Outcome Based Education (OBE)

As higher educational institutions nationwide continue their efforts to improve, some reformers suggest that what is needed is a fundamental rethinking of the function and structure of education and practice. Outcome-based education (OBE) is one model for restructuring currently being examined nationwide.

I think traditional educational practices center on "inputs." Students are exposed to uninterested  a segment of curriculum over a specified time frame. At the end of the unit, an examination is usually given, and grades are assigned regardless of whether all students have achieved mastery of the material.

In a view to a content and time-based method, OBE specifies the "outcomes" students should be able to demonstrate upon leaving the system. These outcomes are derived from a community vision of the skills and knowledge students need to be effective adults. the meaning of OBE focuses on educational practice and ensuring that students mastered those outcomes, and it asserts that all students . according to my perspective it is seems to be great.

A number of countries have adopted OBE systems such as American , European countries ans some Asian counties. Educators who are considering adopting OBE need to be aware of the controversy and challenges inherent in the model as well as its potential usefulness.

OBE 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. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning ultimately happens (Spady, 1994).

In the process of designing programme curriculum, the outcomes of the learning is emphasized and pre-determined. What is expected from the learning after the students have graduated in order to equip them with the necessary skills and capabilities before they enter the work place.

looking at the level at which the inputs, methods, and execution produce the desired learning competencies for the graduates of that program as determined by the Technical Committees/Technical Panels and as measured by appropriate assessments. It points to the way in which the level of attainment of the outcomes can be progressively heightened. 

Assessing student growth and competency in relation to these outcomes and Detailing how outcomes based learning at a whole program level functions within a complex university context and higher educational contexts. 

We need to sets following features.

}  Mission and Vision are translated into:

}  indicators (e.g., professional qualification or employability)

}  metrics (e.g., percentage of passing in a licensure exam or percentage of employment)

}  targets (e.g., 70% passing or 85% employed).

Important contents in OBE.

}  Outcomes – what learners are expected to know and be able to do at the desired level of competence

}  Outcomes-based evaluation – 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 the learning experiences.

}  Outcomes-based teaching and learning – constructive alignment of intended, learning outcomes with appropriate outcomes-based assessment methods and teaching and learning activities. OBE applied in the classroom level.

} Performance criteria – specific, measureable statements identifying the performance(s) required to meet the outcome; conformed through evidence.  

Main approaches on OBE  are a direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes. (To make sure that outcomes are delivered) and an audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes.  (To deliver effective programs).

we need to validate the  things should be established are mission and vision, program educational objectives, program outcomes, matrix of courses with program outcomes (Curriculum map), outcome-based teaching and learning delivery system, program assessment and evaluation process and continuing quality improvement program.

The main ways of teaching in  OBE framework are transformative learning,learner-centered and understanding by Design.

lets come to our country, In Srilankan Context, Sri Lanka is a south Asian country and mostly influenced by Asian tradition and cultural binding. Sri Lanka has national universities and many higher educational institutions. We have followed the traditional educations methods for long time but recent years we shifted to OBE.

Outcome-based edeucation (OBE) became the fundamental philosophy of higher education in the Sri Lanka. All curricula including that of teacher education will be anchored on the concept of OBE in terms of course designing, instructional planning, teaching and assessing students learning. This module will give you the opportunity to understand what OBE is all about and relate the same to teacher education curriculum as future teachers.

Sri Lankan government continues to be the main player in the university education system. The main Higher Education Institutions (HEI) that offer degrees and related qualifications comprise fifteen public funded universities. Admissions to undergraduates programs in fourteen (exception is the Open University of Sri Lanka) are based on a nation-wide competitive examination called General Certificate of Educational Advanced Level Examination (G.C.E (A/L)). This examination has four different streams as, Arts, Commerce, Biological Science and Physical Science. Students must complete the minimum requirement from the exam and criteria for admission are included aggregate marks, the geographical area of the candidates study and candidates’ preference to study a course in a given university. Admission to university education is severely competitive and only a fraction of qualified students gain entry to universities.   

Sri Lankan Universities following Common Credit and Qualification Framework (SLQF) within the University System and this is one of the important outcomes of the Quality Assurance and Accreditation Council (QACC) after identifying the significant variation in the degree awarding criteria as well as in the structure of the degree programme conducted by different faculties/universities within university system.  there are advantages and disadvantages form the OBE to my country.

Benefits of OBE for my country

• Clarity - Students will understand what is expected of them and teachers will know what they need to teach during the course, it will enhance their thinking capabilities.

• Flexibility- OBE does not specify a specific method of instruction, leaving instructors free to teach their students using any method.

• Comparison - On an institutional level, institutions can compare themselves, by checking to see what outcomes they have in common, and find places where they may need improvement, based on the achievement of outcomes at other institutions.

• Involvement- Increased student involvement allows students to feel responsible for their own learning, and they should learn more through this individual learning.

Drawbacks of OBE

• Definition- Across different programs or even different instructors outcomes could be interpreted differently, leading to a difference in education, even though the same outcomes were said to be achieved.

• Assessment problems- The ability to use and apply the knowledge in different ways may not be the focus of the assessment.

• Generality- There is not a measurable, observable, or specific way to determine if a student has achieved these outcomes. Due to the nature of specific outcomes, OBE may actually work against its ideals of serving and creating individuals that have achieved many outcomes.

• Involvement- Parents may also become too involved, requesting too many changes, so that important improvements get lost with other changes that are being suggested.

References

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P. Sathyathas