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General Education Outcomes
General Education Outcomes are the goals for learning and development upon which higher education general education programs are based.〔Palomba, C. A., & Banta, T. W. (1999). ''Assessment essentials: Planning, implementing, and improving assessment in higher education''. San Francisco: Jossey-Bass.〕 They can be defined as the knowledge, skills, attitudes, and values that college students will need to be successful in work, family, and community. They are what students should know, understand, and be able to do in order to be an educated person and to meet the demands that the future will place on them, the demands of the complex, diverse, and globally interdependent world of the 21st century. They often include the competencies, skills, and qualities in What Work Requires of Schools by The ''Secretary's Commission on Achieving Necessary Skills'', U.S. Department of Labor.〔United States Department of Labor. The Secretary’s Commission on Achieving Necessary Skills. (1991). ''What work requires of schools: A SCANS report for America 2000''. Washington, D.C.: The Department.〕 The SCAN Competencies are Resources, Interpersonal Skills, Information, Systems, and Technology. The SCAN Foundation competences include Basic Skills, Thinking Skills, and Personal Qualities such as individual responsibility.
General Education Outcomes are also known as general education abilities, general education goals, general competencies, core abilities, core competencies, essential learning outcomes, learning goals, learning objectives, college-wide outcomes, principles of undergraduate learning, and transferable skills of liberal learning etc.
The achievement of general education outcomes gives students the learning techniques they need to acquire and apply new knowledge and skills even if they do not retain all the content knowledge of the disciplines or if the content becomes outdated.
They are cross-cutting skills; they are addressed both within courses and across the curriculum. According to Leskes,〔Leskes, A., & Wright, B. D. (2005). ''The art & science of assessing general education outcomes: A practical guide''. Washington, D.C.: Association of American Colleges and Universities.〕 “These capacities require reinforcement from all curricular and educational elements over an extended period of time.” Individual courses give them content and context, but it is precisely because general education outcomes are taught most often in a disciplinary setting that makes them difficult to assess uniformly.
==References==
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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