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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.

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

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.

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

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.

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.

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.

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.

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