1. Commission on Higher Education CHED
Colegio de San Juan De Letran Calamba
Commission on Higher Education CHED
by MCGAquino

2. Ladderized Education Program (LEP)
Republic Act (RA) 10647
“An Act Strengthening The Ladderized Interface Between Technical-Vocational Education And Training And Higher Education”
signed on July 28, 2014

3. LEP, Section 2
“it is hereby declared the policy of the State to institutionalize the ladderized interface between technical-vocational education and training (TVET) and higher education to open the pathways of opportunities for career and educational progression of students and workers, create a seamless and borderless system of education, empower students and workers to exercise options or to choose when to enter and exit in the educational ladder, and provide job platforms at every exit as well as the opportunity to earn income.”

4. Outcomes Based Education (OBE)

5. OBE
Defined “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 a desired level of competence”
this means describing the attributes of their ideal graduates based on their visions and missions as part of their institutional goals or outcomes, and using these as bases for developing specific program outcomes.

6. Outcomes
Program outcomes are the sets of competencies (related knowledge, skills, and attitudes) that all learners are expected to demonstrate.
Institutional or program outcomes may also emphasize lifelong learning
Course outcomes refer to the knowledge, values, and skills all learners are expected to demonstrate at the end of a course.
Learning outcomes may result from a specific lesson, although it is sometimes used interchangeably with course outcomes.

8. Father of Transformational OBE
A Close Encounter with
William “Bill” Spady
Father of Transformational OBE
Father of OBE

9. Why OBE? High information availability
Technologically dominated, multicultural diversity, changing word demands
Current educational system is outdated
Focused on WHEN and HOW rather on the WHAT and WHETHER a student learns
Organizational improvement approaches
Status quo is not acceptable; continuous improvement is needed
Evidenced based learning
Credentialing, portfolio building

10. OBE Pyramid
Paradigm
Purposes
Premises
Principles
Practices

11. OBE Pyramid
1 Paradigm
WHAT and WHETHER students learn well is more important
than WHEN and HOW they learn it
Clearly define framework of exit outcomes
Time is an alterable resource
“criterion-based”
Increasing student’s learning and ultimate performance abilities

12. OBE Pyramid 1 Paradigm 2 Purposes
Equip all students with knowledge, competencies and orientations needed for future success
Implement programs and conditions that maximize learning success for ALL students

13. OBE Pyramid 1 Paradigm 2 Purposes 3 Premises
ALL students can learn and succeed, but not on the same day in the same way
Success breeds success
Schools control the conditions of success

14. OBE Pyramid 1 Paradigm 2 Purposes 3 Premises 4 Principles
Clarity of Focus on culminating exit outcomes
Expanded Opportunity and support for learning success
Clear picture of student learning
Performance demonstration
Clear intent for curriculum, instruction, assessment
Begins with teacher demonstration, sharing and explaining
High Expectations for all to succeed
Design Down from your ultimate culminating outcomes

15. OBE Pyramid 1 Paradigm 2 Purposes 3 Premises 4 Principles
Clarity of Focus on culminating exit outcomes
Expanded Opportunity and support for learning success
Time – teaching, learning, eligibility
Methods and modalities
Operational principles
Performance standards
Curriculum access and restructuring
High Expectations for all to succeed
Design Down from your ultimate culminating outcomes

16. OBE Pyramid 1 Paradigm 2 Purposes 3 Premises 4 Principles
Clarity of Focus on culminating exit outcomes
Expanded Opportunity and support for learning success
Raising standards of acceptable practice
Eliminating success quotas
Increasing access to high-level curriculum
High Expectations for all to succeed
Design Down from your ultimate culminating outcomes

17. OBE Pyramid 1 Paradigm 2 Purposes 3 Premises 4 Principles
Clarity of Focus on culminating exit outcomes
Expanded Opportunity and support for learning success
Culminating
Enabling
discrete
High Expectations for all to succeed
Design Down from your ultimate culminating outcomes

18. The Cone of Learning We tend to remember…. Our level of involvement
10%
Of what we read
Reading
Verbal receiving
PASSIVE
20%
Of what we hear
Hearing words
Visual receiving
30%
Of what we see
Looking at pictures
Watching a movie
Of what we see and hear
Looking at an exhibit
50%
Watching a demonstration
Seeing it done on location
Receiving and participating
ACTIVE
Of what we say
Participating in a discussion
70%
Giving a talk
Of what we both say and do
Doing a dramatic presentation
90%
Simulating the real experience
Doing
Doing the real thing

19. OBE Pyramid 1 Paradigm 2 Purposes 3 Premises 4 Principles 5 Practices
Define Outcomes
Design Curriculum
Deliver Instruction
Document Results
Determine Advancement

20. Curriculum Design Models
Competency base
Life-Role
Functioning Role
Creative Task Performances
Higher Order Competencies
Structured Tasks
Content Skills
Subjects
Themes
Life Issues
Disciplines
Concepts
Life Spheres
Content base

21. Fundamental Life Performance Roles

22. MaxCor Publishing House, Inc.
OBE Pyramid
1 Paradigm
2 Purposes
3 Premises
4 Principles
5 Practices
Published by:
MaxCor Publishing House, Inc.
132 Kalayaan Avenue, Diliman, Quezon City
Tel. No
Distributed by:
REX Book Store
Tel. No

23. OBE Levels Disciplinary Interdisciplinary
Used to describe educational planning and implementation
Disciplinary
Traditional OBE
Based on subject matter categories and organizational arrangements that have characterized education systems for the past century
Transitional OBE
focuses on higher order competencies and their role in connecting and potentially integrating unconnected, content-focused curriculum areas
Transformational OBE
Emanating from careful examination of life’s dimensions and conditions
Redefines and restructures traditional education structures and processes that are incompatible with those conditions
Interdisciplinary

24. Curriculum Mapping Option 1 Option 2 L – learned in the course;
P – practiced in the course;
O – opportunity to learn or practice in the course, not yet learned or practiced
Option 2
I – Introduce,
P – Practice skills with supervision,
D – Demonstrate skills, without supervision.

25. Implications
ensure that there is seamless integration between technical vocational programs and HEI programs
use “competencies” to define certain qualifications, program outcomes
Admit and credit qualifications earned in technical vocational programs
embed assessment and certifications
Align competencies