TRAINING ON OUTCOME BASED EDUCATION

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TRAINING ON OUTCOME BASED EDUCATION
YEAR 2011
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UNIT 1

• INTRODUCTION TO
• OUTCOME-BASED EDUCATION

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TEACHER A
DO IT NOW OR OUT YOU GO!!!
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TEACHER B
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CONTENT
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Definition of OBE
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Characteristics of OBE curricula
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Importance of OBE
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1. INTRODUCTION TO OBE
LEARNING OUTCOMES

• At the end of this session, participants should
  be able to
• explain the principles, characteristics and
  components of OBE. (C2,A3)
• analyze the current scenarios and issues related
  to OBE.(C4,A3)
• analyze the importance of OBE. (C4,A3)

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1.WHAT IS OBE?

• a comprehensive approach to organizing and
  operating an education system that is focused on
  and defined by the successful demonstrations of
  learning sought from each student.
• 
  (Spady, 1994)

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OBE

• 1. A model of education whereby students
• demonstrate what they know and are able
• to do whatever the required outcomes
• are.
• 2. An approach that focuses on students
• learning rather than teaching

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OBE ADDRESS THE FOLLOWING KEY QUESTIONS

• i. What do you want the students to learn?
• ii. Why do you want them to learn it?
• iii.How can you best help students learn it?
• iv.How will you know what they have
• learnt?

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WHAT IS OBE?

Utilize OBE curriculum that outlines specific,
measureable outcomes
Method of curriculum design and teaching that
focuses on what students can actually do after
they are taught.
It is stated clearly NOT what the lecturer is
going to teach, but what the outcome of that
teaching is intended to be and at what standard
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OUTCOME -BASED EDUCATION
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PRINCIPLES OF OBE
PRINCIPLE 1
PRINCIPLE 2
DESIGN DOWN
CLARITY OF FOCUS
OBE
HIGH EXPECTATIONS
EXPANDED LEARNING
PRINCIPLE 4
PRINCIPLE 3
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PRINCIPLES OF OBE
TRADITIONAL EDUCATION
Teachers must be clearly focused on what they
want students to know, understand and be able to
do. In other words, teachers should focus on
helping students to develop the knowledge, skills
and personalities that will enable them to
achieve the intended outcomes that have been
clearly defined.
P1
back
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PRINCIPLES OF OBE
TRADITIONAL EDUCATION
It means that the curriculum design must start
with a clear definition of the intended outcomes
that students are to achieve by the end of the
program. Once this has been done, all
instructional decisions of teaching and learning
are then made to ensure the achievement of the
intended outcomes.
P2
back
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PRINCIPLES OF OBE
TRADITIONAL EDUCATION
Teachers should establish high, challenging
standards of performance in order to encourage
students to engage deeply in what they are
learning. Helping students to achieve high
standards is linked very closely with the idea
that successful learning promotes more successful
learning.
P3
back
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PRINCIPLES OF OBE
TRADITIONAL EDUCATION
Teachers must strive to provide expanded
opportunities for all students in learning. This
principle is based on the idea that not all
learners can learn the same thing in the same way
and in the same time. However, most students can
achieve high standards if they are given
appropriate opportunities.
P4
next
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OBE vs TE
TE
OBE
Active Learners
Assessment on an ongoing basis
An Integration of knowledge
Learner-centred
Lecturers can be innovative and creative
Learners responsible for their own learning
Emphasis on outcomes
Flexible time frames learner determines pace
Critical thinking, reasoning and action
Passive learners
Examination driven
Content-based syllabus
Textbook and lecturer-centred
Syllabus is rigid
Lecturers responsible for learning
Emphasis on what lecturer hopes to achieve
Content placed into rigid time frames
Rote learning

OBE VS TE

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Characteristics of OBE Curriculum
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Characteristics of OBE Curriculum
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Components of OBE
Curriculum Focus on Learning Outcome (LO),
Prepared and documented by BPK, JPP
Instruction Teaching and learning activities
(TLAs) Prepared by lecturers
ELEMENTS OF OBE
Assessment
Assessment Tasks (i.e assignments, quizes,
projects,tests, reflective journals, rubrics
,etc). Prepared by lecturers
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Constructive Alignment (CA)

• CA refers to the process of creating a learning
  environment that supports the learning activities
  appropriate to achieve the desired learning
  outcomes.
• Constructive what learner does to construct
  meaning through relevant activities
• Alignment what teachers does (components in
  teaching system teaching method used)

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Aligning learning outcomes, learning and teaching
activities and assessment. Adapted from Biggs
(1999)
Learning and teaching activities Designed to
meet learning outcomes
Assessment methods Designed to assess learning
outcomes
Intended Learning Outcomes
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Expected Changes For OBE Implementation
Modify existing Curriculum
Revise course content structure
Expected changes For OBE Implementation
Introduce innovative delivery /Teaching- Learning
method
Introduce innovative Assessment Evaluation
tools
Introduce system of Data and evidence collection
Continuous Quality Improvement
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Define OBE in your own words
Reflection
Brain Game Test Your Memory
OBE is this something new to you? WHY?
Characteristics of OBE
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2. IMPORTANCE OF OBE-Current Scenario
1.2.WHY OBE ?
Economic Transformation Programme (ETP), New
Economic Model
Mismatch in supply demand of graduates
Current scenarios/ issues
National Transformation Agenda
Programme MUST be outcome-based (OBE)
Polytechnic Transformation Plan
Increase Graduate Employability rate (53 to
85)
MQA Requirements
WHY?
Innovative Assessment Evaluation
Graduates are not completely prepared for the
workforce.
Continuous Quality Improvement (CQI)
OBE vs Traditional Education (TE)
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ECONOMIC TRANSFORMATION PROGRAMME (ETP)

• ETP is a comprehensive effort that will transform
  Malaysia into High-Income Nation by 2020 (GNI per
  capita RM48,000 6 growth in 10 years).
• Implementation of concrete changes in specific
  sectors areas of economy

12. Greater Kuala Lumpur / Klang Valley
1. Oil Gas
11. Agriculture
2. Palm Oil
12 NKEA (National Key Economic. Area)
10. Communication Infrastructure
3. Financial Services
4. Tourism
9. Healthcare
5. Business services
8. Education
6. Electronic Electrical
7. Whole Sale Retail
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POLYTECHNIC AND ECONOMIC TRANSFORMATION PROGRAMME
(ETP)
3.3 mil New jobs
TEVT 1.48mil
POLY 680,000 grads
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FUNCTIONS OF MQA ON OBE

• To implement Malaysian Qualifications Framework
  (MQF) as a reference point for Malaysian
  Qualification
• To develop standards and criteria and all other
  relevant instruments as national references for
  the conferment of awards with the cooperation of
  stakeholders
• To assure quality of programmes
• To accredit courses that fulfill the set of
  qualifications
• To facilitate the recognition and articulation of
  qualifications
• To maintain the Malaysian Qualification Register
  (MQR)

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Continual Quality Improvement (CQI)
Assessment and evaluation processes provide
critical information to lecturers and
administrators on the effectiveness of the
design, delivery, and direction of an educational
program - CQI Improvements based on feedback
from evaluations will close the system loop and
the process will continue year after year.
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- Economic Transformation Programme (ETP),
New Economic Model- Programme MUST be
outcome-based (OBE)- Innovative Assessment
Evaluation- Graduates are not completely
prepared for the workforce.- Graduate
Employability- Mismatch in supply demand
of graduates
Reflection
Discuss how each following factors influence the
needs to implement OBE
GROUP DISCUSSION AND PRESENTATION
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CONCLUSION

• OBE promises high level of learning for ALL
  students as it facilitates the achievement of the
  outcomes, characterised by its appropriateness to
  each learners development level and active and
  experienced-based learning. Moreover, knowing
  that this system is going to be used would also
  give students the freedom to study the content of
  the course in a way that helps them learn it. OBE
  must involve administrators, educators, parents,
  teachers and students for successful
  implementation.

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Appendixes

• Terms and glosary
• References