PERFECTING THE IMPERFECTIONS: A PHENOMOLOGICAL STUDY ON PRACTICES ON OUTCOMES BASED EDUCATION AMONG HIGHER EDUCATIONAL INSTITUIONS IN OLONGAPO
JHESSIE L. ABELLA, RN, RM, MAN
Galileo Galilee once said a man cannot teach a man anything but rather he can only help him find in within himself. This means that you can only go so far to help someone learn and make the right condition for the learner to discover what already known to be true. The principle of outcome based education relates to this passage from Galilee where Outcome-Based Education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens” (Spady, 1994:1). In this approach learners may identify what are the things which are important and what is essential for them. It is indeed true that learning may not be significant with someone unless it may reflect the importance of learning in real life and utilize it in different life roles. OBE has been around for centuries. The origins of modern outcomes-based education can be traced back to the work of Italian educator Maria Montessori, whose teaching theories shaped the development of Montessori schools the world over. Working in the early 1900s, Montessori believed that instead of setting up arbitrary grading systems, tests, and the like and teaching inputs based on them, education was best measured by encouraging individual student achievement, which can occur at different rates for different students. This method would allow students of different skill levels and abilities to learn at their own individual rates (or outcomes), rather than lumping all students together and measuring them at the same standard at the same point in time. In the local setting, government educational bureau, school administrators and educational gurus are continuously seeking ways and means to upgrade the standards and quality of education in terms of its delivery system and other related components of quality education. The continuous growth of population, government budgetary allocation for education, and educational political will have been a great factor in the affects the quality of education one can experience. Other than that, some other problems occurred such as: lack of qualified teachers, inadequate classrooms and ineffective programs. These are more evident to public schools here in the country. Recognizant of this reality, the Commission on Higher Education in pursuit of an ongoing paradigm shift to learning competency based standards mandated all Higher Education Institution to incorporate a Quality Policy utilizing an Outcomes Based Education. This policy-standard, which applies to private and public Higher Education Institutions (HEIs) in the country, is issued to enhance the quality assurance system of Philippine higher education through learning competency based standards and an outcomes-based system of quality assurance that is differentiated by type of HEI. CHED’s rationale in implementing this policy is very specific as they believe that this mandate will contribute to building a quality nation capable of transcending the social, political, economic, cultural and ethical issues that constrain the country’s human development, productivity and global competitiveness. The commissions focused in mandating all HEI’s underscores a quality assurance that is rooted in research which suggest that there has been a lack of a critical pool of graduates with the necessary thinking, technical and behavioral competencies are among the factors constraining the re-launching of the Philippine manufacturing sector and the...