Open AccessOrganizational structure and procedure barriers to obedizing Philippine higher education: Implications to policies and practice
Author(s) -
Januard D. Dagdag
Publication year - 2020
Publication title -
journal of research, policy and practice of teachers and teacher education/the journal of research, policy and practice of teacher's and teacher education
Language(s) - English
Resource type - Journals
eISSN - 2550-1771
pISSN - 2232-0458
DOI - 10.37134/jrpptte.vol10.1.3.2020
Subject(s) - licensure , outcome (game theory) , curriculum , higher education , test (biology) , political science , medical education , psychology , public relations , pedagogy , economics , medicine , economic growth , paleontology , mathematical economics , biology
The claim that higher education institutions are outcome-based education-aligned or obedized necessitates evidence in practice. This policy perspectives article discusses the implications of the following prevailing inputs-based structures and procedures to the implementation of outcome-based education in Philippine higher education: (1) segmenting learning time and prescheduling examination; (2) covering curriculum contents over achieving desired outcomes; (3) imposing regular classroom meetings; (4) quantifying inputs targets; (5) quantifying learning performance using a mark; (6) aligning assessments with the licensure examination; (7) and screening and clustering students through a test. The paper offers insights necessary for strengthening policies and practice to obedizing tertiary education in the Philippines and beyond.