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    Curriculum planning with 'learning outcomes': a theoretical analysis

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    Authors
    Kemp, Brian
    Issue Date
    1999-06
    Submitted date
    2007-04-26
    
    Metadata
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    Abstract
    The use of learning outcomes for curriculum planning is widely advocated in higher education, it is supported by an imposing set of claims, and it has official sanction, for example from the Quality Assurance Agency (QAA). In opposition, there are fierce criticisms, mainly on theoretical grounds. The debate between opposing parties can be sterile, unless conducted in relation to an actual application of learning outcomes. The intention here is to examine such a scheme. This paper considers theoretical arguments in relation to the scheme. There will be a subsequent paper which looks at empirical evidence, and a final paper will offer an alternative framework for planning curriculum content. The motive for this project is the author’s belief that there is much in ‘learning outcomes’ that is inimical to any warranted conception of higher education.
    Publisher
    University of Wolverhampton
    URI
    http://hdl.handle.net/2436/11377
    Additional Links
    http://www.wlv.ac.uk/PDF/uwbs_WP004-99%20Kemp.pdf
    Type
    Working paper
    Language
    en
    Series/Report no.
    Working paper
    WP004/99
    ISSN
    1363-6839
    Collections
    Faculty of Social Sciences

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