Outcome Based Education in India

Mr. Sarat Chandra Mohanty

Assistant Professor

Kalinga University, Raipur

For the past five years, the UGC and NAAC have used outcome-based education (OBE) as a powerful skeleton for evaluation, instruction, and assessment. Nonetheless, majority of the country’s Universities are still developing educational programs and teaching standards they offer for academic study. The poor quality of our higher education is so entrenched that we are hesitant to call it into question. In reality, education is a self-directed, personal venture motivated by curiosity, a methodical procedure that prevents attribute issues. Educators live there in a community who mentor students in the art of learning as well as those who encourage self-aware unlearning as a way to deepen learning[1]. Thus his situation explains the dictate on outlines or models to guarantee that higher education meets minimum requirements and is of a high standard. Teaching memory techniques must be replaced teaches students how to learn deeply through deliberate unlearning as part of quality assurance. In this context, OBE built on the Bloom-Anderson learning hierarchy has received support from both the UGC and NAAC as an efficient approach to curriculum design for high-caliber instruction and learning. When a student completes the academic programme in question, they should have mastered all of the learning outcomes (LOs) that are integrated into the system of education as a whole. OBE course requirements determining LOs insists on implementing a constant motif of command throughout the curriculum outline as well as educational approaches, learning experiences, and evaluation practices[2]. To summarize, OBE is relevant to a felicitous system of education and learning that dearth lucidity of impetus, grail, and thus caliber[3]. A sizeable dominance of OBE is that the competence or advisability of the entire itinerary could be pre-determined preliminary to its accomplishment by the tenable of its ambition, viz. the consequences, and how they are competent to realize through the assorted stride subdue during the exercise.

References:

[1]     D. Pradhan, “Effectiveness of Outcome Based Education (OBE) toward Empowering the Students Performance in an Engineering Course,” J. Adv. Educ. Philos., vol. 5, no. 2, pp. 58–65, Feb. 2021, doi: 10.36348/jaep.2021.v05i02.003.

[2]     M. R. Jadhav, A. B. Kakade, S. R. Jagtap, and M. S. Patil, “Impact assessment of outcome based approach in engineering education in India,” Procedia Comput. Sci., vol. 172, pp. 791–796, Jan. 2020, doi: 10.1016/j.procs.2020.05.113.

[3]     C. N. Rani, “A Study On Outcome-Based Education – Issues And Challenges,” Int. Rev. Bus. Econ., vol. 4, no. 2, pp. 271–279, 2020, doi: 10.56902/IRBE.2020.4.2.50.