Program Theory of Outcomes Based Education: Analyzing Systemic Reform

Abstract

The objective of this study was to conduct program theory evaluation (PTE) of outcomes-based education-it being an avenue in analyzing education systemic reform. The Commission on Higher Education (CHEd) is pushing for the adoption of outcomes-based education in all curricular programs of CHEd-recognized/regulated HEI’s in the country. CHEd Memorandum Order No.46, series of 2012 was issued to this effect and has given all its subjects at least two years to shift to outcomes-based education (OBE). Given the scenario, the problems posed for this study include (1) what theory informs outcomes-based education (OBE) as strongly advocated by Commission on Higher Education (CHED)? (2) What specific needs do outcomes-based education address? (3) what model is used to explicate the PTE of OBE? and (4) what implications can be drawn for the upcoming OBE implementation? While this OBE thing is seen not just a mere paradigm shift in a long-standing praxis in education, most importantly, it has to be understood that ‘OBE is principally a curriculum reform model with definite implications for the assessment of student learning’ (Guskey, 1994). And as a systemic, curricular reform, the conduct of PTE is inevitably significant to understand and prefigure ‘why this program will work or will not work’ in this country. Here, an adapted model is presented to explicate the program theory of outcomesbased education in the country. The study course through the discussions anchoring on sound theoretical frameworks and empirical evidences utilizing the review of research literature on similar programs and document analysis.