Enhancing Selected Literacy Programs of A University Volunteer Service Program Through Outcomes-Based Education

The research focused on integrating the Outcomes-Based Education (OBE) approach to enhance the two selected literacy programs namely, the Reading Enhancement and Appreciation Development Program (READ) and the Environmental Awareness Program (EAP) that are being implemented by a university volunteer service program. Utilizing a multi-case research design, the study identified and described the components of the two selected literacy programs in terms of the programs' plan, design, implementation, and assessment and evaluation. The above-mentioned components of the selected literacy programs were evaluated to be either consistent or inconsistent with the OBE approach. From the findings, a literacy program model that integrates the nature and principles of the OBE approach was provided. The recommended literacy program highlighted the need for the program outcomes to be aligned with the Institutional Vision, Mission, and Goals (VMGs) and with the global and national education standards. Clear specific program outcomes for all the main beneficiaries which include the volunteer facilitators and the learners should be identified. For the plan, reviewing current literacy program objectives, identifying modified literacy program objectives, identifying target learners, conducting needs assessment, accomplishing learner profile with the aid of reliable instruments, including various stakeholders in the program plan, identifying the strategies to ensure program sustainability, and constructing a clear process map for the key people involved were recommended. For the design, identifying the program outcome, integrating specific literacy models and theories in the development of the program and learning outcomes and modules, integrating the OBE framework in the development of the program and learning outcomes and modules, including various stakeholders in the program design, and retooling of key people on module development were recommended. For implementation, integrating experiential learning and participatory approaches and of OBE in teaching-learning systems were recommended. For assessment and evaluation, identifying performance indicators and targets and tools for assessment and integrating program, effectiveness, impact, and policy evaluations were recommended