1..

Outcome-based education (OBE) is an educational theory that bases each part of an educational system
around goals (outcomes). By the end of the educational experience each student should have achieved the goal.
There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments
should all help students achieve the specified outcomes.[1]
Outcome-based methods have been adopted in education systems around the world, at multiple levels. Australia
and South Africa adopted OBE policies in the early 1990s but have since been phased out. [2][3] The United States has
had an OBE program in place since 1994 that has been adapted over the years. [4][5] In 2005 Hong Kong adopted an
outcome based approach for its universities.[6] Malaysia implemented OBE in all of their public schools systems in
2008.[7] The European Union has proposed an education shift to focus on outcomes, across the EU. [8] In an
international effort to accept OBE The Washington Accord was created in 1989, it is an agreement to accept
undergraduate engineering degrees that were obtained using OBE methods. As of 2014 the signatories Australia,
Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South
Africa, Sri Lanka, Turkey, the United Kingdom and the United States

What Is OBE?
Outcome-Based Education has become a focal point for critics of educational reform all across the country. But
why? In order to understand and evaluate their criticisms, it is necessary to understand what Outcome-Based
Education is and the difference between the principle and the practice of OBE.
At its most basic, OBE is simply the establishment of expected goals or outcomes for different levels of elementarysecondary education, and a commitment to ensuring that every student achieves at least those minimum
proficiencies before being allowed to graduate.
This is eminently sensible, and some of you might believe schools already do this. For the most part, they do not.
Outcome-Based Education is fast becoming reality in nearly every state. It succeeds in doing so for three primary
reasons:
1) Reform is Necessary.For more than a decade poll after poll has shown the American public's dissatisfaction with
the public education system. This was especially brought to the forefront by the famous A Nation at Riskreport
during the Reagan Administration. National and international test scores are down, yet average grades assigned to
students are up. Violence, substance abuse, and parenthood among teens are all up, but literacy is down. Even if
we accept that there are more students taking college entrance exams like the SAT than would have considered
college decades ago skewing averages down the most able students aren't scoring as high as in the past. Yet
expenditures for education have risen far faster than inflation for more than 30 years.
Outcome-Based Education offers a means of reform.
2) Parents & Taxpayers feel out of control out of the loop in decision-making for reform. It is clear that our public
schools are not performing as well as most of us expect. Yet it is primarily the behavioral scientist architects and
managers of this dysfunctional system, along with politicians and influential teachers' unions, who are in charge of

creating a new and better system. Reform is imperative, but we have been reforming education this time for
more than ten years. When the suggested reforms involve spending even less time on the foundation skills that
too many students already are not receiving somebody isn't proposing the right reforms.
OBE offers the opportunity to set standards outside of the educational system.
3) There is no standard for measuring the success of students, teachers, or schools. There is a genuine need for
setting standards that students must reach before they may receive a diploma. Although there is often a state or
district mandate that students take so many years of a subject and earn this many hours or credits in order to
graduate, there are few requirements regarding what specific skills make up each course. For example, what degree
of skill should be expected of students who study a year of algebra? How much knowledge comprises a year of
English? Presently, students from different schools, districts, and states can have very different answers to those
questions. Furthermore, the failure of a student, classroom, school, or the entire school system, is the responsibility
of the parents, taxpayers, society, drugs, poverty, or the entertainment industry . . . anything but the educational
system itself. At least, this is the myth that the educational system perpetuates.
Outcome-Based Education offers a standard of measurement.
This sounds so simple and fundamental that it is not surprising that OBE quickly became popular . . . how could
anyone be opposed to it? But . . . what OBE seems to be in theory is not necessarily what it has become in reality.
Unfortunately, OBE still sounds so sensible . . . that only some kind of nut would oppose it. Critics, therefore, must
be very clear that their opposition is not to the principle of OBE in fact that the principle of establishing expected
outcomes is not only acceptable, but is absolutely necessary. The objection to OBE lies in what it has become
in practice.
We wholeheartedly endorse the principle of OBE, and the practice of adopting Outcomes that set quantifiable
standards in academic skills and subjects whose accomplishment by students can be verified through objective
testing.

2. Student Learning Outcomes Definition of Student Learning Outcomes: Student learning

outcomes are defined in terms of the knowledge, skills, and abilities that students have attained
as a result of their involvement in a particular set of educational experiences. Why the Learning
Outcome Approach to Education? The learning outcomes approach reflects a conceptual shift
towards making learning more meaningful and effective. For a variety of understandable reasons
many students approach education as alienated intellectual labor, rather than something that
is good for them, learning that enhances their lives. Making education more meaningful for these
students requires that they acquire a sense of the educational project as enabling them to lead a
richer and more empowered life rather than a task done primarily to satisfy the demands of
others. By explicitly building educational experiences based on what students should be able to
do with their knowledge, the learning outcomes approach helps the educational community
understand the point of the activity. Some of the benefits of using student learning outcomes are
as follows: 1. Increased student awareness of and involvement in their own learning 2. A
common language and framework for discussions about learning within departments 3. A context
for course design and revision 4. An approach to curriculum assessment and change 5. An
important first step toward clear communication of expectations to students 6. A requirement of
accrediting agencies
Types of Student Learning Outcomes:

1. Institutional a. Result of obtaining a degree or certificate from the institution

2. Program-level a. Result of finishing a program b. Result of completing a student services
program activity
3. Course-level a. Result of completing a course Each degree and certificate from an institution
need not fulfill every institutional student learning outcome. However, each degree and
certificate must meet at least one of them. Likewise, each course within a program need not
fulfill every program-level student learning outcome. However, each course must meet at least
one of its programs established student learning outcomes. By contrast a course should meet
every one of its stated student learning outcomes.
Examples of Institutional Student Learning Outcomes 1 Critical Thinking: Ability to analyze
problems, conceptualize theses, develop arguments, weigh evidence, and derive conclusions.
This outcome includes both inductive and deductive logical reasoning and methodological
processes. Communication: Ability to articulate the critical thinking outcomes in writing and/or
speaking or by other modes of communication. Self-awareness and Interpersonal Skills: Ability
to analyze ones own actions, to see the perspective of other persons, and to work effectively
with others in groups. Personal Actions and Civic Responsibility: Ability to understand ones
role in society, take responsibility for ones own actions, make ethical decisions in complex
situations, and participate actively in a diverse democracy. Global Awareness: Ability to
articulate similarities and contrasts among cultures, times and environments, demonstrating
understanding of cultural pluralism and knowledge of global issues. Technological Awareness:
Ability to understand the applications and implications of technology and to use technology in
ways appropriate to the situation. This outcome includes information and competency skills. 1
From Mesa College Adopted by YCCD Academic Senate March 10, 2005 Examples of ProgramLevel Student Learning Outcomes: 1. Oral and Written Communication: Write an essay that
responds persuasively and insightfully to a current societal issue. 2. Oral and Written
Communication: Select a speech being delivered by a prominent world figure or community
leader and critically evaluate it using the principles of good oral communication. 3. Tutor
Education Program: Plan effective tutoring sessions using a variety of strategies. 4. Tutor
Education Program: Use effective interpersonal skills to adapt the learning environment to the
needs and learning styles of the tutee. Process: As a result of developing student learning
outcomes, faculty in instruction and student support services should engage in discussions of
ways to deliver instruction to maximize student learning. Those providing student support
services should also develop student learning outcomes and evaluate the quality of their policies,
processes, and procedures for providing students access and movement through the institution.
And finally, student learning outcomes should be at the center of the institutions key processes
and allocation of resources. The process involves the following steps: 1. Develop student learning
outcomes. 2. Identify a method to assess each of the student learning outcomes developed. 3.
Engage in the teaching-learning process. 4. Assess whether or not the student learning outcomes
are achieved. 5. Evaluate the assessment technique and the level at which the outcomes are
achieved. 6. Make appropriate changes to the program, as needed, to achieve desired outcomes.
7. Evaluate student learning outcomes in the regular program review process. Program: May be
used to describe a Community College System approved program or more loosely describe a
collection of somewhat related disciplines. (Definition approved by the YCCD Academic Senate,
adapted from a State Academic Senate Definition, as outlined in Roles and Responsibilities of
Faculty Academic Chairs, adopted spring 2004)

3. Here are the questions they chewed on to get started:

1. Whats the difference between a skill and a competency?
2. Why arent companies competency based?
3. What competencies are needed regardless of industry?
Even though the topic started slowly, it picked up and jumped ahead!.Here are the great answers that were shared.

The difference between a skill and a competency?

It depends. Great answer to start this topic because it shows how much organizations havent defined a

differentiation between these two items. In fact, some skills may be competencies in another
organization. Its not a black and white item that HR can make fit in all places for all things.
Skills are Something you know and learn, and something tangible. These two answers were
generally agreed upon as trying to get some structure around this question. You can make the argument

that skills are the nuts and bolts of what a person does in their roles within an organization.
Competencies are (Watch this great HR-speak . . .) Competencies are the effective application of
skills. Eek! It was great to see the group truly stretch a little with this question because so much around
what a competency is gets thrown around too casually. We decided to continue on to see what the next
questions would bring and see if light would come from the confusion.

Why isnt companies competency based?

Its too hard! This is so honest its scary. Its also reflective of many HR efforts in companies today

because many HR departments want a one size fits all approach to their systems.
Skills are easier to define. As mentioned before, you can take skills and you either have them or you

dont. Competencies are broader and up for interpretation. Therefore, they make things gray and we
dont like things to be gray!
The market doesnt speak to competency based environments. This is incredibly true !! When you
look at job openings and recruitment efforts, they speak to skills and experience desired, but few identify

competencies theyd like to see candidates bring which would add value to their company. Think of the
opportunity HR has in changing this approach!
We think that competencies are for performance reviews. This approach is too late. If a person is
measured against competencies once they join a company to measure their performance, you missed the
chance to do the same prior to them coming on board. That seems backwards doesnt it? If competencies
are developed and designed for your review systems, then take the step to pull them to the very front of
the process for candidate selection and recruiting efforts.