Outcomes-Based Education in the Philippines

This blog is all about outcomes-based education in the Philippines.

In our rapidly changing society, schools are at its highest peak of a child's future. The way teachers are ought to teach in the industrial age may not be as effective to the learners of today and the future. According to (Essays, UK, 2018), traditional method relies on presentations and textbooks. Some schools worldwide are still taught by traditional method of teaching and that makes a student feel limited to their creativity. In this study, we want to let you know about the problematic situation we encounter in a global perspective, national perspective, local perspective and school perspective.

In a global perspective, the reason why some schools worldwide shifted to outcomes-based education system is that the traditional method of teaching is showing more importance to memorization and recitation techniques rather than developing the students’ critical thinking, decision making, problem solving and skills, Sunal et al (as cited by Essays, UK, 2018). This means that the traditional way of teaching is making the students unassertive in learning and on developing their skills which are important in their future for them to apply it in the real world.

In the learning environment of the traditional method globally is that there is a minimal student feedback and it only nurtures a limited range of skill sets. According to (Writers, 2011), if a teacher is just talking to the class , there is no assurance whether the students understand the lessons or test times roll around. Writers also stated that the traditional way of teaching is passive because the lectures certainly develop memorization and note taking and these are not the only abilities that the students need to succeed. In short, the traditional method does not engage with the students properly.

Our world today needs an outcomes-based education system as we can see, our educational system needs to develop teachers that employ reflective teaching that allows students to raise questions, explore possibilities, scenarios and engage in substantive discussion and debate (Lugtu, 2018). And we think that we need outcomes-based education because according to (Linways Technologies, 2017), outcomes-based education focuses on the skills and learning skills of a student.

In a national perspective, according to (Mercado, 2014), there are 3 reasons why the Philippines shifted to outcomes-based education (OBE), the first reason is the education agreements around the world that promotes outcomes-based education. The second reason is because of the International Professional Registries especially for engineering program that is accredited by an outcomes-based education system. The third reason is the outcomes-based education system is promoting global mobility. The Philippines shifted to outcomes-based education because of the goal to facilitate achieving international recognition and global competencies.

According to (Ariosa, 2012), the traditional teaching methods of the Philippines show that in a classroom setting, it is always a teacher-centered where the teachers often talks at the students rather than letting the students talk inside the classroom. The traditional method is also encouraging the students depend on memorization without having a complete understanding of the topic.

According to Beyer and Andas (as cited by Molina, 2017), pointed out that it has been an outcome of teachers talking too much and less teacher-student interaction. In the traditional education method, all students are being spoon-fed by teachers and individuality is not observed inside the classroom.

There is a need of outcomes-based education in the Philippines and in Davao because the Philippines’ ranking when it comes to education ranking in 2017, the Philippines rank at 113th out of 127 countries (Fernandez, 2018). And according to Uy (as cited by BusinessMirror, 2017), Filipinos are talented and thinking people but this can be hindered by the traditional method of teaching that is not responsive to their needs.

References:

Ambolodto, B. (2018). Outcomes beyond expectations: MCM Cup V2.0. retrieved from http://edgedavao.net/indulge-lifestyle/2019/01/11/outcomes-beyond-expectations-mcm-cup-v2-0/.

Ariosa, A. D. (2012). Are Traditional Teaching Methods still Effective? Retrieved from https://arzelonline.wordpress.com/2012/06/25/are-traditional-teaching-methods-still-effective/.

Mercado, S. M. (2014). OBE: Changing the Context of Learning. retrieved from https://ourhappyschool.com/education/obe-changing-context-learning.

Molina,Rioliza B. (2017). Effects of project-based learning method to the report-writing skills of major in English students. retrieved from http://ijee.org/yahoo_site_admin/assets/docs/22.8123140.pdf.

Onlineuniversities. (2011). 10 Big Problems With Lecture-Based Learning. Retrieved from https://www.onlineuniversities.com/10-Big-Problems-With-Lecture-Based-Learning.