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However, the \u201cdegree\u201d and \u201cmajor\u201d should represent what graduates have experienced, and knowledge, understanding and skills they have mastered at the end of their programs. In this sense \u201cBachelor\u201d degrees, regardless of majors, should represent common knowledge, understanding and skills different from those of \u201cMaster\u201d and \u201cDoctor\u201d degrees. In other words, \u201cBachelor\u201d degree has to be defined in terms of \u201cLearning Outcomes\u201d as the common means of designing the curriculum. In this paper, the author has extensively surveyed international trends in outcome-based higher education reform followed by a critical examination of the recent history of reform efforts in undergraduate programs in Japan. 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