An Outcomes-Based Education (Obe) Approach & Typology-Based Quality Assurance (Qa) System: A Proposed Framework And Transition Strategy For Philippine Higher Education Institution’s (HEI) Shift Towards International Standards

This study is part of a bigger study supporting the Philippine Government’s Medium-Term Plan to institute major reforms in its educational system. The main research question of this study is how can Philippine Higher Education Institutions (HEIs) shift towards an Outcomes-Based Education (OBE) approach and typology-based Quality Assurance (QA) System that would meet international standards? Specifically, the study aimed to: 1) craft a Ten-year transition strategy (AY 2012-2022) for Philippine HEIs to become compliant to international accords 2) design a framework for an Outcomes-based Education (OBE) approach and typology-based Quality Assurance (QA) system for HEIs; and 3) on the bases of the results, design a Model academic Course Syllabus in the field of business, particularly the BS Accountancy Program that applies OBE approach and typology-based QA using an actual case of an existing HEI- La Consolacion College Manila (LCCM), Philippines. The researchers’ main motivation in undertaking this study was the specific significant contribution to LCCM-a 100-year old HEI that is in need of a transition strategy during Academic Year 2012-2022 and the benefits to national interest. The Philippines has consistently lagged behind in the World Economic Forum (WEF) Global Competitiveness Index, placing 65th worldwide and 3rd least competitive among its Southeast Asian neighbours. The conceptual framework primarily used three of the world’s most popular quality management system models – Deming’s PDCA Cycle used in ISO 9001:2008 QMS, Baldrige Framework –Education Criteria for Performance Excellence (MBNQA,2010) and Kaplan’s Balanced Scorecard (BSC) Methodology (Kaplan and Norton,2000).