Outcome Based Education (OBE)

IT’S NOT WHAT WE TEACH,

IT’S WHAT YOU LEARN

NO OBE = NO ACCREDITATION

Engr. Dr. Muhammad Babar

Institute of Chemical and Environmental Engineering, KFUEIT, RYK

1
 Outcome-Based Education (OBE)

• OBE is an educational process that focuses on

what students can do or the qualities they should
develop after they are taught.

• OBE involves the restructuring of curriculum,

assessment and reporting practices in education to
reflect the achievement of high order learning and
mastery rather than accumulation of course credits.
2
 Outcome-Based Education (OBE)

• Both structures and curricula are designed to achieve

those capabilities or qualities.

• Discourages traditional education approaches based

on direct instruction of facts and standard methods.

• It requires that the students demonstrate that they

have learnt the required skills and content.

3
 Why OBE - Deficiencies of Traditional
Education
 Provides students with a learning environment with little
attention to 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.
 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.

4
 Focus and Benefits of OBE
OBE addresses the following key questions:
• 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 they students have achieved it?
• How do we close the loop for further improvement
(Continuous Quality Improvement (CQI))?
Benefits of OBE:
1. More directed & coherent curriculum.
2. Graduates will be more “relevant” to industry & other
stakeholders (more well rounded graduates)
3. Continuous Quality Improvement (CQI) is in place.
5
 Expectations on Students under
OBE – the Outcomes
• Students are expected to be able to do more challenging tasks
other than memorize and reproduce what was taught.

• Students should be able to: write project proposals, complete

projects, analyze case studies, give case presentations, show
their abilities to think, question, research, and make decisions
based on the findings.

• Be more creative, able to analyze and synthesize information.

• Able to plan and organize tasks, able to work in a team as a

community or in entrepreneurial service teams to propose
solutions to problems and market their solutions.

6
OBE Versus Traditional Education Process
• Traditional education process focuses on the inputs.

Input Process

•Teaching Staff
•Curriculum Teaching & Students at
•Labs Learning Graduation
•Other Resource

• Assessment mainly via exam, test, assignments.

• Quality control from teaching evaluation.

7
 Outcome-Based Education Versus
Traditional Education Process
• OBE shifts from measuring input and process to include
measuring the output (outcome) (Long-term)
(Short-term)
Program & Program
Input Process Subject Education
Outcomes Outcomes

•Teaching Staff Graduates

•Curriculum Teaching & Students at to Fulfill
•Labs Learning Graduation Stakeholders’
•Other Resource Satisfaction

Stakeholders:
• Assessment by exam, test and assignments. EAC
• Assessment of teaching staff, lecture material & flow, Employers
results and student ‘capabilities’ (Short & long-term Industry Advisors
Academic Staff
outcomes), lab interview, exit survey etc. Public and Parents
• More ‘thinking’ projects, with analysis. Students
• Feedback from industry, alumni and other stakeholders. Alumni
• Clear continuous improvement step. 8
 Outcomes in OBE

A Model Hierarchy of Outcomes

Vision and Mission of the Institution/Faculty

Complement Each Other

Long-term

Interrelated and
Outcomes
Programme Educational Objectives (PEO)

Programme Outcomes (PO)

Short-term
Outcomes

Learning Outcomes (CO) of Subjects

9
 Outcome-Based Education

Continuous Quality Improvement (CQI)

Say what you want

Improve it Do what you say

Prove it

10
 Roles of Lecturers
• Review PEOs, POs, course structures and syllabi.
• Teach the relevant engineering, maths, and other
relevant subjects.
• Conduct relevant tutorials and laboratory practical
sessions.
• Give appropriate guide on assignments and projects.
• Conduct empirical measurements of POs.
• Prepare the required documentation.
• Assure EAC and public on the standard of our
graduates.
• Obtain and maintain accreditation from EAC through
Continuous Quality Improvement (CQI).

11
 Roles of Students
• Know the required Programme Outcomes and Programme
Objectives (available at the FOE website).
• For each course, review the Learning Outcomes (available at the
FOE website/uploaded in MMLS) at the beginning of each
trimester. This gives you an idea of the knowledge and skills
expected from a particular course.
• Be more proactive in the learning process to acquire the Learning
Outcomes of subjects.
• Demonstrate through the assessment methods that the required
skills and knowledge have been acquired.
• Attain the Programme Outcomes and Programme Objectives as a
whole during the entire programme.
• Give constructive feedbacks on the programme/course/academic
staff to obtain accreditation through active participation in Online
Teaching Evaluation, Academic Advisory System, dialog sessions
with Dean, etc.
12
Curriculum and learning
outcomes

13
Curriculum and learning outcomes
• Curriculum is a description of what, why, how, and how well
students should learn in a systematic and intentional way.
• The curriculum framework, including the expected learning
outcomes, communicates what teachers and learners
should know and do.
• Learning outcomes provide a framework and a common
language that both faculty and students can consistently
apply to identify how a course (or even an assignment or
learning experience) contributes to the purpose of the degree
program.

14
The End

Q&A

15
 Outcome-Based Education

Criteria for International Recognition

In term of Problem Analysis ….
Washington Accord Sydney Accord Dublin Accord
(Engineers) (Technologists) (Technicians)
Identify, formulate, Identify, formulate, Identify and solve
research literature research literature well-defined
and solve complex and solve broadly- engineering problems
engineering problems defined engineering reaching
reaching problems reaching substantiated
substantiated substantiated conclusions using
conclusions using first conclusions using codified methods of
principles of analytical tools analysis specific to
mathematics and appropriate to their their field of activity
engineering sciences discipline or area of
specialisation

16
 Outcome-Based Education
Criteria for International Recognition
In term of Depth of Analysis required….
Complex Broadly-defined Well-defined
Problems Problems Problems
(Engineers) (Technologists) (Technicians)
Have no obvious Can be solved by Can be solved in
solution and well-proven standardized
require abstract analysis ways
thinking, techniques
originality in
analysis to
formulate suitable
models

17
 Outcome-Based Education
Course Content - Reviewing course content to suit specified
Learning Outcomes, industrial needs, job specifications,
professional body requirement (accreditation), own niche, etc.
Teaching-Learning Methods - Introducing innovative/flexible
teaching methods/delivery tools to develop PEO and PO in
students/graduates.
Assessment & Evaluation Tools - Introducing variety of
assessment and evaluation tools to measure the achievement
of PEO and PO.
Data & Evidence Collection - Collecting evidences of process
involved and the achievement of the PEO and PO.
Continuous Quality Improvement - Closing the loop.
Expected Changes to Implement OBE18
 Outcome-Based Education

OBE Assessment Methods

Direct
Exams, assignments, tests, quizzes
Final year projects
Laboratory
Exit interview

Indirect
Industrial training
Exit surveys
Course surveys
04/01/2012 Gift 2012 by Dr P H Waghodekar,
Aurangabad 19
NO OBE = NO Accreditation!

Thanks!
04/01/2012 Gift 2012 by Dr P H Waghodekar,
Aurangabad 20