ERIC Number: ED381496
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Outcome-Based Education: Reframing the Debate. Occasional Paper No. 3.
This article offers four explanations of why outcome-based education (OBE) has proven to be so controversial. First, OBE requires consideration of the central purposes of compulsory public education, on which there is sharp philosophical disagreement, and the outcome-defining process involves input from many groups with many different perspectives, including students, parents, educators, higher education institutions, employers, community leaders, taxpayers, and policymakers. Second, conflict has arisen between two kinds of OBE and between the interest groups allied with one version or the other. The original version of OBE confined itself fairly narrowly to academic achievement, while the other version (known as transformational OBE) encompasses not only academic knowledge and competence but also affective and attitudinal dimensions of learning. Third, OBE is not "just" about outcomes, but involves a relationship between outcomes and inputs, which are often questions of cost. Fourth, OBE has become a contest for control over the "culture" of education, emphasizing not the actual goals proposed for inclusion in OBE but who proposes them. The four explanations are designed to help construct a framework for understanding and engaging in the OBE debate. (JDD)
Descriptors: Academic Achievement, Academic Standards, Debate, Educational Philosophy, Educational Policy, Elementary Secondary Education, Evaluation Criteria, Policy Formation, Power Structure, Role of Education, Student Development, Student Educational Objectives, Student Evaluation
Council for Aid to Education, 342 Madison Ave., Suite 1532, New York, NY 10173 ($3; quantity discounts available).
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: Council for Aid to Education, New York, NY.