TRAINING ON OUTCOME BASED EDUCATION

YEAR 2011

UNIT 1

INTRODUCTION TO OUTCOME-BASED EDUCATION

TEACHER A
DO IT NOW OR OUT YOU GO!!!

TEACHER B

CONTENT
1
Definition of OBE

2 4 6

Principles of OBE

3 5

Characteristics of OBE curricula Importance of OBE

Components of OBE Important terms of OBE

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)

.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)

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

OBE ADDRESS THE FOLLOWING KEY QUESTIONS :

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
i. learnt?

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

OUTCOME -BASED EDUCATION

PRINCIPLES OF OBE
PRINCIPLE 1 PRINCIPLE 2

CLARITY OF FOCUS

DESIGN DOWN

OBE
HIGH EXPECTATIONS
PRINCIPLE 3

EXPANDED LEARNING
PRINCIPLE 4

TRADITIONAL EDUCATION PRINCIPLES OF OBE

CLARITY OF FOCUS

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
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TRADITIONAL EDUCATION PRINCIPLES OF OBE

DESIGNING DOWN

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
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TRADITIONAL EDUCATION PRINCIPLES OF OBE

HIGH EXPECTATIONS

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
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TRADITIONAL EDUCATION PRINCIPLES OF OBE

EXPANDED OPPORTUNITIES

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
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OBE vs TE OBE
Active Learners Assessment on an ongoing basis An Integration of knowledge Learner-centred Lecturers can be innovative and creative

TE
Passive learners Examination driven Content-based syllabus Textbook and lecturercentred

OBE
VS

Syllabus is rigid
Lecturers responsible for learning Emphasis on what lecturer hopes to achieve Content placed into rigid time frames Rote learning

Learners responsible for their own learning

Emphasis on outcomes Flexible time frames; learner determines pace Critical thinking, reasoning and action

TE

Characteristics of OBE Curriculum

It has program aims, program learning outcomes, course learning outcomes and performance indicators. It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated. It is centered around the needs of the students and the stakeholders.

Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators.

Characteristics of OBE Curriculum

Program objectives address the graduates attainment within 3-5 years after their graduation. Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives. Program outcomes address Knowledge (K), Skills (S) and Attitudes (A) to be attained by students.

Teaching / Learning method may have to be integrated to include different delivery methods to complement the traditional Lecturing method.

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

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)

Aligning learning outcomes, learning and teaching activities and assessment. Adapted from Biggs (1999)

Learning and teaching activities

Assessment methods

Designed to meet learning outcomes

Intended Learning Outcomes

Designed to assess learning outcomes

Expected Changes For OBE Implementation

Modify existing Curriculum

Expected changes For OBE

Implementation

Revise course content & structure Introduce innovative delivery /Teaching- Learning method Introduce innovative Assessment & Evaluation tools

Introduce system of Data and evidence collection Continuous Quality Improvement

Reflection
Define OBE in your own words

OBE is this something new to you? WHY?

Brain Game Test Your Memory

Characteristics of OBE

21.2 . IMPORTANCE OF ? OBE.WHY OBE

Current scenarios/ issues Mismatch in supply & demand of graduates Polytechnic Transformation Plan Increase Graduate Employability rate (53% to 85%)

Current Scenario
National Transformation Agenda

Economic Transformation Programme (ETP), New Economic Model

WHY?

Programme MUST be outcomebased (OBE)

MQA Requirements

OBE vs Traditional Education (TE)

Graduates are not completely prepared for the workforce.

Innovative Assessment & Evaluation

Continuous Quality Improvement (CQI)

ECONOMIC TRANSFORMATION PROGRAMME (ETP)

ETP is a comprehensive effort that will transform Malaysia into HighIncome 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 11. Agriculture

1. Oil & Gas 2. Palm Oil 3. Financial Services 4. Tourism 5. Business services 6. Electronic & Electrical

12 NKEA
(National Key Economic. Area)

10. Communication & Infrastructure 9. Healthcare

8. Education
7. Whole Sale & Retail

POLYTECHNIC AND ECONOMIC TRANSFORMATION PROGRAMME (ETP)

3.3 mil TEVT

1.48mil
New jobs

POLY
680,000 grads

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)

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.

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.