Design and execution of strategies for effective implementation of Outcomes Based Education (OBE) in Engineering (original) (raw)
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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.
Journal of Advances in Education and Philosophy
Outcomes based education (OBE) is the highlighted trend these days in education area to manual students in their professional career and lead them to greater informed and creative. This could help them to development nicely in their working surroundings. To gain the attributes detailed for outcome based totally schooling via NBA right overview techniques are required, due to the fact assessment of the graduate attributes plays a key position in coaching gaining knowledge of system to enhance the device and to improve the overall performance of college students. This procedure will provide idea for the machine to bridge the distance among coaching and final results based totally mastering method. This paper initially lines the roots of final results-based training (OBE) and introduces key standards of implementation. It then proceeds with defining what effects are and discusses how the definition of consequences demands paradigm shift in evaluation and evaluation practices. Subsequently, the paper tackles crucial implications of sporting out the framework for the exercise and strategies of assessment and evaluation of college students" performance in engineering college. These implications are meshed with discussion of the four running ideas of OBE.
A Model of Outcome-Based Education (OBE) for Engineering Education
2007
Outcome-Based Education (OBE) is an educational system which has been enforced on all engineering programmes. The driving force for this change is the current higher learning education development, which is an accreditation regulatory in the Malaysian Qualification Agency (MQA) Act. Shifting towards this new practice, the concept and delivery of OBE should first be recognised by any Institution of Higher Learning (IHL) provider for accreditation purposes. This paper focuses on the driving force and an implementation model of OBE practices in the Faculty of Civil Engineering (FCE) UiTM Pahang.
Implementation of Outcome Based Education: A Beginning
Journal of Engineering Education Transformations, 2016
Ever since Outcome Based Education (OBE) has been made mandatory for accreditation of an engineering programme by National Board of Accreditation (NBA), many engineering institutes have adopted OBE. OBE model of accreditation focuses on objectives and outcomes of an engineering programme. It requires evidences of attainment of the predefined outcomes. The basic difference between OBE and traditional learning is that OBE is more 'Learner Centric' and focuses on what a student has learnt rather than what the faculty teaches. 'Learner Centric' model places the student at the centre of the learning process. At the heart of OBE are the Graduate Attributes. Marathwada Mitra Mandal's College of Engineering (MMCOE) is implementing OBE in all its undergraduate programmes since semester-II of academic year 2014-2015. This paper is an attempt to put forth the initiatives taken by MMCOE to adopt OBE philosophy. A Microsoft Excel-based system is used for computation of CO-PO attainment.The system takes into account both direct and indirect tools of assessment.
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...
2018
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...
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.
2014
This study determined the status of Outcomes-based Education (OBE) implementation in terms of practices and environment as well as its usefulness in the Engineering Department of an Asian University in terms of academic, attitude and instruction; and to test the relationship between the status of OBE implementation and the level of its usefulness. This study used a descriptive method of research wherein the quantitative data were gathered using a survey questionnaire. Results show that OBE is being implemented in terms of practices and environment. Faculty members together with the students and concerned authorities shall have coordination to identify the needs of the students and to provide possible solutions and actions to enhance the implementation of the new learning system. They shall be representatives in conducting seminars and training that would provide appropriate knowledge and skills for the engineering students who are ready to face the challenges of ASEAN 2015.