Abstract
The launch of the ASEAN Community with its politician and security, socio-cultural, and economic pillars requires all country members to integrate in a common community in all fields, and education is not an exception. Of all prominent trends in education, Outcome-Based Education (OBE) is one of the most cutting-edge and revolutionary approaches that can be promoted as the panacea for educational woes in any ASEAN countries. Determining the educators’ level of awareness on OBE approach is essential for the success of any curriculum transformation. This study employs descriptive research design to investigate the level of awareness on OBE of twelve Vietnamese educators responsible for devising General English syllabi at five different higher education institutions of Thai Nguyen University, a key regional educational center of Vietnam. The results from the study would be used to develop relevant and appropriate training programs to enhance the implementation of OBE in the region as well as all over the country.
Highlights
Outcome-based education (OBE) is a paradigm shift for most Vietnamese teachers as it is a departure from the more familiar content-based, test-driven traditional curriculum
The research employed the descriptive method to find out educator respondents’ level of awareness on Outcome-Based Education (OBE) and factors affecting the implementation of OBE at Thai Nguyen University (TNU)
Based on the abovementioned findings, the following conclusions were drawn: English syllabus designers at TNU are experienced in teaching English but lack professional trainings on Outcome-Based Education, in curriculum development in OBE standards
Summary
Outcome-based education (OBE) is a paradigm shift for most Vietnamese teachers as it is a departure from the more familiar content-based, test-driven traditional curriculum. This means starting with identifying learners’ expected outcomes organizing teaching and learning as well as assessment to warranty the effectiveness of the learning process He stated that outcome-based education is designed so that all students are equipped with necessary knowledge, skills and qualities to succeed after graduation. The process of designing a course starts with the teachers’ planning the intended learning outcomes in terms of knowledge, skills, values and attitudes the students at the end of the learning process All these expected outcomes serve as the basis for teachers to select suitable teaching and learning activities and tasks to assess. The data gathered were described statistically using percentage, frequency for respondents’ profiles; mean and standard deviation for educators’ level of awareness on OBE and factors affecting OBE implementation
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