In its continuing quest for excellence and in the spirit of continuous quality improvement, outcomes-based education was implemented at the Technological Institute of the Philippines as a strategy to achieve the long-term objectives of the institution for its graduates.
The TIP Implementation of outcomes-based education was driven by the following external entities: 1) Regulatory bodies such as the Commission on Higher Education (CHED), the Professional Regulation Commission (PRC), International Maritime Organization (IMO), among others, 2) Local and international accrediting bodies, specifically, the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), the Philippine Technological Council-Accreditation and Certification Board for Engineering and Technology - Engineering Accreditation Commission (PTC - ACBET - EAC), and ABET, Inc., 3) International certifying bodies, and 4) Feedback from other external constituents.
It is also guided by existing TIP internal policies and initiatives: 1) The TIP Vision, Mission, Core Values, and Core Competencies, 2) TIP Quality Policy, and 3) Other TIP initiatives that supported the OBE implementation such as a) the TIP Faculty and Staff Development Program, and b) The TIP Student Development Program.
In support of TIP’s outcomes-based education and as a strategy to promote academic excellence, TIP has also embarked on a proactive plan to implement outcomes-based teaching and learning or OBTL in all its academic programs using the City University of Hong Kong OBTL model.
Dr. Elizabeth Q. Lahoz, TIP President, launched the full implementation of outcomes-based teaching and learning in all academic programs of both TIP Manila and TIP Quezon City starting SY 2010-2011. This was initially implemented in SY 2009-2010 at TIP Quezon City with Civil Engineering and Computer Engineering as pilot programs.
The framework which TIP adopted in its OBTL implementation revolves around three important elements: 1) Intended Learning Outcomes (ILOs), 2) Teaching and Learning Activities (TLAs) and 3) Assessment Tasks (ATs).
OBTL is an approach where teaching and learning activities are developed to support the learning outcomes (University of Hong Kong, 2007). It is a student-centered approach for the delivery of educational programs where the curriculum topics in a program and the courses contained in it are expressed as the intended outcomes for students to learn. It is an approach in which teachers facilitate and students find themselves actively engaged in their learning. It is about re-aligning intended learning outcomes with teaching and assessment, focusing on what graduates know, what they can do and their personal attributes (City University of Hong Kong, 2007).
The intended learning outcomes (ILOs) describe what the learners will be able to do when they have completed their course or program. These are statements, written from the students' perspective, indicating the level of understanding and performance they are expected to achieve as a result of engaging in teaching and learning experience (Biggs and Tang, 2007). A teaching and learning activity (TLA) is any activity which stimulates, encourages or facilitates learning of one or more intended learning outcome. An assessment task (AT) can be any method of assessing how well a set of intended learning outcome or ILO has been achieved.
For SY 2010-2011, three levels of intended learning outcomes were defined, specifically, at the institutional level, program level, and course level. The TIP institutional outcomes statement was formulated based on the TIP graduate attributes. Seminar-workshops on re-alignment of all outcomes at the program level were also done. Capacity building activities were conducted to equip all faculty members and academic officers with the knowledge and pedagogical skills needed for the effective implementation of OBTL. A series of seminar workshops was conducted as part of capacity building for faculty members in designing intended learning outcomes, teaching and learning activities and assessment tasks. Evaluation rubrics were also developed and deployed for students’ assessment. All course syllabi were also revised to incorporate intended learning outcomes, teaching and learning activities and assessment tasks.
All faculty members were required to introduce the OBTL concepts in the instructional process through the application of appropriate teaching and learning activities and assessment tasks that facilitate achievement of the intended learning outcomes.
A review of the pilot implementation of OBTL was conducted and the result was used in the continual quality improvement of the process, specifically in the areas of information dissemination, capacity building, and in the conduct of teaching and learning activities.
It is hoped that the full implementation of OBTL as part of TIP’s OBE would hasten the realization of TIP’s mission "to transform students into graduates with full competence in their fields of study and who also possess Filipino values, industry-desired values, and global citizen values"