ABSTRACT
This chapter outlines the major advantages and disadvantages of outcomes-based education (OBE) approach to curriculum planning as outlined in the academic literature. The notion of OBE, coined by William Spady in 1988, is essentially an extension of the positions of the likes of Franklin Bobbitt and Ralph Tyler. OBE has been praised for strengthening curricula and removing ambiguities in learning by identifying clear goals for students and teachers. Supporters have argued that because OBE is not concerned with the process by which learning is achieved, it offers more flexibility than traditional curriculum models. OBE has also been seen to be more equitable than traditional academic-focused learning where the emphasis is on the content to be imparted rather than the goals to be achieved. The perceived shortcomings of the OBE model saw it abandoned in various parts of the USA from the mid-1990s in favour of a 'standards' approach.
