Teachers’ perception and experience on outcomes-based education implementation in Isabela State University

<span>The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to interpret the extent of knowledge and actual practice of the faculty members and on the qualitative part, data were analyzed using thematic analysis. The results of this study indicate a great deal of expertise and experience on the implementation of OBE among the faculty members of the College of Computing and Information Communication Technology at Isabela State University Cauayan Campus. The faculty members are well versed in the application and practice of OBE and will continue to contribute to the realization of the goals of OBE by practice.</span>

Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>

Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>

Integrated Reform of Electronic Technology Courses in Higher Vocational Colleges Based on the OBE Concept

The education model based on outcomes-based education (OBE) emphasizes on taking educational achievements as the guide as well as focusing on student-centered and ability-based concepts. OBE is consistent with the talent output goals of higher vocational and technical education. Using the construction of electronic technology courses in higher vocational and technical colleges as an example, this article takes the course reform as an important carrier to promote ability training and explores the course reform scheme to meet the ability needs of higher vocational talents in the new era based on the concept of OBE in order to provide a useful reference for improving the level of talent training in higher vocational colleges.

MEASURING THE ACHIEVEMENT OF EXPECTED LEARNING OUTCOMES AS A WAY TO ENHANCE AUN-QA OUTCOMES-BASED EDUCATION AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

Outcomes-based education (OBE) implementation at Industrial University of Ho Chi Minh City (IUH) is built based on ASEAN University Network – Quality Assurance (AUN-QA) outcomes-based concept, which provides quality outcomes at the end of educational process. The goals for this are to meet the requirements of stakeholders with a set of expected learning outcomes (ELOs). The expected learning outcomes are concerned with the achievements of the learner at the graduation time rather than the intentions of the teacher, which are often written as aims, goals or objectives of the program. Measuring the achievement of ELOs is considered to enhance OBE. Focus of providing evidences of program assessment is on the cumulative effect of student learning and influences. Principles of program assessment are to seek the answers for such questions: “When to collect data? From whom to collect data? What is interpretation of the assessment results? This work demonstrates an example of ELOs measurement at program level at IUH.

Using the Five Core Components of Competency-Based Medical Education to Support Implementation of CBVE

In recent years, veterinary education has begun the transition to competency-based models, recognizing that, like medical education, our goals include improved patient and client outcomes and the importance of learner-centered methods in education. Given that implementation of competency-based veterinary education (CBVE) is still in its relative infancy across many veterinary programs, we stand to gain from a unified approach to its implementation. As a guideline, the five core components of competency-based medical education (CBME) should serve to ensure and maintain fidelity of the original design of outcomes-based education during implementation of CBVE. Identified the essential and indispensable elements of CBME which include 1) clearly articulated outcome competencies required for practice, 2) sequenced progression of competencies and their developmental markers, 3) tailored learning experiences that facilitate the acquisition of competencies, 4) competency-focused instruction that promotes the acquisition of competencies, and 5) programmatic assessment. This review advocates the adoption of the principles contained in the five core components of CBME, outlines the approach to implementation of CBVE based upon the five core components, and addresses the key differences between veterinary and medical education which may serve as challenges to ensuring fidelity of CBVE during implementation.

Best Practices and Challenges of Outcomes Based Education (OBE) in Social Sciences Instruction of Junior High School Students in Jolo, Sulu

Face with the demands of an ever changing global society, our country has in recent years made a shift in its educational landscape. Despite some doubts from the Filipino community, as early as June 2012 we have witness the nationwide implementation of K -12 curriculum in the basic education level as well as the pavement of an outcomes based education for the tertiary level spearheaded by the Commission on Higher Education last 2014. Amidst these swift changes in our education system are the perceived challenges and measures of effectiveness in the implementation of the said programs especially the k – 12 curriculum which is by nature centers on an outcomes based instruction or result – oriented. Corollary to this, there is a present exigency to determine the outcomes based instruction employed by teachers in the high school, its effectives, and perceived challenges. In line with such objectives, this humble work aimed at determining the different strategies used by social sciences teachers at the Mindanao State University – Sulu and the Sulu College of Technology. It also distinguished the level of effectiveness of the OBE strategies in social sciences as perceived by social sciences teachers and students of the two well – known institutions in Sulu. Furthermore, the researcher also looked into the perceived challenges encountered by the respondents in their implementation of an outcomes based instruction.

Information Literacy and Outcomes-Based Education in South Africa in the 21st Century: The Challenge of Disparities

In the six years since South Africa's first democratic election, there have been fundamental changes in our educational policy. An outcomes-based approach to education was introduced to Grade I in 1998. This paper will sketch some of our progressive, timely educational policies and the challenges of implementing them. It will examine the multilingual nature of South African society and its effects on publishing learning support material for outcomes-based education. This paper purports that information literacy as a cognitive concept was an idea ahead of its time in South Africa. With the low percentage of school librarians, how can we be positive for the future of school librarianship? The possibilities are there, and we have to grasp them with both hands. Information and communication technologies (ICTs) are making inroads into our sites of learning. Information literacy is, in fact, emerging with strong links to the ICT world. Where are school librarians in all of this?