Editing Outcome-based education (section)

==Adoption and removal==

===Australia===
In the early 1990s, all states and territories in Australia developed intended curriculum documents largely based on OBE for their primary and secondary schools. Criticism arose shortly after implementation.<ref name=Donnelly /> Critics argued that no evidence existed that OBE could be implemented successfully on a large scale, in either the United States or Australia. An evaluation of Australian schools found that implementing OBE was difficult. Teachers felt overwhelmed by the amount of expected achievement outcomes. Educators believed that the curriculum outcomes did not attend to the needs of the students or teachers. Critics felt that too many expected outcomes left students with shallow understanding of the material. Many of Australia’s current education policies have moved away from OBE and towards a focus on fully understanding the essential content, rather than learning more content with less understanding.<ref name=Donnelly>{{cite journal|last1=Donnelly|first1=Kevin|title=Australia's adoption of outcomes based education – a critique|journal=Issues in Educational Research|year=2007|url=http://files.eric.ed.gov/fulltext/ED501707.pdf}}</ref>

==== Western Australia ====
Officially, an agenda to implement Outcomes Based Education took place between 1992 and 2008 in Western Australia.<ref name=":0">{{Cite news|url=https://www.news.com.au/news/wa-dumps-controversial-obe/news-story/a0d09002d5a188e1cdf5c58e321d13ac|title=WA dumps Outcomes Based Education (OBE)|last=AAP|date=20 October 2009|work=News.com.au}}</ref> Dissatisfaction with OBE escalated from 2004 when the government proposed the implementation of an alternative assessment system using OBE 'levels' for years 11 and 12. With government school teachers not permitted to publicly express dissatisfaction with the new system, a community lobby group called [[PLATO WA|PLATO]] as formed in June 2004 by high school science teacher Marko Vojkavi.<ref>{{Cite news|url=http://platowa.com/documents/History.html|title=A Short History of PLATO|work=PLATO WA|archive-url=https://web.archive.org/web/20161026185807/http://platowa.com/documents/History.html|archive-date=26 October 2016|access-date=24 September 2018|url-status=dead}}</ref> Teachers anonymously expressed their views through the website and online forums, with the website quickly became one of the most widely read educational websites in Australia with more 180,000 hits per month and contained an archive of more than 10,000 articles on the subject of OBE implementation. In 2008 it was officially abandoned by the state government with Minister for Education [[Mark McGowan]] remarking that the 1990s fad "to dispense with syllabus" was over.<ref name=":0" />

===European Union===
In December 2012, the [[European Commission]] presented a new strategy to decrease youth unemployment rate, which at the time was close to 23% across the European Union [http://ec.europa.eu/eurostat/statistics-explained/index.php?title=File:Unemployment_rate_EU-28_2007-2016,_%25.PNG]. The [[European Qualifications Framework]] calls for a shift towards learning outcomes in primary and secondary schools throughout the EU. Students are expected to learn skills that they will need when they complete their education. It also calls for lessons to have a stronger link to employment through [[work-based learning]] (WBL). Work-based learning for students should also lead to recognition of [[Vocational education|vocational training]] for these students. The program also sets goals for learning foreign languages, and for teachers' continued education. It also highlights the importance of using technology, especially the internet, in learning to make it relevant to students.<ref name="EUComm_pressrelease_dec2012" />

===Hong Kong===
[[University Grants Committee (Hong Kong)|Hong Kong’s University Grants Committee]] adopted an outcomes-based approach to teaching and learning in 2005. No specific approach was created leaving universities to design the approach themselves. Universities were also left with a goal of ensuring an education for their students that will contribute to social and economic development, as defined by the community in which the university resides. With little to no direction or feedback from the outside universities will have to determine if their approach is achieving its goals on their own.<ref name=Kennedy>{{cite journal|last1=Kennedy|first1=Kerry|title=Conceptualising quality improvement in higher education: policy, theory and practice for outcomes based learning in Hong Kong.|journal=Journal of Higher Education Policy & Management|year=2011|volume=33|issue=3|pages=205–218|doi=10.1080/1360080X.2011.564995|s2cid=153870737 }}</ref>

===Malaysia===
OBE has been practiced in Malaysia since the 1950s; however, as of 2008, OBE is being implemented at all levels of education, especially tertiary education. This change is a result of the belief that the education system used prior to OBE inadequately prepared graduates for life outside of school.<ref name=Mohayidin>{{cite journal|last1=Mohayidin|first1=Mohd Ghazali|title=Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes|journal=International Education Studies|year=2008|volume=1|issue=4|doi=10.5539/ies.v1n4p147 |url=https://www.researchgate.net/publication/42386062|access-date=23 October 2014|doi-access=free}}{{dead link|date=February 2024|bot=medic}}</ref> [[Ministry of Higher Education (Malaysia)|The Ministry of Higher Education]] has pushed for this change because of the number of unemployed graduates. Findings in 2006 state that nearly 70% of graduates from public universities were considered unemployed. A further study of those graduates found that they felt they lacked, job experience, communication skills, and qualifications relevant to the current job market. The [[Malaysian Qualifications Agency]] (MQA) was created to oversee quality of education and to ensure outcomes were being reached.<ref name=Kaliannan>{{cite journal|last1=Kaliannan|first1=Maniam|last2=Chandran|first2=Suseela Devi|title=Empowering Students through Outcome-Based Education (OBE)|journal=Research in Education|year=2012|volume=87|issue=1|pages=50–63|doi=10.7227/RIE.87.1.4|s2cid=154247059 }}</ref> The MQA created a [[Malaysian Qualifications Framework|framework]] that includes eight levels of qualification within higher education, covering three sectors; skills, vocational and technical, and academic.<ref name=MQA>{{cite web|title=Malaysian Qualifications Framework|url=http://www.mqa.gov.my/|publisher=Malaysian Qualifications Agency|access-date=23 October 2014|url-status=dead|archive-url=https://web.archive.org/web/20141011033622/http://www.mqa.gov.my/|archive-date=11 October 2014}}</ref> Along with meeting the standards set by the MQA, universities set and monitor their own outcome expectations for students<ref name=Kaliannan />

=== South Africa ===
OBE was introduced to [[South Africa]] in the late 1990s by the post-[[apartheid]] government as part of its Curriculum 2005 program. [http://www.timeslive.co.za/local/article536849.ece/A-brief-history-of-a-system], Initial support for the program derived from anti-apartheid education policies. The policy also gained support from the labor movements that borrowed ideas about [[Competency-based learning|competency-based education]], and [[Vocational education]] from New Zealand and Australia, as well as the labor movement that critiqued the apartheid education system. With no strong alternative proposals, the idea of outcome-based education, and a national qualification framework, became the policy of the [[African National Congress]] government. This policy was believed to be a democratization of education, people would have a say in what they wanted the outcomes of education to be. It was also believed to be a way to increase education standards and increase the availability of education. The National Qualifications Framework (NQF) went into effect in 1997. In 2001 people realized that the intended effects were not being seen. By 2006 no proposals to change the system had been accepted by the government, causing a hiatus of the program.<ref name=Allais>{{cite journal|last1=Allais|first1=Stephanie|title=Education service delivery: the disastrous case of outcomes-based qualifications frameworks.|journal=Progress in Development Studies|year=2007|volume=7|issue=1|pages=65–78|doi=10.1177/146499340600700106|s2cid=154518108 }}</ref> The program came to be viewed as a failure and a new curriculum improvement process was announced in 2010, slated to be implemented between 2012 and 2014.<ref name=Mouton>{{cite journal|last1=Mouton|first1=M|last2=Louw|first2=G.P.|last3=Strydom|first3=G.L.|title=A Historical Analysis of the Post-Apartheid Dispensation Education in South Africa (1994-2011)|journal=International Business & Economics Research Journal|year=2012|volume=11|issue=11|url=http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-fasrek/pdf/2012/MOUTON%20et%20al%20%282012%29%20A%20Historical%20Analysis%20Of%20The%20Post-Apartheid%20Dispensation%20Education%20In%20South%20Africa%20%281994-2011%29.pdf|access-date=17 October 2014|archive-date=29 November 2014|archive-url=https://web.archive.org/web/20141129061128/http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-fasrek/pdf/2012/MOUTON%20et%20al%20%282012%29%20A%20Historical%20Analysis%20Of%20The%20Post-Apartheid%20Dispensation%20Education%20In%20South%20Africa%20%281994-2011%29.pdf|url-status=dead}}</ref>

===United States===
In 1983, a report from the National Commission on Excellence in Education declared that American education standards were eroding, that young people in the United States were not learning enough. In 1989, [[George H. W. Bush|President Bush]] and the nation’s governors set national goals to be achieved by the year 2000.<ref name=Manno>{{cite journal|last1=Manno|first1=Bruno|title=Outcome-Based Education: Has It Become More Affliction Than Cure?|journal=Center of the American Experiment|year=1994|url=http://www.americanexperiment.org/publications/reports/outcome-based-education-has-it-become-more-affliction-than-cure|access-date=18 October 2014}}</ref> [[Goals 2000]]: Educate America Act was signed in March 1994.<ref name=Austin>{{cite web|last1=Austin|first1=Tammy|title=GOALS 2000--THE CLINTON ADMINISTRATION EDUCATION PROGRAM|url=https://www3.nd.edu/~rbarger/www7/goals200.html|access-date=18 October 2014}}</ref> The goal of this new reform was to show that results were being achieved in schools. In 2001, the [[No Child Left Behind Act]] took the place of [[Goals 2000]]. It mandated certain measurements as a condition of receiving federal education funds. States are free to set their own standards, but the federal law mandates public reporting of math and reading test scores for disadvantaged demographic subgroups, including racial minorities, low-income students, and special education students. Various consequences for schools that do not make "adequate yearly progress" are included in the law. In 2010, President Obama proposed improvements for the program. In 2012, the U.S. Department of Education invited states to request flexibility waivers in exchange for rigorous plans designed to improve students' education in the state.<ref name=USDE>{{cite web|title=NCLB ESEA Flexibility|url=http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html|website=U.S. Department of Education|date=2016-05-12}}</ref>

===Sri Lanka=== 
Although it is unclear when the OBE was started in educational practices in Sri Lanka, In 2004, the UGC jointly with the CVCD, established a Quality Assurance and Accreditation (QAA) Unit (which was subsequently renamed as the QAA Council in 2005) started the first cycle of reviews based on the “Quality Assurance Handbook for Sri Lankan Universities 2002”.<ref>{{cite web |url=https://www.eugc.ac.lk/qac/downloads/QA_handbook.pdf |website=www.eugc.ac.lk |access-date=2023-09-16 |title=Quality Assurance Handbook}}</ref> In the Handbook, emphasis is given on the Intended Learning Outcomes as one of the main measures in evaluating the study programmes, Subsequently, based on the feedback, the manual was revised. In the Revised Manual <ref>{{cite web |url=https://www.ugc.ac.lk/attachments/1519_IR%20Manual%20-%20Printed%20Version%207th%20May.pdf |website=www.ugc.ac.lk |access-date=2023-09-16 |title=Manual for Institutional Review}}</ref> the Ministry of Higher Education (MoHE) proposed that Outcome-Based Education (OBE) together with the Student-Centred Learning (SCL) concepts be introduced within the higher education study programmes. Subsequently, almost all the manuals developed in this regard included the OBE, and more objective measures were introduced to measure them when reviewing. 
Today, all the teacher training programmes emphasize the training on OBE concepts such as the Certificate of Teaching in Higher Education (CTHE) run by the Universities and Postgraduate degree programme in Medical Education run by the Postgradute Institute of Medicine (PGIM). 
As the QAC of the UGC has introduced a mechanism to include OBE concepts, and it is being frequently monitored, almost all the degree programmes in Sri Lanka are now adopting the OBE concepts into their curricula. 
===India===
[[India]] has become a permanent signatory member of the [[Washington Accord (credentials)|Washington Accord]] on 13 June 2014.<ref>{{cite web |url=http://www.nbaind.org/En/1033-washington-accord.aspx |title=Washington Accord :: NBA |access-date=2014-11-26 |url-status=dead |archive-url=https://web.archive.org/web/20150206071035/http://nbaind.org/En/1033-washington-accord.aspx |archive-date=2015-02-06 }}</ref> [[India]] has started implementing OBE in higher technical education like diploma and undergraduate programmes. [[National Board of Accreditation|The National Board of Accreditation]], a body for promoting international quality standards for technical education in [[India]] has started accrediting only the programmes running with OBE from 2013.<ref>{{cite web |url=http://nbaind.org/En/1055-learning-resources.aspx |title=Learning Resources :: NBA |access-date=2016-03-07 |url-status=dead |archive-url=https://web.archive.org/web/20160307172644/http://nbaind.org/En/1055-learning-resources.aspx |archive-date=2016-03-07 }}</ref>

[[National Board of Accreditation|The National Board of Accreditation]] mandates establishing a culture of outcomes-based education in institutions that offer Engineering, Pharmacy, Management programs. Outcomes analysis and using the analytical reports to find gaps and carry out continuous improvement is essential cultural shift from how the above programs are run when OBE culture is not embraced. Outcomes analysis requires huge amount of data to be churned and made available at any time, anywhere. Such an access to scalable, accurate, automated and real-time data analysis is possible only if the institute adopts either excelsheet based measurement system or some kind of home-grown or commercial software system. It is observed that excelsheet based measurement and analysis system doesn't scale when the stakeholders want to analyse longitudinal data.