Outcomes Based Education Essay

IntroductionGalileo Galilee once said a serviceman bearnot t from each one a man eitherthing but kindhearted of he give notice only ease him find in within himself. This bureau that you do-nothing only go so far to serving someone give away and make the chastise condition for the learner to discover what already cognise to be true. The principle of kayoedcome ground teaching method relates to this passage from Galilee w here(predicate) Outcome-Based f atomic number 18ledge means clearly focusing and organizing e actuallything in an groomingal activityal clay somewhat what is essential for all scholars to be able to do successfully at the end of their learnedness experiences. This means starting with a clear redeem wind of what is weighty for savants to be able to do, hence organizing the curriculum, instruction, and assessment to make authorized this learning ultimately happens (Spady, 19941). In this climb up learners whitethorn identify what ar t he things which ar important and what is essential for them. It is indeed true that learning may not be signifi dejectiont with someone unless it may reflect the immensity of learning in real life and utilize it in distinguishable life roles. OBE has been around for centuries.The origins of modern outcomes-based education bear be traced prickle to the work of Italian educator Maria Montessori, whose teaching theories shaped the discipline of Montessori schools the world over. Working in the early 1900s, Montessori believed that instead of practiseting up arbitrary grading governances, tests, and the like and teaching in casts based on them, education was best measured by encouraging individual student achievement, which notify occur at different rate for different students. This method would leave alone students of different skill levels and abilities to learn at their suffer individual rates (or outcomes), rather than lumping all students to procureher and measuring them at the same regulation at the same point in time. In the local setting, judicature educational bureau, school administrators and educational gurus atomic number 18 continuously seeking slipway and means to upgrade the standards and feature of education in terms of its lecture formation and other related components of caliber education.The continuous growth of population, government budgetary allocation for education, and educational political give ge order been a great factor in the affects the fictitious character of education one can experience. Other than that, some other problems occurred such as lack of answer teachers, inadequate classrooms and ineffective programs. These are much evident to public schools here in the country. Recognizant of this reality, the Commission on high Education in avocation of an ongoing paradigm shift to learning competency based standards mandated all Higher Education Institution to incorporate a spirit insurance utilizing an Out comes Based Education. This form _or_ system of government-standard, which applies to private and public Higher Education Institutions (HEIs) in the country, is give awayd to put forward the select arrogance system of Philippine luxuriouslyer education through and through learning competency based standards and an outcomes-based system of quality assurance that is secernate by type of HEI.CHEDs rationale in downing this policy is very(prenominal) specific as they believe that this mandate will channel to construction a quality nation capable of transcending the social, political, economic, cultural and respectable issues that keep the countrys human ripening, productivity and global competitiveness. The commissions foc manipulationd in mandating all HEIs under scores a quality assurance that is rooted in enquiry which suggest that there has been a lack of a lively pool of graduates with the necessary thinking, technical and behavioral competencies are among the facto rs constraining the re-launching of the Philippine manufacturing sector and the achievement of the full potentials of the service sector. Another important ideas of this policy is that trade is dynamic the Philippine educational system should adopt with the always changing climate of systems that Philippine s has been left behind.The reality is that in 2015 where ASEAN comm social unity will facilitate the free flow of qualified drive in the region and either open up opportunities for graduates of Philippine HEIs or threaten their employment even in this country. The Philippine educational system should move on this suggest that Philippine should keep on treat or be left behind. (CMO No. 2 S. of 2011) This mandate from CHED channelizes to contribute to building a quality nation capable of transcending the social, political, economic, cultural and ethical issues that constrain the countrys human development, productivity and global competitiveness. The fulfilment of this action e ntails all HEI to offer quality programs that will meet the subject and the international standards of programs for the different professions/disciplines. Quality assurance is viewed as an important member in the social development of the population especially the Filipinos out of the penury condition.CHED defines quality as the alignment and consistency of the learning environment with the universes vision, mission, and goals demonstrated by portentous learning and service outcomes and the development of a culture of quality. This definition high imperfects ternion perspectives of quality. One the quality as fitness for purpose, which is generally used by international bodies for assessment and accreditation, requires the interpreting of the institutions vision, mission, and goals into its learning outcomes, programs, and systems. Second quality as exceptional means either being distinctive exceeding very high standards or conformance to standards based on a system of par u sing criteria and ratings. And lastly quality underlies CHEDs definition of exceptional and Quality as developing a culture of quality is the transformational dimension of the CHED pattern of quality.Quality assurance utilizing the OBE has been widely argued by educational administrators, though this would bear on the educational system of the country where Philippines has been left behind years dorsum by our neighboring ASIAN nations. This paper aims to assess how well the HEIs administrators in Olongapo adapted to the provision of the OBE and the put ons of the educators with regards to OBE or are thy well provide with the knowledge and skills relating to OBE. This issue is very timely and is pressing the education administrators.It is impendent that this policy is another challenge facing the educational sectors to adopt and practice the quality assurance utilizing the OBE principle. There are several questions that determine the committee of this sketch. What are the bes t practices of the HEIs administrators with regards to OBE as well as system instructors? How well they adopt and practice quality policy as set forth by the CHED? And their reasons in adopting or implanting this quality policy? An explication of OBE will be dealt with this forgoing study this will to a fault illuminate the performance of the HEIs in Olongapo.Review of Related LiteratureThis paper aims to explore the principles of OBE as practiced among the HEIs in Olongapo. This is mean to explain the principles and how this principle is collective in their system. In addition this paper will definitely help teachers and administrators understand the process and practices on OBE among other HEIs in Olongapo which will for sure facilitate other institution to espouse the practices of their counterpart.The Philippine educational system as observed by the interrogationer has been through a circle of curricular development. Policies and standards have been laid OBE is one of the recent development to which it has been advocated by some and critics by many. Where will this process lead the curriculum?Outcomes based education is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of product line credits (Tucker, 2004). According to Tucker the primary feather aim of OBE is to facilitate desired changes within the learners, by increasing knowledge, developing skills and/or positively influencing attitudes, quantifys and judgment. OBE embodies the idea that the best way to learn is to depression determine what needs to be achieved. Once the end goal (product or outcome) has been determined the strategies, processes, proficiencys, and other ways and means can be put into place to achieve the goal.The major problem in all curricular frameworks is the outcome or product measurement. Geyser (1999) stated that OBE deals w ith the product Outcomes are clear learning results that learners have to demonstrate at the end of strong learning experiences what learners can actually do with what they know and have learned. Outcomes are actions/ performances that embody and reflect learner competence in using content, tuition, ideas and tools successfully. He bring forward proposed that when learners do important things with what they know they have taken a significant step beyond knowing itself. Vela, Berardinelli & Burrow (1998) reminds us of the importance of accountability mechanisms (learner assessment) that directly reflect student performance and help learners know what they know. Thus outcomes describe the results of learning over a period of time the results of what is learned versus what is taught.Spady and Marshall (199420) an advocate of OBE has explained the gist and creation of outcomes as Outcomes are clear, observable demonstrations of student learning that occur later a significant s et of learning experiences. They are not values, attitudes, feelings, beliefs, activities, assignments, goals, scores or averages, as many people believe. Typically these demonstrations reflect three things What the student knows What the student can actually do with what he or she knows The students confidence and motivation in carrying out the demonstration.They further state that outcomes are what learners can actually do with what they know and have learnt. In other wrangling they are the tangible application of what has been learnt. That assists the learners to know themselves. OBE compels educators to use action verbs like describe, explain, design or produce. These action verbs are preferred more than the vague and non-demonstration processes like know, understand, believe or think. It should be noted that since outcomes occur at the end of a learning experience, they suit the ultimate result of the didactic situation.In general, OBE standards are clearly define and are k nown by all learners. This system allows the learners to reach and regain full credit for achieving any performance standard. OBE focuses on increasing students learning and ultimate performance abilities to the highest possible level before leaving school. That means that OBE takes an overview of the students learning and achievement. In this situation mistakes are treated as necessary steps towards development and demonstration of high-level performance capabilities. The traditional system takes the opposite approach where testing and permanently grading of learners is very important and emphasizes on rewards learners for assigned work covered in class. Those who are lush and consistent performers get the best grades and records and those who are slower never get the opportunity to catch up because previous mistakes cannot be erased.Outcome-based methods have been adopted in significant ways in the United States, Australia, South, and Hong Kong to mention a few. Each education agency specifies its own outcomes and its own methods of measuring student achievement according to those outcomes (Goals setting strategies). Though it is claimed the focus is not on inputs, OBE generally is used to uprightify increased funding requirements, increased graduation and testing requirements, and additional preparation, homework, and continuing education time spent by students, parents and teachers in supporting learning as well as the unit cost of training a student. (European Journal of Social Sciences Volume 13, account 2 2010)In the Philippine education system, the quality and quality assurance in education has been the major theme from the past decade not only in the Philippines but from the rest of the world. Valisno (2000) in her presentation at the International Conference on the Quality Assurance in Higher Education Standards, Mechanisms and Mutual Reorganization. She recognized that more and more people are concerned about the products or outputs of univer sities and colleges, whether societies are getting the real value for their investments in higher education.Harman(1996) points to the following main concerns on the quality issues that currently dominate the debates on higher education 1) maintenance and benefit of levels of teaching, learning, research and scholarship 2) improvement in the quality and adaptability of graduates 3) how to define and measure quality 4) whether management approaches of and colleges improve outcomes 5) the use of benchmarking and performance indicators and 6)how to convince stakeholders that institutions and systems are doing a competent job in ensuring quality outputs.Valisno further explained that universities and government agencies just used different terms such as faculty member standards, standards of microscope stages and diplomas, student assessment, and accountability. But the main issue also was mostly about maintaining academic standards according to some national or international norm, the maintenance and improvement of levels of teaching and learning, and how to provide sufficient financial and other resources to achieve quality higher education, As can be observed, many of these issues are calm significant today, but the new quality debate is centered largely on the achievement of quality outcomes which necessitates the establishment of appropriate internal quality auditing and quality management processes not only to continuously monitor achievement, and to visualise rising achievement developing but also to determine and implement the quality policy and such as the management of quality dominance and improvement.The lesson of the past as understood by the researcher could be the ride force of the educational managers of this country to adopt the process of OBE as an educational process which is based on trying to achieve certain contract outcomes in terms of individual student learning. Malan (2000) affirmed that the shift toward OBE is alike(p) to the total quality movement as it reflects the best way for individuals and organizations to get where they are going is first to determine where they want to be then plan backward to determine the best way to get from here to there. Proponents of OBE assume there are many ways to arrive at the same results. OBE is currently favored internationally in countries such as Canada, South Africa, New Zealand and United States.Qualitative ApproachThis paper employ the phenomological approach in research. This will illuminate the issue of outcomes based education concerning the best practices of the HEIs in Olongapo where the particular actors of the present phenomenon are the HEI administrators and the instructors. They will be the locus of the study. Personal perspective and personal interpretation of the subjects will be given importance in illuminating the purpose of this study. This approach is very effective in bringing to frontage the experience and perception of individuals their own pe rspective of OBE and will therefore be used as a basis to inform, be inform and to give support to the surfacing issue on OBE.The strength of qualitative research is its ability to provide heterogeneous textual descriptions of how people experience a given research issue. It provides information about the human side of an issue that is, the often contradictory behaviors, beliefs, opinions, emotions, and relationships of individuals (Qualitative query Methods p.1-2). Qualitative methods are also effective in identifying intangible factors specifically in the light of OBE utilization in some HEI in Olongapo. The selective information collected in a qualitative study includes more than words attitudes, feelings, vocal and facial expressions, and other behaviors are also involved.The data which may consist of interview transcripts, field notes from observations, a wide variety of records and historic documents, and memoranda, are treated to rigorous ongoing epitome. Three processes are mix throughout the study collection, coding, and abstract of data (Glaser & Strauss, 1967) This approach encourages the kind of flexibility so important to the qualitative researcher who can change a line of inquiry and move in new directions, as more information and a better understanding of what are relevant data are acquired (Blumer, 1999)All the higher educational institution in Olongapo will be covered by this study namely CELTECH College, Columban College, Mondrian atmosphere College, Gordon College and the Lyceum of Subic Bay. The school administrator represented by their president or the vice president for academic affairs together with the instructors of the necropsy or the flagship program of the institution will be utilized as the respondents of this study. entropy collection and sampling is an important aspect of any type of research study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results. A purposive sampling technique will be utilized to depict the purpose of this study. According to Cormack (2000) suggests that qualitative researchers use a small selective sample, because of the in-depth nature of the study and the analysis of data required. The HEIs administrators as well as the instructor are purposively chosen to provide vital information that will shed light to the foregoing study.An interview will be utilized as the primary data collection technique. Interviewing is widely used in qualitative research. Compared with observation, it is more economical in time. Interviewing is trying to understand what people think through their speech. (www.ssrc.hku.hk/er/qr0204.doc) Prior to gaining consent from participants, letters requesting permit to carry out the study will be sent to the necessary institution. If all permission requests are granted, a letter of invitation will be distributed to all the HEI administrators and instructors of the premier program of the HEIs inviting them to p articipate in the study.The researcher will use open-ended interviews as it allows participants to discuss their opinions, views and experiences fully in detail where as perhaps a interview with closed ended questions may crush them to express their full opinions and feelings. With the use of semi-structured interviews the researcher will have lively a topic guide or a certain amount of money of questions to be covered with each participant (Polit and Beck (2008). A face to face interview allows the researcher to observe any non-verbal communication but also allows both the interviewer and participant to seek any clarification necessary. The interviews will be audio-taped with permission from the participant to ascertain an accurate account of the interview which can be replayed for analytic purposes and anonymity will be assured during the course of the recording.A qualitative research interview seeks to cover both a factual and a meaning level, though it is usually more hard-f ought to interview on a meaning level. (Kvale, 1996). Interviews are particularly efficacious for getting the story behind a participants experiences. The interviewer can pursue in-depth information around the topic. Interviews may be useful as follow-up to certain respondents to questionnaires (McNamara, 1999). A general interview guide approach will be used in this study. This guide approach is intended to ensure that the same general areas of information are collected from each interviewee this provides more focus than the conversational approach, but still allows a degree of freedom and adaptability in getting the information from the interviewee Participants will be reminded of their right to withdraw from the study or terminate the interview at any time before commencing the session.The researcher also vows to ensure the participants anonymity and concealment during the conduct of interview. The purpose of data analysis is to organize, provide structure to, and arouse meani ng from research data (Polit and beck 2008). Data analysis will be ongoing in conjunction with data collection as Polit and Hunglar (1999) state as interviews are conducted, gathered data is synthesized, interpreted and communicated to give meaning to it. According to Burns and Grove (1999) qualitative data analysis occurs in three phases description, analysis and interpretation. The researcher will transcribe the interviews verbatim and analysis of the transcripts will be carried out by the researcher while utilizing Giorgis quality data analyses.