Since the launching of outcome-based learning (OBL) in higher education in Hong Kong, institutional reforms are evident and have aroused various concerns of the stakeholders. The major elements of OBL identified as tile intended learning outcomes, teaching and learning activities and assessments are assumed to be the areas of change in the curriculum contest. This paper reports the findings of the implementation in teacher education courses. Through the implementation f OBL in the courses of curriculum and teaching, it was found that various factors have contributed to the degree of success in the actual implementation. Although the OBL implementation is at its beginning stage, its rationale and value needs to be recognized by both the teachers and students.

In response to the open invitation of the University Grants Committee's (UGC) to adopt Outcome-based learning (OBL) in higher education sector, universities and institutes have started reforming their curriculum by using the outcome-based approach in Hong Kong since 2004. In the Hong Kong Institute of Education (HKIEd) since 2007, seven generic outcomes expected of graduates were generated for learning outcomes to be further developed at different levels, such as faculty and department. In the following years, learning outcomes of various formats were formulated within departments under a "bottom-up" approach. The Department of Curriculum and Instruction (C&I) succeeded in constructing a set of six departmental learning outcomes after gaining the consensus of faculty members within the department. In the process, key features of the department and desired attributes of the graduates among thirteen core modules from Bachelor degrees and Postgraduate Diplomas were identified and reviewed and main principles of OBL were considered at the same time. This paper examines the puzzles and challenge we faced in the reform process and shares our experiences and insights gained from such curriculum reform in teacher education.