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Implementation of Outcome Based Education: A Beginning

Priya Sawant *

Affiliations

  • Department of Telecommunication Engineering, Marathwada Mitra Mandal’s College Of Engineering, S.No 18, Hillside, Karvenagar, Pune - 411052, India

DOI:

Abstract


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.

Keywords

Outcome Based Education, Graduate Attributes, Program Outcomes, Course Outcomes, Attainment, Microsoft Excel-Based system, Digital Course File.

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References


  • B Kanmani, K Mallikharjuna Babu, “ Continuous Improvements in Teaching-Learning- Process in Outcomes Based Education”, Journal of Engineering Education Transformations, volume 28, No.2&3, Oct 2014 & Jan.2015.

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  • Izham Zainal Abidin, Adzly Anuar and Norshah Hafeez Shuaib, “ Assessing the attainment of course outcomes (CO) for an engineering course”, Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009), INTI University College, Malaysia.

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