graduate outcomes | learning achievements | learning attainments | learning outcomes

unit of learning outcomes

validation of prior learning | validation of non-formal and informal learning | accreditation of learning outcomes | assessment of learning outcomes | certification of learning outcomes | recognition of learning outcomes | transferability of learning outcomes | validation of of learning outcomes | recognition of prior learning [ VPL | RPL ]

experiential learning

assessment of learning outcomes

Second National Forum on Prior Learning Assessment and Recognition, Learning has no Boundaries: Bringing PLAR into the Workplace

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

after-acquired property clause [ after acquired clause ]

screening of the acquis (1) | acquis screening (2)

ETH Zurich General Ordinance of 10 September 2002 on Efficiency Controls [ ECO-ETHZ ]

‘Learning outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process and which are defined in terms of knowledge, skills and competence;

‘Learning outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process and which are defined in terms of knowledge, skills and competence.

Credit transfer based on ECVET and applied to learning outcomes achieved in formal learning contexts should be facilitated by establishing partnerships and networks involving competent institutions, each of which is empowered, in their own setting, to award qualifications or units or to give credit for achieved learning outcomes for transfer and validation.

Credit transfer based on ECVET and applied to learning outcomes achieved in formal learning contexts should be facilitated by establishing partnerships and networks involving competent institutions, each of which is empowered, in their own setting, to award qualifications or units or to give credit for achieved learning outcomes for transfer and validation.