acknowledging the differences in beliefs and cultural practices of individuals and groups

SVQ L2 (SCQF L5)

SVQ L3 (SCQF L6/7)

HNC (SCQF L7)

2nd Year pre-registration course (completion SCQF L9)

KSF outline– informs education and training requirements

Education and training aligned to SCQF level descriptors

Achievement of learning outcomes result in: academic accreditation and /or portfolio of competency

Transferability through RPL and achievement of KSF outline

Categories of Learning

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Associate verbs with categories of learning

•Define,describe,list,count

•Show,name,identify

Knowledge

•Summarise,classify,compare

•Discuss,estimate,explain

Understanding

•Apply,assess,change,verify

•Construct, translate,select

Application

AIMS

• Be able to write precisely learning outcomes• Know how to develop programs and curriculum

based on the students’ competences• Have the knowledge and understanding of the

basic competences for the bachelor’s and master degrees

Your presentation

Make a ten minute presentation with an example of a first cycle programme learning outcome and explain how it would be assessed to ensure it had been achieved at the correct level

Make a ten minute presentation illustrating a competency that students would be expected to have by the end of the first cycle. Write a learning outcome that if successfully achieved would demonstrate that the student had this competency

Make a ten minute presentation outlining the differences between competences at first and second level. Describe two differences you would expect to see in student behaviour at these levels.

The Tuning Methodology