Planning and Developing Outcome Based Engineering Curricula to meet the Needs of Fast Growing Indian Industries (original) (raw)
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A New Outcome based Education System in Engineering Colleges
International Journal of Innovative Technology and Exploring Engineering, 2019
This paper propses a new Outcome Based Education and its benefits in the engineering colleges. The engineering education system has evolved in the past 10 years. The sustained innovation of ideas and products has produced a huge gap between the industry-academic interactions. The industries are well in advance of the technology taught in the curriculum. This mismatch of the academics and industries has created a change in the skills set requirement of the companies which are recruiting the young engineers in their field of interest. The main goal of the OBE is to reduce the distance between the industry-academic and provide versatile training that will be suitable and in demand for the current trend in the industries. This method will project on the importance of the OBE practiced in the engineering colleges so as to satisfy the skill set demand of the industries. This method is conducted with the students from the various departments of an engineering college. The result depicts th...
Outcome-based Engineering Diploma Curriculum - 2012 Gujarat Experiment
2013
In India, unlike the Western world, the universities have several engineering institutes affiliated to them that are geographically spread across large provinces. Gujarat Technological University (GTU) is one such example, that caters to the technical education needs of the state of Gujarat (size of Arizona) with a population of 65 million. More than one hundred such institutes offering undergraduate and graduate programs and about same number of ‘Polytechnics’ offering engineering diploma programs are affiliated to GTU. Around 100 thousand students take admissions every year in the 55 different technology programs being offered. Since examination and certification is the main responsibility of the University, it becomes necessary to conduct centrally administered end-of-the-term examinations every semester. This necessitates the curriculum for each program to be same in all the institutes. Hence, curriculum design became a centralized task to address the needs of today’s globalized industry and also fulfill the aspirations and capabilities of the students, belonging to different strata of the society. Since curriculum designers and implementers are not the same in this experiment, a need-based curriculum model became imperative to be developed that could convey clearly and uniformly the intentions of the designers in letter and spirit to all curriculum implementers and stakeholders. In this backdrop, NITTTR Bhopal one of the four premium institutes established by the Government of India for quality improvement of the technical education, was assigned the task by GTU in 2012 to completely re-design the curriculum of twenty five engineering diploma programs to produce ‘work ready’ personnel. The authors were the core members of the core team who undertook this task. This paper highlights the challenges and opportunities faced by the engineering education system due to fast changes taking place in society, industry and education, for which an innovative outcome-based curriculum model was evolved to address these challenges and harness the opportunities. This paper discusses the various facets of the philosophy, approach and structure of this curriculum model evolved for this purpose. It also briefly describes the planning, designing, implementation and evaluation of the curriculum development process, as well as some of the strategies adapted in this innovative curriculum model.
Journal of Engineering Education Transformations
Outcome-based education (OBE) by Washington Accord (WA) promises to improve the technical education system by clarifying expectations for students and focussing assessment on specific learning outcomes for better measurement of student achievements. Numerous publications describe the process and results of OBE implementation in India. This article is a meta-analysis of research articles documenting the OBE efforts made by Indian engineering institutes. The study implements the established objective approached based reviewing technique. A rubric comprising seven distinct measurements was applied to assess critically selected articles. The detailed assessment indicates that there is a lack of empirical validation of the results obtained by the researchers. The papers were also found to lack a consistent understanding of CO-PO mapping. Hence, there is a clear research gap of statistical validation of the results using pre and postimplementation data for a given improvement.
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Although Outcome-Based Education has not been affluently realized and implemented in public education amid plentiful countries, it has been effectively espoused in the technical fields in India. Outcome-Based Education has become a substance of conversation in facade of public media, encompassing a tinge of squabble. Critics differentiate this modus operandi of edification in unenthusiastic terms. In the formulated paper, the authors have proposed an implementation modus operandi of Outcome-Based Education in the field of engineering and higher studies. The authors have embodied a specific correlation amid Institute vision, mission, Program Educational Objective, Program Outcome, and Course Objective and Course Outcome. Based on the Program Outcome, how curriculum and syllabus design and implementation would be adopted is represented in detail. Based on several assessments along with feedback mechanism, the entire procedure refinement would be accomplished that would lead to success...
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation. The present paper focuses on the systematic and stepwise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
Outcome Based Education (OBE): Defining the Process and Practice for Engineering Education
IEEE Access
Outcome Based Education aka OBE is one of the de-facto standards for modern educational system. An outcome is a culminating demonstration of learning that the students should be able to do at the end of a course, and in process at end of the degree program. Therefore, OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should perform in their professional life. The curriculum thus defines all the learning outcomes clearly and unambiguously, along with the contents, teaching/learning methods, assessment strategies and academic quality control process to ensure all-round development of the students. An engineer is a unique combination of different skill sets that must be mastered to resolve nontrivial reallife engineering problems. Consequently, the adoption of OBE in engineering education is the compelling necessity. This study offers a comprehensive, ready to adopt OBE framework for tertiary level engineering programs complying with the benchmark mandates of the OBE and the guidelines of Washington Accord. Additionally, the framework is successfully deployed in the department of CSE, IUB for the design and implementation of the undergraduate CSE program, a transcript of which is also documented. This will assist the concerned institutions to design their program in OBE model to gain international academic equivalency and accreditation.
Transformational Model for Engineering Education from Content-Based to Outcomes-Based Education
International Journal of Continuing Engineering Education and Life-Long Learning, 2017
Globally, higher education is shifting from content-based educational model to outcome-based educational model. The reason behind this transformation is that content-based model emphasises on what is presented, and outcome-based model focuses on what students can actually learn and do. In order to fulfil the requirements of Washington accord, Pakistan engineering council (PEC) is transforming the learning process from content-based education (CBE) to outcome-based education (OBE). Transitions are always difficult, and a framework that highlight whole process of transformation and keeps track of the change is always needed. This paper proposes a transformational model from CBE to OBE by incorporating five learning and development factors which are; teaching method, student skills, curriculum, assessment method and class situation. To track the change, a comparison of proposed OBE model and existing CBE practices was made for Industrial Engineering Department, University of Engineering and Technology Taxila. Results showed that transferring from CBE to OBE has a positive impact on students' learning. Results also highlighted 'assessment method' and 'curriculum' as the areas for further improvement.