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Dr. Preeti Oza, Dr Gurudutta P. Japee,. "Curriculum and Evaluation in Outcome-Based Education." Psychology and Education Journal 58, no. 2 (2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.
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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE
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J, Deepak T., and Venishri P. "Outcome Based Education OBE Trend Review in Engineering Education." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (2018): 41–43. http://dx.doi.org/10.31142/ijtsrd19126.
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Rajaee, N., E. Junaidi, S. N. L. Taib, S. F. Salleh, and M. A. Munot. "Issues and Challenges in Implementing Outcome Based Education in Engineering Education." International Journal for Innovation Education and Research 1, no. 4 (2013): 1–9. http://dx.doi.org/10.31686/ijier.vol1.iss4.121.
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In recent years, the implementation of outcome based education (OBE) has been much emphasized in developed and developing nations which led to becoming the focal point for educational reforms. In outcome based education, students are responsible for their own learning and the assessment of learning are based on the outcomes instead of the contents being taught. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. In this paper, we discussed the issues and challenges of implementing an outcome based education in engineering education particularly in Faculty of Engineering, UNIMAS, Malaysia.
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Premalatha, K. "Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review." Journal of Education 199, no. 3 (2019): 111–27. http://dx.doi.org/10.1177/0022057419854351.
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In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.
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G. Ganesh Narayanan, Dr K. Bala Sathya,. "New Paradigm of Outcome-Based Education – A Higher Education Boon." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 495–97. http://dx.doi.org/10.17762/turcomat.v12i5.1041.
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Outcome-Based Education (OBE) is a vibrant model and considered as a giant leap forward to improve higher education and assists all graduates contend with their global counterparts. It is a student-centered tutoring conception that focuses on measuring student performance through outcomes. The Higher Education Institutions should frame appropriate course outcome, program outcome and these outcome should correlate with institutional objectives. But the actual success lies in the effective implementation and rigid accreditation process to ensure the quality of education. Hence, it is imperative to analyze the strength, weakness of the model and practical difficulties in case of implementation. This study reveals basic concepts, Implementation Strategies and OBE Practices and standards. The OBE-Steering Committee in each HEI offers ideas to frame Newfangled Curriculum with finest outcome and effective teaching methods with ICT tools and evaluation pattern based on blooms taxonomy.
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Yang, P. "Humanities education reform exploration and practice under outcomes-based education (OBE)." Education and science journal 22, no. 2 (2020): 78–97. http://dx.doi.org/10.17853/1994-5639-2020-2-78-97.
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Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.
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Hassan, Sa’adah, Novia Indriaty Admodisastro, Azrina Kamaruddin, Salmi Baharom, and Noraini Che Pa. "Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia." International Education Studies 9, no. 2 (2016): 132. http://dx.doi.org/10.5539/ies.v9n2p132.
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<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>
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Rao, N. J. "Outcome-based Education: An Outline." Higher Education for the Future 7, no. 1 (2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.
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Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.
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Gunarathne, Nuwan, Samanthi Senaratne, and Shashiprabha Senanayake. "Outcome-based education in accounting." Journal of Economic and Administrative Sciences 36, no. 1 (2019): 16–37. http://dx.doi.org/10.1108/jeas-08-2018-0093.
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Purpose The purpose of this paper is to discuss the operationalization of the outcome-based education (OBE) model in an accountancy study program in Sri Lanka and the impact of education frameworks on OBE. Design/methodology/approach This study follows the case study approach to the first academic accounting study program in a Sri Lankan public sector university. Primary data were collected through semi-structured interviews and secondary data through a content analysis of various relevant documents. The data were analyzed thematically using the theory of constructive alignment. Findings In accounting, the most significant imperative for the OBE stems from normative pressures. Since the accounting education frameworks have closely followed the approach suggested in constructive alignment, the normative institutionalization of professional standards in accounting supports OBE in accounting education. The OBE approach with its diverse range of teaching and learning activities and assessment methods in accounting has yielded multi-stakeholder benefits while posing some challenges in operationalization. Research limitations/implications The paper’s insights are based on a single case study in Sri Lanka and may be difficult to generalize to other countries. Originality/value This is the first empirical attempt to study the operationalization of the theory of constructive alignment of OBE in accounting for a study program.
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Eldeeb, Rasha. "Outcome Based Education (OBE) - Trend Review." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 2 (2013): 09–11. http://dx.doi.org/10.9790/7388-0120911.
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Safiudin, Adip, Sutrisno ., Meiyanto Eko Sulistyo, Subuh Pramono, and Agus Ramelan. "The Development Of Web-based Outcome Based Education Information System." Journal of Electrical, Electronic, Information, and Communication Technology 2, no. 2 (2020): 61. http://dx.doi.org/10.20961/jeeict.2.2.45291.
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The development of Outcome Based Education (OBE) Information System is done as a solution to academic problems related to the achievement of graduate learning for students. In addition, the OBE system is a form of effort to improve academic quality in order to be able to monitor and measure the development of student learning outcomes in a college study program. The Outcome Based Education system includes all grades processing based on Course Learning Outcomes which is related to Graduates Learning Outcomes so that the outcomes of each student can be measured. This information system is developed by the Rapid Application Development method, and uses the Yii2 Framework with the concept of MVC (Model, View, Controller) where system programming is separated based on application components, such as: manipulating data, controllers, and user interfaces. The use of the RAD method and the Yii2 Framework in making applications can be done quickly and in a structured manner making it easier for future developments. The developed system has been successfully tested and applied in the Electrical Engineering Study Program, Civil Engineering Study Program and Mechanical Engineering Study Program, and planned to be implemented in all study programs of the Faculty of Engineering, Sebelas Maret Universit<em>y.</em> This information system can be applied not only in the engineering faculty of Sebelas Maret University but also outside the university which requires an information system to measure the learning outcomes of graduates.
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Mohamad, Shamsul, Rafizah Mohd Hanifa ., Afandi Ahmad ., and Mohamad Md Som . "An Evaluation of Assessment Tools in Outcome-based Education: A Way Forward." Journal of Education and Vocational Research 3, no. 11 (2012): 336–43. http://dx.doi.org/10.22610/jevr.v3i11.87.
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With the existing manual-based of outcome based education (OBE) systems, data complexity appears as the main problem to be solved. In this paper, a critical discussion of the manual-based system and a way forward with the online version of the OBE systems in the Faculty of Electrical and Electronic Engineering (FKEE), Universiti Tun Hussein Onn Malaysia (UTHM) have been discussed. Two assessment tools of programme learning outcomes (PLOs) as well as course learning outcomes (CLOs) have been used to measure and analyse manually both achievements of the PLOs and CLOs. However, results obtained have shown that these processes require a better system, to deal with various parameters such as different cohort of students and various courses. Obviously, the online-based version and further improvement of the manualbased system that have been proposed are expected to resolve these issues, hence it will be fruitful for the FKEEs’ OBE administrator.
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Asim, Hafiz Muhmmad, Anthony Vaz, Ashfaq Ahmed, and Samreen Sadiq. "A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System." International Education Studies 14, no. 2 (2021): 1. http://dx.doi.org/10.5539/ies.v14n2p1.
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Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.
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Limon, Mark Raguindin, and John Paul Castillo Vallente. "Outcomes-Based Education Integration in Home Economics Program: An Evaluative Study." Journal of Educational Issues 2, no. 1 (2016): 289. http://dx.doi.org/10.5296/jei.v2i1.9262.
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<p>This study examined the factors that affect the integration of Outcomes-Based Education (OBE) in the Home Economics (HE) education curriculum of the Technology and Livelihood Education (TLE) program of a State University in the northern part of the Philippines. Descriptive survey and qualitative design were deployed to gather, analyze, and interpret data, which were deemed significant to the study. These research methods involved questionnaires, interviews, observations, and document investigations. The unit of analysis, which was purposively selected, was the students and faculty of the HE department under the TLE program. Results disclosed that there is little understanding of the new paradigm shift—OBE; there are limited instructional resources for the faculty; laboratory equipment were inadequate; and physical facilities available do not maximize the competencies required by OBE. Therefore, the researchers proposed the formulation of a new set of educational objectives, and the design of an action plan for the succeeding five years, in order to solicit necessary budget allocation from the government funding agency. This effort will address the identified gaps in the delivery of the OBE curriculum, specifically in upgrading physical resources and instructional materials. In addition, personnel involved in curriculum implementation should undergo seminars and trainings so that they could translate theories and concepts into practical skills and lifelong learning, which are needed for global marketability in the 21<sup>st</sup> century.<strong> </strong></p>
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Damayanti, Leoni, Ive Emaliana, and Irene Nany Kusumawardani. "Textbook Evaluation According to Outcome-Based Education (OBE) Principles." OKARA: Jurnal Bahasa dan Sastra 15, no. 1 (2021): 143–61. http://dx.doi.org/10.19105/ojbs.v15i1.3778.
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Outcome-Based Education (OBE) is known as the new curriculum that seeks students' outcomes after learning about the materials. According to that, an evaluation through the textbook, as the most-used source in teaching English, especially in Extensive Reading, is needed. The purpose of this paper is to identify whether the textbook is suitable or not based on the OBE principles. Moreover, some capable lecturers participated in evaluating this textbook using a reliable checklist. This research used a descriptive quantitative method with the results showed that in terms of module contents, this textbook is 'very poor,' in terms of module language items, this textbook is 'poor,' then in terms of module presentation expediency, this textbook is 'very poor.' The findings of this study pointed out many lacks of the textbook that need improvement.
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Iringan, Emolyn M., and Inicia C. Bansig. "Implementation of Outcomes—Based Education in the Graduate School Level at St. Paul University Philippines." World Journal of Educational Research 6, no. 2 (2019): 188. http://dx.doi.org/10.22158/wjer.v6n2p188.
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<em>The study assessed the implementation of Outcomes-Based Education (OBE) in the Graduate School level at St. Paul University Philippines for the past four years. The study employed the mixed approach, covered faculty and students as its participants, and utilized a validated survey tool for data gathering. Quantitative data were analyzed using mean, frequency and percentage count, rank, standard deviation, and independent t-test while the qualitative responses were analyzed through thematic analysis. Results show that students, both for master and doctoral programs, consistently rated the implementation of the OBE approach along instructional design, learning activities, and assessment strategies as “very high”. Administrative support, teachers’ commitment and students’ acceptance of the OBE approach are the top three key factors that facilitated OBE implementation. The administrators’ periodic feed-backing mechanism and close monitoring scheme from the top level to the program level as well as the teachers’ adequate knowledge and commitment to OBE hastened the implementation of the approach. Students considered the instructional activities as very relevant and meaningful as these provided learning contexts where their specific skills and competencies are concretized. Students’ heavy workload in their work stations and their limited exposure to various technologies are some of the barriers to the implementation of OBE. </em>
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Song, Tianxiao. "The Idea and Realization of Higher Vocational Teaching Reform Based on Outcome-oriented Education." Modern Management Forum 5, no. 1 (2021): 26. http://dx.doi.org/10.18686/mmf.v5i1.3168.
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Higher vocational education requires reform and innovation. It is necessary to attach importance to the process and results of higher vocational education and obtain the international engineering education professional certification. Outcome Oriented Education (OBE) is based on the premise that all students can be successful, clarifies the learning outcomes of students after the education process, and emphasizes the ability of students to apply what they have learned to practice through action learning. Soon after the birth of OBE in the United States, it set off a huge wave of education reform. The transformation and promotion of OBE’s localization will surely develop a new normal of vocational education with distinctive features, outstanding advantages, and outstanding results. In the final analysis, the OBE model puts students at the center of the classroom. As a successful teaching model exploration institution, the school takes the learning achievements as the starting point to carry out the behavior process of students’ various practical application skills training. When implementing OBE, only a deep understanding of the connotation structure of the outcome-oriented pyramid can prevent misunderstanding or distortion of the original meaning.
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Kaliannan, Maniam, and Suseela Devi Chandran. "Empowering Students through Outcome-Based Education (OBE)." Research in Education 87, no. 1 (2012): 50–63. http://dx.doi.org/10.7227/rie.87.1.4.
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Waghodekar, P. H. "E-Book on Outcome Based Education (OBE)." Global Journal of Enterprise Information System 9, no. 1 (2017): 123. http://dx.doi.org/10.18311/gjeis/2017/15878.
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Kennedy, Michael, and Philip Birch. "Reflecting on outcome-based education for human services programs in higher education: a policing degree case study." Journal of Criminological Research, Policy and Practice 6, no. 2 (2020): 111–22. http://dx.doi.org/10.1108/jcrpp-12-2019-0071.
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Purpose This paper aims to consider the impact of outcome-based education (OBE) on students studying human services degrees, particularly those in a policing program. This work examines the validity of the notion that OBE is a progressive teaching approach that improves the quality of education and subsequently professional practice. Design/methodology/approach A critical analysis of a systemised outcome-based teaching and learning approach is adopted. Findings OBE has, as an idea, swept across most educational institutions in an apparently revolutionary wave. However, any critical scrutiny of this systemised approach to teaching and learning calls into question whether it is really progressive or empty rhetoric achieving reactionary ends. Any systemised attempt at social change by way of neo-liberal outcomes that are not principle-driven will serve only to reinforce a philosophy of aggressive competition and individualism at the expense of the rule of law and social policy that is situated on a social contract foundation. Practical implications The practical implications of this paper relate to the delivery of higher education teaching, with particular reference to human service degrees such as policing: the use of post-modernist theory to develop contemporary teaching and learning systems has created challenges with regards to scientific knowledge; a principled, deontological teaching and learning system rather than a utilitarian “outcome”-based delivery is proposed; the validity of the notion that outcome-based teaching and learning systems are progressive initiatives that improve the quality of education is questioned; and the impact of OBE for students entering human services professions such as policing has implications for public and community safety. Originality/value This paper considers the efficacy of OBE as a model for higher education teaching, with particular reference to human services degrees such as policing.
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Maribbay, Agripina B. "Enhancing the Delivery of the Teacher Education Courses through the Development of OBE-Based Teaching Guides." World Journal of Educational Research 8, no. 1 (2020): p36. http://dx.doi.org/10.22158/wjer.v8n1p36.
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This project aimed to develop Outcomes-Based Education (OBE) teaching guides to enhance the delivery of courses in the teacher education programs. This paper specifically provides the result of the participants’ assessment and problems encountered in the implementation of the OBE-based approach in teaching. The 200 study participants covered faculty and administrators of thirty (30) selected Teacher Education Institutions in Region 02. Results reveal that the OBE-based approach was implemented to a great extent along Institutional Mission, moderate extent in terms of outcomes and low extent along areas such as curriculum, instructional delivery, assessment, and reporting. Participants’ inadequacy of knowledge and skills, teaching resources, and time were among the problems encountered by the participants in the implementation of the OBE-approach in the teacher education curriculum. These results serve as a guide for the development of OBE-based teaching guides to enhance the implementation of the curriculum. The development of the teaching guides was based on a set of frameworks. The Project Proposal Framework particularly details the processes undertaken in the development of the teaching guides while the SPUP-OBE Framework provides the teaching guides’ content. Furthermore, it presents the specific methods for the teachers’ training on the principles and standards of OBE, the development of OBE-based teaching guides, the logical framework of the proposed teaching guide, the monitoring and evaluation plan, and the dissemination plan. This method includes the design, scope, tools, and analytical procedures for the specific processes involved.
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Ali, M. Tanseer, Md Abdur Rahman, and Carmen Z. Lamagna. "Comparative Analysis of Program Outcomes Achievement between Face-to-Face and Virtual Classes during COVID-19 Pandemic." AIUB Journal of Science and Engineering (AJSE) 20, no. 1 (2021): 1–7. http://dx.doi.org/10.53799/ajse.v20i1.150.
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Outcome based engineering education is a paradigm shift from traditional knowledge-based education to modern skill-based education. After the Washington Accord, the engineering education all over the world has adopted the new pedagogy for Engineering Education. But last year, after the hit of COVID – 19 pandemics, most of the education system has to move online. The online education platform raised a new challenge for Outcome Based Education. In this paper, the effect of Online education on OBE implemented B.Sc. in Electrical and Electronic Engineering program has been analyzed and the attainment performance of the Program Outcomes has been presented. With this empirical evidence it has been demonstrated that with careful implementation and encouragement OBE can achieve its potential even with Online education.
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Guitche, Melona Q., and Araceli C. Doromal. "Outcome-Based Education Standards and Practices in Augustinian Schools in Negros." Philippine Social Science Journal 2, no. 2 (2020): 139–50. http://dx.doi.org/10.52006/main.v2i2.88.
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This study assessed the extent of implementation of OBE Standards and Practices in the Association of Schools of the Augustinian Sisters (ASAS) in Negros as assessed by students, teachers, and academic administrators using the survey questionnaire. The descriptive-comparative and correlational design were employed. Mean, ANOVA with Scheffe as Post-Hoc Test, and Pearson r were used to analyze the data collected. As a whole, the findings indicated a generally high extent of implementation of the standards. Students and teachers gauged it as high, while academic administrators as very high. The OBE Practices were very high. A significant difference in the implementation of OBE Standards and Practices and significant relationship were noted. A conceptual model of quality assurance framework for continuous improvement programs on curriculum development was designed. The results signify that outcomes have been established, and the curriculum was designed to address the knowledge, skills, and attitude they need to demonstrate the established outcomes.
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Sun, Poi Hun, and Sek Yan Lee. "THE IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION – A CASE STUDY IN A PRIVATE HIGHER EDUCATION INSTITUTION." Malaysian Journal of Learning and Instruction 17, Number 2 (2020): 253–78. http://dx.doi.org/10.32890/mjli2020.17.2.9.
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Purpose – Given the importance of quality assurance and enhancement of curriculum in a higher education institution, it is vital to have a systematic process to measure students’ performance objectively and effectively for continuous improvement in the programme/curriculum. The purpose of this study is to analyse the process of setting up an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, while some recommendations for common issues are suggested. Methodology – Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution, from 2015 to 2019. These mechanisms are to assess and discuss the processes needed in implementing OBE; while the importance and challenges of having an OBE system in the business school are included. Findings – To have a smooth-running process of implementing an OBE system, proper planning needs to be in place. Data from the OBE system and its utilisation are essential to ensure continuous quality improvement to the curriculum and to give assurance to relevant stakeholders about the quality of graduates. There are several steps that are discussed in this paper to give pointers and guidance to other education institutions in setting up of the OBE process. However, it is undeniable that investment of time and effort is needed to ensure the smooth-running of the OBE establishment and maintenance. Significance – This study is essential to provide a guideline to relevant parties in setting up an OBE system in education institutions. An OBE system is needed to measure students’ performance objectively and effectively while enriching students’ learning experiences. This study will give pointers to the management of the education institution, policy makers, accrediting bodies and academics on implementing an OBE system in the education institutions.
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Basir, Noordin, Oh Chai Lian, Ja'afar Muhd Salmizi, and Hamid Shaharin. "Assessment of outcome-based integrated design project." Journal of Technology and Science Education 9, no. 1 (2019): 77. http://dx.doi.org/10.3926/jotse.541.
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Outcome-Based Education (OBE) implementation is one of the qualifying requirements for engineering programme accreditation in Malaysia. Implementation of the OBE in Integrated Design Project (IDP) is essential in producing high quality engineering graduates that are able to meet the challenges especially in the era of Industry 4.0 in Malaysia. IDP is the course offered to the final year students of undergraduate programme in Faculty of Civil Engineering, University Teknologi MARA. This paper presents the mapping of the addressing Course Outcomes (CO) and Programme Outcomes (PO) to the scopes of assessment in a capstone project (CP) for IDP. The explicitness in the measurement of CO and PO in the course is demonstrated. The rubrics for the assessment of CP are also presented. Finally, evaluation of student performance in IDP particularly CP is discussed through a sample analysis of the CO and PO attainments.
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Et. al., Muhammad Rozahi Istambul,. "Strategy for Implementing Elearning to Achieve Outcome-Based Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 847–51. http://dx.doi.org/10.17762/turcomat.v12i4.572.
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Currently, the use of eLearning in education is increasingly playing a role, especially in universities. Thus, it is very important to innovate in designing optimal learning strategies. The meaning of optimization does not only mean that related activities: materials, forums, discussions, assignments, and quizzes that have been delivered by lecturers to students, but outcome-based education (OBE) from the courses delivered can be optimal effectively and efficiently in the learning process. [1]-[2]. As is known in general, universities in Indonesia will conduct lectures for 16 meetings following the implementation of mid-term and end-semester exams, which in the end all activities that have a component of their value will be recapitulated into the final score. This first method cannot be said that students have achieved optimal OBE [3]-[4] because students only carry out the obligations of lecturer assignments every week. In this case, students who have fulfilled their obligations cannot pass the material that has been delivered by the lecturer (pause) to gain additional knowledge, because students do not have the challenge to continue to the next material. This condition occurs because the lecturer next week again provides the material with obligations that must be done by students, and usually the latest topics do not continue the material on the previous topic. Another learning strategy is that the learning process does not have to refer to the completion of the 4-month meeting, but is given the opportunity for students to organize their own learning so that they can immediately reach the intended OBE. Of course, starting with the provision of several materials and targets that must be achieved so that students can creatively manage their own time by solving the problem. The weekly topic contains condensation of several topics that have been designed according to OBE. Furthermore, this study will compare the extent to which OBE optimization can occur in students between the two learning process models carried out by eLearning [5].
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Spady, William. "It’s Time to End the Decade of Confusion about OBE in South Africa." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 27, no. 1 (2008): 17–29. http://dx.doi.org/10.4102/satnt.v27i1.79.
Full textAbstract:
The fundamental elements of what is known today as Outcome-Based Education are clearly embodied in numerous familiar models of learning, assessment, and credentialing in the non-education world that, in some cases, are many centuries old. In virtually all of these models, successful outcome performance is the clear/fixed/pre-determined/known/constant factor in the equation, and time is the flexible/variable/adaptable factor. In formal education, however, exactly the opposite pattern exists: time is the clear/fixed/pre-determined/known/ constant factor, and learning successes the flexible/variable/adaptable factor. This makes “authentic” OBE implementation extremely difficult for modern education systems to implement because they are fundamentally Time-Based – defined, organized, and driven by the calendar, schedule, and clock – not Outcome-Based as some profess. South Africa is no exception to this rule – which made its enthusiastic embracing of OBE in 1997 problematic from the start. In explaining the core fundamentals of the OBE concept and how those fundamentals evolved(particularly in North America) prior to 1997, this paper makes clear that South Africa’s Curriculum2005 initiative missed the OBE mark on almost every essential count: 1) not having a clear, compelling, and operational framework of “Exit Outcomes” on which to ground the reform and the curricular changes which drove it; 2) making no reference, either in theory or practice, to OBE’s Four Operating Principles – which enable modern day educators to get as close to “real “implementation as the Time-Based paradigm of education allows; 3) missing the mark significantly on understanding and implementing what Outcomes are – culminating demonstrations of learning– the multiple forms they take, and the multiple ways in which they can be designed and assessed;4) bogging down in micro content, assessments, marking, and record-keeping – which advanced BE implementers warn strongly against; 5) lacking the future-focused grounding of OBE designs that are legitimately called “transformational;” and 6) falling into the familiar pattern of calling its “CBO” thinking and practices “OBE.”The latter relates to an almost universal constellation of practices that make educational systems virtually unchangeable from an OBE perspective: Curriculum Based Outcomes, Content Bound Objectives, Calendar Based Opportunities, Cellular Based Organization, Contest Biased Orientations, Convenience Based Operations, and Convention Bound Obsolescence. Unfortunately, Curriculum 2005 and its key advocates appeared to take these seven CBO’s as givens, which made their continuous reference to OBE incongruous at best. Consequently, the paper argues that, had South Africa’s key educational policy makers in1997, and since, taken the time to understand the six key points above, they would have been able to make a more constructive choice about the educational reforms they sought to bring about. First, recognizing these major disparities between their Curriculum 2005 strategies and the fundamentals of genuine OBE, they could have chosen to bring C2005 more strongly into alignment with OBE and modified their initial course of action considerably. Or, recognizing these major disparities, they could have chosen to drop the OBE label altogether and thereby reduced or avoided a lot of the confusion generated by implying that Curriculum 2005 required significant changes in familiar practice. For example, by maintaining the very “non-OBE” Matric and annual examination systems that had always been in place, the government kept everyone locked into traditional/conventional modes of thinking about learning, curriculum, achievement, assessment, and qualifications. Conclusion: South Africa should stop referring to OBE in any form. OBE never existed in1997, and has only faded farther from the scene as C2005 was replaced by the Revised National Curriculum Statement. The real challenge facing educators is how to implement educational practices that are sound and make significant differences in the lives of ALL South African learners.
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Thirumoorthy, G. "OUTCOME BASED EDUCATION (OBE) IS NEED OF THE HOUR." International Journal of Research -GRANTHAALAYAH 9, no. 4 (2021): 571–82. http://dx.doi.org/10.29121/granthaalayah.v9.i4.2021.3882.
Full textAbstract:
Educational objectives are soul for any educational Programme and it is the prime pillar for sustainable socio-economic development. The holistic educa- tional objectives need to changes according to the social change. To achieve the holistic educational objectives the educational opportunities were decentral- ized; as a result, worldwide the rate of literates and the percentage of educated people are increased; especially in India was successfully achieved elementary, secondary, and higher education too. Further, the new education policy-2020 insisted to increase the enrolment ratio in higher education from 26.3% (2018) to 50% by 2035. Along with the objectives of increasing the quantitative stu- dents’ enrolment percentage in higher education, it is the need of the hour to insist on outcome-based education (OBE) for holistic development. Keeping these as a background the researcher intended to describe the OBE as a need of the hour.
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Et.al, Rohana Sapawi. "Alternative and Online Assessment in the Context of Outcome Based Education: A Practical Guide." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 2376–85. http://dx.doi.org/10.17762/turcomat.v12i3.1227.
Full textAbstract:
Alternative assessment measures the learner’s ability and proficiency in performing complex tasks that are related to the intended learning outcomes and relies on direct measures of target skills in a specific knowledge or skill-domain. Meanwhile, online assessment is an assessment conducted in an online environment on a fully automated platform. Both types of assessments are getting a substantial attention worldwide due to their many advantages. However, several factors must be taken into consideration in implementing the alternative and online assessment in an outcome- based education (OBE) system. Thus, this paper provides a practical guide to alternative and online assessment in the context of OBE - including the constructive alignment, student learning time and development of assessment rubrics. Other considerations are also discussed, namely the validity and reliability of the alternative and online assessment, and deterring plagiarism and cheating.
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Carlos, John Christoper G., and John Paolo Eriche G. Dacoco. "KNOWLEDGE AND IMPLEMENTATION OF OUTCOME-BASED EDUCATION IN THE MATHEMATICS DEPARTMENT OF MAPUA UNIVERSITY." International Journal of Research -GRANTHAALAYAH 9, no. 4 (2021): 353–74. http://dx.doi.org/10.29121/granthaalayah.v9.i4.2021.3854.
Full textAbstract:
An increasing global demand for competitive graduates set off different universities around the world to shift their educational approach to Outcome-Based Education (OBE). Assessment on the status of the implementation of Outcome-Based Education is beneficial to various sectors of the educational body by using the results as their benchmark in maximizing the effectiveness of the system to their learners. The purpose of the study is to assess the level of implementation of OBE and its association with the scholastic characteristics of the students. The study is a descriptive research that involved the faculty and students of the mathematics department of Mapua university. The results showed that the respondents have a very high level of knowledge and high level of practice on the implementation of OBE. Results also showed that the level of implementation of OBE is associated with the scholastic characteristics of the students. It is then recommended that teachers would continue implementing OBE in mathematics courses as it has great impact on the behavior and performance of the students. In this context the department should come up with a monitoring program so that the effective implementation of OBE is ensured.
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Xu, Jing, and Xiaoying Yan. "Research on Blended Teaching Model of Photography Courses in Universities under Outcome Based Education." Learning & Education 9, no. 2 (2020): 127. http://dx.doi.org/10.18282/l-e.v9i2.1424.
Full textAbstract:
With the progress of the curriculum reform and the promotion of blended teaching models, Outcome Based Education (OBE) has gradually come to the vision of education researchers. Although, the research on the blended teaching models supported by the OBE is still in preliminary stage, that is quite suitable for the application oriented courses ,taking photography course for example, in colleges and universities. In this paper, we search for a suitable blended teaching model based on OBE, providing a certain reference and exploration for future photography teaching.
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Nguyen, Que Thi, and Hoa Phuong Pham. "Level of awareness of outcome-based education of English syllabus designers at Thai Nguyen University." Vietnam Journal of Education 3, no. 2 (2019): 28–34. http://dx.doi.org/10.52296/vje.2019.39.
Full textAbstract:
The launch of the ASEAN Community with its politician and security, socio-cultural, and economic pillars requires all country members to integrate in a common community in all fields, and education is not an exception. Of all prominent trends in education, Outcome-Based Education (OBE) is one of the most cutting-edge and revolutionary approaches that can be promoted as the panacea for educational woes in any ASEAN countries. Determining the educators’ level of awareness on OBE approach is essential for the success of any curriculum transformation. This study employs descriptive research design to investigate the level of awareness on OBE of twelve Vietnamese educators responsible for devising General English syllabi at five different higher education institutions of Thai Nguyen University, a key regional educational center of Vietnam. The results from the study would be used to develop relevant and appropriate training programs to enhance the implementation of OBE in the region as well as all over the country.
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Shaheen, Saima. "Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework." International Journal of Engineering Education 1, no. 2 (2019): 122–29. http://dx.doi.org/10.14710/ijee.1.2.122-129.
Full textAbstract:
AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of professional engineers are equally recognized and acknowledged by other signatory countries and responsible organizations Pakistan Engineering Council (PEC) is a full signatory to the Washington Accord and a regulatory organization for the accreditation of engineering programs in Pakistan. To keep up the permanent membership status, it is the requirement of PEC to implement Outcome-Based in engineering degree awarding institutes in Pakistan. The main aim of Outcome-Based education in engineering education is to empower engineering students with the essential characteristics required to switch themselves into the engineering profession as a global and professional engineer. The focus of current research is to explore the philosophical and theoretical underpinnings of Outcome-Based education. Moreover, to unveil the current challenges in the implementation of OBE framework in engineering education.
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Singh, Prakash. "Fear Abounds In The Educational Environment: Teachers Professional Competencies In The Management Of Knowledge." International Business & Economics Research Journal (IBER) 12, no. 6 (2013): 687. http://dx.doi.org/10.19030/iber.v12i6.7873.
Full textAbstract:
The introduction of the outcomes-based education (OBE) approach in South Africanschools over a decade ago led to a discrepancy between the teachers knowledgeof the traditional curriculum and the curriculum based on OBE principles. Adoption of the OBE approach was not an easypassage for most teachers to manage knowledge in education in South Africa.Lack of resources and inadequate professional development and training were -and still are - one of the major challenges facing teachers in transforming theeducational system. Not having the capacity to usher in the changes at the classroomlevel has led to untold levels of anxiety, stress and tension within theteaching community. These developments contributed to the existence of a phobiain the educational environment; namely, Tobephobia (TBP). In this paper, TBPalludes to the fear of failure experienced by teachers to achieve plannededucational outcomes. Therefore, this exploratory research examined thequestion, What is the impact of TBP and OBE on teachers? A survey wasconducted amongst 311 teachers in Port Elizabeth and Durban, South Africa. The resultsconfirm the very negative impact of TBP and OBE on teachers. Associated withthis finding are the high levels of anxiety, stress, and the fear of theoutcomes in education experienced by these teachers. In dealing with TBP, it isof vital importance that teachers become aware of their fears, identify theirways in which they express fear, recognise the situations that trigger fear anduse appropriate strategies to reduce fear and stress in their lives.
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Almazan, Maria Natividad. "Self-Reported Assessment of Outcome-Based Education in Philippine Otolaryngology - Head and Neck Surgery Residency Training Programs by Consultants and Residents." Philippine Journal of Otolaryngology Head and Neck Surgery 36, no. 1 (2021): 15. http://dx.doi.org/10.32412/pjohns.v36i1.1651.
Full textAbstract:
ABSTRACT
 Objective: To determine the self-reported assessment of initial implementation of the 3 domains of Outcome-Based Education in accredited Otolaryngology - Head and Neck Surgery residency training programs in the Philippines by consultants and residents and explore any associations between their demographic profiles and assessments.
 Methods:
 Design: Mixed Method Research Design
 Setting: Multicenter - 30 accredited ORL-HNS residency training institutions in
 the Philippines- National Capital Region (NCR) 19, Luzon 7, Visayas 2, and Mindanao 2.
 Participants: A total of 129 consultants and 82 second to fourth year residents in training were included in the study by convenience sampling. First-year residents who started their residency training in January 2020 were excluded. Respondents answered self-reported questionnaires to assess implementation of the 3 domains of OBE: intended learning outcomes (ILO), teaching and learning activities (TLA) and assessment tasks (AT) using the 4-point scale score from “fully implemented” (4) to “not implemented” (1). Results of questionnaires were confirmed using open-ended questions on the challenges of OBE with a focused group discussion among 4 consultants and 1 resident.
 
 Results: The self-reported assessment of respondents on OBE implementation was “fully implemented” in the 3 domains. However, low numerical scores were seen for “managing community health and social need” in the ILO and “laboratory activities and workshops” in the TLA for both consultants and residents, in the assessment task (AT “multisource feedback by nurses and administrative staff” for the consultants, and “direct observation of performance skills for patient encounter” for residents. Among the 7 modules, “research methodology” had the lowest score for both consultants’ and residents’ self-perception. Challenges of OBE revealed included “mastery,” “time” and “data keeping.” Consultants younger than 60 years of age who had been in the department longer than 3 years and residents who attended an OBE workshop / lecture tended to give higher scores
 Conclusion: Two years after distribution of the manual on OBE to ORL-HNS residency training institutions, the consultants’ and residents’ self-reported assessment on implementation in all the 3 domains of OBE was “fully implemented.”
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V., Shefeeque. "Rethinking Pedagogy: An Outcome-Based Approach to Political Science." Higher Education for the Future 7, no. 1 (2020): 45–53. http://dx.doi.org/10.1177/2347631119889412.
Full textAbstract:
This article is a discipline-based exploration of the possibilities and prospects of outcome-based education (OBE) in the teaching–learning process of political science at the under graduate level. Developing knowledge-empowered citizenry with critical political consciousness that enables it public policy debates is the key purposes of teaching political science. A serious deficit of the present mode of teacher/curriculum centric teaching–learning process, which fails the cause of imparting such qualities equipping the learner in developing self-critical/self-reflexive knowledge base, is the absence of analytical faculty and criticality. This article seeks to demonstrate the pedagogic advantages and quality assurance plausible in the political science higher education of India through the implementation of OBE.
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Wahyudi, Haris, and Ignatius Agung Wibowo. "Inovasi dan Implementasi Model Pembelajaran Berorientasi Luaran (Outcome-Based Education, OBE) dan Washington Accord di Program Studi Teknik Mesin Universitas Mercu Buana." Jurnal Teknik Mesin 7, no. 2 (2018): 50. http://dx.doi.org/10.22441/jtm.v7i2.4214.
Full textAbstract:
Pembelajaran Berorientasi Luaran (Outcome-Based Education, OBE) adalah metode pembelajaran yang memili fokus pada luaran yaitu capaian pembelajarn. Identifikasi dan penentuan capaian pembelajaran sangat penting pada metode OBE karena akan menentukan metode pembelajaran dan perencanaan asesmen. Berbeda dengan metode pembelajaran tradisional dimana fokus utama adalah proses belajar mengajar. Tujuan penelitian adalah untuk mengembangkan model pembelajaran berorientasi luaran (OBE) dan Washington Accord. Pelaksanaan OBE dilakukan dengan mengintegrasikan beberapa proses antara lain desain kurikulum, asesmen dan metode belajar mengajar yang memberi tumpuan kepada apa yang mahasiswa bisa lakukan. OBE menekankan agar capaian pembelajaran dapat dipenuhi dari aspek pengetahuan, keterampilan dan sikap sesuai keadaan sosial, ekonomi dan budaya akademik. Dengan mengadopsi metode dan sistem pembelajaran berorientasi luaran, diperoleh hasil yang baik dimana kelulusan pada mata kuliah Perancangan Produk menunjukkan nilai di atas 80%.
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Mouton, N., G. P. Louw, and G. L. Strydom. "A Historical Analysis Of The Post-Apartheid Dispensation Education In South Africa (1994-2011)." International Business & Economics Research Journal (IBER) 11, no. 11 (2012): 1211. http://dx.doi.org/10.19030/iber.v11i11.7369.
Full textAbstract:
The period 1994-2011 introduced a new historical era for school education in South Africa. Outcomes-based Education (OBE) was introduced and was controversial from the outset for educators and policymakers alike. The reason given for the implementation of OBE was to move away from the apartheid curriculum and to address skills, knowledge and values. However, there were various shortcomings and many implementation problems that had to be addressed. Educators perceived the OBE approach to education as so problematic that it has now, finally, had to be scrapped. At this stage, the National Senior Certificate (NSC) is the exit point for school leavers and serves as a benchmark for tertiary education. Standardization is the tool used to make adjustments to Grade 12 results to correct fluctuations in performance that are the results of factors within the examination processes rather than the knowledge and abilities of candidates but this has a direct impact on the results of candidates. International benchmarking tests (e.g. TIMSS) have been introduced at the end of Grades 3, 6, and 9 to test the competency of learners in Mathematics and Science. Compared to other participating countries, the outcome for South African learners was exceedingly poor and this is seen as a reason for serious concern.
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Pastrana, Ronald, and Alicia Manabat. "An Outcomes-Based Education (Obe) Approach & Typology-Based Quality Assurance (Qa) System: A Proposed Framework And Transition Strategy For Philippine Higher Education Institution’s (HEI) Shift Towards International Standards." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 639–44. http://dx.doi.org/10.2478/cplbu-2014-0115.
Full textAbstract:
AbstractThis study is part of a bigger study supporting the Philippine Government’s Medium-Term Plan to institute major reforms in its educational system. The main research question of this study is how can Philippine Higher Education Institutions (HEIs) shift towards an Outcomes-Based Education (OBE) approach and typology-based Quality Assurance (QA) System that would meet international standards? Specifically, the study aimed to: 1) craft a Ten-year transition strategy (AY 2012-2022) for Philippine HEIs to become compliant to international accords 2) design a framework for an Outcomes-based Education (OBE) approach and typology-based Quality Assurance (QA) system for HEIs; and 3) on the bases of the results, design a Model academic Course Syllabus in the field of business, particularly the BS Accountancy Program that applies OBE approach and typology-based QA using an actual case of an existing HEI- La Consolacion College Manila (LCCM), Philippines. The researchers’ main motivation in undertaking this study was the specific significant contribution to LCCM-a 100-year old HEI that is in need of a transition strategy during Academic Year 2012-2022 and the benefits to national interest. The Philippines has consistently lagged behind in the World Economic Forum (WEF) Global Competitiveness Index, placing 65th worldwide and 3rd least competitive among its Southeast Asian neighbours. The conceptual framework primarily used three of the world’s most popular quality management system models – Deming’s PDCA Cycle used in ISO 9001:2008 QMS, Baldrige Framework –Education Criteria for Performance Excellence (MBNQA,2010) and Kaplan’s Balanced Scorecard (BSC) Methodology (Kaplan and Norton,2000).The methodology used was a descriptive- case analysis research design primarily using secondary data analysis technique to analyse existing publications, memorandum orders, and studies from government and private agencies. Primary data was sourced from internal records of LCCM--the sample case study. The study showed that Outcomes-based framework presupposes quality and goals anchored on the Vision-Mission-Goals and Objectives (VMGO) of HEIs. Thus, HEIs define their VMGO in response to local contexts and their assessment of institutional strengths and weaknesses, the quality goals and outcomes of HEIs necessarily differ. It can be concluded that Philippine HEIs are not differentiated along the mission and functions vis-à-vis the national goals, with specific focus (target clientele, resource requirement and competencies of graduates). Typology-based QA for HEI must therefore be classified into three types: a) Professional Institutes b) Colleges and c) Universities. The study recommends immediate implementation of the 12-year Basic education (K-12) to comply with international accords (Washington and Bologna) in view of the economic impact of the gap during the transition phase. Strategies were crafted and designed for LCCM which may be applicable to HEIs in the Philippines during the 10-year transition stage (AY2012-2022). It is recommended that HEIs should adopt OBE approach and typology-based QA to produce world class graduates with competencies in accord with international standards. Private accrediting and certifying agencies must subsequently revise criteria to conform to these new methodology and typology, and to suit to the needs of HEIs aligned with the national goals and cascaded down to its VMGO. A Proposed BS Accountancy (BSA) Course Syllabus was developed in this study that may serve as a Model for all HEIs. It is further recommended that government regulatory units such as CHED and PRC, local accrediting agencies such as PAAASCU/PACU-COA, and international certifying agencies such as SGS for ISO and MBNQA for Baldrige, must use standards on the basis of this new typology. Finally, the study recommends an 8-step Action Plan for HEIs, starting with the K-12 implementation in Basic Education to cascading the HEI’s VMGOs into Program Course objectives following the OBE approach and revised HEI typology.
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Engelbrecht, Johann, Ansie Harding, and Patrick Phiri. "Are students who have been educated in an outcomes-based approach prepared for university mathematics?" Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (2009): 288–302. http://dx.doi.org/10.4102/satnt.v28i4.67.
Full textAbstract:
Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1 - 12) with an outcomes-based education system (OBE). The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998. The implementation of the OBE system did not occur without problems, giving rise to revised initiatives and a fair amount of criticism. The 2009 intake of students at universities is the first group of students that had been subjected to the OBE approach for their entire school career. This is also the first group of students for whom some form of mathematics was compulsory up to Grade 12 level in the form of mathematics or mathematical literacy. These students were characterised by the fact that their mathematics marks for Grade 12 were exceptionally high and that many more students qualified for university entrance. This article reports on the impact of this new education system on the mathematics prepared-ness of students entering university. The study involves an empirical analysis of the students in the first-year mathematics course for engineering students at the University of Pretoria as well as an analysis of a questionnaire completed by experienced lecturers at this university. The question addressed in this article is how the 2009 intake of students cope with mathematics at university level with regard to Performance General attributes Mathematical attributes Content-related attributesResults indicate a decrease in mathematics performance of these students at university level and that the inflated matric marks result in unjustified expectations. However, it is not unusual for marks to decrease from school to university and there is still too little evidence for serious concern. The study also indicates that these students seem to be better equipped with regard to personal attributes such as self-confidence and the will to work. However, in many instances, their general mathematical attributes such as algebraic manipulation skills and their general mastery of mathematical writing are worse than those of students in the past. There are also areas where their content knowledge is either lacking or unexpectedly shallow. It therefore appears that these students have improved personal attributes but not necessarily the knowledge and mathematical skills to back them up. Some recommendations are made with regard to handling the situation. It is clear that the new school system necessitates changes at school level with a view to university level in order to ensure a transition that is surmountable.
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Zhang, Xugang, Ying Ma, Zhigang Jiang, Siva Chandrasekaran, Yanan Wang, and Raoul Fonkoua Fofou. "Application of Design-Based Learning and Outcome-Based Education in Basic Industrial Engineering Teaching: A New Teaching Method." Sustainability 13, no. 5 (2021): 2632. http://dx.doi.org/10.3390/su13052632.
Full textAbstract:
This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study used a topic of “sheet metal parts turnover protection optimization” to explore the application effect of “DBL + OBE” and its shortcomings in the implementation process, so as to help students understand this new teaching method. Then, in order to verify the use effect of “DBL + OBE”, the second study used the topic of “production line balance” to divide the students into an experimental class and a control class. The experimental class adopted the design learning teaching method, while the control class adopted the traditional teaching method. In order to verify the effectiveness of the proposed method, students and teachers were interviewed. It was found that the students in the experimental class were more outstanding in personal abilities, such as systematic thinking, independent innovation ability, etc. The results show that: the rational use of design-based learning and outcome-based education concept can stimulate students’ interest in learning, cultivate students’ team spirit, improve students’ innovation ability, practical ability and problem solving ability, and cultivate “innovative talents” needed in the new era.
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Zain, Norhayati M., Asma’ A. Hadi, and Khairiah A. Hamid. "A Mixed Model Study on Perception Towards Outcome Based Education from Graduating Scholars in a Private University." World Journal of Educational Research 4, no. 3 (2017): 448. http://dx.doi.org/10.22158/wjer.v4n3p448.
Full textAbstract:
<p><em>Outcome-</em><em>B</em><em>ased Education (OBE) is</em><em> </em><em>now identified as essential to excellence</em><em> </em><em>in education. OBE can be described as the transparent application of a set of measurable criteria in</em><em> </em><em>setting a standard of proficiency. The students’ perception is the most crucial part as they are the medium of the system, as</em><em> </em><em>they are the ones who undergo the system thoroughly, and are the final product of the OBE system.</em><em> </em><em>Thus, their perception will directly show the effectiveness of the OBE system. This study focused on students’ perception on OBE system that had been applied in KPJ Healthcare University College (KPJUC) since 2014, in terms of students’ understanding and academic achievement. This is a mixed model study, which consisted of quantitative and qualitative study. A descriptive method of analysis was used, wherein the quantitative data were gathered using questionnaires and a survey interview was done as a qualitative supplementary data. The findings of this study discovered that the students have a positive perception toward the system.</em></p><p><em><br /></em></p>
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Zhou, Jie. "The Trend of the Reform and Development of the Training of Professional Teachers under the Concept of OBE." Lifelong Education 9, no. 3 (2020): 109. http://dx.doi.org/10.18282/le.v9i3.862.
Full textAbstract:
<p>With the continuous renewal and progress of China's educational concept, the demand for professional talents in various industries is increasing gradually. As colleges and universities undertake the task of talent training, they hope to cultivate various professional talents through professional teaching. Nowadays, with the gradual improvement of education level, the personnel training mechanism of normal universities is more strict. The professional talents of normal colleges and universities are the important resources of schools and training institutions. Therefore, researchers put forward the OBE (Outcomes-based Education) talent training concept. This paper will discuss and study the reform and development of teacher training based on OBE concept, and finally come to a conclusion.</p>
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Kristianto, Hans, Susiana Prasetyo, Ratna Frida Susanti, and Mariskha Tri Adithia. "Design of Student and Course Learning Outcomes Measurement." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (2021): 97. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.29061.
Full textAbstract:
Measurement of the outcomes becomes a vital part in OBE system to ensure the attainment of each outcome. In Indonesia, OBE was adopted in 2015 for higher education level. However, the changes were not accompanied with clear method to measure the outcomes, which became the urgency of this research. In this study, a preliminary method to measure student learning outcomes (SLO) and course learning outcomes (CLO) was presented. The measurement of SLO and CLO attainment was started by SLO mapping to courses, which usually had been done at curriculum design. Based on the mapping, formulation of CLO with a set of direct assessment was planned at the start of each course. After the teaching learning activities, a series of calculation was designed to obtain the attainment of SLO and CLO for each student, course, and whole study program. In the same time the final mark for GPA calculation of each student could also be obtained. The designed method could play an essential part in teaching-learning quality assurance and curriculum continuous improvement, which is aligned with both international and national accreditation criteria and standards. Furthermore, this study could provide insight for other study program in SLO and CLO attainment measurement.
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Sallow, Amira B., Muaid Abdlqader, Nada E. Tawfiq, and Mohammed A. Shallal. "Initiating an Outcome-Based Education Environment at a Higher Education Institution: A Case Study." Academic Journal of Nawroz University 8, no. 3 (2019): 39. http://dx.doi.org/10.25007/ajnu.v8n3a395.
Full textAbstract:
The paper presents a brief account of a case study reflecting steps that may be found useful as guidelines for initiating an outcome-based education (OBE) environment for programs at a higher education institution (HEI). It highlights the broad steps in the process of establishing a framework for a curriculum of an undergraduate program in light of current trends, with suggestions that may be helpful in paving the way for a HEI to follow, should such an aim be desired. A sample of a computer science (CMSC) program is used as an example to illustrate the steps followed in accordance with relevant academic accreditation criteria and quality assurance (QA) standards.
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Bakar, Nashirah Abu, and Sofian Rosbi. "Framework of Outcome-Based-Education (OBE) for Massive Open Online Courses (MOOCs) in Islamic Finance Education." International Journal of Advanced Engineering Research and Science 6, no. 10 (2019): 247–53. http://dx.doi.org/10.22161/ijaers.610.38.
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Yin, Zhiqiang, Zenghui Liu, Zhixiong Zhang, Jucai Chang, and Xuelong Hu. "Experiences from a New Project-Driven and Outcome- Based Educational Concept in a Blasting Engineering Study Program." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (2021): 145. http://dx.doi.org/10.3991/ijet.v16i08.21371.
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Blasting engineering is a very comprehensive and practical curriculum. However, the traditional method of teaching this curriculum is relatively simple and emphasizes theory teaching over practice teaching, the introduction of classical methods over the expansion of new methods, and the training of individual abilities over the cultivation of team spirit. To address these problems, a new project-driven teaching method based on the concept of outcomes-based education (OBE) certified by the engineering education specialty was explored in this study. The teaching goals were determined based on the index points of the graduation requirements for mining engineering majors. The teaching process was divided into four stages, namely, project investigation and analysis, project parameter design, project report evaluation, and project display and feedback. The special subject on the deep-hole bench blasting scheme of an open-pit mine was taken as an example to explore the related work that needs to be completed by students in different phases and the related abilities and qualities that need cultivation. Lastly, the limitations in the ability training of students in the teaching process were continuously improved through an evaluation and feedback of teaching quality. Results of a four-year teaching practice show that the OBE-based project-driven teaching method not only effectively overcomes the drawbacks of the traditional teaching method but also effectively improves the comprehensive abilities and qualities of students.
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Marasigan, Josephine C. "Validating and Utilizing an Outcomes-Based Education (OBE) Student Teaching Manual in a State University in the Philippines." Indian Journal of Science and Technology 13, no. 07 (2020): 743–55. http://dx.doi.org/10.17485/ijst/2020/v13i07/148722.
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Reddy, Vassy, Piet Ankiewicz, Estelle de Swardt, and Elna Gross. "The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education." International Journal of Technology and Design Education 13, no. 1 (2003): 27–45. http://dx.doi.org/10.1023/b:itde.0000039568.05480.c3.
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Liu, Ting. "Research on Personnel Training Mode of Business Administration Major Based on OBE." Modern Management Forum 5, no. 1 (2021): 56. http://dx.doi.org/10.18686/mmf.v5i1.3288.
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The establishment of teaching and scientific literacy training for business administration majors in universities is not only related to the implementation quality and level of teaching for business administration majors in universities, but also has an important impact on the training of applied talents in China. In the strategy of rejuvenating the country through science and education, we should not only explain theoretical knowledge in teaching, but also pay attention to the improvement of students’ practical ability and knowledge application ability, especially in higher vocational colleges, so as to provide high-quality talents for the development of various undertakings in China. Cultivating high-level and high-quality innovative talents is an important mission shouldered by colleges and universities, and it is also an urgent need of the development of the times. This paper draws lessons from the advanced educational idea of results-oriented education, and discusses how to improve the teaching quality, students’ professional skills and students’ adaptation to the future working environment through OBE (Outcome-Based Education) teaching mode, so as to find out a teaching mode that is more suitable for improving the professional core competence of college business administration students.