Abstract

Using the CHED-OBE framework under the CMO No. 46, Series of 2012, Typology Guidelines on Outcomes-Based Education, and Institutional Sustainability Assessment Handbook this study seeks to determine the extent of curriculum implementation practices of HEIs in Aklan relative to the curriculum standards as mandated in the CHED-OBE. The use of descriptive method both qualitative and qualitative approaches was utilized to gather data through survey, interview and Focus Group Discussions. Participants in this study composed of the academic heads and faculty of HEIS in Aklan. The results of the study would support the idea that there is an extensive if not outstanding practices of implementation of the CHED-OBE curriculum standards in the HEIs in Aklan and that certain specific outcomes have created good impacts to the educational outcomes of the schools. Despite these, more authentic identifications of the glaring gaps on the more successful implementation can be traced down to the bottom sector of the whole OBE picture, limited participation of the stakeholders in the development of institution’s PEOs and VMGs, systems of teaching and learning activities, outcomes-driven assessments and overloading of teachers vis a vis bigger class sizes, lack of training /skill of teachers, support of admin, resources gap evaluation and continuous quality improvement of OBE implementation. Also, the understanding derived from the weaknesses and strengths and the gaps on the curriculum implementations so that institution could adopt sound OBE program interventions to improve the implementation of the OBE curriculum. The result of this study will be utilized by the teachers and curriculum planner and leaders in the higher education institutions in the province of Aklan to enhance their own mechanisms of implementation of OBE and also a guide for those others who attempts to adopt a transition of academic programs from the conventional one to the OBE model.