OUTCOMES-BASED- EDUCATION:

BASIS FOR ENHANCED TEACHER EDUCATION

CURRICULUM
DEFINITION OF OUTCOME-BASED- EDUCATION (OBE)
 W. SPADY

He defined OBE as clearly focusing, and organizing everything in the

educational system around the essential for ll the students to do successfully
at the end of their learning experiences.

 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 Principal in OBE

 PRINCIPLE 1: CLARITY OF FOCUS
A clear focus on what teachers want students to learn is the primary principle in
OBE.
 PRINCIPLE 2: DESIGNING BACKWARDS
This principle is related to the first. At the beginning of curriculum design, the
learning outcome has to be clearly defined.
 PRINCIPLE 3: HIGH EXPECTATIONS
This is linked to the premise that successful learning, promotes more successful
learning as mentioned by SPADY in 1994.
 PRINCIPLE 4: EXPANDED OPPORTUNITIES
In OBE all students are expected to excel, hence equal expanded opportunities
should be provided.

TEACHING- LEARNING IN OBE

Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever
approach to teaching is used, the intent should focus on learning rather on teaching.

 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 variety of teaching methods.
 Teachers must provide students with enough opportunities to usethe 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.
 Here are additional key points in learning-teaching in OBE which show the shifts from a
traditional to an OBE view.

From the Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the Knowledge already exists in the
teacher minds of the learners

Teacher dispenses knowledge Teachers are designers of methods

Teachers and students are Teachers and students work in
independent and in isolation teams

ASSESSMENT OF LEARNING OUTCOMES IN OBE

To be useful in OBE System, assessment should be guided by the following principles:

1. Assessment procedure should be valid.
2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment procedure should reflect the knowledge and skills that are important to
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.

LEARNER’S RESPONSIBILITY FOR LEARNING

In terms of students perspective s there are common questions that will guide them as
they learn under the OBE Curriculum framework. To guide the students in OBE learning, they
should ask themselves the following questions.

1. What do I have to learn?

2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?