Outcome Based Education System

Soch-Miracle

Lets talk on the recent surveys on the employability of graduates which have unanimously reported that the percentage of young graduates, particularly engineering graduates produced by the Indian education system, is poor. The basic problem of this poor that is the quality of education is very important to present generation of students. National bodies concerned with education like UGC and AICTE have been looking for ways and means to bring about reforms in the education system that would improve the quality of education in Indian universities and affiliated colleges. As a part of this effort, the National Board of Accreditation (NBA), The National Assessment and Accreditation Council (NAAC)and The National Institutional Ranking Framework (NIRF) after thoroughly gone through the best practices in education in the world, is looking to introduce the Outcome Based Education (OBE) system.
Outcome-based education is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the program/ course. Demonstration of the outcome is set forth by arriving at benchmarks for each level of the program. Each of this benchmark is a skill-set that must be demonstrated by the student. Unlike the outcomes, the list of benchmarks is different in every level of the program of interest. Benchmarks should address and define specifically the goals of the curriculum and determine ways to assess whether students have reached these goals at that level of study.Students and instructor should jointly develop the content and teaching strategies. Students should actively participate and decide in the process of learning. Classroom should provide experiences that students are going to encounter in the workplace. Empowering the student and engaging them in learning process is the goal and path to life-long learning.
The entire curriculum in OBE is driven by assessments that focus on well-defined learning outcomes and not primarily by factors such as what is taught, how long the student takes to achieve the outcomes or which path the student takes to achieve their target. The learning outcomes are set out on a gradation of increasing complexity that students are expected to master these outcomes sequentially.
It contain setting the purpose of the qualification, and the expected competencies of the graduates of the program. Establishing the content and learning activities required supporting the achievement of the outcomes required. Providing the teaching, learning and assessment strategies / plans of action that will facilitate the development and assessment of the outcomes associated with the qualification.
In India, no formal studies are available in educational institutes which can equip a person with professional knowledge of different inputs required for the job performance in different EPC companies and industries. The Special professional training becomes necessary for personnel at every level in the industry to keep abreast with rapidly advancing state of- the-art in the industries.For the national development and industrialization in India, thus these different professional training programs of is imperative to have optimum efficiency in India and abroad.

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