Methods of outcome-based education (OBE) are student-centered learning methods that focus on empirically measuring student performance (the "outcome"). OBE contrasts with traditional education, which primarily focuses on the resources that are available to the student, which are called inputs. While OBE implementations often incorporate a host of many progressive pedagogical models and ideas, such as reform mathematics, block scheduling, project-based learning and whole language reading, OBE in itself does not specify or require any particular style of teaching or learning. Instead, it requires the students to demonstrate what they have learned the required skills and content. However in practice, OBE generally promotes curricula and assessment based on constructivist methods and discourages traditional education approaches based on direct instruction of facts and standard methods.
Each independent education agency specifies its own outcomes and its own methods of measuring student achievement according to those outcomes. The results of these measurements can be used for different purposes. For example, one agency may use the information to determine how well the overall education system is performing, and another may use its assessments to determine whether an individual student has learned required material.
The Samaritan Befrienders Hong Kong (SBHK) (Chinese: 香港撒瑪利亞防止自殺會) is a non-government organization. It is a local voluntary agency which provides counseling services to people with suicidal tendencies or behavior. This organization was the first of its kind in Asia.
There are three centers under The Samaritan Befrienders Hong Kong: the 24-hour Hotline Centre (TOUCH), the Life Education Center (GROW), and the Suicide Crisis Intervention Center (ALIVE). They aim at providing personal consultation, group therapy and community education.
CDC-INFO formerly the CDC National AIDS Hotline distributes publications on HIV and AIDS, including guides for teaching HIV prevention and caring for AIDS patients. Many of them are available at no charge.
The hotline line was established in 1983.
Education reform is the name given to a demand with the goal of improving education. Small improvements in education theoretically have large social returns, in health, wealth and well-being. Historically, reforms have taken different forms because the motivations of reformers have differed. A stated motivation has been to reduce cost to students and society. From the ancient times until the 1800s, one goal was to reduce the expense of a classical education. Ideally, classical education is undertaken with a highly educated full-time (extremely expensive) personal tutor. Historically, this was available only to the most wealthy. Encyclopedias, public libraries and grammar schools are examples of innovations intended to lower the cost of a classical education.
Related reforms attempted to develop similar classical results by concentrating on "why", and "which" questions neglected by classical education. Abstract, introspective answers to these questions can theoretically compress large amounts of facts into relatively few principles. This path was taken by some Transcendentalist educators, such as Amos Bronson Alcott. In the early modern age, Victorian schools were reformed to teach commercially useful topics, such as modern languages and mathematics, rather than classical subjects, such as Latin and Greek.