One of the most important problems of the next decades in the context of lifelong learning is the integration non- formal and informal learning achievements of individuals with formal learning so that non- formal and informal learning can be used for their formal promotion –gaining credits and/or whole qualifications.
One of the means for integrating the achievements is through translating knowledge, skills and competencies obtained through alternate forms of learning into learning outcomes (further in text- LO). It is necessary to implement LO approach in the formal system of education to prepare it for recognition of prior learning.
The objective to be reached is understandable and so is the rationale to do so. However unclear is the way how to translate the theory into a working practice. In the following article the authors will address this problem by proposing and examining a methodology for implementing LO in a program, discussing the possibility to improve the quality of program through this action.
The LO approach reflects change from „teacher-centered” to „student-centered” learning. The first results of surveying the lecturers involved in the analyzed program show that the LO are currently implemented rather formally. It is necessary to do more explanatory work in order to benefit from the LO as quality instrument.