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The shift in terminology from 'objectives' to 'outcomes' is indicative of a broader movement in educational practice which emphasises 'outputs' (quantitative) and 'outcomes' (qualitative) over 'inputs' (quantitative).

Although inputs such as ATAR scores, funding, staff/student ratios, and teaching activity are important quality indicators in an educational context, a greater emphasis is now being placed on the results of those inputs including retention and graduation rates, graduate attributes, and rates of employment and further study.

In line with this there has been a shift in terminology within the documentation of programs and courses from learning objectives (the intentions of teaching) to learning outcomes (the effects of teaching). That is, the focus has shifted from what the teacher does, to what the learner is expected to demonstrate, on the evidence of learning rather than the intentions of teaching (that may or may not lead to learning).

Focusing learning outcomes on student achievement does not mean other kinds of outcomes are unimportant. Teacher intentions and aspirations, or experiences that students can expect to encounter, or a list of topics covered (i.e. syllabus) are valuable and should be included in other aspects of the program and course documentation provided to students.

Program learning outcomes are the blueprint for the design and development of an award through its component courses. They are developed from the complex interaction of a range of factors including university priorities, demands of the discipline, requirements of quality and accrediting agencies, and expectations of stakeholders.

Since program learning outcomes can only be achieved and demonstrated through component courses, course learning outcomes and their assessment are integrally related to program learning outcomes. See Figure 1 below.

Program learning outcomes are developed over the extent of the program, with the complexity of course learning outcomes and related assessment increasing incrementally throughout from year to year.

All ×îÐÂÌÇÐÄVlog programs must meet the ×îÐÂÌÇÐÄVlogn Government requirements as identified in the , which describe the broad parameters for quality program design at various qualification levels as outlined in the .

Program learning outcomes include knowledge, skills, and the application of that knowledge and skills.

AQF specification for the Bachelor Degree

This Specification informs the design and accreditation of Bachelor Degree qualifications.

The principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education and training sector which are responsible for the accreditation of AQF qualifications and the developers of AQF qualifications in each education and training sector.

The other users of the Specifications are the authorised issuing organisations, industry and professional bodies, licensing and regulatory bodies, students, graduates and employers. 

The purpose of the Bachelor Degree qualification type is to qualify individuals who apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning. 

Bachelor Degree qualifications are located at level 7 of the ×îÐÂÌÇÐÄVlogn Qualifications Framework.

Bachelor Degree qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 7 criteria and the Bachelor Degree descriptor.

For more detailed information refer to the and the '' download. 

Programs are expected to meet the threshold learning outcomes for their disciplines which are being progressively developed nationally. For further information refer to the ¾±²Ô´Ú´Ç°ù³¾²¹³Ù¾±´Ç²Ô.Ìý