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Traditional to OBE
• Almost 80 percent of students in the higher education in India are in the liberal Arts-Science-Commerce streams.
• The traditional education does not build skills to make the graduates directly employable.
• Even majority of professional education is no exception.
• It is time for the mode of education to change from liberal to a purpose-driven ‘Outcome-Based Education’.
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Vision/Mission • The higher education institution’s vision/mission statements
define its distinctive characteristics in terms of addressing the expected institutional / program OUTCOMES.
• KLU Vision: To be a globally renowned university.(?)
• Mission: ‘To impart quality higher education and to undertake research and extension with emphasis on application and innovation that cater to the emerging societal needs through all-round development of students of all sections enabling them to be globally competitive and socially responsible citizens with intrinsic values’.
• The Mission spells out clearly the expected OUTCOMES
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‘Global Competencies’ • ‘Global competencies, as outcome, implies the capacity of a
graduate:
– to analyze relevant global issues – social, economic, technological etc - critically and from multiple perspectives,
– to understand how differences affect perceptions, judgments and ideas of self and others, and
– to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of shared respect for human dignity
• ‘Global Competence is a multi-dimensional learning domain encompassing ‘knowledge and understanding, skills, values and attitudes’. (OECD, Global Competency for an Inclusive World).
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COMPETENCY BASED EDUCATION (CBE)
• Another approach is Competency Based Education (CBE).
• This refers to a method of organizing learning based on the achievement of predetermined competencies.
• Students demonstrate their competency in given areas either by working through content, experiences and assignments and assessing their mastery by using a portfolio of achievements that illustrate mastery.
(Gartner Inc. Report, December 2016)
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UNESCO’s Learning Objectives
• Competencies as stated above coincides with UNESCO’s Learning Objectives as well; a 4-year graduation program should provide opportunities to gain
– (a) Fundamental Knowledge of the subjects majored in,
– (b) Acquiring job and work place /soft skills, and
– (c) Picking up certain minimum social skills, cultural values and positive attitude.
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Program Package • The question:
Does the curricular, extra and co-curricular and extra mural program package in the institution provide opportunities to develop –
a) critical thinking skills,
b) problem solving skills,
c) decision making skills,
d) communication skills, and
e) technical and socio-cultural skills
to improve self-confidence and direct employability ?
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GC: Institutional Accountability
• Acquiring global competence is a lifelong process
• But, having made the mission statement, it is the ‘responsibility’ of the institution to ensure that a student of four-year graduation program should leave the institution at least as a semi-skilled if not a fully skilled person.
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OBE: ‘Begins with End in Mind’ • Outcomes / Competency Based Education is an effective and
dynamic teaching and learning methodology.
• Once the Outcomes, such as ‘attaining global competencies’, are defined and prefaced to the curriculum, the teachers should follow Stephen Covey’s “begin with the end in mind” approach
• Institutions should set up monitoring and control system to ensure micro and macro, or short and long term activity / program specific Outcomes are achieved.
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Role of IQAC
• The role of IQAC is to act as the institutional ‘think tank’ to develop systems for conscious, consistent and catalytic improvement in and monitoring of the performance of students/ faculty.
• Quality Assurance System for an Outcome Based Higher Education would include the following:-
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QA SYSTEM FOR OBE : THE DO LIST
1. 360o 4-year Integrated Curriculum, unitized into modules with clear ‘preface’ to cover multiple components of the Mission statement
2. Student quality and diversity – attract merit students from India and abroad
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The Do List
3. Globally competitive and stable faculty endowed with academic freedom
4. State-of-the-art physical infrastructure and digital learning resources
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The DO List
5. Participative, ‘active’ and tech-driven teaching-learning process
6. Effective credit based continuous, objective and online evaluation system
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The Do List
7. Mandatory and appropriate Internship with credit
8. Social and neighborhood oriented outreach programs with credit
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The DO List
9. Global and industry networking and linkages
10.Digital Data Management (with back up), MIS and all-inclusive feedback mechanism, including Quality Circles, Kaizen etc with transparent follow up
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The Do List
11. Opportunities for innovative and applied research, IPR, publications in standard/ refereed journals, and consultancy with norms for sharing of resources raised
12.Performance Incentives for faculty and scholarship/freeship for deserving students
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The DO List
13. Effective grievances redressal and Quality monitoring/control mechanism
14.Performance audit /appraisal with accountability
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The Do List
15.Effective leadership and decentralized governance
16.Quality Placement
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Conclusion • Outcome-based education is an approach that bases each
part of an educational system around expected Goals. By the end of the educational experience, each student should have achieved the goal.
• It is for the institutions to introspect whether the above checklist is tested for achievement during a given graduation period. Steps may be taken to strengthen the strengths and weaken the weaknesses.
• Effective and time tested Outcome based education will enhance institutional reputation and make the students globally competitive, directly employable and highly successful and responsible citizens.
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Conclusion • The critiques would argue that OBE comes in
the way of holistic approach to learning. It may come in the way of creativity and liberal thinking and education.
• Learning may be reduced to something that is specific, measurable, and observable. As a result, outcomes are not yet widely recognized as a valid way of conceptualizing what learning is all about.
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Conclusion
• The Liberal and OBE driven education have merits and demerits.
• Therefore, an ideal methodology would be an integration of liberal and OBE to suit the respective curriculum or activity module.
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