Learning results: Fundamental component of higher education quality

Abstract

Education is essential for the social and economic development of individuals and societies, for this reason educational quality occupies a relevant place on the world agenda, which determines the positioning of universities in the national, regional and world environment; however, quality is consolidated in the requirements that universities must meet to achieve its proper functioning, as is the case with learning, since without it, quality will not take place because it constitutes the starting point for higher education to comply with issues such as qualified program registration and accreditation, in line with the provisions of Decree 1330 of 2019. In this way, this reflection article seeks to analyze the incidence of learning as a component of quality in higher education.

The methodological proposal is oriented towards research with a qualitative approach and documentary analysis is used as a data collection technique. The results show that there have been considerable advances in the quality processes of higher education, mainly in the organization of the different instruments to validate the quality, with reference to the approach of learning results. It is concluded that learning outcomes are the highest expression of the quality of a university academic program, which requires certain requirements that must be taken into account for universities to achieve a position that will allow them to offer better programs, to arouse the interest of future students and to make a presence in the world context.