The instructional delivery system of traditional school practice consists of fixed time, single opportunities for learning a vague-referenced, variable, and private curriculum. While a minimum competency testing program ensures that academic standards are criterion-referenced, fixed, and public, the time allotted for learning may still be fixed. Success and advancement are reserved for those who can meet whatever standards are set, within the predetermined amount of time allotted, on their first attempt. Outcome-Based Education offers clear and specific learning outcomes that give students sufficient time and opportunity to learn. Because content and delivery are the two fundamental elements that drive any instructional system, it is important to note that Outcome-Based Education has attempted to redefine these elements. This involves moving away from the current time- and role-based mode of instructional management. The goals for this system are built around what students are expected to be able to do. In the school setting, fundamental organizational problems are addressed by creating particular kinds of activities or functions. These functions are directed toward achieving cultural and achievement goals which will produce students who will fulfill universal expectations held by society for the school--social responsibility, social integration, formal qualifications, and personal competence. If students are to reach the ultimate goals expected of them, they must be taught to see them clearly and to demonstrate mastery in the curriculum that will provide the means for reaching them. (JD)