Outcome-Based Education: An Open Framework

The aim of this paper is to highlight the areas where the current education system is lacking and how outcome based education system can be successfully implemented to prevent that area where focus is needed. This paper specifically focuses on engineering educational system, how balance between knowledge and practical skill set can be given focus for betterment of educational system and learning.

Medical Teacher, 2007

Outcome-based education is one of the most significant global developments in medical education in recent years. This paper presents four case studies of outcome-based education from medical schools in different parts of the world; Scotland; USA; Pakistan; and Singapore. The outcome-based curricula have either been in place for some time, are evolving or are at the planning proposal stage. The outcomes, change process and implementation of the outcome-based approach are described. Variation in the extent to which each medical school has implemented outcome-based education is discussed and key points for successful implementation are highlighted. This paper is based on the pre-conference symposium ''outcome-based curricula: global perspectives'' presented by the authors at

Outcome-based education (OBE) has an intuitive appeal that hooks people. Simply set the outcomes you expect students to achieve, then teach and research in as many different ways and for as long as it takes until everyone meets them. In its simplest form, the OBE process virtually guarantees every student an education. Outcome-based education (OBE) has a potential for enrichment of cognitive, affective and psychomotor outcomes of learners. Outcome-based education Advocate that education cannot be done simply by the spread of knowledge from the teachers to the learners. Relatively, knowledge is constructed by learners through dynamic and intellectual process of development; learners are the builders and creators of meaningful knowledge. It refers to the idea that learners construct knowledge for themselves. In traditional scenario of education, teacher centered approaches were used in which a teacher transmits information to students who passively listen and acquire facts while during Outcome-based education, learner centered approaches are used in which students are actively involved in their learning to reach new understandings, so each learner individually and socially develop their skills to construct meaning as they learn. This new experience facilitates learners to modify their previous meaning about the phenomena; this reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.

PSYCHOLOGY AND EDUCATION, 2021

The "Outcome-Based Education" (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world. Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted. One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education-OBE.

Journal of Engineering Education Transformations

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in contin uously ev olvin g the criter ia f or the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT.

2023

Enhancing the quality of education through focusing on the outcomes of the educational process is an increasingly highlighted area in the field of education. Outcome-based education (OBE) has been considered as the best approach to enhance the quality of education, and it is implementing inserted of traditional teacher-centered content-based education approach in most educational reforms. Also, there are research findings about this change in the literature. It is important to explore challenges and recommendations for OBE implementation especially for 'those who are struggling with the same challenges' and 'who are planning for the same reforms.' The purpose of this study is to discuss challenges and recommendations for OBE implementation in previous literature. The 'conceptual content analyses' on phenomenological and case study-based recent research publications were conducted. PRISMA article selection process was employed to identify suitable research papers. Twelve research papers published in the last ten years fulfilled all inclusion criteria. These research papers were selected from 'Google Scholar', Emerald Insight' and 'SAGE' databases. Findings in both, challenges and recommendations were compiled under four categories. The first three categories: 'defining intended learning outcomes', 'deciding teaching-learning activities', and 'student assessment' were derived from the theory of constructive alignment. All other challenges and recommendations were discussed in the last category, 'general'. However, there are more improvements with the OBE. However, it should not be considered as a magic solution for all issues and should be implemented carefully because there are no chances to learn through mistakes in educational reforms.

O utcom e-based education, a perform ance-based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and m anag ing medical education. The em phasis is on the productÐ what sort of doctor w ill be producedÐ rather than on the educational process. In outcom e-based education the educational outcomes are clearly and unam biguously speci® ed. These deter mine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environm ent and the curriculum timetable.They also provide a framework for curriculum evaluation.

This paper initially traces the roots of Outcome-Based Education (OBE) and introduces key concepts at the level of school-wide implementation based on Spady (1994). It then proceeds with defining what outcomes are and discusses how the definition of outcomes demands paradigm shift in assessment and evaluation practices. Finally, the paper tackles important implications of carrying out the framework for the practice and methods of assessment and evaluation of students " performance in schools. These implications are meshed with discussion of the four operating principles of OBE.

OUTCOME BASED EDUCATION AND CURRICULUM REVIEW of PMDC (Pakistan) and Dundee University

MedEdPublish, 2020

This article was migrated. The article was marked as recommended. Developments in Outcome-based education (OBE) and innovative shifts in its pedagogical approaches have reshaped the learning environment of curricula at medical schools. This instructional design has gained popularity due to its authenticity and systematic approach. However, this needs organized supervision and faculty training in order to achieve the desired goals for the program. Aim: This article examines the evaluation of OBE at a private medical school in Saudi Arabia. It describes the curriculum review process and the characteristics of the curriculum reviewers involved. It evaluates the curriculum using Harden's OBE implementation inventory. OBE reviewers' satisfaction about OBE implementation was evaluated using the OBE inventory. Results: This analysis shows our institutional profile to be similar to the 'transition to beavers' symbol in Harden's representation. At the program level, the s...