ABSTRACT
Previous chapters in this book have discussed the development of an outcomes approach and have explored its implications for the curriculum and for learning from a British perspective. In this final chapter we return selectively to a number of the themes and issues confronted in earlier chapters and examine how they are being tackled in Australia. Necessarily the discussion of any one theme will be more fleeting than was the case in earlier chapters but the comparisons and contrasts drawn may serve to raise questions that would not otherwise arise from a solely English debate on the relationships between outcomes, the curriculum and learning.
