Editing Outcome-based education (section)

==Differences from traditional education methods==
OBE can primarily be distinguished from traditional education method by the way it incorporates three elements: theory of education, a systematic structure for education, and a specific approach to instructional practice.<ref>{{Cite book|last=Killen|first=Roy|title=Teaching Strategies for Outcomes-based Education, Second Edition|date=2007|publisher=Juta and Company Ltd|isbn=978-0-7021-7680-7|location=Cape Town|pages=48}}</ref> It organizes the entire educational system towards what are considered essential for the learners to successfully do at the end of their learning experiences.<ref name=":1">{{Cite book|last1=Uys|first1=Leana|title=Curriculum Development in Nursing: Process and Innovation|last2=Gwele|first2=Nomthandazo|date=2005|publisher=Routledge|isbn=0415346290|location=Oxon|pages=194}}</ref> In this model, the term "outcome" is the core concept and sometimes used interchangeably with the terms "competency", "standards", "benchmarks", and "attainment targets".<ref name=":1" /> OBE also uses the same methodology formally and informally adopted in actual workplace to achieve outcomes.<ref name=":2">{{Cite book|last1=Meyer|first1=Salomé M.|title=Nurse Educator in Practice|last2=Niekerk|first2=Susan E. Van|date=2008|publisher=Juta and Company Ltd|isbn=978-0-7021-7299-1|location=Cape Town|pages=25}}</ref> It focuses on the  following skills when developing curricula and outcomes:

* Life skills;
* Basic skills;
* Professional and vocational skills;
* Intellectual skills;
* Interpersonal and personal skills.<ref name=":2" /> 

In a regional/local/foundational/electrical education system, students are given grades and rankings compared to each other. Content and performance expectations are based primarily on what was taught in the past to students of a given age of 12-18. The goal of this education was to present the knowledge and skills of an older generation to the new generation of students, and to provide students with an environment in which to learn. The process paid little attention (beyond the classroom teacher) to whether or not students learn any of the material.<ref>"The Harmful Effects of Algorithms in Grades 1--4", by Constance Kamii & Ann Dominique in The Teaching and Learning of Asymptote in School Mathematics (NCTM Yearbook, 1998):"The teaching of algorithms is based on the erroneous assumption that mathematics is a cultural heritage that must be transmitted to the next generation." (p.132)</ref>