A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering. OECD Education Working Papers, Number 60

Institution	Organisation for Economic Cooperation and Development
Titel	A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering. OECD Education Working Papers, Number 60
Quelle	(2011), (55 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/5kghtchn8mbn-en
Schlagwörter	Expertise; Occupations; Feasibility Studies; Civil Engineering; Engineering Education; Outcomes of Education; Definitions; Bachelors Degrees; Masters Degrees; Profiles; Correlation; Role; Comparative Analysis; Specialization; Foreign Countries; Employment Qualifications; France; Netherlands; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Expert appraisal; Beruf; Berufsumfeld; Ingenieurausbildung; Lernleistung; Schulerfolg; Begriffsbestimmung; 'Bachelor''s degrees'; Bachelor-Studiengang; Charakterisierung; Profilanalyse; Korrelation; Rollen; Arbeitsteilige Spezialisierung; Ausland; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Frankreich; Niederlande; Schweden; Großbritannien
Abstract	The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor's-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the engineering discipline. Members of the Engineering Tuning-AHELO working group defined general learning outcomes for all engineering programmes supplemented by branch specifications for the fields of mechanical, electrical and civil engineering, taking into account different degree profiles and relevant occupations. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A comparative summary of some of the most influential learning outcomes frameworks in the engineering field is also provided. Appended are: (1) Indicative Overview of Specialisations/Branches in the Subject Area of Engineering; and (2) Comparison of Learning Outcomes Frameworks/Statements for Engineering Degree Programmes. (Contains 1 table and 34 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10