Objectives

At the end of this training participants will:

• Understand OBE (the current educational
framework)
• Evaluate their programs through the lens of OBE
• Assure the quality of their curriculum based on
the principles of OBE
 Outline
• Introduction • OBE Vs Traditional
• What is education? Education
• Theoretical lenses to • Benefits of OBE
view the educational • Implementation of OBE
process • Designing and setting
• Key theories that outcomes
influenced OBE • Continuous Quality
• Conception of OBE Improvement (CQI)
• Principles of OBE process
• Constructive alignment
 Introduction
• The implementation of OBE in HE aims to produce
graduates who are not only knowledgeable but also
equipped with the skills and attitudes necessary to
succeed in their professional and personal lives
• By clearly defining learning outcomes, they can
create more targeted and effective educational
programs that meet the needs of students and the
demands of the global job market
• OBE, provides a framework for continuous
improvement, as it requires regular assessment and
feedback to ensure that educational goals are being
met
 What is Education?
• Education is a dynamic process that refers to the
acquisition of Knowledge, skills, values, beliefs,
and habits through various means such as
teaching, training, research, or self-study.

• It is not confined to the boundaries of classroom-

it’s a lifelong journey that shapes our
understanding of the world, enhances critical
thinking, and fosters personal growth.
Few Theoretical Lenses to View the Educational
Process
Theories Focus Application
Behaviorism Observable behaviors and the Reinforcement and
responses to environmental punishment to shape
stimuli student behaviors

Cognitivist Mental processes like Scaffolding and

memory, problem-solving, concept mapping to
and information processing enhance understanding

Constructivism Learners construct knowledge Hands on learning and

through experiences and collaborative activities.
interactions; Teacher: facilitator,
Knowledge is constructed by guides the construction
the learner as they connect of know
new information to their
 …Cont’d
Theories Focus Application
Humanism Individual needs, personal Student-centered learning
growth, and self-actualization and promoting intrinsic
motivation
Social Learning Learning through observation, Role models, peer learning,
Theory imitation, and modeling; and social interaction.
Learning is seen as a process Teacher: a model, students
where individuals learn by observe and imitate
watching others and then
imitating those behaviors.
Multiple Diverse types of intelligence Differentiated instruction
intelligence theory (e.g., linguistic, logical- and recognizing varied
mathematical, spatial, student strengths
musical,---)
Connectivism Learning in the digital age, Use of technology and
where knowledge is online resources for
distributed across networks learning
---- ---- ----
 OBE: Key Theories & Models
• Behaviorist Theories
• Constructivism
• Cognitivist
• Instructional Models: Pioneers like Benjamin
Bloom and john Carroll contributed to the
development of instructional models that focused
on achieving specific learning outcomes
(Morcke, Dornan and Eika, 2013)
 Point of Discussion

1. What will be the takeaway

from this training?
2. How do you relate OBE with
applied programs.
 Origin of OBE

• Outcomes-based education(OBE) is a curriculum

design that was developed from two earlier teaching
models: Mastery learning and competency-based
teaching.

• The idea of outcomes-based curriculum was first

developed by Johnson in 1977.

• Johnson was an American curriculum specialist who

believed that the curriculum of that time placed too
much emphasis on the aims and objectives of teachers
and not enough on the end performances of students.
 …Cont’d
• Johnson argued that on one hand, students are taught too much
theoretical knowledge that they do not need for job-market
knowledge and which they instantly forget after they write
their examinations.

• On the other hand, important skills which students do need for

employment, such as business and technical skills, were not
adequately taught to students.

• The best way to overcome these problems, was that educators

should no longer base their study programs on objectives, but
rather on helping students to achieve worthwhile outcomes of
learning that is, useful things that students are able to do at the
end of their schooling.
 …Cont’d
• The ideas were later on developed further by Posner
(1982), Spady(1984) and Dagget (1991) and other
supporters of an outcomes approach to the curriculum.

• In this way, a new curriculum approach named

'transformational' outcomes-based education was
created.

• This curriculum approach was necessitated by

technological advancement, changes of societal needs
and goals, new political dispensations, and other
factors.
 …Cont’d
• An educational system based on outcomes gives
priority to end results of learning,
accomplishments of learning and demonstrations
of learning.

• The curriculum is considered to be 'outcomes'

based if it is learner-centred, results-oriented, and
founded on the belief that all learners can learn.

• Outcomes therefore direct all curriculum

experiences and activities.
 …Cont’d
• In Ethiopian context, the current Education and
Training Policy advocates outcome based
education in all settings of education, including
HEIs.
 OBE: Conception

• OBE is a system of education giving priority to ends,

purpose, accomplishments, and results (Rao, 2020)
– Means focusing and organizing an institute’s entire programs
and instructional efforts around the clearly defined outcomes
we want all students to demonstrate when they leave the
institute ( Spady, 1994).
• Involves defining learning outcomes students should acquire
by the end of a course or program.

• It emphasizes the importance of establishing conditions that

enable students to achieve the desired outcomes.

• Any element of the classroom, such as curriculum, teaching

methods, classroom activities, and assessments, is designed to
achieve the specified and desired outcomes (Tucker, 2004).
 …Cont’d

• Outcomes are the abilities the students acquire at the

end of a learning experience. It may be called a
learning product

• OBE accommodates different learning styles and

enables innovation in teaching

• It is the results-oriented thinking and is the opposite

of input-based education, where the emphasis is on
the educational process and where we are happy to
accept whatever is the result
 OBE: Philosophy
• “All Students Can Learn And Succeed (But Not
On The Same Day In The Same Way)”
– Advocated an inclusionary success for all philosophy
– Challenged the norm referenced assessment/grading
system--- criterion referenced approach
 OBE: Principles
Clarity of Focus
• OBE insists on clear, specific, and measurable LOs.
These outcomes guide all aspects of the educational
process, from curriculum design to teaching
methods to assessment

Design down, Deliver up

• Curriculum design in OBE begins with defining the
desired outcomes. Learning experiences,
instructional methods, and assessment strategies are
then developed to achieve these outcomes
 …Cont’d

High expectations for all learners

• Ensuring that each learner has the opportunity to
achieve significant and meaningful outcomes

Expanded Opportunities
• Provides multiple pathways and varied
opportunities for students to demonstrate their
learning. It acknowledges diverse learning styles
and paces, allowing for personalized learning
experiences
Perspectives of OBE
.
 More benefits
Enhanced accountability
• By clearly defining and measuring LOs, OBE enhances
accountability.

Alignment with industry

• OBE ensures that the outcomes students acquire are
relevant to their future careers, aligning education with
industry requirements.

Enabling comparison
• OBE outcomes can be compared across institutions,
which can help students transfer credits between
institutions.
• Outcome-Based Education (OBE) has risen in
popularity because it combines traditional
teaching methods with outcome-driven learning
strategies.

• It focuses on developing students' professional

competencies and knowledge, and prepares them
for success in the future.
 OBE: Implementation- key steps
Defining learning outcomes
At the program, course, and lesson levels

Curriculum design
That aligns with the defined outcomes, incorporating
diverse learning experiences and instructional methods

Assessment and feedback

Design assessments that accurately measure the
achievement of LOs and provide continuous feedback to
students
 …Cont’d
Continuous Quality Improvement (CQI)
• Implement processes for regularly reviewing and
updating the curriculum, teaching methods, and
assessments to ensure they remain effective and
relevant

Stakeholder Involvement
• Engage faculty, students, industry partners, and
accrediting bodies to ensure that the LOs are
relevant, achievable, and aligned with the needs of
job market and society
 Designing and Setting Outcome
Design down

Deliver up
 OBE: Designing Outcomes

• Defining outcomes
– Outcomes are clear learning results that learners
have to demonstrate at the end of significant learning
experiences (Tucker, 2004).
– Specify what sts are expected to know, understand
and able to do at the end of learning experience
OBE: Outcomes for HE Program

• According to Rao (2020) they are defined at

three levels in the context of HE:
– Program Educational Outcomes (PEOs)
– Program Outcomes (POs)
– Course Outcomes (COs)/CLOs
 …Cont’d

• PEOs
– Broad statements that describe what graduates are
expected to achieve within a few years after
graduation
– Often focus on career and professional
accomplishments, further education, and societal
contributions
– Influence the overall direction and focus of a
program, ensuring it aligns with the institutions
mission and vision
 …Cont’d

• POs
– Specific skills, knowledge, and behaviors that
students are expected to acquire by the time they
graduate
– Focus on what students are able to do at the end of
the program
– Includes technical skills, problem solving abilities,
and ethical reasoning
 …Cont’d

• COs/CLOs
– Outline specific knowledge, skills, and attitudes
students should acquire by the end of a course.
– Ensure CLOs align with the overall program
outcomes.
…Cont’d
 Common Core Competencies: non-specific to disciplines/
programs (from AACU: Am Ass of Coll & Univ)
Outcomes Descriptions

Critical --- looking at our ideas and decisions (intellectual, organizational

Thinking and personal) from different perspectives

Problem Understand and solve problems of relevance to society to meet the

Solving specified needs using the KSAs acquired

Computational Understand data-based reasoning through the translation of data

Thinking into abstract concepts using computing technology-based tools

Effective Speak, read, write and listen clearly in person and through
Communication electronic media in English and one Indian language and make
meaning of the world by connecting people, ideas, books, media
and technology

Social Elicit views of others, mediate disagreements and help reach

Interaction conclusions in group settings
 …Cont’d
Outcomes Descriptions
Self-directed and Life-long Acquire the ability to engage in independent and life-
Learning long learning in the broadest context socio-
technological change
Effective Citizenship Acquire empathetic social concern and equity-centred
national development and the ability to act with an
informed awareness of issues and participate in civic
life through volunteering

Ethics Recognize different value systems, including your own,

understand the moral dimensions of your decisions and
accept responsibility for them

Environment and Understand the impact of technology and business

Sustainability practices in societal and environmental contexts and
sustainable development

Global Perspective Understand the economic, social and ecological

connections that link the world’s nations and people
 OBE: Content
• The specific areas of knowledge that are taught

• They can be concepts, facts, theories or, --- that

help to students to achieve the intended
outcomes.
OBE: Teaching and Learning Strategies
• Active learning Strategies: Use interactive
methods: group discussion, case studies, role
playing

• Problem based learning: connect to real life

• Technology integration: incorporate digital tools

 OBE: Assessment methods

• Formative assessment: regular quizzes, ongoing

feedback, --- to support learning

• Summative assessment: final exams, research

projects, -- to evaluate student achievement
 OBE: Instructional Materials
• Text- Based materials: textbooks, handouts, --
• Visual materials: ppt presentation, charts and graphs,
posters
• Multimedia materials: videos, audio recordings,
interactive simulations
• Digital and online resources: e-books and online
articles, LMS (platforms where instructors can post
materials, assignments and grades), Educational
websites
• Hands on Materials: lab equipment, manipulative
(physical objects (e.g, models) used to help sts
understand abstract objects), project kits
OBE: Practical Activities for competence

• Writing PEOs, POs, CLOs based on a given

mission of a university of applied science
 Example
• University Mission
– Suppose the mission of an applied science university
is: To foster innovation, technical expertise, and
ethical responsibility in preparing graduates to
address global challenges and contribute positively to
society.
Developing PEOs from this mission in Teacher Education Program

Mission PEO1 PEO2 PEO3 PEO4

To foster Graduates Graduates Graduates Graduates will

innovation, will will uphold will contribute
technical demonstrate high ethical effectively positively to
expertise, and innovative standards ; address global education
ethical and effective foster an diverse systems by
responsibility teaching inclusive and educational implementing
in preparing practices in equitable challenges; best practices
graduates to diverse learning promote and participating
address educational environment. student in educational
global settings. success. research.
challenges
and
contribute
positively to
society.
 POs from a PEO
in Teacher Education Program
A PEO PO1 PO2 PO3 PO4
Graduates will Ability to design Proficiency in Competence in Mastery of
demonstrate creative lesson adapting utilizing classroom
innovative plans that teaching assessment management
and effective incorporate strategies to tools to techniques
teaching innovative meet the evaluate that foster a
practices in teaching needs of student positive and
diverse methodologies diverse learning; productive
educational and learners and Competence in learning
settings. technologies; varied adjusting atmosphere.
Implement educational instructional
lesson plans contexts. strategies
that incorporate accordingly.
innovative
teaching
methodologies
and
technologies
 COs from a PO
Course: Method of Teaching
PO CO1 CO2 CO3 CO4
Ability to design Students will be Students will Students will Students will
creative lesson able to analyze create to create develop a critique their
plans that various detailed lesson portfolio of lesson plans
incorporate innovative plans that innovative based on
innovative teaching integrate lesson plans formative and
teaching methodologies; technology to demonstrating a summative
methodologies select enhance student variety of assessments of
and appropriate engagement and teaching student learning
technologies; strategies for learning strategies and outcomes.
Implement diverse learning outcomes. technological
lesson plans that environments. tools.
incorporate
innovative
teaching
methodologies
and technologies
 Activity

1. Try to Design PEOs, POs and COs

for your specific programs in groups.
You can use the WU’s mission (20’).
Presented!
 …Cont’d
• WU’s Mission
– To produce competent and innovative professionals
in various disciplines through practical and life long
learning to engage in research, innovation and
community services and promote autonomous and
critical thinking, moral, decency, inclusiveness and
engaged and civic citizenship.
MISSION & PEO RELATIONSHIP

Mission PEOs
PEO1 PEO2 PEO3 PEO4

Mission 1

Mission 2
PEO & PO RELATIONSHIP
 PO & CO RELATIONSHIP
PO COs
CO1 CO2 CO3 CO4

PO 1

PO 2
 OBE: Continuous Quality
Improvement (CQI)
• Emphasizes the need for ongoing assessment,
feedback, and adjustments to improve educational
feedback.
– Involves feedback Loops, data-Driven Decision
Making
– It involves formative and summative feedback;
student, educator (peer), employer and alumni
feedback
– Involves making use of empirical data to guide
decisions
Continuos Qualité Improvisent (CQI)
OBE: Constructive Alignment
• Constructive alignment is the idea that whenever we
design and teach a new unit, subject or course, we should:
– Look at what students need to know and understand in
order to achieve those outcomes (concepts, practical
skills, content);
– Design teaching/learning activities which will help
students develop the understanding and skills they
need to achieve intended learning outcomes
(teaching/learning activities);
– Make the links between intended learning outcomes,
assessment and learning activities clear to students.
 …Cont’d

Alignment among Learning Outcomes, Teaching and Learning Activities

and Assessment
THANKS!