Learning Outcomes for Engineering Education Programs

Since the Bologna Declaration was signed in 1999, higher education institutions throughout Europe launched vast curriculum reforms including transition to the concept of learning outcomes often determined as specific statements of what students should know and are able to do as a result of learning. Being a nice complement to different qualification frameworks, quality assurance and accreditation systems, the outcomebased approach has become increasingly popular at international level. Although specific features, different ways and levels of implementation appear depending on the country. This paper presents a summary of learning-outcomes development in Latin America, and particularly in Colombian technical universities, describes the state-of-art and gives recommendations on further steps of curriculum design and quality improvements.