In response to the demands of a rapidly changing global landscape, the Philippines' higher education sector is seeking innovative ways to prepare students to face the challenges of the 21st century. This paper explores the implementation of outcomes-based education (OBE) in higher education institutions in Bohol, Philippines, with a focus on the accessibility, preparedness, and knowledge of academic administrators and faculty members regarding OBE. The study's findings reveal that both administrators and faculty possess extensive understanding of OBE, emphasizing the importance of successful OBE integration in tertiary education, leading to improved learning outcomes and overall educational effectiveness. However, the assessment of their skills in OBE indicates a need for improvement in certain areas. The study underscores the crucial role of knowledge and skills in OBE as strong predictors of students' academic performance, with administrators demonstrating notably higher levels compared to faculty members. These results highlight the need for targeted training programs to enhance faculty skills and understanding of OBE, ultimately fostering improved educational outcomes and enhancing student academic performance. By refining the OBE framework and conducting faculty development seminars, institutions can create a conducive environment for student success and academic excellence. Moreover, further research on OBE's effectiveness in relation to graduates' employability can provide valuable insights for continuous improvement in the educational system.