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IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES

Yıl 2021, Cilt 5, Sayı 2, 27 - 47, 19.06.2021

Öz

Outcome-Based Education (OBE) as a new teaching approach that concentrates on student-centered learning has recently come into Afghanistan's educational context. This qualitative study aimed to explore the attitudes of ten Afghan instructors towards the implementation of OBE in Afghanistan universities. For collecting the data, a semi-structured interview and observation were designed. After collecting the data, the data were categorized, coded, and then thematically analyzed. Therefore, four major themes were drawn: (a) beliefs regarding the essence of Outcome-Based Education (OBE), b) different interpretations on OBE, c) developing the classes’ outcomes based on Bloom's Taxonomy, and d) shifting teaching practices from teacher-centered to student-centered learning approach. The results revealed that instructors’ attitudes towards the imple-mentation of OBE in their classrooms are both positive and negative. The findings also revealed that implementing the principles of OBE in classes helps them better design and develop their teaching materials well and set the learning outcomes based on the needs and expectations of students. The instructors reported that OBE is applicable in all different types of classes in which teachers and students get involved in learning and teaching processes purposefully. Creating an interactive classroom, choosing authentic materials, setting clear learning outcomes, understanding the full concept of OBE, and applying its principles and premises through pair work and group-work activities were core issues to help teachers in having a shift from a teacher-centered approach to student-centered learning.

Kaynakça

  • Acharya, C. (2003). Outcome-based Education: A new paradigm for learning. Center for Development of Teaching and Learning. Retrieved from www.cdtl.nus.sg/Link/nov2003/obe.htm
  • Adedoyin, O. (2013). Concepts and practices of Outcomes-Based Education for the effective education system in Botswana. European Journal of Social Science, 13(2), 161-170.
  • Adedoyin, O. (2010). Outcomes-Based Education for the effective education system in the teaching context. International Journal of Language Studies, 12(1), 271-280. Akramy, S. A. (2020). Speaking anxiety in an Afghan EFL setting: A case study of an Afghan University. Language in India, 20(12), 161-182.
  • Alimyar, Z. (2020). Outcome-based education training workshops: A study to explore their effectiveness on Afghan EFL instructors’ teaching methods. International Journal of Education and Culture, 9(2), pp. 18-30.
  • Avalos, B. (2013). Outcome-based education: Implementation of OBE at universities. Language in India7, 457-471.
  • Avalos, B. (2015). School-based education: A case study of Chilean schools. Interna-tional Journal of cultural studies12 (2).
  • Avalos, B. (1998). School-based teacher development: The experience of teacher pro-fessional groups in secondary schools in Chile. Teacher and Teacher Education 14, 257-271.
  • Butler, M. (2003). Outcome-based/ Outcome-focused Education. Retrieved from hpp//:www.cdtl.nus.edu.sg/link/nov2003/obe.htm.
  • Freire, P., & Ramos, M. (2009). Chapter 2 from “Pedagogy of the Oppressed”. Race/Ethnicity: Multidisciplinary Global Contexts, 2 (2), pp. 163-174.
  • Hashemi, A., & SI NA, K. (2020). The effects of using blended learning in teaching and learning English: A review of the literature. The Eurasia Proceedings of Educa-tional & Social Sciences (EPESS), 18, 173-179.
  • HEDP. (2018). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Retrieved July 20, 2019, from http://www.hedp.af/report-center/.
  • HEDP. (2017). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Retrieved July 20, 2018, from http://www.hedp.af/report-center/.
  • HEDP. (2016). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Retrieved July 20, 2017, from http://www.hedp.af/report-center/.
  • HEDP. (2015). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Jafarzadeh, R. (2010). Investing the Effectiveness of STS on Concept-Based Planning and Training. Tehran: Ayeezh Publishing.
  • Jansen, J. (1998). Improving outcomes-based education into South Africa: Policy bor-rowing in a post-communist world. In D. Philip, & K. Ochs (Eds.), Educational policy borrowing: Historical perspectives. Oxford: Symposium Books.
  • Kennedy, K. (2009). Outcomes-based learning, concepts, issues and action. Retrieved from http://www.ied.edu.hk/obl/files/OBLConcepts%20Issues%20and%20Action-Kennedy.doc
  • Killen, R. (2000). Outcomes-based education: Principles and possibilities. (Unpublished manuscript). The University of Newcastle, Faculty of Education. Retrieved from http://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf.
  • Lorenzen, M. (2002). Using outcomes-based education in planning and teaching new information technologies. Retrieved from http://www.libraryinstruction.com/obe.html
  • Lui, G., & Shum, C. (2010). Outcome-based education and student learning in manage-rial accounting in Hong Kong. Journal of Case Studies in Accreditation and As-sessment, (2).
  • Malan, S. P. T. (2000). The ‘new paradigm’ of outcomes-based education in perspective. Journal of Family Ecology and Consumer Sciences. 28, 22-28.
  • McMillan, J. H., & Schumacher, S. (2001). Research in Education. (Fifth Edition). Cape Town, Maskew Miller Longman.
  • Mokhaba, M. B. (2005). Outcome-based education in South Africa since 1994: Policy objectives and implementation complexities, Ph.D. thesis, University of Pretoria, South Africa.
  • Morrison, K. R. B. (2000). Planning and Accomplishing School-Centered Evaluation. Dereham, UK: Peter Francis.
  • Naicker, S. M. (1999). Curriculum 2005. A space for all, an introduction to inclusive education. Cape Town, Renaissance.
  • Northern Province Department of Education Policy Document. (2000). Provincial as-sessment policy, GET BAND.
  • Olivier, C. (2002). Let’s educate, train and learn outcomes-based (Further Education and Training, Life Orientation, Participant manual). University of Witwaters-rand, Johannesburg, South Africa.
  • Orfan, S. N. (2021). Outcome-based education and student-centered learning. Tehran, Peshtiban Press.
  • Orfan, S. N. (2020a). Afghan undergraduate students’ attitudes towards learning Eng-lish. Cogent Arts & Humanities, 7(1) 1723831. https://doi.org/10.1080/23311983.2020.1723831.
  • Orfan, S. N. (2020b). Afghan EFL students’ difficulties and strategies in learning and understanding English idioms. Cogent Arts & Humanities, 7(1), 1796228. https://10.1080/23311983.2020.1796228.
  • Sadat, S. Masood, Satkowski Christina, Sexton Renard, Sarabi Shamim, Feinzig Sandy, Kabuli Shahim, Maxwell-Jones Charlotte, & Warren Zachary (2015). Afghani-stan in 2015: A survey of the Afghan People. The Asia Foundation.
  • Siebörger, R. (2004). Transforming Assessment: A guide for South African Teachers. Cape Town, Juta.
  • Stone, M. V. (2005). Opening remarks in the “Symposium on Outcome-based Approach to Teaching, Learning and Assessment in Higher Education: International Per-spectives”. University Grants Committee of Hong Kong. Retrieved from http://www.ugc.edu.hk/eng/ugc/publication/speech/2005/sp171205.htm
  • Spady, W. (1993). Outcome-based education. Australian Curriculum Studies Associa-tion.
  • Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. Arling-ton, VA: American Association of School Administration.
  • Tuckman, B. W. (1994). Conducting Educational Research. (Fourth Edition). Harcourt brace College Publishers.
  • UNESCO. (2017). Education: Basic premises of teaching methods in schools. Sudan: AB.
  • UNESCO. (2015). Education and knowledge: principles of SCL and OBE in school-based education. Eclat-UNESCO . UNESCO. (2010). Teaching and learning: students’ perceptions towards teaching and learning methods. Bangladesh: UNESCO.
  • UNESCO. (1998). Education and knowledge: Basic pillars of changing production and patterns with social equity. Santiago: Eclac-UNESCO.
  • Van der Horst, H., & McDonald, R. (2003). Outcome-based education. ATeachers’ Manual, Pretoria, Kagiso Publishers.
  • World Bank. (2019). International development association, project appraisal document, of a proposed grant. HEDP, Kabul.
  • World Bank. (2017). International development association, project appraisal document, of a proposed grant. HEDP.
  • World Bank. (2016). International development association, project appraisal document, of a proposed grant. HEDP, Kabul, Retrieved from www. artf.af/uploads/HEDP
  • World Bank. (2015). International development association, project appraisal document, of a proposed grant. HEDP, Kabul, Retrieved from www. artf.af/images/uploads/HEDP
  • Wills, S., & Kissane, B. (1997). Achieving outcome-based education: Premises, princi-ples and implications for curriculum and assessment. Studies in Education Eval-uation, 23(1), 5-30.
  • Wilkins, D. (1976). National syllabuses. Oxford: Oxford University Press.

Yıl 2021, Cilt 5, Sayı 2, 27 - 47, 19.06.2021

Öz

Kaynakça

  • Acharya, C. (2003). Outcome-based Education: A new paradigm for learning. Center for Development of Teaching and Learning. Retrieved from www.cdtl.nus.sg/Link/nov2003/obe.htm
  • Adedoyin, O. (2013). Concepts and practices of Outcomes-Based Education for the effective education system in Botswana. European Journal of Social Science, 13(2), 161-170.
  • Adedoyin, O. (2010). Outcomes-Based Education for the effective education system in the teaching context. International Journal of Language Studies, 12(1), 271-280. Akramy, S. A. (2020). Speaking anxiety in an Afghan EFL setting: A case study of an Afghan University. Language in India, 20(12), 161-182.
  • Alimyar, Z. (2020). Outcome-based education training workshops: A study to explore their effectiveness on Afghan EFL instructors’ teaching methods. International Journal of Education and Culture, 9(2), pp. 18-30.
  • Avalos, B. (2013). Outcome-based education: Implementation of OBE at universities. Language in India7, 457-471.
  • Avalos, B. (2015). School-based education: A case study of Chilean schools. Interna-tional Journal of cultural studies12 (2).
  • Avalos, B. (1998). School-based teacher development: The experience of teacher pro-fessional groups in secondary schools in Chile. Teacher and Teacher Education 14, 257-271.
  • Butler, M. (2003). Outcome-based/ Outcome-focused Education. Retrieved from hpp//:www.cdtl.nus.edu.sg/link/nov2003/obe.htm.
  • Freire, P., & Ramos, M. (2009). Chapter 2 from “Pedagogy of the Oppressed”. Race/Ethnicity: Multidisciplinary Global Contexts, 2 (2), pp. 163-174.
  • Hashemi, A., & SI NA, K. (2020). The effects of using blended learning in teaching and learning English: A review of the literature. The Eurasia Proceedings of Educa-tional & Social Sciences (EPESS), 18, 173-179.
  • HEDP. (2018). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Retrieved July 20, 2019, from http://www.hedp.af/report-center/.
  • HEDP. (2017). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Retrieved July 20, 2018, from http://www.hedp.af/report-center/.
  • HEDP. (2016). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Retrieved July 20, 2017, from http://www.hedp.af/report-center/.
  • HEDP. (2015). First Conference on Promotion and Institutionalization of Outcome-Based Education & Student-Centered Learning (OBE-SCL) in Higher Education, Final Report. Jafarzadeh, R. (2010). Investing the Effectiveness of STS on Concept-Based Planning and Training. Tehran: Ayeezh Publishing.
  • Jansen, J. (1998). Improving outcomes-based education into South Africa: Policy bor-rowing in a post-communist world. In D. Philip, & K. Ochs (Eds.), Educational policy borrowing: Historical perspectives. Oxford: Symposium Books.
  • Kennedy, K. (2009). Outcomes-based learning, concepts, issues and action. Retrieved from http://www.ied.edu.hk/obl/files/OBLConcepts%20Issues%20and%20Action-Kennedy.doc
  • Killen, R. (2000). Outcomes-based education: Principles and possibilities. (Unpublished manuscript). The University of Newcastle, Faculty of Education. Retrieved from http://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf.
  • Lorenzen, M. (2002). Using outcomes-based education in planning and teaching new information technologies. Retrieved from http://www.libraryinstruction.com/obe.html
  • Lui, G., & Shum, C. (2010). Outcome-based education and student learning in manage-rial accounting in Hong Kong. Journal of Case Studies in Accreditation and As-sessment, (2).
  • Malan, S. P. T. (2000). The ‘new paradigm’ of outcomes-based education in perspective. Journal of Family Ecology and Consumer Sciences. 28, 22-28.
  • McMillan, J. H., & Schumacher, S. (2001). Research in Education. (Fifth Edition). Cape Town, Maskew Miller Longman.
  • Mokhaba, M. B. (2005). Outcome-based education in South Africa since 1994: Policy objectives and implementation complexities, Ph.D. thesis, University of Pretoria, South Africa.
  • Morrison, K. R. B. (2000). Planning and Accomplishing School-Centered Evaluation. Dereham, UK: Peter Francis.
  • Naicker, S. M. (1999). Curriculum 2005. A space for all, an introduction to inclusive education. Cape Town, Renaissance.
  • Northern Province Department of Education Policy Document. (2000). Provincial as-sessment policy, GET BAND.
  • Olivier, C. (2002). Let’s educate, train and learn outcomes-based (Further Education and Training, Life Orientation, Participant manual). University of Witwaters-rand, Johannesburg, South Africa.
  • Orfan, S. N. (2021). Outcome-based education and student-centered learning. Tehran, Peshtiban Press.
  • Orfan, S. N. (2020a). Afghan undergraduate students’ attitudes towards learning Eng-lish. Cogent Arts & Humanities, 7(1) 1723831. https://doi.org/10.1080/23311983.2020.1723831.
  • Orfan, S. N. (2020b). Afghan EFL students’ difficulties and strategies in learning and understanding English idioms. Cogent Arts & Humanities, 7(1), 1796228. https://10.1080/23311983.2020.1796228.
  • Sadat, S. Masood, Satkowski Christina, Sexton Renard, Sarabi Shamim, Feinzig Sandy, Kabuli Shahim, Maxwell-Jones Charlotte, & Warren Zachary (2015). Afghani-stan in 2015: A survey of the Afghan People. The Asia Foundation.
  • Siebörger, R. (2004). Transforming Assessment: A guide for South African Teachers. Cape Town, Juta.
  • Stone, M. V. (2005). Opening remarks in the “Symposium on Outcome-based Approach to Teaching, Learning and Assessment in Higher Education: International Per-spectives”. University Grants Committee of Hong Kong. Retrieved from http://www.ugc.edu.hk/eng/ugc/publication/speech/2005/sp171205.htm
  • Spady, W. (1993). Outcome-based education. Australian Curriculum Studies Associa-tion.
  • Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. Arling-ton, VA: American Association of School Administration.
  • Tuckman, B. W. (1994). Conducting Educational Research. (Fourth Edition). Harcourt brace College Publishers.
  • UNESCO. (2017). Education: Basic premises of teaching methods in schools. Sudan: AB.
  • UNESCO. (2015). Education and knowledge: principles of SCL and OBE in school-based education. Eclat-UNESCO . UNESCO. (2010). Teaching and learning: students’ perceptions towards teaching and learning methods. Bangladesh: UNESCO.
  • UNESCO. (1998). Education and knowledge: Basic pillars of changing production and patterns with social equity. Santiago: Eclac-UNESCO.
  • Van der Horst, H., & McDonald, R. (2003). Outcome-based education. ATeachers’ Manual, Pretoria, Kagiso Publishers.
  • World Bank. (2019). International development association, project appraisal document, of a proposed grant. HEDP, Kabul.
  • World Bank. (2017). International development association, project appraisal document, of a proposed grant. HEDP.
  • World Bank. (2016). International development association, project appraisal document, of a proposed grant. HEDP, Kabul, Retrieved from www. artf.af/uploads/HEDP
  • World Bank. (2015). International development association, project appraisal document, of a proposed grant. HEDP, Kabul, Retrieved from www. artf.af/images/uploads/HEDP
  • Wills, S., & Kissane, B. (1997). Achieving outcome-based education: Premises, princi-ples and implications for curriculum and assessment. Studies in Education Eval-uation, 23(1), 5-30.
  • Wilkins, D. (1976). National syllabuses. Oxford: Oxford University Press.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Sayeed Asif AKRAMY Bu kişi benim
0000-0002-7770-4474
Afghanistan

Yayımlanma Tarihi 19 Haziran 2021
Başvuru Tarihi 10 Kasım 2020
Yayınlandığı Sayı Yıl 2021, Cilt 5, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { ijqe954557, journal = {International Journal of Quality in Education}, issn = {}, eissn = {2636-8412}, address = {}, publisher = {Abdülkadir KABADAYI}, year = {2021}, volume = {5}, pages = {27 - 47}, doi = {}, title = {IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES}, key = {cite}, author = {Akramy, Sayeed Asif} }
APA Akramy, S. A. (2021). IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES . International Journal of Quality in Education , 5 (2) , 27-47 . Retrieved from https://dergipark.org.tr/tr/pub/ijqe/issue/62879/954557
MLA Akramy, S. A. "IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES" . International Journal of Quality in Education 5 (2021 ): 27-47 <https://dergipark.org.tr/tr/pub/ijqe/issue/62879/954557>
Chicago Akramy, S. A. "IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES". International Journal of Quality in Education 5 (2021 ): 27-47
RIS TY - JOUR T1 - IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES AU - Sayeed Asif Akramy Y1 - 2021 PY - 2021 N1 - DO - T2 - International Journal of Quality in Education JF - Journal JO - JOR SP - 27 EP - 47 VL - 5 IS - 2 SN - -2636-8412 M3 - UR - Y2 - 2021 ER -
EndNote %0 International Journal of Quality in Education IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES %A Sayeed Asif Akramy %T IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES %D 2021 %J International Journal of Quality in Education %P -2636-8412 %V 5 %N 2 %R %U
ISNAD Akramy, Sayeed Asif . "IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES". International Journal of Quality in Education 5 / 2 (Haziran 2021): 27-47 .
AMA Akramy S. A. IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES. IJQE. 2021; 5(2): 27-47.
Vancouver Akramy S. A. IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES. International Journal of Quality in Education. 2021; 5(2): 27-47.
IEEE S. A. Akramy , "IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN AFGHAN UNIVERSITIES: LECTURERS’ VOICES", International Journal of Quality in Education, c. 5, sayı. 2, ss. 27-47, Haz. 2021