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Outcomes-Based Education and Its Implications to ASEAN

Integration: Challenges and Possibilities

PATEF-UPDATE Conference PATEF-UPDATE Conference Manila, 10 December 2014 Manila, 10 December 2014

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Three Pillars of ASEAN

Political and SecurityCommunity

Economic Community Sociocultural Community

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OBECHED policy QA

Typology of HE

DepEd policies teacher appraisal & school structure

K-12 Curriculum & Teaching

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Scope of talk…I will not take an educational economist nor

social science perspective

I will take an educator perspective interested in improving educational outcomes through teaching

I will examine what is/is not desirable/likely to happen to education as a result of ASEAN 2015 and Outcome Based Education

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The ASEAN ContextBlueprint for the establishment of an ASEAN

Socio-Cultural Community (2009-2015) was adopted in 2007

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The primary goal of the ASCC is to contribute to realising an ASEAN Community that is people-centred and socially responsible with a view to achieving enduring solidarity and unity among the nations and peoples of ASEAN by forging a common identity and building a caring and sharing society which is inclusive and harmonious where the wellbeing, livelihood, and welfare of the peoples are enhanced.

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First strategic objective (Advancing and prioritising education):… and, enhancing awareness of ASEAN youths through education and activities to build an ASEAN identity based on friendship and cooperation.

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Outcome Based EducationEffect of Behaviourism and Mastery Learning

(Hodge, 2007)

Characteristics (Willis & Kissane, 1995)

Decisions driven by the outcomesAll students can/should achieve learning

outcomes Accountability in terms of student outcomes

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Three approaches for implementing OBE (Forster, 1996)

'Traditional' built in within traditional pre-existing subject content.

The 'Transitional approach' supplement outcomes required by students when they graduate (exit outcomes) and stresses higher-level competencies such as critical thinking and complex problem solving.

'Transformational' outcomes-based education also concerned with exit outcomes of students but defines these in terms of complex role performances that are grounded in real-world contexts.

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`William Spady (father of OBE?) & Marshall (1991)

"We have a long history in this country [the USA] of taking good ideas and bringing them down to such low common denominators that they're unrecognisable and unappealing" (p.69)

"You cannot mandate outcome based education and hope to have it successfully implemented“ (p.70)

Is there a general turn away from OBE? (Australia, South Africa, and many states in USA) (e.g. Wikipedia article)

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Yes … ButIs the input/output model appropriate to

model education?

Is previous learning output or input? Is it important?

Are student background factors important inputs? Do teaching methods matter? Do they achieve only

content learning?

INPUT PROCESS OUTPUT

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What/how many outcomes are appropriate? Is “passing the test” a sufficient outcome for

OBE?Is it sufficient to have content base outcomes?

Or also proficiency based? Are all proficiencies (easily) measurable?

(learnification of education – Biesta, 2010)

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Is the curriculum internally and externally consistent? (Atweh, Miller, D., Thornton, 2012)

Internal consistency:

Quick look at Phillip.

K-12 Math Curr.

Competency Times it appears

critical thinking 0

communicating 0

making connections 0

reasoning 4

representations Many times only to content

problem solving Many times only to content

decisions in real life Many times only to content

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• External consistency

Purposes of Education (Beista, 2010)

Qualification

Socialisation

Subjectification

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Other requirements …What repertoire of teaching methods

and assessment techniques are necessary to achieve outcomes?

What teacher qualification/experience is necessary to design outcomes, achieve them and assess them?

Social justice concern

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Possible scenarios Not desirable & not likely to happenInternational/regional curriculum

Not desirable but possibly will happenRegional testing of achievement and comparative curriculum studies

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Not desirable but possibly will happen

Loss of good teachers in some countries with inadequate conditions for teachers and teaching

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Should happen and very likely to happenAcademic collaboration, borrowing/comparing

outcomes, share of research and data basesShould happen but bit harder to happen

teacher collaborations, increase quality, a focus on teaching

Should happen but needs significant effortrole of curriculum in fostering national and

regional identity to be more relevant to ALL students

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Conclusions OBE is not a panacea – by itself does not solve

all education problems or achieve qualitySeveral factors are important towards its

success: choice of good outcomes, ability to design program to achieve them valid and varied assessment

Too many outcomes cumbersome, too little not useful for teaching / assessment

OBE is as successful as teachers understand it and can adopt it

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ASEAN 2015 is a unique opportunity for Philippines’ participation at regional stage

Renewed focus on education is welcomedIt opens more opportunity for research and

academic exchangesOnce again, its implication to teaching and

quality remains an open question – Educators here need to Seize the Day

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Comments and Questions Comments and Questions

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References

Atweh, B., Miller, D., Thornton, S. (2012). The Australian Curriculum Mathematics: World Class or Déjà Vu. In B. Atweh, M. Goos, R. Jorgensen, & D. Siemon, (Eds.). Engaging the Australian National Curriculum Mathematics: Perspectives from the field (pp. 1-18). MERGA. Online Book.

Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Boulder, California: Paradigm Publishers.

Forster, K. (1996). Outcomes-based education: Lessons from the United States. Unicorn, 22(2), 88-100.

Hodge, S. (2007). The origins of competency-based Learning. Australian Journal of Adult Learning, 47(2), 179-209.

Willis, S. & Kissane, B. (1995). Outcome-based education: A review of the literature. Perth, WA: EDWA.

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