Abstract
Abstract—Despite the wide adoption of outcomes-based approach (OBA) in local tertiary institution as a policy mandate, it remains questionable whether or not front-line teachers hold consistent conception of OBA as compared to that of the policy makers. By interviewing a group of teachers in the local sub-degree sector, we find that although teachers try to comply with OBA as an institutional policy, the special educational needs of sub-degree students have led to diverse views on the values of education, leading to differences in the interpretation of learning outcomes, teaching effectiveness, and OBA implementation. Implications of this diversity are discussed.
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