What is outcome Based Education and why we need OBE in Sri Lankan Undergraduate Education?

According to Harden, “Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study”

The Commission of Higher Education in Philippines defines OBE as “an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve the desired level of competence. Thus, this kind of teaching-learning system will have its appropriate assessment of student performance.” 

This is an educational theory centered on educational goals. At the end of the course each learner should have achieved the goal. There is no single specified style of teaching or assessment in OBE. This is student centered and lectures, students’ participation in educational activities and assessments etc. should help students in achieving the desired learning outcome. The role of the teacher is decided according to the learning outcomes targeted.

In traditional education students are awarded with grades and ranks compared to other students. The goal of this education is to transform the knowledge and skills of an older generation to the new generation of students, and to provide students with an environment in which to learn.

In OBE as there are clearly set goals and learning outcomes. Students will understand what is expected of them and teachers will know what they need to teach during the course.

As the faculty is aware of what to teach and how to teach it is easy to plan their lessons. Both the faculty and the students have the freedom of selecting any teaching and learning method. OBE is meant to be a student-centered- learning model. Teachers are meant to guide and help the students understand the material in any way necessary, study guides, and group work are some of the methods instructors can use to facilitate students learning.

OBE is not same in all the educational institutes. Individually institutes can see what level the students have achieved to decide the next step of education. When institutes are aware of the outcomes achieved they can see what outcomes they have in common and what they lack. Then go for further improvement. When the institutes identify learning outcomes clearly they can determine what credits to award the student. A potential employer in the job market will also be benefited when finding an appropriate employee.

 As OBE is considered as a student-centered- learning model, student active participation in the classroom is very important. When students are involved in their own learning, they gain a full understanding of the lesson. This helps students to learn how to be responsible learners. A self- motivated learner is created through OBE. These outcomes can be decided by the institute. However parents and community members are also able to contribute for the development.

Harden talks about the value of learning outcomes in his editorial in “Developments in outcome – Based Education” as follows:

“Jenkins & Unwin (2001) suggest that learning outcomes help teachers to tell students more precisely what is expected of them. They assert that, by doing this, learning outcomes: help students to learn more effectively: students know where they stand and the curriculum is made more open to them; make it clear what students can hope to gain from following a particular course or engaging in a particular learning event such as a lecture”.

In the same article Harden further says Learning Outcomes are useful for the teachers to “plan the content of their teaching; design their materials more effectively by acting as a template for their teaching; select the appropriate teaching/learning strategy; inform their colleagues what a particular course or activity is designed to achieve; set a blueprint for examinations using the outcomes; ensure that appropriate assessment strategies are employed.”

Many countries in the world have understood the importance of OBE, especially in higher education sector. Philippines, Australia, European Union, Hong Kong, Malaysia, South Africa, India, United States and Pakistan are some examples.

In OBE the emphasis is on the product. “What sort of graduate will be produced?” is the main concern rather than on the educational process. Therefore the society will be benefited by being able to find proper employees for different fields of the job market. When the university academics, planners, policy makers and the political authority are deciding long term Mission and Vision they think of the needs of the future. 

The number of jobless graduates are high in our country as they do not meet with the needs of the job market. The employees often complain saying they lack communication skills, positive attitudes, creative thinking ability and practical knowledge in the relevant fields. Therefore OBE is really useful in undergraduate education in Sri Lanka as it focuses on producing the “relevant” workforce.   

The fast development of science and technology is also a challenge faced by the universities in Sri Lanka. Academic experts must be fully alert on these changes and adjust the curriculum according to these changes. Medical education is also challenged at present due to numerous diseases emerging among the citizens. Consumption of junk food, flavored food items with chemicals and genetically modified food items are a threat to the country at present.  Different types of new insects that are threatening can be seen in the environment. New varieties of plants that create imbalance in nature are appearing. So medical education should think beyond “diagnose and cure” and see what type of doctor is needed in the future. Public awareness is much more needed in this regards. For this all the sectors of education should stand together when planning the curriculum. Therefore OBE is really useful when considering the above.

Generally the educated adult generation has noticed that the youth at present in Sri Lanka lack attitudes, Values, professionalism and vision for life though they have potentials of developing knowledge and skills. Policy makers have to pay attention to these when revising the curriculum in all the sectors of higher education.

However there are some drawbacks of OBE outcomes. By outlining specific outcomes, a holistic approach to learning is lost. In the evaluation process assessments may become too mechanical, looking only to see if the student has acquired the knowledge. There is no measurable, observable, or specific way to determine if a student has achieved positive attitudes such as creativity, respect for self and others, responsibility, and self-sufficiency at the end of learning teaching process.