Trends and Issues in Philippine Education

OUTCOME-BASED
EDUCATION
JULIE Z. CADIZ
Discussant
 Objectives:

 Explain the meaning of outcomes in OBE

 State the relationships among institutional
outcomes, program outcomes, course
outcomes and learning outcomes
 Discuss the OBE principles, expectations and
benefits in the teaching-learning process
Outcome-Based Education

 OBE stands for outcomes-based education.

 As the name implies, it is an education that is
anchored and focused on outcomes.
 It is a learner-centered learning philosophy
that focuses on measuring students’
performance.
Outcome-Based Education
1. (Butler, 2004) - clear learning results that learners have to
demonstrate, what learners can actually do with what they know
and have learned.

2. (Geyser, 1999) – actions, products, performances that embody and

reflect a learner’s competence in using content, information, ideas
and tools successfully.

3. (Spady, 1994) – OBE means clearly focusing and organizing everything

in an educational system around what is essential for all students to
be able to do successfully at the end of their learning experiences.
OBE Background
Outcome-based education is an educational theory
that bases each part of an educational system around goals.
OBE methods have been adopted in education
system around the world, at multiple levels. Australia and
South Africa adopted OBE policies in the early 1990s but
have since been phase out. The United States has had an
OBE program in place since 1994 that has been adapted
over the years. In 2005, Hongkong adopted an outcome-
based approach for its universities. Malaysia implemented
OBE in all of their public school systems in 2008. The
European Union has proposed an education shift to focus
on outcomes , across the EU.
OBE Background

In an international effort to accept OBE,

the Washington Accord was created in 1989;
it is an agreement to accept undergraduate
engineering degrees that were obtained using
OBE methods. As of 2017, the full signatories
are Australia, Canada, Taiwan, Hong Kong ,
India, Ireland, Japan, Korea, Malaysia, New
Zealand, Russia, Singapore, South Africa, Sri
Lanka, Turkey, UK, Pakistan, China and US.
OBE Background

The Commission on Higher Education

emphasized the need for the
implementation of OBE by issuing a
memorandum order (CMO No. 46, s. 2012)
entitled, “Policy standard to enhance
quality assurance in Philippine Higher
Education through an outcome-based and
typology based QA.”
OBE Background
 OBE prepares the students to meet the
highest standards of a particular profession.
 These standards are designed back into
program outcomes, competencies and
converted into instructional goals and
objectives.
 These components serves as the bases for
selecting what topics to include, how to teach
and assess them at the highest standards
required by the actual workplace.
• In recent press conference
held in Quezon City, Spady said
that the Philippines stands to
gain a lot from OBE.
“Unlike previous learning strategies where
a learner undergoes assessment to see
how much one absorbed lessons, OBE is
more concerned with how successful one
is in achieving what needs to be
accomplished in terms of skills and
strategies.”
-Spady
(The Philippine Star,
July 3, 2017 4 p.m.)
• In his book, Outcome-Based
Education: Critical Issues and
Answers, Spady acknowledge “all
students can learn and succeed, but
not on the same day in the same
way.”
 GROUP
ACTIVITY
TOPIC: ___________________________________

DESIRED STRATEGIES AND ASSESSMENT

OUTCOMES METHODOLGIES
 Figure 1. OBE as an Approach

IDENTIFYING THE
DESIRED OUTCOMES

DETERMINING ASSESSMENT DECIDING ON STRATEGIES

MEASURES FOR THE AND METHODOLGIES TO
ACHIEVEMENT OF ACHIEVE THOSE
OUTCOMES
OUTCOMES
 OBE Learning Principles

• Spady (1994) gave four basic principles:

1. clarity of focus
2. designing down
3. high expectations
4. expanded opportunities
 Active Learners

Continuous Assessment What

Critical Thinking should be
Knowledge Integration
expected
Learner-centered
with OBE?
Learning Programs

Figure 2. Expectations in OBE

DIFFERENT LEVELS OF OUTCOMES
 IILO – Institutional Intended Learning
Outcomes
 PILO – Program Intended Learning
Outcomes
 CILO – Course Intended Learning
Outcomes
 Figure 3. Program Outcomes
National Competency-
Based Teacher 21st Century Skills
Standards (NCBTS)
Philippine Qualifications’
UNESCO ICT Framework
Competencies for
Teachers ASEAN Qualifications
Program Reference Framework
Outcomes
CMO 30, s. 2004_PSGs
State University/
College
Institutional Outcomes Course HEI Type University
(Graduate Attributes) Outcomes

College
Learning Professional
Outcomes Institution
per Module
INSTITUTIONAL LEARNING OUTCOMES (ILO)
• Includes the knowledge, skills, competencies
embedded within every aspect of the college to
inspire and enhance each student’s transferable
learning skills. ILO’s categories og competence:
1. Communication Skills
2. Critical Thinking Skills
3. Social Responsibility Skills
4. Social Responsibility Skills
5. Personal Responsibility Skills
 CHED Memorandum Order No. 30 s. 2004

• Revised policies and standards for

undergraduate teacher education
curriculum (pre-service preparation
of teachers for the primary and
educational sectors)
 ( developed through the context of EFA, 2011)

TECHNOLOGY KNOWLEDGE KNOWLEDGE

LITERACY DEEPENING CREATION
Understanding ICT Policy Awareness Policy Policy Innovation
in Education Understanding
Curriculum and Basic Knowledge Knowledge Knowledge Society
Assessment Application Skills
Pedagogy Integrate Complex Problem Self Management
Technology Solving
ICT Basic Tools Complex Tools Pervasive Tools

Organization and Standard Classroom Collaborative Group Learning

Administration Organizations
Teacher Professional Digital Literacy Manage Guide Teacher as model
Learning learner
NCBTS – a theoretical framework that defines the
different dimensions of effective teaching, means
being able to help all types of students learn the
different goals in the curriculum.
DOMAIN 1 – Social Regard for Learning
DOMAIN 2 – The Learning Environment
DOMAIN 3 – Diversity of Learners
DOMAIN 4 – Curriculum
DOMAIN 5 – Planning, Assessing and Reporting
DOMAIN 6 – Community Linkages
DOMAIN 7 – Personal Growth and Professional
Development
 21ST Century Skills
1. Critical Thinking 7. Technology Literacy
2. Creativity 8. Flexibility
3. Collaboration 9. Leadership
4. Communication 10. Initiative
5. Information Literacy 11. Productivity
6. Media Literacy 12. Social Skills
ASEAN QUALIFICATIONS
FRAMEWORK
 COURSE OUTCOMES
(Formulated based on BLOOM’S Taxonomy, 1956)
 Figure 4 MODEL OF OBE and its features
INTENDED LEARNING
OUTCOMES
Statements specifying what the
learners will know and be able to do at
the end of the course.

LEARNING EXPERIENCE
Creating learning
experience for learners is the
center of OBE. In other words,
students should be placed first in the
design of learning outcomes, assessment
task and teaching and learning activities

LEARNING ACTIVITIES ASSESSMENT

The teaching and learning methods which the
teachers use to achieve each of the learning
outcomes. Students will know exactly why
they are being asked to engage in certain
teaching and learning activities and their
course.
An on-going process aims at improving
students’ learning by measuring the learning
outcomes they have achieved. Feedback will
be given so that students know what they
need to do in order to get better grades.
 Qualities of a Good
Learning Outcomes:

OBSERVABLE
CHALLENGING
ACHIEVABLE
MEASURABLE
 OBE Traditional/Transitional and
Transformational Approach
 Traditional/Transitional Approach-
emphasizes student mastery of traditional
subject –related academic outcomes and
some cross-discipline outcomes (Killen,
2000)
 Transformational Approach – emphasizes
long term, cross-curricular outcomes that
are related directly to the students’ future
life roles.
 Figure 5. Benefits of OBE
CLARITY COMPARISON
Students have clear Compare easily across
understanding on institution allow
what are expected on students to move
them at the end of the between institution
course with relative case

OBE
FLEXIBILITY INVOLVEMENT
Students are expected
Using various
to do their own
teaching methods
learning to gain full
and assessment understanding on the
techniques material
 Conclusion
• OBE is designed to match education with
actual employment. Philippine Higher
Education Institutes are encouraged to
implement OBE not only to be locally and
globally competitive but also to work for
transformative education.
 REFERENCES
• https://rexpublishing.com.ph/infographic/201
7/10/obe-outcomes-based-education
• Philstar.com
• ASEAN Qualifications Reference Framework