This document discusses outcomes-based education (OBE) and its application in English second language (ESL) classrooms in South Africa. It begins by outlining the problem statement and research questions regarding the implementation of the communicative approach in Grade 8 ESL classrooms. It then describes the qualitative research methods used, including classroom observations and educator interviews across five schools. Key points covered include defining OBE principles like clarity of outcomes and designing instruction backwards from goals. The document also examines characteristics of OBE curricula and assessment, different delivery approaches, and references challenges in applying OBE in multilingual ESL contexts.

1. OUTCOMES-
BASED
EDUCATION

2. Why is it important to know
the outcomes prior to
planning & teaching?

3. What do you want the students to learn?
Learners Outcomes
Why should they learn it?
Motivation
How can you best help students learn it?
Teaching Strategies
How will you know if they have learnt it?
Assessment

4. What is Outcomes-
Based Education?
1

5. OBE is an educational theory that
bases each part of an educational system
around goals (outcomes). By the end of the
educational experience each student should
have achieved the goal. There is no
specified style of teaching or assessment in
OBE; instead classes, opportunities, and
assessments should all help students
achieve the specified outcomes.

6. “
An approach that focuses and organizes
the educational system around what is
essential for all learners to know, value,
and be able to do to achieve a desired
level of competence. -CHED

7. “
“A means of describing the attributes of their
ideal graduates based on their visions and
missions as part of their institutional goals or
outcomes , and using these as bases for
developing specific program outcomes.”
-Higher Education Institution

8. “
on the same day or in the same way.”
control the conditions of success.”
-Spady & Marshall (1991)
1 “All learners can learn and succeed but not
2 “Success breeds success and schools

9. OBE as an
Educational 1. CLARITY
Theory
The focus on outcomes creates a clear
expectation of what needs to be
accomplished by the end of the course.
Students will understand what is
expected to them and teachers will
know what they need to teach during
the course.

10. OBE as an
Theory
Educational 2. FLEXIBILITY
With a clear sense of what needs to be
accomplished, instructors will be able
to structure their lessons around the
student’s needs. OBE does not specify
a specific method of instruction, leaving
instructors free to teach their students
using any method.

11. OBE as an
Educational 3. COMPARISON
Theory OBE provides an opportunity for comparison
across institution. On an individual level,
institution can look at what outcomes a student
has achieved to decide what level the student
would be at within a new institution. On an
institutional level, institutions can compare
themselves, by checking to see what outcomes
they have in common, and find places where they
may need improvement, based on the
achievement of outcomes at other institutions.

12. OBE as an
Theory
Educational 4. INVOLVEMENT
Students are expected to do their own
learning, so that they gain a full
understanding of the material.
Increased student involvement allows
student to feel responsible for their own
learning, and they should learn more
through this individual learning.

13. FOUR ESSENTIAL
PRINCIPLES OF
OBE
2

14. Principle of
OBE 1. Clarity of focus about
outcomes
Teachers must have a clear focus on what
they want their students to be able to do
successfully. Teachers‘ planning should
focus on helping the students to develop
knowledge, skills and dispositions in a
way that the students will be able to
ultimately achieve the already outlined
outcomes.

15. Principle of
OBE 2. Designing backwards.
All instructional decisions are made by
tracing back from this ―desired end
result and identifying the ―building block
of learning that students must achieve in
order to eventually reach the long-term
outcomes.

16. OBE
Principle of
3. Consistent, high
expectations of success by
teachers.
Teachers must establish high and
challenging performance standards in
order to encourage students to engage
deeply with the issues they are learning.

17. OBE
Principle of
4. Consistent, high
expectations of success by
teachers.
Intellectual quality is not something
reserved for a few students. It is
something that should be expected from
all of them.

18. Primary goal of
Outcomes-Based
Education
3

19. “
To transform students into graduates
with full competence in their field of
study and who also possesses Filipino
values, industry desired values and
global citizen values.

20. The two main
purposes of
OBE underlying
the philosophy
of ‘success for
all learners’
▹ Ensuring that all learners are
equipped with the knowledge,
competence and qualities needed
to be successful after they exit their
educational system
▹Structuring and operating schools
so that those outcomes can be
achieved and maximize for all
learners

21. Characteristics
of OBE Curricula
4

22. Characteristics
of OBE
Curricula
It has program
objectives,
student learning
outcomes, and
performance
indicators.
It is objective and
outcome driven,
where every
stated objective
and outcomes can
be assessed and
evaluated. It is
centred around
the needs of the
students and the
stakeholders.

23. Characteristics
of OBE
Curricula
Program
objectives
address the
graduates
attainment within
3-5 years after
their graduation.
Student learning
outcomes, which
consist of abilities
to be attained by
students before
they graduate, are
formulated based
on the program
objectives.
Every learning outcome is intentional and
therefore the outcomes must be assessed using
suitable performance indicators.

24.  Broad goals that
the program
expects to achieve.
 Stated from the
point of view of the
faculty or of the
program itself such
as “to develop/to
provide/ to
motivate, etc.”
PROGRAM
OBJECTIVES
(P.O.)
 Objectives are
expressed as:
-cognitive,
psychomotor and
affective goals.
-focused on the well-
rounded and
profession specific
development of the
students.

25.  Are operational
definitions of each of
the program
objectives.
 Stated as active
transitive verbs such
as “to demonstrate/
to express/ to
illustrate/ to apply”
STUDENT
LEARNING
OUTCOMES
(S.L.O.)
 Are immediate
outcomes of
education.

26. Course : B.S. Ed./ B.E.Ed. Major in Social Science
Program : Introduction to Sociology
Sample Program
Objectives and
Student Learning
Outcomes

27. Program Objectives Student Learning Outcomes
1. To provide instruction in
order to enable students to
understand the
interrelationships among
the social and cultural
bases of human behavior.
(Cognitive)
 1.1. Student can describe
critical cross-cultural
differences in human behavior
and explain their interplay
among society and culture.
 1.2. Students can describe
critical similarities in human
behavior and explain their
interplay among society and
culture

28. Program Objectives Student Learning Outcomes
2. To equip students with
knowledge of research
methods appropriate to
investigations in
sociocultural and
anthropological settings.
(Psychomotor)
 2.1. Students can identify, define
and give examples of various
methods in ethnographic and
anthropological research.
 2.2. Students can explain and
interpret research methodology in
selected ethnographic and
anthropological literature.
 2.3. Students can submit a
research proposal on a selected
ethnic group in the community.

29. Program Objectives Student Learning Outcomes
3. To encourage students
an appreciative
understanding and respect
for cultural differences.
(Affective)
 3.1. Students can demonstrate
evidence of the unique social
organization characteristics of
the culture of selected ethnic
groups in the region.
 3.2. Students can submit
creative expressions, in visual
arts or literature, of the cross-
cultural differences of selected
ethnic groups.

30. Determining the
Attainment of Student
Learning Outcomes (SLO)
through Outcomes-Based
Assessment (OBA)
5

31. Outcomes
Based
Assessment
Requires teachers to define clearly, in
language that their students can
understand and apply, the learning target,
competencies or performances expected
of the students and which the teachers
should actualize.
A form of assessment in which students
perform real-life tasks which are either
replicas or simulations of the kind of
situations faced by adult citizens and
professionals.

32. Teacher
Expectations
in OBA
Focusing on the key elements of the
curriculum that will lead to the desired
outcomes.
Ensuring that every activity, inside and
outside the classroom, help produce the
desired results.
Providing opportunities for students to
demonstrate proficiency in variety of
modalities.
Reviewing and revising learning targets
as revealed by assessment of results

33. Student
Expectations
in OBA
Understanding clearly with
competencies/skills teachers expect to
observe.
Being ready to demonstrate what they
know.
Accepting responsibility for what they
don’t know.
Being prepared to continue achieving and
reaching high performance

34. Characteristics
of OBA (a) Use of Measurable Assessment Tools
Outcomes-Based Assessment (OBA)
 focuses on student activities that will be
relevant after formal schooling concludes
 the approach is to design assessment
tools that are measurable and less
abstract.

35. Characteristics
of OBA (a) Use of Measurable Assessment Tools
Example:
“Verbal Ability” is an abstract competency;
-on the other hand, a much easier
competency to assess is “To write coherent
paragraph composed of grammatically
correct sentences.”

36. Characteristics
of OBA (b) Key to OBA
The key to Outcomes-Based Assessment
(OBA)
 is the teacher’s ability to provide a
realistic simulation or approximation of
the setting
 in which the outcomes of learning will be
required or applied.

37. Characteristics
of OBA (b) Key to OBA
Examples:
 Role playing
 Gaming
 Demonstration
 Case Discussion
 Problem-Solving sessions, etc.

38. Outcome-Based
Education
Approaches
6

39. 1. Write
good
outcomes
A good outcome is, among other
things:
Attractive – students want to achieve it
Comprehensible – they know its
meaning
Attainable – they can learn to achieve it
Coherent – it clearly fits into their
programme

40. of Model A – “Curriculum is content.”
curriculum
Model B – “Curriculum is outcomes.
2.Familiarize
two models

41. Model A Model B
Plan the curriculum to be taught  Plan the learning outcomes
 Ensure they are assessable
 Plan learning activities
Teach the curriculum content  Provide resources, support and
feedback to the students as they do
learning activities
Give feedback to aid student
learning
 Ensure students receive feedback
(have they attained the course
outcomes)
Assess what students have
learned from the content
 Assess and detailed feedback to each
student about their progress towards
the outcomes

42. Course
Delivery
3.Effective
Responsibility of Students
 must be responsible for their own learning

Responsibility of Teachers
 carefully planned
 teaching strategy in accordance with
lesson
 incorporated new delivery strategies to
address specific problem of the students.

43. Delivery
Modes
Face-
to-face
Active
Cooperative/
Collaborative
Technology
Based
Delivery
 Lecture
 Speaker
 Presentation
 Tutorial
 Seminar
 Problem-Based
 Case Study
 Project-Based
 Online Learning
 Teleconference
 Simulation
 Practical
 Industrial Training
 Work Attachment
 Field Trip
 Visit
4. Adopt
OBE
Delivery
Modes Work-
Based
Learning

44. 5. Apply the
Four-Common
Teaching
Situations
Associated
TLA
Situation
Teaching
Activities
Learning Activities
Lecture Talk, explain, clarify Listen, take notes, accept,
query, discuss with peers,
one-minute paper
Tutorial Set/answer questions,
provide feedback
Pre-read, prepare questions,
learn from peers, critique,
analyse
Project Set brief, provide ongoing
feedback
Apply, create, self-monitor,
communicate, teamwork
Problem-
Based
Learning
Set problems provide
feedback
Set learning goals, design,
apply, access desired content
and skills, integrate, solve
problems

45. References:
Leamnson, R. (1999). Thinking about teaching and learning: developing habits of learning with first-
year college and university students. Sterking, VA: Stylus.
McMillan, J. H., & Schumacher, S. (1997). Research in education: a conceptual introduction. New York,
NY: Addison Wesley Longman.
Mothata, S., Lemmer, E., Mda, T., & Pretorius, F. (2000). A dictionary of South African education and
training. Johannesburg, South Africa: Hodder and Stoughton.
Spady, W. (1994). “Choosing Outcomes of Significance.” Educational Leadership 51, 5: 18–23.
Spady, W., and K. Marshall (1991). “Beyond Traditional Outcome-Based Education.” Educational
Leadership 49, 2: 67–72.

46. OUTCOMES-BASED
EDUCATION IN THE
ENGLISH SECOND
LANGUAGE CLASSROOM IN
SOUTH AFRICA

47. STATEMENT
OF THE
PROBLEM
This study is undertaken to establish whether
the communicative approach has been affected
successfully in the teaching and learning of ESL in
Grade eight. The research problem gives rise to the
following questions:
a) Is the communicative approach implemented
successfully in Grade eight ESL classrooms in the
Thabong Township in the Free State Goldfields of
South Africa?
b) Which effective teaching and learning strategies
should form part of the communicative approach in
Grade eight ESL classrooms to render it (the
communicative approach) successful?

48. STATEMENT
OF THE
PROBLEM
Research studies that are qualitative are
normally designed to discover what can be learned
about a certain phenomenon of interest, particularly
social phenomenon where people are the subjects.
The concern of this study is to understand people’s
experience in context. The qualitative method is
therefore deemed appropriate for this
subjects (Grade eight ESL educators)
study as
can be
observed and interviewed in their natural settings
(the ESL classroom).

49. METHODS McMillan and Schumacher (1997) contend that
research design is a plan for selecting subjects, research
sites and data collection procedures to answer the research
questions. Hence, the researchers have used the qualitative
research design to capture relevant information. Consent for
the study was given by the Free State Department of
Education. The researchers are an educator in the learning
area of language, literacy and communication in the
Thabong Township in the Free State Goldfields and a
university lecturer in the field of education. The researchers
chose the roles of insider-observer (LLC educator),
participant observer (university lecturer) and interviewer
(LLC educator).

50. METHODS Five secondary schools, situated in the previously
disadvantaged black township of Thabong in the
Lejweleputswa District, Free State Province in South Africa,
were randomly selected for this research. Random sampling
was used to allow each setting an equal opportunity to be
selected. It was the researchers’ goal to select settings that
represent the range of experience on the phenomenon in
which we are interested. We viewed the subjects in the
research study as collaborators, who together with us
mutually shape and determine what we come to understand
about them and their situation.

51. METHODS The researchers observed two Grade eight ESL
classrooms from each school for a period of two weeks per
school. The observation data was recorded as field notes.
Each field note contained the date of the observation, the
class observed and the context of the setting. The
researchers wrote many “observer comments” in the field
notes to identify themes and interpretations. Pattern-seeking
was used to examine the data in order to try and understand
the links between various aspects of the subjects’ situations,
beliefs and actions. In this study, the researchers were
interested to observe the manner in which the Grade eight
educators facilitate teaching and learning of ESL.

52. METHODS Observation and interviews were conducted towards the end
of the academic year. The time for the collection of data was
planned and executed during this period, so as to allow the
subjects ample time to reflect on their ESL experiences
during the year.

53. LIMITATION
OF THE
STUDY
This research does not consider the opinion
of the ESL learners. Another study could investigate
the learner aspect.
Most of the educators, for whom English is
a second or third language, may also lack the ability
to successfully explain the concepts to their
learners.
This research should also be repeated in
the other Learning areas.

54. Approaches of educators
Most of the educators informed the learners
beforehand what to expect in the lessons that were to be
taught. Most of the learners automatically followed the
instructions as were set out by the educator. According to the
researcher, such a trend may let the educator to believe that
all learners understand what was taught in the lesson.
Learners have responded positively to most of the questions
that were asked by the educators. In the majority of
instances, learners responded by raising their hands in order
to indicate that they know the answers. Learners who did not
raise their hands were neither given a chance to try to
respond, nor to ask for clarity on questions asked.
RESULTS
Observation
in Grade
Eight ESL
Class

55. Approaches of educators
The learners were mostly told what to do, for
instance when the learners had to perform certain writing
tasks, the educators gave clues to learners on how to
respond to the questions at hand.
Educators seemed to have preferred the use of the
telling method as a teaching strategy in the lessons. Most of
the ESL educators seemed to have overlooked the important
issue of learner involvement. Effective questioning in order to
ascertain the level of understanding of learners was minimal.
RESULTS
Observation
in Grade
Eight ESL
Class

56. Learners were sitting in groups of six to eight. Most
of the classrooms had furniture such as tables and chairs
and only a few had the traditional double desks. The space
between the tables and desks was not conducive for
effective educator-learner interaction. The educators were
struggling to move around freely in the classroom. A major
stumbling block towards effective teaching and learning is
the over-crowded classrooms.
The observed classrooms had between 40 and 60
learners each. The only space that allowed free movement
was in front of the chalkboard. Proper educator-learner and
learner-learner interaction, as is envisaged by the OBE
approach, could not be executed.
RESULTS
Observation
Classroom Organization & Management
in Grade
Eight ESL
Class

57. The Use of Learning and Teaching Support
Material
Most of the educators consulted their textbooks on
a regular basis during lessons. Although these educators did
not read all the text from the textbooks, it seemed that they
did not have the confidence to desert the textbook at all.
Most of the educators did not use any other learning support
material.
It was also evident to the researchers that
textbooks were limited in supply in most of the ESL classes.
The learners had to share textbooks – in some cases up to
four learners shared one textbook. The only books that all
the learners had in their possession were writing books for
class-work and tests.
RESULTS
Observation
in Grade
Eight ESL
Class

58. The Use of
Learning and
Teaching
Support
Material
Learners were given little opportunity to write on the
chalkboard, which is understandable given the class sizes.
The chalkboard was mainly used as a support material to
explain some of the aspects of the lessons.
In most of the schools, electrical connections are
installed. However, no electrical support material was ever
used by these educators. In almost all of the lessons
observed, the only support materials that were used, were
textbooks and the chalkboard.
It seemed to the researchers that educators do not
want to buy or even create their own LSM. They most
probably expect the Department of Education to supply them
with all the material. This issue is raised again during the
interviews with the educators.
RESULTS

59. Discussion &
Conclusion learning
deficiencies and ineffectiveness occur in most of
The research study on ESL teaching and
for Grade eight classes has shown that
the
classrooms. The findings confirm that Grade eight ESL
learners experience problems with ESL due to insufficient
use of advanced strategies for teaching and learning by
the educators.
The ESL educators confirmed that education in
South Africa has transformed and that the OBE approach
heralds meaningful change in South African schools.
However, most of the ESL educators are still using the
traditional way of teaching.

60. Discussion &
Conclusion The problem is highlighted by the fact that ESL
educators do not seem to have a thorough
knowledge of relevant teaching strategies that can
be used in the teaching of ESL, especially when
working with large groups of learners. Continuous
in-service training in OBE is of vital importance for
all educators in order for efficient teaching
and learning to take place.

61. Discussion &
Conclusion Another important factor to consider is the
lack of usage of English outside the ESL
classroom. English is mainly used inside the ESL
classroom and not in informal communication
outside the ESL classroom. The importance of
English, however, is beyond doubt. It is seen as
the lingua franca in most areas of the world.
Although English is not the first language of either
the learners or the educators in most of the schools
in this study, educators should take it upon
themselves to promote the usage of English in all
spheres of the school.

62. Discussion &
Conclusion Possible future research in this area may
include:
• Designing ESL learning programs to
assist ESL educators in the planning of
of OBE in-service
lessons
• The effectiveness
training for educators

63. References:
African National Congress (ANC). (1995). A policy framework for education and training. Manzini:
Macmillan Boleswa Publishers.
Ali, S. (1995). Teaching literature in a Malaysian ESL context: Reflections and recommendations.
English in education, 29(1), 53-65.
Brooks, G. (1995). Black english. English teaching forum, 38-40.
Cummins, J. (1984). Bilingualism and special education: issues in assessment and pedagogy. Clevedon:
Multilingual Matters.
Department of Education (DoE). (1997). Towards a policy framework for assessment in the general
and further education and training phases in South Africa. Discussion document.
Heugh, K., Siegruhn, A., & Pluddermann, P. (1995). Multilingual education for South Africa.
Johannesburg, South Africa: Heinemann Publishers.

64. Thanks!

65. Thanks!

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