Outcomes-Based Education: Defined

OBE or in others is Outcomes-Based Teaching and Learning (OBTL) is an

approach where teaching and learning activities are developed to support
the learning outcomes. It is a student-centered approach for the delivery of
educational programs where the curriculum topics in a program and the
courses contained in it are expressed as the intended outcomes for students
to learn. It is an approach in which teachers facilitate and students find
themselves actively engaged in their learning. It is about re-aligning
intended learning outcomes with teaching and assessment (Hilario,2015) It is
about re-aligning intended learning outcomes with teaching and assessment,
focusing on what graduates know, what they can do and their personal
attributes (Biggs & Tang, 2007).
Outcomes-Based Education Status in Philipppines
In the Philippines, OBE comes in the form of competency-based learning
standards and outcomes-based quality assurance monitoring and evaluation
spelled out under theCommission on Higher Education (CHED) Memorandum
Order (CMO) No. 46s.2012. In line with this, CHED offered financial incentives
to major agencies which signed a MOA to revise their instruments for
alignment with outcomes-based quality assurance, as modeled by CHED.
Concerned agencies are presently at the height of responding to this CHED
challenge to realign their standards and accreditation instruments to the
outcomesbased quality assurance system. So OBE has evolve into outcomesbased quality assurance and later outcomes-based teaching and learning
which starts with clearly stating, not what the teacher is going to teach but
what the outcome of that teaching should be, what the learner is supposed
to do and what standard. In a glance, outcomes-based teacher education
curriculum or OPTEC was pioneered by the National Center for Teacher
Education, the Philippine Normal University in order to produce innovative
teachers,

competent

educational

leaders

and

proficient

scholars.

(Hilario,2015) This embarks the start of merging the plan in all the academic
programs. Other schools like Technological Institute of the Philippines
pioneered the OBTL or the Outcomes-based Teaching and Learning as their

strategy to promote academic excellence. Another school that adopt OBE as

their curriculum is the University of Santo Tomas in their General Education
Faculty by providing seminars and training.

Outcomes-Based Education Status in Philippine Normal University

In June 2014, Philippine Normal University underwent to a new curriculum
adopted from the OBE, it is then called the Outcomes-based Teacher
Education Curriculum (OBTEC) It was an act of preparation for the K-12
Curriculum of the Department of Education and other innovations relative in
education (Yeban,2015)
The OBTEC program is committed to producing teachers who are:

Discipline

grounded,

professionally

competent

and

innovative

practitioner
Reflective specialist
Humane, Ethical and Moral person
Critical, creative and responsible educational technology expert.
(Ruscoe, PATEF-UPDATE NATIONAL CONVENTION 2015)
Philippine Normal University ventured ino thhis major paradigm shift in the
development of education to strengthen and uphold still the title of being
the National Center of Teacher Education as stated in RA 9647:
To take the lead in education reforms in education through a more
responsive,

relevant,

inovative

and

empoering

teacher

education

curriculum which is just and reasonable because PNU needs to uphold

being the national center of teaching education and this will be possible if
the institution succesfuly complies to new educational trends, for instance,
the OBE.
The curriculum transition in PNU is equivalent to Senior High School of the
other institutions. PNU community is simultaneously take in-coming
students in the senior high school students in undergraduate degree. Those
who will graduate from the said curriculum will earn both senior high school

diploma and education degree which means 2018 graduates of PNU will
have Senior High School diploma and an OBTEC degree. OBTEC curriculum
also shift to trimestral scheme to shorten the years of studying, from 18
weeks per semester to 12 weeks. Another change in OBTEC curriculum is
the span of courses. 15 minutes was added to the original time-length per
course, Additional courses are also in the curriculum, for instance, the
language courses such as Mandarin, Hanggul,etc.
As intricate and impressive as may these changes brought by the new
curriculum sound, faculties are honest that OBTEC still has challenges that
are yet unresolved. According to the 2015 PATEF- update national
convention those challenges are:
1.K-12
Curriculum
Design:-

Spiral

Progression,

Integration,

Contextualization and 21st Century Skills

2.The new CHED General Education Curriculum
3.The D-NCBTS perspective as framework for Professional Education

courses
4.The integration of the Pedagogical Content Knowledge ( PCK) and

Technological Pedagogical Knowledge (TPCK)

But through years since OBTEC was implemented, new problem rosed and
yet people in higher positions and many people are unaware of this subtle
but disconcerning issue that affects students: their mental health.
Sources:
Ruscoe, Rita. The Philippine Normal University Outcomes-Based
Teacher Education Curriculum (OBTEC) Model2015 (PATEF-UPDATE

NATIONAL CONVENTION 2015)

Llanes, Cynthia. Adoption of Outcomes-Based Education in the

Philippines: The T.I.P. Experience 2011

Hilario, Jose. USING OUTCOMES-BASED EDUCATION (OBE) IN THE
TEACHING AND LEARNING OF COMMUNITY AND PUBLIC HEALTH WITH
RELATED LEARNING EXPERIENCE. 2015