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| Outcomes Based Education – A Tool in Quality Assurance & Accreditation | |||||||
| Paper Id :
16670 Submission Date :
13/10/2022 Acceptance Date :
21/10/2022 Publication Date :
25/10/2022
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| Abstract | The outcome-based curriculum is one of the most significant advances in recent years of Higher Education Institutes. The students take up courses with a certain goal of developing skills or gaining knowledge and they must complete the goal by end of the course. At present, Outcome Based Education or the OBE System is being widely used by leading institutions across the country. Many universities and Higher Educational Institutes have developed a curiosity to understand the reason behind the ongoing learning transformation. This study examines the understanding of Outcome-Based Education among Indian universities and higher education institutions' staff members. It becomes mandatory to adapt and become familiar with conventional Education to Outcome-Based Education (OBE) to fulfill the need of the hour and enhance quality in education. | ||||||
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| Keywords | Traditional Teaching, OBE, PO, PSO, Bloom's Taxonomy. | ||||||
| Introduction |
Outcome-Based Education is a paradigm of Teaching-Learning pedagogy which focuses on outcomes or goals rather than performance. The educators set some plans for the student, and students must acquire the knowledge, they must appear for the exam at the end of the course. Evaluating the students' achievements will be based on quizzes, tests, open book assignments, practical, and projects. Their results will showcase the student's achievement or performance in that specific course [2]. The required knowledge and skillsets for a particular degree are already defined in the OBE model. The students are expected to achieve the skills during the program [1,7]. Outcome-Based Education (OBE) is currently being implemented at various universities by considering its advantages. Digitalization, Automation, and software like University Management System (UMS), Academic Record Management System(ARMS) etc. can play an essential role in unfolding challenges and improving the quality of the education system. Since computerization is going to take care of it. High-security settings, such as strong passwords without which the authentic user cannot access the application, are also made available [3,8]. |
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| Aim of study | The prime objectives of the study are. 1. To study the limitations of the traditional and conventional education system 2. To compare the conventional education system against the OBE system 3. To explore the impact of Outcome-Based Education (OBE) System on ranking and accreditation of HEIs | ||||||
| Review of Literature | For this paper, author has studied and explored several
research papers, books, reports, and website of different ministries like UGC,
NAAC and has gone through various aspects of accreditation and ranking process.
The National Education Policy (NEP2020) emphasizes implementation of OBE for
all core and multidisciplinary programs. NAAC accreditation manual document is
also used in this study. |
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| Main Text | Conventional Education System The conventional education system is often described as
teacher-oriented, curriculum oriented, and most of the time, the information is
shared in only one direction. i.e., in teacher to student direction. The
conventional educational system provides knowledge or skills, but they lack a
connection with a particular context [4]. Conventional
education system has certain limitations such as- a. Traditional
classroom preparation does not promote critical thinking skills and consciously
apply professional and rational knowledge. It encourages rote-learning (based
on memorizing the things). b. Students are passive learners. c. The syllabus
is based on available content/material and is divided into topics. The teacher
sees the syllabus as rigid and unnecessary. d. Teachers’
personalities are responsible for Learning, motivation and overall development
for students. e. Books and
teachers are the principal sources of knowledge. f. Generalized
Education makes it difficult for all the students to learn the things they are
interested in. Various students have various talents and interests which are
not covered by this general Education. Origin of OBE – Academics associated with Quality
Assurance and Policy makers across the globe have been emphasizing since 1970 on the need to develop instruments to obtain comparable
information on what students learn in HEIs. 1. The term OBE was first presented by William Spady
in 1994 through his book ‘Outcome Based Education:
critical issues and answer’. 2. ABET in 1997 adopted
Engineering Criteria 2000 (EC2000) which
shifted the focus away from the input (what teachers/material taught) to the
outcomes (what students learned). 3. Accordingly, to William G. Spady outcomes-based
education means clearly focusing and everything is an educational system around
what is essential for all students to able to do successfully at the end of
their learning experiences. This will help the students in organizing
curriculum, Instruments, and assessment to make sure this learning untimely
happens. However, Spade’s idea was on school
education.
Institutional Need for OBE Outcome-Based Education was introduced and implemented in
HEIs when the decentralization within educational institutions was going on.
Without question, OBE is a specific keyword mapped to all higher education
industries. It assesses student's success as their outcomes, based on their
values, skills, and knowledge. A good Learning Management System (LMS) will fit well with the performance, providing space for development and
efficiency. After all, the outcomes of Education are to be mapped [2]. Advantages of OBE are a) It is creative
and flexible b) It has a more
problem-solving approach c) It can work interactively d) It is synchronized with new technologies e) It is a continuous learning process Outcome-Based Education (OBE) is a flexible learning
approach oriented towards empowerment. It aims to furnish learners with the
requisite information, skills, and orientations for success after leaving the
institution [3].
Fig 1: Various Levels of Knowledge
for evaluation of OBE based on Blooms Taxonomy Parameters of OBE The following parameters are the key measures of OBE
model 1. Program Educational Objectives (PEO) 2. Program Outcomes (PO) 3. Course Outcomes (CO) 4. Program Specific Outcomes (PSO) Program Educational Objectives (PEO) is a statement that
illustrates the career and professional attainment for which the program is
expecting by the students[1]. POs are claims about the
expertise, skills, and attitudes (attributes) that a student should achieve in
a formal educational program. POs deal with the graduation program's general
facet for a specific course and the skills that a candidate should possess at
the end of the program. Such course-specific outcomes are known as Course
Outcomes.The course outcomes are designed and written in such a mode that they
can be calculated. PSO's are statements that define what a specific student
should be able to do. Aspects of OBE a. Learner centric: OBE usually focused on the
learners so they can learn as per their ability. OBE focus that each learner's
power is specific and different, and the grasping power also vary from student
to student. b. Clarity and focus: Students and teachers work
together to achieve the goals mentioned in the course outcome or program
outcome. c. Opportunity: Students would get more
chances of completing the program and achieving the results. Marks are pure
measures of the outcomes, and the learner should express the stress dimension
of education in his way. d. Involvement: A fundamental part of OBE is
student participation in the classroom. Students are expected to learn their
own, to gain a complete understanding of the subject. Many forms of involvement
are parental and community engagement through creating or amending curricula. The need for Outcome-Based Education Conventional education systems in the era of
globalization are losing their significance. In today’s age, all things are
changing continuously. More skills are needed to cope with rapidly developing
technology, and HEIs should produce such a generation to deal with this
era. Therefore, moving from conventional Education to outcome-based Education
to overcome the necessity has become the need of the time. a. Transparency: The result of the
Outcome-based Education (OBE) produces transparent anticipation of the
top-level product. In this system, students understand their expectations, and
educators also realized the student's understanding level, and accordingly,
they can take during the course. Clarity about the outcome is essential, but it
is crucial to be persistent in the entire category for student development. b. Pliability: OBE does not prescribe any specific teaching
technique. Teachers are free to teach any victimization technique. By
victimizing numerous teaching and assessment techniques in OBE, they will
understand the student's variety and decide based on the learner's interest and
capacity. c. Analysis: The critical aspect of OBE,
where teachers assess the student's result, based onthe criterion mentioned in
the course outcome. It provides an idea about the student progression
concerning the products mentioned. d. Participation: Student participation at an institution is one of the essential aspects of OBE. Students calculate squarely, so the fabric is completely known, should strive to learn about themselves [5,9]. 
Fig 2: Implementation Steps of OBE
framework |
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| Methodology | Outcome-Based Education (OBE) is a student-centric teaching and learning methodology which focuses on measuring student performance at different levels. Data were gathered using different research papers, journals, and documents prepared by various institutes during the survey. |
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| Analysis | Impact of OBE on Accreditation and Ranking Accreditation of all programs in a higher education
institute is the driving force for adopting Outcome based education in India.
National Board of accreditation (NBA) has defined certain procedures,
self-assessment reports and different criteria for assessing the programs. The
factors which are contributing significantly to accreditation and ranking of
higher educational institutes particularly a Deemed to be university are the
curriculum design, Program outcomes, Course outcomes, attainments of these outcomes
etc. Structured Program Outcomes (POs), Course outcomes (COs) and Course
learning outcomes (CLOs) need to be formulated and practiced for the programs
as a quality indicator to meet the global needs. Accreditation is two Tier
process depending upon the type of institutions. Tier-I -The autonomous institutes and deemed to be Universities, and institutes of national importance who design their curriculum on their own, conduct examinations and declare results. Tier-II- The institutions affiliated to affiliating universities and rely on such universities for their curriculum, exam conduction and result declarations [5]. Tier-I institutes can implement Outcome Based Education more effectively as compared to Tier-II institutions since they can adjust and modify their policies, processes, and assessments tools in tune with OBE. |
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| Result and Discussion | All four principles Transparency, Pliability, Analysis
and Participation are supposed to be followed at precisely the same standard.
Model Down applied systematically to consistency, continuously constructed from
substantial tests. The curriculum flow comes from the broader outcomes and evaluation is implemented at a moderate level consistently [5].
Outcome-based Education focuses on the idea that academic success is better
assessed by what children already learn. |
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| Conclusion | The outcome based education system also referred to as standard based education, has proven to be a success in helping institutions measure their learning outcomes and at the same time helping students to develop new skills that prepare them to compete with their counterparts globally. These factors can contribute to raising the education standard and aid institutions to acquire accreditation from esteemed accreditation bodies such as NBA Accreditation (National Board of Accreditation) by improving continuously in the long run. Thus, the curriculum plays a pivotal role in providing deeper insights regarding different subjects to the students. The more comprehensively it is included, the more students will develop essential skills that’ll guarantee a career worth pursuing. Outcome-Based Learning can change students learning experience, and educational institutions need to adapt it to improve their knowledge & skills. It doesn't encourage students to get better grades than other students and become Topper. Instead, it enables them to gain experience and establish a better thought process that would help them earn bread and butter and be productive in the long run. While OBE approaches demonstrate encouraging effects towards improving student skills at university, a more rigorous experimental research design with larger sample sizes is required, assessing other outcome measures such as other areas of expertise and student satisfaction. | ||||||
| Acknowledgement | Acknowledgment The author expresses his gratitude to Director IQAC and Deputy Director IQAC Jamia Hamdard for their valuable support and guidance for writing this article. | ||||||
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2. Team, L. (2020, March 13). The ultimate guide to Outcome Based Education. Retrieved August 20, 2020, from linways: https://stories.linways.in/the-ultimate-guide-to-outcome- based-education-82dcff363944
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