Detailed, well-written learning outcomes or competence descriptors allow both teaching staff and learners to have a clear picture of the behaviour that is expected of the latter at the end of a course. This can help to provide direction and stability in the course,and can also help to guard against over-reliance on a particular staff member or idiosyncratic interpretation of syllabuses. It is, of course, strongly recommended that the studentsshould always be included in this pre-knowledge of objectives. All too often in the past, their only clue as to what was required of them came from a study of previous exam papers - a situation that is difficult to defend, since students have quite enough problems to face without being involved in academic 'guessing games'.

Nor should this mutual awareness of objectives be limited to the more academic aspects of a course, since it is also possible to employ an objectives-based approach when planning laboratory and other practical work. Here, it should, in principle, be possible to provide the students with a clear indication of the desired outcomes of such work before the start of each practical session. The need for such a procedure was emphasized by the results of a research project that was carried out in one of the science departments of a large Scottish university. This compared the tutors' intended (but unwritten) objectives with the students' perceptions of the educational objectives of the various laboratory experiments, and it was found that any resemblance between the two was purely coincidental!

Another advantage that clearly-articulated learning outcomes or competence descriptors can provide is in adjusting teaching methods to facilitate the achievement of the stated objectives.

http://www2.rgu.ac.uk/celt/pgcerttlt/specifying/speci10.htm

Thank you very much for your informative response. Appreciate it.

Thanks for sharing.

The development and implementation of clear expectations regarding undergraduate and graduate student learning outcomes is a key feature of learner-centered education. Outcomes-based education has a number of advantages for instructors, educational developers, administrators and students, including:

1. Providing a strategic way to enhance the quality of teaching and learning;

2. Helping to ensure the approval and accreditation of new and existing programs;

3. Providing a mechanism for ensuring accountability and quality assurance;

4. Helping students to take responsibility for their own learning;

5. Providing a means for students to articulate the knowledge, skills and experience acquired during their program;

6. Providing a framework for collaborative curriculum planning;

7. Providing a tool for evaluating and improving the curriculum; and

8. Helping to encourage continuity between undergraduate, postgraduate and continuing education.

It seems that this model of education is very promising with the prerequisite of its proper implementation.

Regards

http://cll.mcmaster.ca/COU/degree/outcomes.html

most of us having course objective and it helps us to achieve in terms of students learning.

Dear Malini Ganapathy,

Thank you for sharing insightful questions like this. As you have rightly observed, Outcome Based Education (OBE) has been adopted in various educational systems across the world in the past few decades simply because it not only satisfies cost-effectiveness criterion but also creates a down to earth context where the outcomes of learning are clearly specified.Under OBE perspectivization, there are no single specified preferences for instruction. Rather, the faculty concentrates on the targeted outcomes which the learners should achieve at the end of the ongoing educational experience and orchestrates all efforts for actualizing the predefined goals. As such, Using OBE can offer the educational system several advantages. Firstly, behavioral objectives are specified clearly. Second, teachers' rate of maneuverability is high because they have the freedom to employ most appropriate teaching and assessment techniques to meet the defined outcomes. Third, it potentially possesses a norm referenced value helping stakeholders compare the students in terms of the extent to which they have attained the target outcomes. Finally, OBE provides opportunities for greater school, community and learner involvement.

Best regards,

R. Biria

Dear Malini Ganapathy,

Along with various forms, methods of intra species monitoring at the school developed a school model of monitoring, which aims to monitor the analytical processes that determine the quantitative and qualitative changes:

educational environment;

educational technology;

the results of the educational process;

the effectiveness of operational and strategic management of the educational institution.

Now that has become very common term monitoring in education. Monitoring (lat. Monitor - one who reminds, warns; angl.monitoring - monitoring, tracking) - a set of dynamic observation, analytical evaluation prediction of an integrated system. This new, modern means of control for the purpose of diagnosing, monitoring allows you to take another look at the whole educational process.

The purpose of monitoring the school is to provide effective reflection state of education, analytic generalization of results of operations, development and maintenance of its forecast development. In our school monitoring tasks are as follows:

development requests species selection technology to education in the school and information-gathering techniques;

collection of information;

Development of the basis for the computer information, collation, classification and analysis of primary information;

processing, and input correction information in the database;

the implementation of the primary analysis of information classification of data sets;

identifying the main trends of development of education in schools;

the creation of forecasts, analyzes, reference materials, reports;

improving the education system monitoring technology in the school;

the selection of the most common signs of success or failure of organizational management.

Regards, Shafagat

Dear Sir, I personally think that Outcome-based education (OBE) should be the objective and not the goal of the education system..Because it is the system to convert 'Man to Human' ..

Nowadays, engineering education in Chennai, has customised inputs in the prefinal & final year, wherein campus selectors who make a haul (hundreds of students) from the same institution provide organizational required training.

I agree with Aristidis Matsoukis,

"The development and implementation of clear expectations regarding undergraduate and graduate student learning outcomes is a key feature of learner-centered education"

good answer

I do agree with the above contributions. I wish to add that sometimes there are unintended outcomes that are sometimes overlooked, so that only focusing on the stated outcomes may not be the full extent of learning.

Many thanks,

Debra

In education, it's important to study the outcome to clarify the strength and weaknesses. So it's important for the administration to review the curriculum and teachers and lesson plans, because the success of any job depends on good planning and precise.

Originally OBE can be implemented in 3 ways, traditional, transitional and transformational.

Traditional means keeping subject or faculty organisational structures the same and simply clarifying your outcomes and designing pedagogy around them.

Transformational means to determine large scale outcomes not based in subjects, but mainly meaningful skills and organising everything around those.

Transitional is, as the name suggests, somewhere between the two extremes.

In the 2000 to 2005 period, Queensland, Australia adopted both a transformational format and a traditional format in primary and high schools, and allowed teachers to experiment within the extremes. Some adopted the transformational, most tried the traditional and some, like me, experimented with a transitional format.

I teach Science and personally found the transformational format lost too much of the Science concepts. I also found the traditional format too similar to what we had been doing.

Apart from the change to pedagogy implied in OBE and described in previous comments, the main value I found in OBE was the change in mindset of the teachers and the students. Mainly, I think that this was brought about by changes in assessment and reporting on achievement due to the way we structured outcomes as a limited number of continua, through which students progressed.

Teachers felt that their job was more to support students in attaining outcomes and students appreciated this change in perception from earlier beliefs, where students believed that the teachers' job was to judge them. The result of the change in mindset was that students were more receptive of teaching and less stressed.

SUMMARY: OBE done well, can do much more than improve pedagogy, it can improve teacher and student perceptions of the education process.

Another point to consider is HOW the outcomes are selected and defined as well as by WHOM.   Collaboratively designed OBE outcomes and learning experiences are best for student engagement and motivation.  These need to be developmentally appropriate and that implies teacher development in how students learn throughout their lifetime, taking into consideration individual talents, interests, etc.

Dear Malini, 

"Outcome based education" might be another term of "formative assessment". Applying such courses are really useful in rectifying the educational process. Once getting feedback, a teacher will be able to make any necessary changes in the: 

1. Curriculum,

2. Teaching method, and

3. Assessment and testing procedure. 

Formative assessment is but one component in OBE.  It includes many forms of assessment including summative assessment.  It is correct that feedback from the assessment components (formative, summative, periodic, self-assessment, etc.) should inform both students and their teachers about how well the curriculum and teaching methods are working in the outcomes for individual students.  Feedback is one of the big 'levers' in this system that produces changes toward more individualized and personalized approaches.

Having passed through an outcome based education that expects children to learn a load of information in many areas based on the theory that all are academic fails a lot of children. As pedagogy developed. It has been discovered that children learn differently some are academic some practical and some learn through touching things. As a vast majority of schools approach learning from the academic many highly intelligent passionate young people fall through the education net because of academic deficit. In Ireland many subjects are studied at second level preparing for an intermediate and leaving certificate exams in a very very broad range of topics . This is good if children know what subjects they need and what's relevant for the degree they want. Children of 17 or 18 years may know what they like and some may know exactly what they want to do others don't and many are pushed into degrees chosen for them by mum or dad.This often results in drop outs from college picking a course because they have to pick something. The course may not remotely interest them some complete these courses but never work in that area or occupation. Career guidance is poor and if a child struggles academically there are no alternative options butcdrop out and join the dole cue. Instead their should be options a way to assess the strengths and provide practical hands on learning through portfolios and workbooks highlighting .Practical strengths in Art Carpentry Mechanics making and doing building  where colleges can see the practical ability and work on the academic by making subjects relevant to that practical talent encouraging the importance or need of the subject in relation to what's being done.

Just to add a point to so many plausible opinions here.

Except for few, very few, brand new courses written from the scratch, most of the "outcome objectives" (or synonyms) we come across have been written in backward-engineering fashion.  They are written on an existing traditional course outline.   Do they 'work' this way? Yes...we cannot say they do not.

This brings us to a next question. Even those courses that are written now and totally anew, I am quite certain that the first thing (res) in the mind of the curriculum designer, is a sparkle of expert knowledge with utilitarian intuition on a subject area. For example, course title with its key issues. Perhaps we could say that  the departing point of outcome based curriculum has no major difference with those traditional ones. The only significant difference is that learning objectives are now made explicit.

@Georgina, as I implied in my post it is not OBE that caused problems but the WAY it was implemented in different places. Without intending to sound arrogant, the way I implemented OBE worked because:

1. Students believed that they were successful at learning.

2. They were similarly successful in subsequent years, indicating that what they learned was useful.

3. They were successful in a subsequent more rigid system, meaning that the system did not prejudice them in future learning.

Returns on educational investment expects predominantly

Hence Institutions are required to be more focused towards application based learning for industrial needs.   

Yes I do agree Dr Krishna.

To corelate a particular topic in a course to a specified outcome is interesting and challenging.But it focusses the attention of the students and keep them involved.Effectiveness of outcome based education is quiet evident in the quality of graduates.

Hello Malini Ganapathy

please check the attachments

Article The possible change of Outcomes-Based Education in the Found...

Outcome-based education (OBE) enables the educator from my experience to focus on enhancing the users' motivation using engagement and pleasure, while harnessing the attitude of the learner.  Incorporating peer and community support can improve interaction, and integration to the learning communities, which will aid in the educational activities.  OBE would enable the tutor to set learning outcomes to challenge the individuals over a period of time, making sure that the domain knowledge is scaffold corrected through the learning process.  

Rob.

I've been research 'Backwards Design' and UbD (Understanding by Design) which seems to be very much along the same lines, and is clearly described by Wiggins & McTigue (2005) Understanding by design.  Sometimes the more clever acronyms there are, the more confusing the search for effective methodology that suits your purpose.

Mark I would never accuse anyone of arrogance I am aware that education has developed and changed slowly over years. I do not doubt that OBE learning is not good and can work with the right people delivering the subjects. I speak from personal experience as a pupil and also a parent as I have an academic child who frustrated he'll out of our OBE system and a second one who nether likes or cares for education he wants to do things with his hands is adamant he will be an engineer one day. My problem is where do I find him an education system which will give him what he wants delivered in a way he can understand. However children still sit ad desks set in rows or paired together we still have an 18 th century classroom layout in the 31 st century computer learning is not promoted highly enough nor is science and maths improving in the Irish education system despite offering 25 extra points to those who take honours maths. Now the solution is only let students with honours maths take up primary teaching places in colleges what signal does that send out. I was pure stupid at maths never could comprehend it I left school the OBE system with a poor leaving I went to college in my late 40 s to achieve an honours degree I should have been doing over 20 years ago all because I thought I was stupid had .Nothing to offer academia. I will never underestimate any of my RG friends or their abilities and achievements I desire only to learn and keep learning while offering advice or pointers to anyone who will listen speak or ask my opinin

Georgina, the description of your education trajectory is so common and so disgraceful. I have mostly taught in low SES schools and found it worrying that so many students who seemed to be perfectly capable cognitively were 'failing'. As a teacher of 36 years, the MAIN issue with poor learning is the student's belief that they CAN learn. The interesting thing is that is what OBE, in the way I delivered it, allowed me to change. Our education systems are designed to encourage a psychology of learning that is dysfunctional. We need to change the system in ways that maximise motivation and self belief. OBE is not a necessary component of the change, but elements of it are.

Yes Mark and yet our education system is looked on as one of the best if this is best what's the worst. Considering we maintain three core subjects and select a further 4 subjects to make up the full 7 required for leaving school and entering college. there is no guidance on selecting the four optional subjects and this would be where good carreer guidance could play a role in guiding young people to choices that provide options for entry into a broader range of courses

Dear Malini:

I entirely agree with Mark E Gould; Outcome-Based Education (BOE) is a rather tricky issue to deal with. I believe that the book below might shed some light on this difficult issue in the Education setting.

Very truly yours,

Javier.

TITLE: Outcome-Based Education: Critical Issues and Answers

ABSTRACT:

Outcome-based education (OBE) 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 book examines the issues critical to understanding and implementing OBE. Chapter 1 addresses a range of issues related to the meaning of the term "outcome-based education." It defines key terms and concepts and describes the foundations of genuine outcome-based models. The second chapter links current interest in OBE to global socioeconomic changes. Chapter 3 examines some important issues surrounding the meaning of outcomes and how they are derived. Four major trends are identified in the fourth chapter--classroom reform, program alignment, external accountability, and system transformation. Chapter 5 shows how the effects of OBE on students and schools depend on which implementation approach is used. Common misconceptions about OBE are clarified in the sixth chapter. The final chapter discusses future directions of OBE, in particular, how to sustain it over time. OBE appears to have a viable future if democratic processes and strong professional norms prevail in society and education, respectively. Twenty-five figures and a glossary are included. (LMI).

Author: Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators, 1801 North Moore Street, Arlington.

I have known and worked with Dr. Bill Spady since 2001.  He has since been in refining his original OBE model due to many criticisms from parents and others.  The key to the success of OBE seems to lie on the qualities, belief, and abilities of those involved to see that each student gets a personalized, learner-centered education.

Hope I can share this just thought it quite an apt quote.

Interesting Barbara. I haven't read any of Spady's work since 2000 and yet your point is pretty much where I have ended up. What OBE (in the form we implemented it) allowed, was for greater personalising of the educational experience for each kid, resulting in a MUCH more positive impact on their self belief. A part of the personalising was a greater awareness on teachers' part of the importance of language, which ties in with motivation described in Self Determination Theory.

 Dear Meriem Hnida,

Intresting answer. Thanks for sharing.

Best regards,

Musab Tr

Dear. Meriem:

Thank you so much for sharing this important question!

I entirely agree with you when saying that "The emphasis is on how to better teach and deliver content? rather than what content should be taught?".

Concerning this issue of overriding importance, I believe that we should formulate the following question: what is affecting the outcome and learning process in terms of teaching? Reasonably, firstly, if contents are really adjusted to the knowledge level, which learners have, criterion of psychological significance, if contents and objectives have been sequenced progressively, criterion of logical significance, thereby taking into account the diversity of methods, of activities, and of strategies for teaching. Secondly, if different kinds of activities are applied, what we are going to propose within the assessment itself of teaching planning. In this way, as teachers, when it comes to setting the assessment criteria, we must take into account what and to what extent students have learned, in addition to our educational practice. In other words, we will look carefully at what and degree of learning involving the corresponding objectives and competences with regard to contents, as well as regarding our educational planning as teachers.

Kind regards,

Javier.

Hi Meriem, I like your synthesis of issues the OBE can/should address. I completely agree with what you said and particularly like your description of different types of outcomes in say History and Coding, but would add or perhaps modify one point. You said 'When describing outcome, one should also describe level of performance that should be demonstrated by students.' I would also suggest that the level of performance should; be described in levels AND that the outcomes described in levels should be written in terms of observable behaviours or characteristics so that the student can see where they are in relation to the desired exit level.

Today's education is predominantly outcome based. However students in Asia are lagging far behind when compared to students spread over the globe.The teaching methodology, the approaches and the techniques adapted to impart special training in learning the four skills namely LSRW is not done in the right way. There are lacunae on the part of teachers teaching English using mother tongue. That has a tremendous negative impact on the learner.Learning English is not as easy as it appears.Though the inner desire is to make students master the language in the end, It is rarely achieved as far as the present scenario in Asia is concerned. Of course I am not generalizing the position of students learning English, some are extremely good as well but their number is very small.

I think it helps teachers and students in self assessement 

Dear Tahani,

I agree with you. Is this necessary! Greetings.

Dear colleague

I agree with a lot of the answers above

Best regards

 Dear Malini,

Thank you for sharing this interesting question. To some extent, I agree that outcome-based education can be effective. However, it does have limitations. Firstly, education is a process not a product. It is a social-reflexive process that must be negotiated in the classroom on a daily basis. Secondly, OBE might be good for instruction and training, but it is not compatible with a liberal notion of education, especially in arts and humanities. Finally, although OBE may improve the structure of the lessons and contents, it does not necessarily improve the quality of the curriculum. 

Best regards

Outcome based education is the root cause for what education systems had been developed since inception round the earth, because in this aspect teacher and learners are focused on clear cut to achieve the goals of education/learning as expected by society. So that students could be able successfully to learn everything what they must have at the end of their education. This outcome based education can focus on the nurture efforts in nurturing students for the their quality and successful life at large.

Satish

Today's education is predominantly outcome based. However students in Asia are lagging far behind when compared to students spread over the globe.The teaching methodology, the approaches and the techniques adapted to impart special training in learning the four skills namely LSRW is not done in the right way. There are lacunae on the part of teachers teaching English using mother tongue. That has a tremendous negative impact on the learner.Learning English is not as easy as it appears.Though the inner desire is to make students master the language in the end, It is rarely achieved as far as the present scenario in Asia is concerned. Of course I am not generalizing the position of students learning English, some are extremely good as well but their number is very small

http://cei.ust.hk/teaching-resources/outcome-based-education/institutional-resources/obe-principles-and-process

I just want to share an article on outcomes-based higher education. Please see the link.

Article A Paradigm Shift to Outcomes-Based Higher Education: Policie...

I just want to share an article on outcomes-based higher education. Please see the link.

Article A Paradigm Shift to Outcomes-Based Higher Education: Policie...

Dear Friends,

Every one contributing in the discussion here are uttering the same words as per blooms taxonomy and are not coming out with Outcome Based Education's (OBE) - implementation failures experienced and being experienced in many institutions. Parrot-like talking is of not much use.

In the present "Millennium Children" born with Smart Phones in their hands, also having the philosophy like- "Tomorrow We Do Not Know" , "Let us Enjoy Today", much needs to be changed at Schools, Colleges and at Universities also. With so many (3 to 4) lacks of Engineering Students who got "Paper Degrees" in South India who are "85% Unemployable" having only memorizing skill and not having any communication or concept understanding skills (writing in their own words) talking big about OBE as though it will work miracles make me laugh and giggle. Let us come out of our "Academic Shells" and address this Problem of Educating these "disinterested Kids" in a realistic way. Thanks.

I agree with you Kameswararao Chellapilla Chellapilla , but you also haven't made any suggestions about what to do to teach in a realisitic way. I am certainly not an academic but implemented OBE in a way that worked well for my low SES, poorly motivated students over 5 years. It worked because it motivated them. I guess it is not the OBE that is important but how it is enacted. Maybe OBE gave me the freedom to enact it in a way that worked?

"You do what you say, you say what you do."

This statement elegantly pinpoints the central philosophy of outcome-based curricular design, which signifies target-oriented approach of curriculum planning to emphasize what is learnt by the students instead of what is taught by the teachers.

See the link for details:

http://www.ijiet.org/papers/525-J10004.pdf

Dear all,

The central point in OBE is clearly spelling out the Course Objectives and relating them with Program Outcomes explicitly. The teacher becomes only a facilitator and a resource person motivating the student to achieve the skills required by his own efforts and hard work. If the institute can not provide necessary multi-media equipment and wi-fi in the class room for showing related things on screen as PPT or a YouTube Video lecture what is that a teacher or student can achieve? ABET or NBA accreditations are being sought after by institutes for hiking the school fees and not for achieving great attainment of the envisaged outcomes. Let us not forget that the Principal actor in this game of learning is the student and hence if he is not seriously interested in learning this system also fails miserably. Let us honestly focus on this problem and investigate realistic methods of enhancing the teaching learning system. Thanks.

Subhash C. Kundu The point that one emphasises 'what is learnt' rather than 'what is taught' is critical. IN that sense it gives the teacher complete freedom to alter the learning experiences of each student to maximise what is learnt. That is what I found in my 5 year intervention to improve student motivation. For me OBE allows for a better connection with student motivation.

Kameswararao Chellapilla Chellapilla Your statement " The teacher becomes only a facilitator and a resource person motivating the student to achieve the skills required by his own efforts and hard work " reinforces what I just said to Subhash.

Dear All,

Many Engineering Colleges are talking about OBE but in practice they are encountering lot of problems from staff members as well as students as they are mostly tuned to "ROTE LEARNING". Look at few papers in this area presented in conferences and published in journals. Accepting the necessity and importance of OBE type of Teaching and Learning process is one thing and achieving the necessary changes in the behaviour and mental make up of these ROTE LEARNERS is a real challenge and complete failure to implement is not surprising because "Change" is very difficult and any amount of "Motivation" may not help. See the enclosed papers and respond. Thanks.

Dear All,

In continuation of the above list of references, I may add that most of the engineering colleges and institutions which are being sanctioned NBA accreditation in India for THREE years or Five years are not making any changes in their usual routine teaching methods and are avoiding to make it clear to the students about the employ-ability issues or the "Graduate Attributes" such as Program Outcomes 2 to 12 and the necessary and conditional part they have to play in achieving those attributes. Only on Paper (Paper work) these institutions show that they have done work in this direction and attempt to get renewals of NBA accreditation for further period of time. If this trend continues unabated and unquestioned, I am sure in no time this hoax will loose its value and become like ISO 9001 and a futile and bogus accreditation. Unfortunately the "Right to Education" is being wrongly interpreted and is being used only to commercially benefit the educational institutions in filling up their seats but do nothing extra to improve the skills of the students. Unfortunate situation! Education today is a fraud and a hoax. Of-course the Students are happy as they pass examinations so easily and parents are very happy as they do not need to pay the fees again. Politically a successful strategy to improve voting percentage for them. But the future generations and future of research is at stake. In the present commercial and political world who cares about all this. Make Money at any Cost!! Thanks.

It is more like creating programmed Robots than making critical mass with diverse thanking based on naturally unique talent, intellect and diversity. OBL is concept itself not clear to every teacher and to so are students. Especially, some of the less developed nations with extremely poor academic standards are grabbing OBL-SCL because their governments has to show that they are doing something new and modern while in these countries K-12 standards of basic education is so pathetic that most students in undergraduate and graduate level simply cannot understand most of the subjects while mathematics and science subjects are their biggest phobia for almost all of them but still they receive degrees in engineering, medical, computer science, business, accounting, economics, etc. with very high marks on their transcripts but cannot solve primary school level question papers. How long we will keep on fooling around with higher education ?

This is a good discussion. Can anyone please help me to find some good material on how to introduce OBE to Engineering Technology Diploma students or generally for any post secondary student?

The students are mostly used to 'spoon feeding, cramming and sitting for examinations' in schools. How to motivate them for OBE? All material, that I could find in the web are focused on teachers.

Dear All,

Outcome-Based Education (OBE) is only a theoretical exercise and not really practiced by any Technical College perse. Mostly used for documentation of these records for NBA Certification. Even NBA Certification has become a commercial enterprise, pay Certification fee, go through the formal process, face the critical questions and criticism coolly. You will get your Certification done very easily and smoothly later on.

All this has become a routine exercise now! Take it easy.

OBE is a superb politically correct commercialization process of higher education.

Only BIG TALK! Do not get into the trap and waste effort and money!

.

i agree with Kameswararao Chellapilla Chellapilla

I think OBE would be the proof of the third world countries that there universities are at par with the universities of the first world countries or the proof of the first world countries that the universities of the former countries are not. There would be nothing to hide this time because graduates would be measured on his or her outcomes and instructors and professors alike would be measured on his or her syllabi. For example in the Philippines we have a problem on our primary and secondary schools since we have a culture that students should pass every grade school no matter what. Not doing so would mean that the teachers are not doing there job. So to cover up any deficiencies, accumulative affect becomes evident when the student enters college schooling. Most students at the tertiary level cannot display the primary outcome needed before entering college, so the problem boils down to our culture. We also have another cultural problem since the country is poor most parents will tell their children that "we cannot give you an inheritance except education". This is good, isn't it, this is the reason why almost all high school graduates wanted to go to college but with lacking skills there would be a very high dropout rate in college for those premier university on our country or a high graduate rate with no technical skills. OBE i think would just burden the education sector. But if it is for the good of the country then so be it. Is it an answer or a sudden collapse of the dying educational system. That is only my opinion.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiM_MLEx4r7AhU3gv0HHTsUBx4QFnoECC8QAQ&url=https%3A%2F%2Fwww.quora.com%2FTo-what-extent-is-outcome-based-education-effective-in-the-classroom&usg=AOvVaw1RJzUVRPGOiNfauDf2Xf5A

Outcome-based education (OBE) is education in which an emphasis is placed on a clearly articulated idea of what students are expected to know and be able to do, that is, what skills and knowledge they need to have, when they leave the school system.