OUTCOME BASED EDUCATION

INTRODUCTION

Outcome based education is one of the student centered teaching and learning
process. This is a reverse of traditional educational planning where focus is on what the
school provides to students in favor of making students demonstrate that that they ‘know
and are able to do’ whatever the required outcomes are. Education is considered as a
process as well as a product. Education is the aggregate of what is acquired through
learning that is the knowledge, skills, ideas, and values. Educative process mainly
depends upon the inherent potentials of the child. Teaching learning will help the
teacher to conduct teaching in an agreeable, student friendly, and successful manner by
initiating and maintaining link between the subject matter and the student. A method is
essential for the construction and organization of knowledge. Outcome based education
is a learner centered method of teaching process.

MEANING OF OUTCOME BASED EDUCATION

Outcomes are clear observable demonstrations of student learning that occur

after a significant set learning experiences. Outcome means results or goals.

A content outcome describes what students should know and are able to do in
particular subject areas.

A student performance outcome describes how and at what level students must
demonstrate such knowledge and skills.

DEFINITION OF OUTCOME BASED EDUCATION

Outcome Based Education is a method of teaching that focuses on what students

can actually do after they are taught.

-Sudha

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 Outcome based education is a student centered learning philosophy that focuses
on empirically measuring student performance ,which are called outcomes.OBE
contrast with the traditional education, which primarily focuses on the resources
available to the students, which are called inputs.

-Sudha

BASIC PRINCIPLES OF OBE

 Always have the significant, culminating exit outcomes as the focus

The outcome based education mainly focus on the outcomes of the student. The
student is expected to put into practice what is being taught and learned. Thus it differs
from the traditional method of education.
 Let the students know what they are aiming for
Here the students are not simply taught for course completion or just passing or
getting through but whatever the students learn they are expected to reproduce it at
anytime in the area or setting in which their knowledge can be applied. The students
should be aware of what goal or aim they should achieve.
 Design curriculum backward by using the major outcomes as the focus and linking all
planning , teaching and assessment decisions directly to these outcomes.
Here the curriculum or teaching and assessment is planned in accordance based
upon the outcome. So that the method adopted will promote in successfully achieving
the outcome. Each step is verified to make sure that it promotes successful outcome.
 Set the expectation that outcome based education is for all learners.
In the beginning of the curriculum itself the students are given instruction that
the rules and regulations of outcome based education is equally meant for all without
any difference. All the students have to abide by the same rules or assessment criteria.
 Expect students to succeed by providing them encouragement to engage deeply with
the issues they are learning and to achieve the high challenging standard set.
Instill confidence in students and encourage them while they succeed a level of
curriculum so that they study each levels with whole heartedness and succeed. The
special care or attention is required to make sure that the students are studying intensely

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 with the topic they are learning. Only then they will gain perfect knowledge up to the
standards expected of them.
 Develop curriculum to give scope to every learner to learn in his or her own pace.
The curriculum must be planned in such a way that it allows the learner to learn
in his/ her own comfortable period or time. As different individuals have different
grasping capacity the time taken to finish or complete a level also varies from individual
to individual. Thus time limitation is not strictly followed.
 Cater individual needs and differences
Care for each individuals need and differences. Some may need little guidance
to come up some may not need, which should be done. It depend on every individuals
differences.
 Use outcomes to guide instructional planning.
Based on the outcome the further or future planning is done. As to what were the
limitations and barriers in the previous plans faced by the student during the course of
study.

CHARACTERISTICS OF OBE

 OBE should have clear standards for observable measurable outcomes.

For any work a clearly defined standards or rules are necessary for obtaining an
good outcome. If there is no standards maintained the students will become lethargic in
attaining their goal thus resulting in poor outcome.
 Creation of a curriculum framework that outlines specific, measurable outcomes.
A curriculum needs a framework or specific objectives that must be formulated
and maintained to achieve by the student. All curriculum has its own framework that
varies depending on the various field.
 A commitment not only to provide an opportunity of education, but to require learning
outcomes for advancement.
The knowledge given should be based upon the latest editions which will help in
further promotion or advancement in that topic. More than simply an opportunity for
education it should instill innovative ideas in students for their further advancement.

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 Standards based assessments that determine whether students have achieved the stated
standards.
The assessments conducted should be of a standard so as to determine whether
the students have achieved or reached the level of standards set by the curriculum. If
the assessment is not of standard then the total outcome standard will be affected.
 A commitment that all students of all groups will ultimately reach the same minimum
standards.
Even if the time varies from each individual the final outcome and its standards
will be same for all the student. This makes OBE unique from other teaching learning
methods.

APPROACHES TO GRADING, REPORTING, AND PROMOTING OBE

In OBE teachers can use different types of evaluation techniques in children.
 Grading system in OBE
In OBE instead of giving overall grade for a subject, information about several
specific outcomes within the subject helps the student, teacher and parents to know
about the student performance in different areas their strengths and weaknesses. This
will further help and promote students development.
 Levels approach
Instead of grades levels may be given. For instance a student completes her
nursing course 4 years after passing through some fixed levels of fulfilling certain
requirements. Earning a level indicates teacher believes that the student has learned
enough of the current material and will be able to succeed in next level. This method
acknowledges differential growth at different stages, and focuses the teacher on the
individual needs of the student.
 Individual concern
OBE oriented teachers think about the individual needs of each student and give
opportunity to each students to achieve a variety of levels. weak students are given work
within their grasp and exceptionally strong students are extended. Thus each student is
molded in their own aspects or intellectual capacity.

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INSTRUCTIONAL PLANNING UNDER OBE SYSTEM
 Deciding on the outcomes
It is important to define the outcome of a program in a specific and precise
manner. The outcome or performance of students reflect, what the student knows, what
the student can actually do with what he or she knows, the students confidence and
motivation in carrying out demonstration. Thus it is necessary to decide an outcome.
 Demonstrating outcomes
Expected demonstration will be defined by setting benchmarks for each level.
Benchmarks should address and define specifically the goals of the curriculum and
determine ways to assess whether the students have reached these goals at that level of
study.
 Deciding on contents and teaching strategies
Depending upon the content to be taught the teacher selects the teaching
strategies. There are generally two approaches to implementing outcome based models:
a. Whole class models- which seek to bring all learners in the classroom up to high
levels of learning before proceeding further.
b. Flexible models- which use flexible grouping, continuous progress,
technological approaches and instructional management.
The latter model requires a sincere instructor’s attempt to meet each student at
his or her own level of competency.
 Assessments in OBE
The entire curriculum of OBE is driven by assessments that focus on well defined
learning outcomes and not primarily by factors, such as what is taught. The learning
outcomes are set out on a gradation of increasing complexity that students are expected
to master these outcomes sequentially. Standard referenced assessment with a clearer
description of expected performance and student portfolios documenting their progress.

HOW OBE DIFFER WITH TRADITIONAL EDUCATIONAL METHODS

In OBE
1) All student complete course work.

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 All the students will complete their course work without any difference even
if the time taken may vary. At the end all will have met the same standards alike.
2) Grades and ranking are given to each level, not as a whole.

At each level grades are given to identify their levels or position in each level
because rank or grades when given as a whole cannot identify where the student is
lacking.

3) Teach everyday fresh without relying on past studies

In OBE they teach everything daily when needed or they won’t neglect
teaching saying that this topic was taken in the last level or course.
4)No high or low grades. All have to achieve each levels or grades equally.
There is no distinction of rankings among students because if the goal was set
for them to attain ‘A’ grade then all students will achieve it. So no difference in grades
occur here.
5) No criteria based judgment
There is no specific criteria to judge the students because the students are not
compared.
6) There is no comparison of students
The performance of the students are not compared with each other as there is
no ranking or comparison in marks because all the students are getting equal standards
after course completion.

In traditional system of education

1) Students are given grades and rankings compared to each other.

The students are given marks and ranks and are compared to each other as who
got highest mark and are in first position.
2)Content and performance expectations are based primarily on what was taught in the
past to the students.
The students are expected regarding their performance on basis of education what
was given to them in the past or earlier. They are not taught everything everyday freshly
but rely on their past knowledge.

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 3)Highest performing students are given higher grades, test score and lowest performing
students are given lower grades.
Here students are just given grades in accordance to their performance, different
students are given different marks. So they acquire different standards of education. Some
may be getting high standard whereas others poor or low standards of education.
4)Schools used norm referenced books, multiple choice computer scored questions with
single one correct answer, to quickly rank students ability.
Here the students are given any specific books to stick on and option provided
questions which helps the students to get answer easily. So their critical thinking is not
provoked much.

CRITICISM OF OBE
 Opposition to standardized testing that the traditional education uses.
A criticism developed saying that outcome based education oppose or ignores
the standardized test being used by the traditional method of teaching.
 Criticism of inappropriate outcomes that sometimes occur in OBE

Sometimes the results of outcome based education are unsuccessful due to some
obstacles. It is also been pointed out as an criticism

 sssSome critics have objected to additional resources being spent on struggling students.
Outcome based education give special attention, care, resources and time to
students who find difficult to cope up. So they say it utilizes more resources and
consume time.
 Some teachers find their marking workload significantly increased as each level is
evaluated in OBE.
In OBE the teachers need to evaluate each level or aspects of education
individually for each students so it is time consuming and more workload for the
teachers compared to other systems of education.

ADVANTAGES OF OBE
 OBE is able to measure what the students are capable of doing.

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 Since OBE measures each aspect of individual performance it gives a clear cut
idea of what the students are capable of doing and what skill is being instilled in them.
 OBE goes beyond structured tasks by demanding that students demonstrate his/ her
skills by through more challenging task like writing project proposals and completing
it.
Here the student’s innovative ideas are expected to be brought out through
projects. Critical thinking skill is also developed and assessed by making them take up
projects and completing it.
 Promotes high expectations and greater learning for students.
It allows students to receive a broad area of knowledge and better education and
working skills in their future life.
 Fosters more authentic form of assessment.
Outcome based education promotes more authentic form of assessment.
 Encourages decision making regarding curriculum, teaching methods, etc
The students are trained in such a way that they are able to take decisions on their
own regarding curriculum and teaching methods.
 All students will equally complete course work and meet district, state, national
standards irrespective of economic status.
Since all the students are given individual care and time to meet the same
standard set for all, even if the duration differ the standards will have no change. All
students will equally achieve the standards of district, state, and national which laid
down irrespective of caste ,creed and socio economic aspects.

DISADVANTAGES OF OBE
 Conflicts with admission requirements and practice of most colleges and universities
rely on credit hours and test scores.
A chance for conflict arises since OBE does not rely upon credit hours and test
scores as followed in many of the colleges and universities.
 Some outcomes focus too much on feelings, values, attitudes, and beliefs and not
enough on the attainment of factual knowledge.

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 Sometimes it happens that factual knowledge are not achieved much but more
emphasis was given to feelings, values, attitudes and beliefs.
 Relies on subjective evaluation, rather than objective test and measurements.
It relies on the student practical evaluation and not on other aspects of evaluation
like test or other measurement tool.
 OBE undermines local control
Outcome based education undermines local control.

COMPETENCY BASED EDUCATION

INTRODUCTION

Competency based education is mainly focusing on competencies or outcomes.

It reinforces one another as the learning progresses. Competency based education is a
process not a product. The aim of education is to prepare the child to face the realities
of life and to solve the problems. The knowledge and experiences given in the school
should be appropriate to achieve this aim. Hence the realist suggest that the curriculum
should be broad based and include varieties of subjects, especially science subjects.
Importance must be given to observation, experimentation and activities. In order to
cope up with the fast changing and competitive nature of the world, one has to take up
the responsibility for his/ her own education. The access to knowledge due to the
technological advancement and the increased acceptance of non formal and informal
type of education has reduced the importance of teacher and school when compared to
the past.

MEANING OF CBE

Competency is the ability to do something successfully or efficiently.

Competencies are the skills, ability and knowledge regarding topics or

knowledge requirements required in area of study.

DEFINITION OF CBE

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 CBE is defined as the study based on combination of observable and measurable
knowledge, skills, abilities and personal attributes that contribute to enhance employee
performance and ultimately result in organizational success.

-Sudha

CBE is a partnership between employees and educators in identifying the

competencies required, at least at a high level.

-Tony

CBE is an institutional process that moves education from focusing on what

academics believe graduates need to know to what students need to know and be able
to do in varying and complex situations.

-Sudha

PRINCIPLES OF CBE

1) All learning expectations are clearly and consistently communicated to students and
families, including long term expectations (graduation requirements and graduation
standards), short term expectations (learning objectives for a specific lesson), and
general expectations (performance level used in school grading and reporting system).
2) Students achievement is evaluated against common learning standards and performance
expectations that are consistently applied to all students, regardless of whether they are
enrolled in traditional courses, pursuing alternatives learning pathways or receiving
academic support.
3) All forms of assessments are standards based and criterion referred and success is
defined by the achievement of expected standards, not relative measures of performance
or student to student comparisons.
4) Formative assessments evaluate learning progress during the instructional process and
are not grades; formative assessment information is used to inform instructional
adjustments, practices, and support.
5) Summative assessments evaluate learning achievement and are graded; summative
assessment scores record a student level of proficiency at a specific point in time.
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 6) Grades are used to communicate learning progress and achievement to students and
families; grades are not used as forms of punishment or control.
7) Academic progress and achievement is monitored and reported separately from work
habits, character traits, and behaviors such as attendance and class participation.
8) Students are given multiple opportunities to retake assessment or improve their work
when they fail to meet expected standards.
9) Students can demonstrate learning progress and achievement in multiple ways through
differentiated assessments, personalized learning options or alternative learning
pathways.
10) Students are given opportunities to make important decisions about their learning,
which includes contributing to the design of learning experiences and personalized
learning pathway.

STRENGTHS OF CBE
I. FLEXIBLE-There is no time schedule for classes instead work by self towards degree
online according to our work and time schedule. According to our convenience we learn
the lessons, there is no compulsion that we have to attend classes at a strict time or period.
II. PERSONALIZED-It gives opportunity to pass assessments using knowledge we have. so
there is no waste of money and time, coaching is given if needed. If we have previous
knowledge about a topic we don’t need to spend time and money to again listen and learn
to that.
III. SELF PACED-Here the students take assessments whenever they are ready. When you
prove mastery you receive credit and move on forward. There is no semester or sessions.
There is no compulsion or time limits, move forward as per your convenience.
IV. SUPPORTIVE-Students can receive personalized mentoring and advice from academic
success coach. They help to finish up assessments, learning resources like textbooks, web
page etc. It helps the struggling students to come up from their obstacles.
V. SKILLS BASED-They focus on your skills and when you show that you have mastered
the skills by making progress and by passing assessments you are promoted to next level.
They do not consider accumulating hours.

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VI. RESPECTED-The completion of course provides a proof to employers that you have
skills and knowledge in the required field. Its not just a certificate but the individual is
really capable of performing their allocated task.
VII. AFFORDABLE-Instead of paying course by credit, it lets you pay a flat rate for a
subscription period of your choice. When we avoid learning repeatedly the learned
subjects it accounts for reducing the fee.
WEAKNESS OF CBE
 It focus on immediate employer needs and is less focused on preparing learners with the
flexibility needed for a more uncertain future.
It prepares students for dealing a particular situation but does not prepare how to
deal an uncertain future.
 It does not suit subject areas where it is difficult to prescribe specific competencies or
where new skills or and new knowledge need to be rapidly accommodated.
A student may be trained in a way that he or she is in a present situation and in
accordance to the resources available. But as time passes new resources and inventions
are increasing so they need to adapt and accommodate the new knowledge. This what
CBE lacks in.
 It takes an objectivist approach to learning.
Subjective approach is not promoted in learning process in CBE rather than
objectivist approach to learning is promoted.
 It ignores the importance of social learning.
Social learning is not given much importance in competency based education.
 It will not fit the preferred learning styles of many students.

Competency based education does not suit for student who study research or who
expects to gain more knowledge in accordance to world advancement.

DIFFERENCE BETWEEN OBE AND CBE

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 OBE CBE

BIBLIOGRAPHY
 Neeraja. k. p, “textbook of Nursing education”, published by Jaypee brothers, pvt
limited. Page no:
 Sudha. R “textbook of nursing education”, first edition,2013, published by Jaypee
brothers, page no:62- 67
 Shebeer. P. basher and khan yaseen, “textbook of nursing education” first
edition,2015,published by emmess publications, Bangalore. Page no;160-163
 Vishal “textbook of essentials of computer” second edition,2005,published by bharat
publishers.page no; 34-40

INTERNET SOURCES
 University of Dundee medical school, Scotland, UK. tony bates center: July 24, 2000
from http://www.wisc.edu/tonybates/abstract
 Loyals kindergarten, USA .tonybates:center:Feb,2008,from http://www.wisc.edu/tony
bates/ abstract

DICTIONARY
 English oxford dictionary. (2001).fifth edition. New York: Oxford University Press

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