OUTCOMES BASED/ OUTCOMES FOCUSED EDUCATION OVERVIEW

Prepared by:

Mollie Bu ler! RN! P"D #Ca$dida e%

TAB&E OF CONTENTS

OUTCOMES BASED/OUTCOMES FOCUSED EDUCATION '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''( Definitions....................................................................2 OBE Roots...................................................................5 OBE Philosophy .........................................................8 OBE Principles ..........................................................9 OBE Purpose ............................................................11 Assessment Criteria..................................................1 SUMMAR)''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''*+ REFERENCES''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''*,

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OUTCOMES

BASED/OUTCOMES

FOCUSED

EDUCATION

Outcomes "ase! e!ucation &OBE' is a process that in(ol(es the restructurin) of curriculum* assessment an! reportin) practices in e!ucation to reflect the achie(ement of hi)h or!er learnin) an! mastery rather than the accumulation of course cre!its+ &,uc-er* 2$$%'. ,hus the primary aim of OBE is to facilitate !esire! chan)es .ithin the learners* "y increasin) -no.le!)e* !e(elopin) s-ills an!/or positi(ely influencin) attitu!es* (alues an! 0u!)ment. OBE em"o!ies the i!ea that the "est .ay to learn is to first !etermine .hat nee!s to "e achie(e!. Once the en! )oal &pro!uct or outcome' has "een !etermine! the strate)ies* processes* techni1ues* an! other .ays an! means can "e put into place to achie(e the )oal.

Definitions Outcomes are clear learnin) results that learners ha(e to !emonstrate at the en! of si)nificant learnin) e2periences# what learners can actually do with what they know and have learned. Outcomes are actions/ performances that em"o!y an! reflect learner competence in usin) content* information* i!eas an! tools successfully. 3eyser &1999' says .hen learners !o important thin)s .ith .hat they -no. they ha(e ta-en a si)nificant step "eyon! -no.in) itself. 4ella* Berar!inelli 5 Burro. &1998' remin!s us of the importance of
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accounta"ility mechanisms &learner assessment' that !irectly reflect stu!ent performance an! help learners 6-no. .hat they -no.+. ,hus outcomes !escri"e the results of learnin) o(er a perio! of time 7 the results of .hat is learne! (ersus .hat is tau)ht. OBE is !efine! as a 68comprehensi(e approach to or)ani9in) an! operatin) an e!ucation system that is focuse! in an! !efine! "y the successful !emonstrations of learnin) sou)ht from each stu!ent+ &:pa!y* 199%'. An E!ucation Department of ;estern Australia !ocument !escri"es OBE as 6an e!ucational process .hich is "ase! on tryin) to achie(e certain specifie! outcomes in terms of in!i(i!ual stu!ent learnin). ,hus* ha(in) !eci!e! .hat are the -ey thin)s stu!ents shoul! un!erstan! an! "e a"le to !o or the 1ualities they shoul! !e(elop* "oth structures an! curricula are !esi)ne! to achie(e those capa"ilities or 1ualities. E!ucational structures an! curriculum are re)ar!e! as means not en!s. <f they !o not !o the 0o"* they are rethou)ht+ &;illis 5 =issane* 1995'. ,uc-er &2$$%' notes that OBE an! outcomes focuse! e!ucation &O>E' are often confuse! or use! synonymously. ?e see-s to clarify the confusion notin) .hile an OBE system is one in .hich the outcomes !ri(e the .hole course content an! assessment structure* O>E is one in .hich learner outcomes &the result of stu!ent learnin)' are specifically i!entifie! in !iscipline@"ase! courses an! units. ,he assessment processes* he says* are !esi)ne! specifically to assess the learnersA

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achie(ement of the outcomes. <n this paper OBE an! O>E are use! synonymously. Behin! these !efinitions lie an approach to plannin)* !eli(erin) an! e(aluatin) instruction that re1uires a!ministrators* teachers an! learners to focus their respecti(e attention an! efforts on the !esire! results of e!ucation &=illen* 2$$$' an! to "e accounta"le for .hat transpires &:pa!y* 199%B 4ella* et al* 1998'. ,he shift to.ar! OBE is similar to the total 1uality mo(ement as it reflects the "est .ay for in!i(i!uals an! or)ani9ations to )et .here they are )oin) is first to !etermine .here they .ant to "e then plan "ac-.ar! to !etermine the "est .ay to )et from here to there. Proponents of OBE assume there are many .ays to arri(e at the same results. OBE is currently fa(ore! internationally in countries such as Cana!a* :outh Africa* Ce. Dealan! an! Enite! :tates &Falan* 2$$$'.

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OBE Roots

An outcomes "ase! approach to e!ucation !ates "acsome 5$$ years to craft )uil!s of the Fi!!le A)es in Europe in the form of apprenticeship trainin) mo!els an! there are many e2amples still in place to!ay &:pa!y* 199G'. Falan &2$$$' analy9e! past e!ucational reforms that influence! OBE an! i!entifie! the follo.in)# ,ylerAs e!ucational o"0ecti(es <n 195$ ,yler i!entifie! fun!amental issues important .hen !e(elopin) an! plannin) instruction* inclu!in) purpose* content* or)ani9ation an! e(aluation. ?e "elie(e! o"0ecti(es .ere essential for systematic plannin) an! i!entifyin) the re1uire! learner "eha(iour post instruction as .ell as the content an! conte2t to apply it .ithin. ?is curriculum !esi)n approach continue! to influence teachin) for se(eral !eca!es an! the "asic philosophy for outcomes "ase! !esi)n is roote! there &Ar0un* 1998 cite! in Falan* 2$$$' BloomAs mastery learnin) Bloom ta2onomies for e!ucational o"0ecti(es emer)e! in the 195$s an! helpe! to !etermine .hether learners ha! attaine! accepta"le stan!ar!s compare! to !esire! learnin) outcomes. ?is mastery learnin) theory .as "ase! on the premise that .ith sufficient opportunities an! support from an appropriate learnin) en(ironment most learners are successful in their learnin) tas-s. ,his notion is reflecte! in OBE. Other characteristics of mastery learnin) inclu!e# Ascertainin) prere1uisite -no.le!)e or s-ills to attain )oals &outcomes'
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 A fle2i"le timeframe to attain )oals &outcomes' Esin) !ifferent me!ia an! materials to create enriche! teachin)/learnin) conte2ts >ormati(e e(aluation to pro(i!e fee!"ac- for "oth teachin) an! learnin) impro(ement Competency "ase! e!ucation .as intro!uce! in the 19G$s in Corth America in response to )ro.in) concerns that stu!ents .ere not "ein) tau)ht .hat they re1uire! after they left school. Falan &2$$$' summari9es the follo.in) components from the competency "ase! literature* notin) their prominent in OBE# E2plicit learnin) outcomes .ith respect to the re1uire! s-ills an! concomitant proficiency &stan!ar!s for assessment' A fle2i"le timeframe to master s-ills A (ariety of instructional acti(ities to facilitate learnin) Criterion outcomes Certification "ase! on !emonstrate! learnin) outcomes A!apta"le pro)rammes to ensure optimum learner )ui!ance :upport for the notion the learner is accounta"le for his or her o.n achie(ement 3laserAs criterion@reference! learnin)# <n 19G * 3laser !escri"e! criterion@reference! measurement as that .hich locates a stu!entAs test "eha(iour on a continuum ran)in) from 6no proficiency+ to 6perfect performance+.
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reference!

testin)

of

the

re1uire!

Criterion@reference

instruction

an!
G

assessment is "ase! on attainin) specific outcomes an! on testin) for competence in terms of state! criterion. ,his form of instruction compares a learnin) outcome or mastery e2ternal of competencies stan!ar!. as .ith a is pre!etermine! reme!ial :uccess

measure! "y !emonstration of stan!ar!s follo.e! "y inter(ention re1uire!. Criterion@ reference! assessment is the preferre! mo!e of assessment in OBE. :pa!yAs OBE approach closely resem"les Fa)erAs &19G2' )ui!elines in terms of e2pecte! performance* con!itions un!er .hich it is attaine! an! stan!ar!s for assesse! 1uality. OBE learnin) pro)ramme can "e is assessment an! re1uire! learnerAs competence &learner

compare! to specific criteria. Competence in the outcome "eha(iours' !emonstrate! "y culminate! of si)nificant learnin) .ithin a conte2t* an! specific timeframe re1uire! "y the in!i(i!ual learner. OBE is e2plore! in )reater !etail in the follo.in) sections.

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OBE Philosophy OBE can "e re)ar!e! as a theory &or a philosophy' of e!ucation &=illen* 2$$$'. ;ithin OBE there are a certain set of "eliefs an! assumptions a"out learnin)* teachin) an! the systemic structures .ithin .hich acti(ities ta-e place. :pa!y &199%' proposes three "asic assumptions# all learners can learn an! succee!B success "ree!s successB an! 6teachin) institutions+ &schools' control the con!itions of success. =illen &2$$$' !efines t.o "asic types of outcome. ,he first inclu!es performance in!icators often measure! in terms of tests results* completion rates* post course employment* an! so forth. <t also emphasi9es learner mastery of tra!itional su"0ect relate! aca!emic outcomes/content an! some cross !iscipline outcomes &such as pro"lem sol(in) or .or-in) cooperati(ely'. ,he secon! is less tan)i"le an! usually e2presse! in terms of .hat the learners -no.* are a"le to !o or are li-e as a result of their e!ucation. <t stresses lon) term* cross@ curricular outcomes .hich relate to future life roles of the learner &such as "ein) a pro!ucti(e .or-er* a responsi"le citi9en or parent'. ,hese t.o approaches are .hat :pa!y &199%' respecti(ely calls tra!itional/transactional &content "ase!' an! transformational &outcomes "ase!' learnin) systems. :ee "elo. latter is the focus of this research an! inclu!es stan!ar!s to "e consistently !emonstrate! "y the learner at the en! of a si)nificant learnin) e2perience.

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Co$ e$ Ba-ed &ear$i$. Ver-u- Ou /o0e- Ba-ed &ear$i$. #Sour/e: Spady! *112%
Content Base! Iearnin) :ystem Passi(e stu!ents Assessment process 7 e2am 5 )ra!e !ri(en Rote learnin) Content "ase!/"ro-en into su"0ects ,e2t"oo-/.or-sheet focuse! 5 teacher centre! :ee sylla"us as ri)i! 5 non ne)otia"le ,eachers/trainers responsi"le for learnin) @ moti(ate! "y personality of teacher Emphasis .hat teacher hopes to achie(e Content place! in ri)i! time frames :tay in sin)le learnin) institution until complete Pre(ious -no.le!)e 5 e2perience in learnin) fiel! i)nore! 7 Each time atten!s .hole course Outcomes Base! Iearnin) :ystem Acti(e learners Continuous assessment Critical thin-in)* reasonin)* reflection 5 action <nte)ration -no.le!)e* learnin) rele(ant/ connecte! real life situations Iearner centre! 5 e!ucator/ facilitator use )roup/ team.orIearnin) pro)rammes seen as )ui!es that allo. e!ucators to "e inno(ati(e 5 creati(e in !esi)nin) pro)rammes/ acti(ities Iearners ta-e responsi"ility for their learnin)* learners moti(ate! "y constant fee!"ac-/ affirmation of .orth Emphasis outcomes 7 .hat learner "ecomes 5 un!erstan!s

>le2i"le time frames @ learners .or- at o.n pace Iearners can )ather cre!its !ifferent institutions until achie(e Jualification Reco)nition of prior learnin)# after pre@assessment* learners cre!ite! outcomes !emonstrate! or transfer cre!its else.here

OBE Principles >our principles )ui!e the transformational OBE

approach* ta-en to)ether they stren)then the con!itions for "oth learner an! teacher success# clarity of focus !esi)n !o.n hi)h e2pectations e2pan!e! opportunities Accor!in) to :pa!y &1998' the "asic principle of transformational OBE is the clarity of the focus. ,his principle infers that curriculum !e(elopment*

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implementation an! e(aluation shoul! "e )eare! "y the outcomes .hich are e2pecte! as the culminatin) !emonstrations of the learners. ,he principle clearly !elineates that the articulation of the !esire! en! point is essential for successful outcomes &;illis 5 =issane* 199H'. Curriculum planners an! e!ucators ha(e to i!entify a clear focus on .hat they .ant learners to "e a"le to !emonstrate at the en! of si)nificant learnin) time. Once these outcomes ha(e "een i!entifie!* the curriculum is constructe! "y "ac-.ar! mappin) of -no.le!)e an! s-ills. ,he !esi)n !o.n aspect infers that all curricular an! e!ucational acti(ities shoul! "e !esi)ne! "ac- from the point .here the 6e2it outcomes+ are e2pecte! to happen. ,he principle of hi)h e2pectations elicits hi)her le(el of stan!ar!s then .oul! normally "e set as only those can "e la"ele! complete!. >urther learners are supporte! to culminate hi)her le(el of performance &:pa!y* 1998'. E2pan!e! opportunities pro(i!e for a fle2i"le approach in time an! teachin) metho!olo)ies matche! a)ainst the nee!s of the learner allo.in) more than one opportunity to succee! &=illen* 2$$$'. Each of these principles are e2plore! an! applie! to practice "elo.. Ou /o0e- Ba-ed Pri$/iple- 3 e4pla$a io$ 5 appli/a io$ #Sour/e: Spady! *1126 7ille$! (888%
OBE Principles Clarity of focus E2planation Application to practice >ocus on .hat .ant ?elp learners !e(elop competencies learners "e a"le to !o Ena"le pre!etermine! si)nificant successfully outcomes Clarify short 5 lon) term learnin)

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1$

OBE Principles

E2planation

Desi)n !o.n

?i)h e2pectations E2pan!e! opportunities

Be)in curriculum !esi)n .ith a clear !efinition of the si)nificant learnin) that learners are to achie(e "y the en! of their formal e!ucation Esta"lish hi)h* challen)in) En)a)e !eeply .ith issues are learnin) performance stan!ar!s Push "eyon! .here normally ha(e )one Do not learn same thin) in Pro(i!e multiple learnin) opportunities same .ay in same time matchin) learnerAs nee!s .ith teachin) techni1ues

Application to practice intentions >ocus assessments on si)nificant outcomes De(elop systematic e!ucation curricula ,race "ac- from !esire! en! results <!entity 6learnin) "uil!in) "loc-s+ Iin- plannin)* teachin) 5 assessment !ecisions to si)nificant learner outcomes

OBE Purpose :pa!y &199%' emphasi9es that the !ecision of .hat an! .hether the learners learn is more important than .hen it happens an! throu)h .hat means &ho.' they learn it. ?e therefore i!entifies t.o -ey aims for OBE# Ensure all learners are successful in that they are e1uippe! .ith the -no.le!)e* s-ills an! 1ualities &(alues an! attitu!es' re1uire! after they e2it the e!ucational system Achie(e an! ma2imi9e selecte! outcomes for all stu!ents "y structurin) an! operatin) e!ucation facilities to "e success oriente!. :pa!y also a!(ises that .hile all learners can learn an! succee!* they cannot !o so on the same !ay "ecause learners ha(e !ifferent learnin) rates as .ell as learnin) styles. >urther since successful learnin) "ree!s more successful learnin) the importance of ha(in) a stron)er co)niti(e an! psycholo)ical foun!ation of prior learnin) cannot "e un!erestimate!. An! since the con!itions
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!irectly affectin) learnin) are un!er the 6e!ucational systemAs control+* learnin) is !epen!ent on the .illin)ness of teachers an! others to "elie(e in the approach an! support learners in their learnin). As OBE philosophy re1uires e!ucators focus more "roa!ly on accomplishin) results (ersus simply pro(i!in) a ser(ice* it !iffers )reatly from more tra!itional forms of e!ucation* most nota"ly in itAs# o(erall approach &frame.or-' perception of time .hat an! ho. stan!ar!s are assesse! ho. performance is !etermine! Each of these four areas is further e2plore! "elo.. =ey to this approach is clear learnin) outcomes aroun! .hich all of the systemAs components can "e focuse!. <mportantly is the re1uirement of esta"lishin) con!itions as .ell as the opportunities that ena"le an! encoura)e all learners to achie(e the essential outcomes &:pa!y* 199%'.

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12

&ear$i$. Sy- e0-: Co$ e$ Ba-ed 9er-u- Ou /o0eBa-ed #Sour/e: Spady! *112%
Iearnin) :ystem Content Base! &,ra!itional/,ransactional' Characteristics >rame.or Pre!efine! curriculum* assessment 5 cre!entialin) in place :tructures 6en!s+* no !efine! learnersA outcomes Outcomes Base! &,ransformational'

,ime Performance stan!ar!s

Iearnin) assessments

Curriculum* instructional strate)ie assessment 5 performe! stan!ar!s :tructures support outcomes* fle2i"le 5 a means to !efine 6learnin) en!s+ <nfle2i"le constraint for e!ucator 5 learner Ese! altera"le source 7 match sche!ule controls learnin) 5 success nee!s of e!ucator 5 learners Comparati(e 5 competiti(e approach Iearners potentially a"le recei(e cre!it for achie(in) performance Iin-e! to pre!etermine! 6cur(e+ or 1uota stan!ar!s of possi"le successes Co 1uotas 5 stan!ar!s pursue! Continuous testin) 5 permanent )ra!in) Facro (ie. learnin) 5 achie(ement Fista-es on permanent recor!# "est )ra!es 5 recor!s fast 5 consistent Fista-es ine(ita"le steps in performersB slo.er learners ne(er catch !e(elopment* internali9in) 5 up !emonstratin) hi)h le(el of performance capa"ilities Ce(er assess/ !ocument .hat learners can ultimately !o successfully Eltimate achie(ement .hat a"le t !o

Assess

ent Criteri!

=illen &2$$$' says to "e useful in an OBE system* assessment criteria shoul! conform to the follo.in) principles# ,he assessment proce!ures shoul! "e (ali! 7 they shoul! assess .hat they are inten!e! to assess ,he assessment proce!ures shoul! "e relia"le 7 they shoul! )i(e consistent results ,he assessment proce!ures shoul! "e fair 7 they shoul! not "e influence! "y any irrele(ant factors such as the learnerAs cultural "ac-)roun!
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 Assessment shoul! reflect the -no.le!)e an! s-ills that are most important for learners to learn Assessment shoul! tell e!ucators an! in!i(i!ual learners somethin) they !o not alrea!y -no.* stretchin) learners to the limits of their un!erstan!in) an! a"ility to apply their -no.le!)e Assessment shoul! "e comprehensi(e an! e2plicit Assessment shoul! support e(ery learnerAs opportunity to learn thin)s that are important Because learners are in!i(i!uals* assessment shoul! allo. this in!i(i!uality to "e !emonstrate! As .ell* to ensure fair* e1uita"le an! transparent 0u!)ment* the criteria use! !urin) the assessment process must "e i!entifie!* formulate! an! ma!e -no.n to all can!i!ates "efore assessment ta-es place. ,he implications of :pa!yAs four principles in !eterminin) .hether a can!i!ateAs !emonstration/performance .as sufficient* are that assessment must "e summati(e &continuous monitorin) .ith fee!"ac-'* performance "ase! &authentic in the .or-place/ real life en(ironment' an! criterion reference! &assessment criteria'. ,he transition from tra!itional/transactional outcomes "ase! learnin) to transformati(e learnin) re1uires

e!ucators to facilitate the learnin) process "y creatin) an! e2pan!in) learnin) opportunities. ,he learnerAs role is to acti(ely participate in an! contri"ute to.ar!s the learnin) process. ,o facilitate learnin) curriculum &learnin) pro)ramme' !e(elopment is essential.

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,here are many positi(e aspects to OBE* particularly from a transformational (ie.point. <t supports a rational approach to e!ucation as a means rather than an en! in itself an! support cooperati(e (ersus competiti(e learnin). <t !eman!s that those .ho plan* mana)e an! account for .hat happens to focus their efforts onto learnin) an! attainment of !esire! outcomes as oppose! to curriculum content an! achie(ement of )ra!es. Iearnin) is no lon)er time an! teacher !epen!ent. Iearners* e!ucators an! others .ho support learnin) ha(e to "ecome more attune to creatin) the con!itions that supports learnin) an! attainment of !esire! outcomes. As note! "y :pa!y &199%'* OBE !eman!s a 68commitment to continuous )ro.th an! impro(ement is critical to success+. Addi io$al OBE Ter0- :i " De;i$i io$- #Sour/e: <ey-er! *111%
OBE ,ERF: E2it Outcomes DE><C<,<OC ?i)hest le(el 5 most comple2 >ormulate! usin) hi)h po.ere! performance (er"s Can impact learners* or)ani9ations 5 instructional process Refer to applie! competencies learners shoul! !emonstrate Reflects all e2it outcomes

Pro)ramme Outcomes :pecific Outcomes

>ormulate for each e2it outcome :er(e as "asis to esta"lish .hat competencies to "e mastere! Achie(ement process as important as reachin) e2it outcomes Ese! to !eri(e assessment criteria Practical Competence Demonstrate! a"ility to consi!er ran)e of options 5 ma-e !ecisions a"out# >acilitate learnin) in !i(erse learnin) )roups 5 one@to@one "asis Iearnin) nee!s 5 re1uirements of in!i(i!uals* or)ani9ations 5 communities :trate)ic mana)ement lea!ership 7 internal .or- en(ironment in relation to .or- or)ani9ation 5 restructurin)* information 5 communication systems* staffin) 5 la"our* 1uality impro(ements systems Desi)nin) 5 !e(elopin) learnin) systems across institutions 5 sectors E(aluatin) stren)ths 5 limitations @ processes* materials* me!ia* pro)rammes 5 systems >unctional Iearnin) @ holistic* creati(e 5 life@lon) process* !ifferent -no.le!)e forms Prepare! "y# Mollie Bu ler Octo"er 2$$% 15

OBE ,ERF: Competence

DE><C<,<OC 5 life .orl!s :ocio@cultural* lan)ua)e 5 literacy !ifferences in )roups* communities 5 "roa!er society Concepts* principles* 5 proce!ures rele(ant !ecisions Chan)in) nature of nursin) @ local* national 5 )lo"al conte2ts Refle2i(e Demonstrate! a"ility to# Competence E(aluate nursin) practice 5 colla"orati(e practice .ith other professionals <nte)rate learner performance Iearn from o.n action A!apt to chan)es or unforeseen circumstances Assessment Criteria Iearner shoul!# &for inte)rate! 3enerate* e2plore 5 consi!er options for appropriate action competence' <!entify appropriate action @ particular conte2t* topic* learner )roup/ le(el* 5 resources E2plain particular session selection Perform i!entifie! action Continuously monitor 5 a!apt performance as re1uire! E2plain reasons for performance E(aluate performance an! i!entify areas for impro(ement Reflect on learnin) 5 performance De(elop plan/strate)y future action inte)ratin) .hat learne! throu)h reflection <nte)rate! Process .hich !etermines learnerAs applie! competence Assessment Ran)e of assessment practice O(er a len)th of time <n !i(erse conte2ts Criterion Reference! Assess learners in relation to pro)ramme/ mo!ule outcomes# Assessment Clearly i!entify outcomes Determine assessment purpose 5 use of results Desi)n performance tas- elicit e2pecte! outcomes :pecify assessment criteria :elect 5 construct scorin) 5 recor!in) instruments Assessment Criteria Broa! e(i!ence statements to !eci!e if specific outcome has "een achie(e! o"ser(a"le processes learnin) pro!ucts Ran)e :tatements E2act !etails of .hat 5 ho. much learnin) Far- accepta"le le(el of statements <ncrease in comple2ity 5 sophistication Cot re1uire! for all assessment criteria Iearnin) Brea-!o.n of .hole pro)ramme Enits/Fo!ules 4aryin) len)ths ,hree types 7 fun!amental* core 5 electi(e >un!amental Fo!ules <nclu!es leanin) .hich forms )roun!in)/"asis Core Fo!ules <nclu!es compulsory learnin) Electi(e Fo!ules <nclu!es a!!itional cre!its

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1G

SUMMAR) <n summary* the focus of e!ucation has shifte! from the e!ucator to learner ho.e(er this shift re1uires chan)e .ithin the e!ucational system in or!er to facilitate learnin). Esta"lishin) an OBE system for e!ucation is the "est .ay for a particular learner to reach the !esire! outcomes. ,he role of the e!ucator is to ena"le an! encoura)e all learners to achie(e essential outcomes .hile the learner acti(ely participates in an! contri"utes to.ar!s the learnin) process. OBE also !eman!s a commitment to continuin) professional !e(elopment an! lifelon) learnin).

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1H

REFERENCES

Ar0un* P. 1998. An E(aluation of the Propose! Ce. Curriculum for :chools in Relation to =uhnAs Conception of Para!i)ms an! Para!i)ms :hifts. :outh African Kournal of ?i)her E!ucation* 12&1'* 2$@2G. Cite! in B. Falan* 2$$$. ,he Ce. Para!i)m of Outcomes@"ase! E!ucation 18* in Perspecti(e. 2$$% from ,y!s-rif (ir 4er"rui-er.etens-appe. 28* 22@28. Accesse! 28/malan.html 3eyser* ?. 1999. Phase 2# ;or-shop 1# De(elopin) OBE, Pro)rammes for ?i)her E!ucation. ?i)her E!ucation Policy Enit# Ran! Afri-aans Eni(ersity. :eptem"er http#//....up.ac.9a/aca!emic/aca!or)s/saafecs/(ol

=illen*

R.

2$$$. of

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 :pa!y* ;. 199%. Outcomes Base! E!ucation# Critical <ssues an! Ans.ers. American Association of :chool A!ministration# Arlin)ton* 4ir)inia. :pa!y* ;. 199G. ;hy Business CanMt Affor! the ,rashin) of OBE. Corthern ,erritory Department of E!ucation. Retrie(e! 1 Octo"er 2$$2* from ....schools.nt.e!u.au/curric"r/cf/outcomefocus/OB ELan!L"usiness.p!f. ,uc-er* B. 2$$%. Iiterature Re(ie.# Outcomes@ focuse! E!ucation in Eni(ersities. Iearnin) :upport Cet.or-* Curtin Eni(ersity of ,echnolo)y. Retrie(e! Octo"er 19* 2$$%* from http#//lsn.curtin.e!u.au/outcomes/!ocs/IitRe(ie..p!f. 4ella* K.* Berar!inelli* P. 5 Burro.* K. 1998. ?o. Do ,hey =no. ,hey =no.# E(aluatin) A!ult Iearnin). :an >rancisco# Kossey@Bass.

;illis* :. 5 =issane* B. 1995. Outcome@Base! E!ucation# A Re(ie. of the Iiterature. Prepare! for the E!ucation Department of ;estern Australia.

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