Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

WEEK 1 & 2
Outcomes Based Education

Pre-competency Checklist

Activity 1:
a. Make a Poster describing Filipino graduate’s attributes in the 21st century a
globally transformed...

Activity 2:

(Verse 1)
In the halls of wisdom, where knowledge unfurls,
Our graduates emerge, a force for the world.
Equipped with skills, values, and behavior refined,
They're ready for the global stage, a rare find.

(Chorus)
Oh, our graduates, shining bright,
Igniting change with their knowledge so right.
In the dance of global competition, they sway,
A symphony of success, leading the way.

(Verse 2)
From classrooms to boardrooms, their journey unfolds,
Mastering challenges, their stories are told.
With wisdom as their guide, and skills in their hand,
They conquer the world, a confident band.

(Bridge)
Values deep-rooted, a beacon so strong,
In the face of adversity, they stand along.
Diversity embraced, like colors of the sky,
Our graduates soar, reaching new highs.
(Chorus)
Oh, our graduates, a beacon so bright,
In the vast sea of competition, they ignite.
Knowledge, skills, values, a powerful trio,
On the global stage, they boldly go.

(Outro)
As they embark on this global quest,
Our graduates shine, at their very best.
A melody of success, echoes in the air,
They're the changemakers, beyond compare.

Discussion Board

1. What is an OBE?
•Outcome-based education (OBE) is a process that involves the restructuring of
curriculum, assessment, and practices in education to reflect the achievement of
high order thinking skills and the mastery rather than accumulation of course
credits.

2. What are the principles of OBE?

•Principle of Clarity of focus
•Principle of designing back
•Principle of High expectation
•Principle of Expanded Opportunities

3. What challenges and issues the Higher Educational Institutions prompt to respond to shifting to
OBE?
•Class size, expectations of learner characteristics and reality, teaching practice
and evaluation, and student motivation were the most commonly discussed
challenges. Self-reported instructor characteristics and the perceived role of the
instructor often contradicted the OBE model of learning.

Post-competency Checklist

I. MULTIPLE CHOICE: Choose the correct answer from the options provided for in every
number. Write the letter only on the space at the end of the questions.
1. The focus of approach in the teaching - learning process of Outcomes Based Education______.
A. student centered
B. teacher centered
C. teaching resources
D. classroom environment
ANSWER:

2. The goal of the OBE wishes to produce for our graduates______.

A. globally competitive
B. internationally competitive
C. nationally competitive
D. locally competitive
ANSWER:

3. The issues and challenges posed that the Philippine Higher Education shift to OBE____.
A. Liberalization
B. Internationalization
C. Globalization
D. Commercialization
ANSWER:

4. The principle of OBE that first to consider in designing lesson objectives____.

A. Clarity of focus of significance
B. Expanded opportunity for students to succeed
C. High expectations for quality performance
D. Design down from where you want to end up
ANSWER:

5. As an instructor of the Social studies in elementary grades, what principles we are guided with in order to
deliver the OBE effectively and efficiently______.
A. Meaningful
B. Active
C. Integrative
d. all of the above
ANSWER:

II. ESSAY:
 1. Why do Universities and State Colleges compel to align their curriculum to International Standard?
How?

Universities and State Colleges strive to align their curriculum with international standards for several
compelling reasons. Firstly, fostering global competitiveness is crucial in today's interconnected world. By
adhering to international standards, institutions ensure that their graduates possess skills and knowledge
that are recognized and valued globally, enhancing their employability on an international scale.

Moreover, alignment with international standards promotes academic excellence and innovation. It allows
institutions to benchmark their programs against the best practices worldwide, facilitating continuous
improvement and ensuring that students receive a high-quality education. This global perspective also
encourages collaboration and exchange programs, exposing students to diverse cultures and ideas, fostering
a more comprehensive and inclusive educational experience.

To achieve alignment, universities and state colleges employ various strategies. They engage in regular
reviews and updates of their curricula, incorporating feedback from industry experts, international academic
partners, and relevant stakeholders. Collaboration with international accreditation bodies and participation in
global educational networks play a vital role in understanding and implementing best practices. Additionally,
faculty development programs and exchanges help educators stay abreast of the latest trends and
advancements, contributing to a dynamic and globally relevant academic environment.

In conclusion, aligning curricula with international standards benefits universities and state colleges by
enhancing global competitiveness, promoting academic excellence, and fostering innovation. The
commitment to these standards is realized through strategic reviews, collaboration with global entities, and
ongoing efforts to integrate diverse perspectives into the educational experience.