OUTCOME BASED EDUCATION DR N MUTHUMANI PROFESSOR HEAD

OUTCOME BASED EDUCATION DR. N. MUTHUMANI PROFESSOR & HEAD DEPARTMENT OF MATHS(CA) SRI RAMAKRISHNA COLLEGE OF ARTS & SCIENCE COIMBATORE

Washington Accord International Mobility(Washington Accord) The Washington Accord (WA): Agreement that establishes equivalence of other countries’ accredited professional engineering programs. Accredited Engineering Graduates are recognized by other signatory countries Possible employment as engineers in those countries without further examinations.

BRIEF BACKGROUND ON THE WASHINGTON ACCORD Originally signed in 1989 by 6 engineering education accrediting bodies from: Australia, Canada, Ireland, New Zealand, United Kingdom & United States Non-governmental agreement Emphasizes peer-review

WASHINGTON ACCORD CURRENT SIGNATORIES 1. Australia - Represented by Engineers Australia (1989) 2. Canada - Represented by Engineers Canada (1989) 3. Chinese Taipei - Represented by Institute of Engineering Education Taiwan (2007) 4. Hong Kong China - Represented by The Hong Kong Institution of Engineers (1995) 5. India - Represented by National Board of Accreditation (2014) 6. Ireland - Represented by Engineers Ireland (1989) 7. Japan - Represented by Japan Accreditation Board for Engineering Education (2005) 8. Korea - Represented by Accreditation Board for Engineering Education of Korea (2007)

WASHINGTON ACCORD CURRENT SIGNATORIES 9. Malaysia - Represented by Board of Engineers Malaysia (2009) 10. New Zealand - Represented by Institution of Professional Engineers NZ (1989) 11. Russia - Represented by Association for Engineering Education of Russia (2012) 12. Singapore - Represented by Institution of Engineers Singapore (2006) 13. South Africa - Represented by Engineering Council of South Africa (1999) 14. Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014) 15. Turkey - Represented by MUDEK (2011) 16. United Kingdom - Represented by Engineering Council UK (1989) 17. United States - Represented by Accreditation Board for Engineering and Technology (1989)

ORGANIZATION HOLDING PROVISIONAL STATUS 1. Bangladesh - Represented by Board of Accreditation for Engineering and Technical Education 2. China - Represented by China Association for Science and Technology 3. Pakistan - Represented by Pakistan Engineering Council 4. Peru - Represented by ICACIT 5. Philippines - Represented by Philippine Technological Council

RELEVANCE OF OBE TO NAAC

Criterion I – Curricular Aspects (150) Key Indicator – 1. 1 Curriculum Design and Development (50) Metric N 0. 1. 1. 1 Ql. M 1. 1. 2 Weightage Curricular developed / adopted have relevance to the local / national/regional/global developmental needs with learning objectives including program outcomes, program specific outcomes and course outcomes of all programs offered by the University 20 Percentage of programs where syllabus revision was carried out during the last five years 20 Average percentage of courses having focus on employability/ entrepreneurship / skill development 10 Qn. M 1. 1. 3 Qn. M

Key Indicator – 2. 3 Teaching – Learning Process (20) Metric No. Weightages 2. 3. 1 Ql. M Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences 5 2. 3. 2 Qn. M Average percentage of teachers using ICT for effective teaching with Learning Management Systems (LMS), E-learning resources etc. 5 2. 3. 3 Ratio of mentor to students for academic and stress related issues 10 Qn. M

Key Indicator – 2. 6 Student Performance and Learning Outcomes (30) Metric No. Weightages 2. 6. 1 Ql. M Program outcomes, program specific outcomes and course outcomes for all programs offered by the institution are stated and displayed on website and communicated to teacher and students 10 2. 6. 2 Ql. M Attainment of program outcomes, program specific outcomes and course outcomes are evaluated by the institution 10 2. 6. 3 Qn. M Average pass percentage of students 10

Traditional Education It is content oriented Different degrees have their associated syllabi Relevant contents are taught and examined In the traditional approach, the professor lectures and the students listen, take notes. The professor assign well defined single discipline problems and the students solve them individually.

Traditional Education Teachers focus on ‘covering the syllabus’ giving much less importance to the ‘learning by the student’ and ‘learning methodology’. The content-driven approach to teaching has been referred to as teacher-centered approach.

Traditional Education Instructional objectives and learning outcomes are not comprehensively planned and informed to students. Student involvement is very level. Stress on LOTS. Student assessment is not aligned to program outcomes.

Deficiencies of Traditional Education Provides students with a learning environment with little attention to know whether or not students ever learn the material. Students are given grades and rankings compared to each other students become exam oriented or CGPA driven

Deficiencies of Traditional Education Graduates are not completely prepared for the workforce. Lack of emphasis on soft skills needed in jobs e. g. communication skills, interpersonal skills, analytical skills, working attitude etc.

Teacher Centric vs Learner Centric

What is OBE? Outcome Based Education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences.

What is OBE? This means starting with a clear picture of what is important for students to be able to do, then organizing curriculum, instruction, and assessment to make sure this learning ultimately happens.

Three Premises of OBE 1. All students can learn and succeed, but not all in the same time or in the same way. 2. Successful learning promotes even more successful learning. 3. Schools (and teachers) control the conditions that determine whether or not students are successful at learning.

Principles of OBE 1. Clarity of Focus 2. Designing Back 3. High Expectations 4. Expanded Opportunities

FOCUS OF OBE What do we want the students to have or be able to do? How can we best help students achieve it? How will we know whether the students have achieved it? How do we close the loop for further improvement (Continuous Quality Improvement (CQI))?

Four main activities of OBE 1. Curriculum Design 2. Teaching and learning process 3. Assessment and Evaluation 4. Continuous Quality

Key constituents of OBE Vision d e s i g n Mission Graduate Attributes

Outcomes in OBE Program Educational Objectives (PEO) Program Outcomes (PO) Course Outcomes (CO) of Subjects Short term Outcome s

Sample POs for a General UG Program NAAC provides only general guidelines and samples Institute needs to develop the POs using a well-defined process All stake holders must be involved in the process NBA has clearly specified 12 POs for UG Programs in Engineering

Sample POs for a General UG Program PO 1. Critical Thinking: Take informed actions after identifying the assumptions that frame our thinking and actions, checking out the degree to which these assumptions are accurate and valid, and looking at our ideas and decisions (intellectual, organizational, and personal) from different perspectives.

Sample POs for a General UG Program PO 2. Effective Communication: Speak, read, write and listen clearly in person and through electronic media in English and in one Indian language, and make meaning of the world by connecting people, ideas, books, media and technology.

Sample POs for a General UG Program PO 3. Social Interaction: Elicit views of others, mediate disagreements and help reach conclusions in group settings. PO 4. Effective Citizenship: Demonstrate empathetic social concern and equity centered national development, and the ability to act with an informed awareness of issues and participate in civic life through volunteering.

Sample POs for a General UG Program PO 5. Ethics: Recognize different value systems including your own, understand the moral dimensions of your decisions, and accept responsibility for them. PO 6. Environment and Sustainability: Understand the issues of environmental contexts and sustainable development.

Sample POs for a General UG Program PO 7. Self-directed and Life-long Learning: Acquire the ability to engage in independent and life-long learning in the broadest context socio-technological changes

GRADUATE ATTRIBUTES Engineering 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Engineering Knowledge: Problem Analysis Design/development of Solutions Conduct Investigations of Complex Problems Modern Tool usage The Engineer and Society Environment and Sustainability Ethics Individual and Team Work Communication Project Management and Finance Life-long Learning

Graduate Attributes for Arts, Science, Commerce & Management Colleges 1. Demonstrate English Language proficiency to an appropriate level to perform effectively in the enterprise / industry / community. 2. Embrace problem solving, initiative and enterprising skills that contribute to productive and innovative outcomes. 3. Develop domain knowledge relevant to the chosen career enabling to succeed in rapidly changing workplace. 4. Apply technology competently and appropriately.

Graduate Attributes for Arts, Science, Commerce & Management Colleges 5. Ability to lead a team or to work in a team. 6. Recognize the interrelationship between environmental, social and economic sustainability 7. Recognize and respect the role of cultural difference and diversity in work and social contexts.

Graduate Attributes for Arts, Science, Commerce & Management Colleges 8. Articulate and apply personal ethical actions in professional and vocational situations. 9. Show a commitment to a sustained personal and career related learning. However, these GAs are subject to review based on the rapidly changing expectations of the enterprise, industry and community.

Steps-OBE Implementation Step 1: Prepare PEOs that address the Missionand Vision of the department Step 2: Formulate a set of POs (addressing Knowledge, Skills and attitudes of graduates) Step 3: Frame Curriculum, Courses, and COs that addresses POs and PEOs Step 4: Defining the best suited Teaching Learning Styles for each course

Steps-OBE Implementation Step 5: Preparing the Session wise Delivery Plan, based on the Teaching-Learning styles identified for each Course Outcome Indicator against each topic of the syllabus. Step 6: Defining Evaluation procedure under each topic appropriate enough to measure the learning of the students based on the level of Bloom’s Taxonomy

Steps-OBE Implementation Step 7: Undertaking Assessment of Students learning, Course level, program level and PEOs Step 8: Continuous improvement mechanism

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