The increasing emphasis on the outcomes of learning, as captured in the conference title has many implications for both internal and external quality assurance. One of the external evaluation activities that can play a role in helping to manage the shift from teaching to learning is the accreditation carried out by professional bodies in Professional Higher Education (PHE).
This paper focuses on this kind of QA activity by examining a sample of accreditation reports for teacher and pharmacy education programmes. The analysis shows that the reports focus on inputs and on strategic programmatic issues, while there is less attention on the actual processes of teaching and learning. The paper argues that a greater focus on these issues could support quality assurance in PHE and the shift from teaching to learning.
This paper was presented at EQAF and reflects the views of the named authors only.