OUTCOMES-BASED-

EDUCATION: BASIS FOR

ENHANCED TEACHER
EDUCATION CURRICULUM
 DEFINITION OF
OUTCOMES BASED
EDUCATION (OBE)
OUTCOMES BASED EDUCATION (OBE)
- A clearly focusing, and organizing everything in the
educational system around the essential for all the
students to do successfully at the end of their learning
experiences. (W. Spady 1994)
 Spady premised that in Outcomes-Based Education:
• All students can learn and succeed, but not at the same time or in
the same way.
• Successful learning promotes even more successful learning.
• Schools and teachers control the conditions that will determine if
the students are successful in school learning.
 FOUR ESSENTIAL
PRINCIPLES IN OUTCOMES-
BASED EDUCATION
Principle 1: CLARITY OF FOCUS
Principle 2: DESIGNING BACKWARDS
Principle 3: HIGH EXPECTATIONS
Principle 4: EXPANDED OPPORTUNITIES
TEACHING-LEARNING IN
OUTCOMES-BASED
EDUCATION
T IPS ON HOW TEACHING-LEARNING

BE DONE IN OUTCOMES-BASED
EDUCATION
• Teachers must prepare students adequately.
• Teachers must create a positive learning environment.
• Teachers must help their students to understand, what they
have to learn, why they should learn it and how will they
know that they have learned.
• Teachers must use a variety of teaching methods.
• Teachers must provide students with enough opportunities to
use the new knowledge and skills that they gain.
• Teachers must help students to bring each learning to a
personal closure that will make them aware of what they
learned.
A SSESSMENT OF LEARNING
OUTCOMES IN OBE
 To be useful in OBE systems, assessment should be
guided by the following principles:
1. Assessment procedure should be valid. Procedure &
tools should actually assess what one intends to
test.
2. Assessment procedure should be reliable. The
results should be consistent.
3. Assessment procedure should be fair. Cultural
background & other factors should not influence
assessment procedure.
4. Assessment should reflect the knowledge and skills that are
important to the students.
5. Assessment should tell both the teachers and students how
students are progressing.
6. Assessment should support every student’s opportunity to
learn things that are important.
7. Assessment should allow individuality or uniqueness to be
demonstrated.
8. Assessment should be comprehensive to cover a wide range of
learning outcomes.
L
EARNER’S RESPONSIBILITY

FOR LEARNING
I
“ f you are not willing to learn, no
one can help you. If you are
determined to learn no one can
stop you.”
Thank You 