obe

1. Outcome-based education
Outcome-based education or outcomes-based education (OBE) is an educational theory that
bases each part of an educational system around goals (outcomes)
By the end of the educational experience, each student should have achieved the goal. There is no
single specified style of teaching or assessment in OBE; instead, classes, opportunities, and
assessments should all help students achieve the specified outcomes.[1]
The role of the faculty
adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
In an international effort to accept OBE, The Washington Accord was created in 1989; it is an
agreement to accept undergraduate engineering degrees that were obtained using OBE methods
OBE can primarily be distinguished from traditional education method by the way it incorporates
three elements: theory of education, a systematic structure for education, and a specific approach to
instructional practice.
It organizes the entire educational system towards what are considered essential for the learners to
successfully do at the end of their learning experiences
It focuses on the following skills when developing curricula and outcomes:
 Life skills;
 Basic skills;
 Professional and vocational skills;
 Intellectual skills;
 Interpersonal and personal skills.[12]
 Benefits of OBE
Clarity
The focus on outcomes creates a clear expectation of what needs to be accomplished by the end of
the course
Students will understand what is expected of them and teachers will know what they need to teach
during the course.
Flexibility
With a clear sense of what needs to be accomplished, instructors will be able to structure their
lessons around the student’s needs. OBE does not specify a specific method of instruction, leaving
instructors free to teach their students using any method. Instructors will also be able to recognize
diversity among students by using various teaching and assessment techniques during their
class.[14]
OBE is meant to be a student-centered learning model. Teachers are meant to guide
and help the students understand the material in any way necessary, study guides, and group work
are some of the methods instructors can use to facilitate students learning.

2. Comparison
OBE can be compared across different institutions.
On an institutional level, institutions can compare themselves, by checking to see what outcomes
they have in common, and find places where they may need improvement, based on the
achievement of outcomes at other institutions
Involvement
Student involvement in the classroom is a key part of OBE. Students are expected to do their own
learning, so that they gain a full understanding of the material. Increased student involvement allows
students to feel responsible for their own learning, and they should learn more through this individual
learning.[16]
Other aspects of involvement are parental and community, through developing
curriculum, or making changes to it. OBE outcomes are meant to be decided upon within a school
system, or at a local level. Parents and community members are asked to give input in order to
uphold the standards of education within a community and to ensure that students will be prepared
for life after school
Drawbacks of OBE
Definition
The definitions of the outcomes decided upon are subject to interpretation by those implementing
them. Across different programs or even different instructors outcomes could be interpreted
differently, leading to a difference in education, even though the same outcomes were said to be
achieved.[14]
By outlining specific outcomes, a holistic approach to learning is lost. Learning can find
itself reduced to something that is specific, measurable, and observable. As a result, outcomes are
not yet widely recognized as a valid way of conceptualizing what learning is about
Assessment problems
When determining if an outcome has been achieved, assessments may become too mechanical,
looking only to see if the student has acquired the knowledge. The ability to use and apply the
knowledge in different ways may not be the focus of the assessment. The focus on determining if the
outcome has been achieved leads to a loss of understanding and learning for students, who may
never be shown how to use the knowledge they have gained.[14]
Instructors are faced with a
challenge: they must learn to manage an environment that can become fundamentally different from
what they are accustomed to. In regards to giving assessments, they must be willing to put in the
time required to create a valid, reliable assessment that ideally would allow students to demonstrate
their understanding of the information, while remaining objective.[16]
Generality
Education outcomes can lead to a constrained nature of teaching and assessment. Assessing liberal
outcomes such as creativity, respect for self and others, responsibility, and self-sufficiency, can

3. become problematic. There is not a measurable, observable, or specific way to determine if a
student has achieved these outcomes. Due to the nature of specific outcomes, OBE may actually
work against its ideals of serving and creating individuals that have achieved many outcomes.[14]
Involvement
Parental involvement, as discussed in the benefits section can also be a drawback, if parents and
community members are not willing to express their opinions on the quality of the education system,
the system may not see a need for improvement, and not change to meet student’s needs. Parents
may also become too involved, requesting too many changes, so that important improvements get
lost with other changes that are being suggested.[16]
Instructors will also find that their work is
increased; they must work to first understand the outcome, then build a curriculum around each
outcome they are required to meet. Instructors have found that implementing multiple outcomes is
difficult to do equally, especially in primary school. Instructors will also find their work load increased
if they chose to use an assessment method that evaluates students holistically.[2]
The curriculum is designed in such a way that the output to be achieved by the end of the session is decided in
the first place. Teachers & K12 faculty need to give inputs that may include various innovative activities that
would succor students to reach the desired target. Teachers need to decide what skills are required to master a
particular subject, and then, they design the curriculum keeping the same in mind.
unlike the traditional grading system, the OBE education system doesn’t provide grades to students ranking
from ‘best’ to ‘worst’.
in the traditional model, if students scoring a high range of scores are given an ‘A’ grade and students with low
grades or poor performances are given ‘C’, then there’s no clarity of thoughts.
Grading is solely based on their bookish knowledge
OBE system focuses on what the students have learned.
“Jenny knows Pythagoras theorem” or “Jenny has answered 90% of the questions related to Pythagoras
theorem correctly” instead of “Jenny has scored more than a few students of the same batch” or “Jenny has
answered the majority of the questions correctly.”
In OBE, another approach that measures results in terms of different “levels” can also be applied. For example,
teachers can decide various levels based on the units of the curriculum.
Level-1 indicates algebraic concepts.
Level -2 indicates – skills-related concepts, and so on.
Students clearing assessments or tests of a particular unit may be assigned a “level”.
The traditional model of education doesn’t permit institutions to identify which factors played the role of
catalyst in helping them improve.

4. Teachers may guess that due to the implementation of certain aspects such as conducting guest lecturers has
helped them improve a lot. For example, if the institution has 100 students that have passed the exam in the
current year, and last year the number was 70 then, they may compare the results, and conclude that the ratio of
students passing the exams has increased may be due to conducting guest lectures.
with the implementation of the OBE system software, every student’s progress can be tracked based on their
performance and differential growth at various stages or levels which also adheres to the education standard
With the mapping of PO-CO, best-suited assessments, question-wise outcome calculation, teachers can even
be sure of factors that have helped them improve based on the final outcome sheet. The OBE software also
enables them to generate reports related to CO-PO, students yearly attainments, Student-wise attainment, and
course level attainment, etc. with CO-PO mapping
It doesn’t encourage students to acquire better grades than other students and be the “Topper”.
Instead, it encourages them to gain knowledge and develop a better thought process that would help them earn
bread and butter and be successful in the long-term.
The outcome based education can help teachers design curriculum and keep a tab on student’s growth at
every stage
Washington AccordWashington Accord is an international agreement for engineering degrees
between the bodies responsible for accreditation in its signatory countriesAgreement recognizes that
there is substantial equivalence of programs accredited by signatoriesGraduates of accredited
programs in any of the signatory countries are recognized by the other signatory countries as having
met the academic requirements for entry to the practice of engineeringIntroduction to OBE
Accreditation of Academic Programs
Accreditation is a quality assurance review process to determine if educational programs meet
certain standards of qualityStandards for accreditation are set by a peer review board whose
members include faculty from various accredited universitiesAccreditation done by an external
bodyExamples: Washington Accord, ABET, Sydney Accord, Dublin Accord etcIntroduction to
OBEProf Jahid
VIsion is a futuristic statement that an institute would like to achieve over a long period of
timeMission is the means by which it proposes to move toward the stated vision
Program Educational Objectives (PEOs) are long term goals (ie 5 years or more after graduation)
describing expected achievements of graduates in their career
Course Outcome – COCourse Outcomes (CO) address the abilities to be attained by students upon
the completion of a subject A subject usually has several COsIdeally 2 to 4 COs is considered a
good practiceBloom’s Taxonomy action verb and levels need to consider while writing Cos
Program Outcome – POProgram Outcomes (PO) are short term outcomes (at the point of
graduation) describing what students are expected to know and be able to perform

5. OUTCOME BASED EDUCATION (OBE) IS
NEED OF THE HOUR
Dr. G. Thirumoorthy✉ 1
1 Assistant Professor (Guest),Department of Education, Bharathiar University, Coimbatore,
641046, India
How to cite this article (APA): , DGT (2021). Outcome based education (obe) is need of the
hour. International Journal of Research - GRANTHAALAYAH, 9(4), 571. doi:
10.29121/granthaalayah.v9.i4.2021.3882
Abstract
Educational objectives are soul for any educational Programme and it is the prime pillar for
sustainable socio-economic development. The holistic educational objectives need to changes
according to the social change. To achieve the holistic educational objectives the educational
opportunities were decentralized; as a result, worldwide the rate of literates and the percentage of
educated people are increased; especially in India was successfully achieved elementary,
secondary, and higher education too. Further, the new education policy-2020 insisted to increase
the enrolment ratio in higher education from 26.3% (2018) to 50% by 2035. Along with the
objectives of increasing the quantitative students’ enrolment percentage in higher education, it is
the need of the hour to insist on outcome-based education (OBE) for holistic development.
Keeping these as a background the researcher intended to describe the OBE as a need of the
hour.
Keywords
Outcome Based Education
INTRODUCTION
Outcome-based education (OBE) is also known as standards-based or accountability in
education, the educational theory was initiatedduring late 19th
century and rejuvenates in the
21st
century which is bases to each part of an educational system. On the other hand, Outcome-
Based Education (OBE) is a student-centric teaching and learning methodology in which the
course delivery, assessment is planned to achieve specified objectives and outcomes. Outcome-
based education is insisting the accountability in teaching and learning. Which includes overall
curriculum OBE, subject-based OBE, course-based OBE, Programme-based OBE, etc. At the
end of the educational experience, each student would have achieved the goal as an outcome of
educational objectives. OBE is extremely be distinguished from the traditional and conventional

6. education method of Teacher-Centered to Learner center by the way it incorporates three
elements: theory of education, a systematic structure for education, and a specific approach to
instructional practice and experience. The outcome-based education (OBE) or the students’
centered education attain the educational goal in terms of individual, competency group,
standards, benchmarks, and attainment stipulated targets.
MEANING OF OBE
Outcome‐based education means starting with a clear picture of what is important for students to
be able to do, then organizing the curriculum, instruction, and assessment to make sure that this
learning ultimately happens (Spady, 1994). Outcome-Based Education is usually expressed in
terms of a combination of knowledge, skills and competency, abilities, attitudes, and
understanding that a student will attain as a result of his/her successful engagement in a
particular set of higher education experiences and opportunities. OBE means clearly focusing
and organizing an educational system around what is essential for all students to be able to do
successfully at the end of their learning experiences and course.
BRIEF HISTORY OF OBE
William G. Spady is an academician, educational psychologist, sociologist, educational planner
andalso considered the father of Outcome-Based Education (OBE). Spady introduced OBE and
coined the term outcome-based education in 1988 as an extension of the works completed by
John Franklin Bobbitt and Ralph W. Tyler. The Washington Accord was initiated in 1989; it is
an agreement to accept undergraduate engineering degrees courses that were obtained using OBE
methods. In 1989 Australia, Canada, Ireland, New Zealand, United Kingdom, United States, in
1995 China, in 1999 South Africa, in 2005 Japan, in 2006 the Singapore, in 2007 Korea, in 2009
in Malaysia, the 2011 Turkey, in 2012 Russia are signatories in Washington Accord to
implement the OBE. In 2017, the full signatories are Australia, Canada, Taiwan, Hong Kong,
India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri
Lanka, Turkey, the United Kingdom, Pakistan, China, and the United States. There are many
innovations and resolutions were adopted in the National Conference of Vice-Chancellors and
Directors on Research & innovation held between 26th
to 28th
July 2018. One of the resolutions
was to 'Adopt and implement the Learning Outcomes Based Curriculum Framework (LOCF) in
Higher Educational Institutions (HEls), by updating the curriculum from academic year 2O19-
2O.
21ST CENTURY EDUCATIONAL OBJECTIVES /
OUTCOME TO ATTAIN OBE
The OBE model measures the progress of students in threeparameters, through:
Program Education Objectives (PEO) and Outcomes – The PEO is narrated in the form of
Aim, Vision, Mission, and program objectives and outcomes. Program is defined as the
specialization or discipline of a Degree. It is the interconnected arrangement of courses, co-

7. curricular and extracurricular activities to adopt and accomplish predetermined objectives
leading to the offering a degree. The program objectives/outcomes can be further classified in
general and specific and they may differ according to the short-term and long-term educational
program. Program outcomes are split into narrower statements that describe what students are
expected to be able to do by the time of the duration of program in their career, and also in
particular, what the students are expected to perform or achieve after the program in the real
world.
Course Outcomes (CO)– it is the measurable and accountable parameter that evaluates each
student’s performance and learning outcome based on the Blooms' Taxonomy different levels for
each course that the student undertakes every semester or subjects. Course outcomes are
statements that describe significant and essential learning that learners have to achieved, and can
steadfastly demonstrate at the end of a course. Which includes the commitment to excellence in
all scholarly and intellectual activities, including critical thinking and judgment, an ability to
develop creative and effective / applications responses to intellectual, professional and social
challenges, a commitment to sustainability and high ethical standards in social and professional
practices, discipline to enable a smooth transition and contribution to professional and
community settings. Further, the ability to be responsive to change, to be inquiring and reflective
in practice, through information literacy, autonomous in learning, self-managed learning, the
ability and competency in communicate and collaborate with individuals, and within teams, in
professional and community settings, ability to engage with sundry cultural and indigenous
perspectives in both global, regional and local settings.

8. Figure 1: 21st Century Educational Objectives / Outcome to Attain OBE
21ST CENTURY SKILLS IN OBE
Skills are learned or some time enhanced traits are the ability to use one's knowledge effectively
and readily in execution or performance in a particular situation to attain certain goals. Further,
the skills are natural or learned talents and the expertise one to develop and to perform a task or a
job. It is the responsibilities of educators, school reformers, college professors, employers, and
other stockholders are need to adopt the term 21st
century skills includes a broad set of
knowledge, skills, work habits, and character traits are to be critically important to success in
today’s world which include the Education 5.0, Pedagogy 4.0, Industry 4.0, Society 5.0, Global
citizen, particularly in education programs and contemporary careers and workplaces.

9. THE FOLLOWING THREE 21ST
CENTURY SKILL ARE
CAN BE CONSIDER AS FUNDAMENT TO ACHIEVE
OBE
Learning skills – it is the prime skills that include critical thinking - Finding solutions to self
and others problems, reasoning and logical thinking, analysis, interpretation, synthesizing and
evaluate information, Creativity - Thinking outside the box which include inductive and
detective, research and critical thinking skills, practices, interrogative questioning, creativity,
artistry, curiosity, imagination, innovation, and personal expression, Collaboration -Working
with others which include small and large team, Perseverance and Communication –Talking
within (Intrapersonal) to taking with others(Interpersonal), oral and written communication
(Language competency), public speaking, presenting, listening, collaboration, co-operation.
Literacy skills- it includes Information literacy - Understanding facts, cultural context, figures,
statistics, and data; Media literacy -Understanding the methods and outlets in which information
is published; Technology literacy -Understanding the machines that make the Information age
possible, data interpretation and analysis, information and communication (ICT),computer
programming.
Life Skills - it is very essential for social mobilization. Especially the Flexibility and
negligibility - Deviating from strategies as needed, adaptability, adjustability and initiative;
Leadership -Motivating self and the team to achieve a goal;Initiative - Starting projects,
entrepreneurship, strategies, plans on one’s own and others; Productivity - Maintaining
efficiency, dynamics and innovation in the world of uncertainty; Social skills - Meeting and
networking with other individual, community and other needy one for mutual benefit, civic,
ethical, self-direction, planning, self-discipline and social-justice literacy, morality and ethics
interpersonal and personal skills are very essential skills for 21st
century citizen.
Along with the above the environmental and conservation literacy, ecosystems understanding is
very essential for personal health and wellness literacy, including nutrition, diet, exercise, and
public health and safety
BLOOM'S TAXONOMY IS A TOOL TO ACHIEVE OBE
In 1956, Benjamin Bloom, an American educational psychologist and a group of educational and
behavioural psychologists to develop a taxonomy or classification or hierarchy or learning
system for learning. They proposed that learning fits into three psychological domains such as
the Cognitive domain (processing information, knowledge, and mental skills), the Affective
domain (Attitudes and feelings), and the psychomotor domain (manipulative, manual, or physical
skills). These three domains are to follow for effective execution of OBE. There are six K-level,
or Cognitive levels that have come under three-domain which are Knowledge (Remember),
Comprehension (Understand), Application, Analysis, Synthesis (Evaluate), and Apply (Create).

10. Figure 2: Cycle of Bloom’s Taxonomy
Table 1: K-level, or Cognitive level of Bloom’s Taxonomy
Domains
K -
Level
Parameter Description Key Words
Cognitive ,
Affective and
Psychomotor
Domain
K1 Remembering
Recall or retrieve
previous learned
information,
knowledge, experience,
etc.
defines, knows, lists,
matches, outlines, remember,
recognizes, reproduces,
selects, states,
identifies,labels, names,
K2 Understanding
It involves
demonstrating an
understanding of facts
realizes, translates,
differentiates, assessments,
explains, extends,

11. and ideas by
organizing,
summarizing,
translating,
generalizing, giving
descriptions, and
stating the main ideas.
generalizes, gives an
example, explain, compare,
gathers, interprets,
paraphrases, forecasts,
rewrites, summarizes
K3 Applying
Use a concept in a new
situation or unprompted
use of an abstraction.
Applies what was
learned in the
classroom into novel
situations in the work
place,
execution, exchange,
calculates, constructs,
corroborates, discovers,
manipulates, modifies,
operates, forecast, prepares,
produces, re-counts, shows,
solves, uses
K4 Analyzing
Separates material or
concepts into
component parts so that
its organizational
structure may be
understood.
Distinguishes between
facts and inferences.
analyzes, breaks down,
associates, contrasts,
illustrations, deconstructs,
differentiates, discriminates,
distinguishes, identifies,
illustrates, infers, outlines,
relates, selects, splits
K5 Evaluating:
Make judgments about
the value of ideas or
materials.
judges, compares, concludes,
contrasts, evaluates,
critiques, defends, describes,
discriminates, evaluates,
explains, interprets, justifies,
relates, summarizes, supports
K6 Creating:
Builds a structure or
pattern from diverse
elements. Put parts
together to form a
whole, with emphasis
on creating a new
meaning or structure.
categorizes, combines,
accumulates, composes,
creates, devises, designs,
explains, generates, alters,
organizes, strategies,
rearranges, reconstructs,
relates, reorganizes, reviews,
rewrites, summarizes,
expresses, re- writes
ASSESSMENT OF OBE OR PERFORMANCE OF
RUBRICS

12. According to the Eberly Center for Teaching Excellence and Educational Innovation, ( Carnegie
Mellon University, 2021) a rubric is a scoring tool that explicitly represents the performance
expectations for an assignment or piece of work. A rubric divides the assigned work into
component parts and provides clear descriptions of the characteristics of the work associated
with each contents and component, at varying levels of mastery and course outcomes. The
method of assessment of the candidates during the program is left for the institution to decide.
When educators plan curriculums or teachers plan lessons and units for their classes, they usually
start by clarifying the purposes. The various assessment tools for measuring Course Outcomes
include Mid -Semester and End Semester Examinations, peer evaluation, Tutorials, Assignments,
Project work, Labs, Presentations, Employer/Alumni and public Feedback, etc.A rubric can help
instructors communicate to students the specific deficiency and requirements and acceptable
performance standards of an assignment and evaluation. When rubrics are given to students with
the assignment description, they can help students monitor and assess their progress as they work
toward clearly indicated short term and long-term goals and achievements.
TRADITIONAL VERSUS OBE BASED EDUCATION
Traditional education focuses too much on what the teachers teach as input rather than what the
students are learning as outcome. On the other hand, OBE emphasizes a learner-centric self-
learning approach. It focuses on the real-world application and experience of education which
the student grosses at the end of a Programme, Session, or Course is more important than what or
how something is taught. OBE is a progressive model that involves the reform of curriculum,
pedagogy, evaluation, and assessment practices to reflect the achievement of high-order learning,
thinking and applied knowledge rather than a mere accumulation of percentage of marks and
course credits.
Table 2: DIFFERENCE BETWEEN TRADITIONAL AND OBE
Traditional OBE
The approach is exam-driven. Learners are assessed on an ongoing basis.
The syllabus is content-based and divided
into subjects.
Content is integrated and learning is relevant,
connected to real-life situations and experiment-
based education.
Learning is textbook/worksheet-bound,
subjective and teacher-centered
Learning is objective learner-centered, the teacher
facilitates and constantly applies group work and
team work to consolidate the new approach
The teacher sees the syllabus as rigid and
nonnegotiable.
Learning programmes are seen as guides that
allow teachers to be innovative and creative in
designing their programmes and need based
curriculum.
The autocratic teachers are responsible for
learning and motivation depends on the
personality of the teacher.
Learners take responsibility for their own learning
and are motivated by feedback and affirmation of
their worth.

13. Attendance, assignments, exams, activities,
etc.
Achievement of Student Learning Outcomes
(SLOs)
Overall undefined and invisible descriptors
for quality of products/holistic grades
Visible descriptors for achievement of SLOs
(Rubric)
Grades are derived from cumulative total
number of points on activities, assignments,
exams, etc.
Grades are derived from total points on
assessment of specific SLOs.
Grades are offered based on activities,
assignments, tests, etc.
Grades are offered based on links between SLOs
and activities, assignments, tests, etc.
Learners are passive Learners are active
Defined textbook and lecturer centered Learner centered
Lecturers responsible for learning and
dependent learning
Learners responsible for their own learning and
independents learning
Emphasis on what lecturer hopes to achieve Emphasis on specific outcomes
Content placed into rigid time frames
Flexible time frames and learning ability; learner
determines pace
Root learning Critical thinking, reasoning and action
Traditional education that it just transmits
knowledge and understanding of ideas to
students.
Yields students to become outputs rather than
inputs.
PROCESS AND STEPS TO IMPLEMENTING THE OBE
(Suvin, 2018) imitated the following 20 steps for implementing Outcome-Based Education
 Need to establish Mission statements and Program Educational Objectives (PEOs)
 Clear mapping of Mission Statements with Program Educational Objectives is essential
 Associate and define the Program Learning Objective (PLO) with Bloom's Taxonomy
 Chart Program Educational Objectives with PLO
 It is inevitable to Define CO (Course Objectives)
 Define CLO (Course Learning Outcomes) with Bloom’s Taxonomy for each Course
 Plan Courses with PLO at suitable levels of Bloom’s Taxonomy
 Map CLO with PLO at appropriate levels of Bloom’s Taxonomy
 Draw Assessment Pattern with CLO of each course
 Map target Topics with CLOs
 Define pedagogical tools and teaching strategies for course outcomes delivery
 Preparing session-wise Course unit planand lesson planner
 Map Questions with CLOs at Bloom’s Taxonomy levels & Assessments
 Define rubrics assessment and evaluation with Bloom’s Taxonomy and CLO

14.  Monitor students’ performance by offering proper remedial measures
 Measure students’ performance against CLO threshold, course-wise
 Measure students’ performance against Program Learning Objective (PLO) threshold,
semester-wise
 Measure the attainment of each PLO through Direct/Indirect assessments
 Associate PLO for last 3 academic years and propose remedial actions
 Assess the achievement of Program Educational Objectives
ADVANTAGES OF OBE
The advantage is that outcome-based education imparts thinking skills and engages students
more actively. When the student creates a product is much more meaningful than answers on a
test or paper pencil evaluation. Outcome-based education (when done right) provides learning
more similar to real-world applications and real-world problem salving.
Clarity in Concept- The emphasis on outcomes creates a clear anticipation of what needs to be
inculcated and proficient by the end of the course or Programme. Students will get to know what
is expected of them and teachers will understand what they need to teach during the course and
Programme. Clarity is essential besides years of schooling and when teaching is accomplished as
a team.
Clarity helps each learner to have a clear understanding of what needs to be accomplished in
each class, or at each level and pre-defined standard building students’ progress. The people who
are delineation and planning the curriculum objectives are expected to work once the outcome
has been decided and delimited. The curriculum farmworker needs to determine what knowledge
and skills will be required to arrive at the outcome.
Flexibility in Choice of Contents -Any method can be chosen to teach a student according to
the learning style and ability to learn. OBE does not limit the teachers to teach using a specific
method and gives to freedom to adopt customized strategies. OBE is a holistic and modern
student-centered learning model and strategies. Teachers are meant to guide, mentor, facilitate
and help the students master the material using either approach.
Students Voluntary Involvement learning - Student involvement in the classroom is a key part
and it is inevitable of OBE. Students are expected to do self-motivated and self-engaged in
learning so that they attain a full understanding of the material and core concept. It increases
student involvement and allows students to feel responsible for their own learning. On the other
hand, the parents and societies are indirect and moral helper for students learning outcomes.
DEMERITS OF OBE
 The disadvantage of OBE cannot applicable while accounting in feelings, values,
attitudes, and beliefs over attaining factual knowledge are becoming very challenging.
Outcome-based education also relies on evaluations that are subjective, rather than
objective tests and measurements.

15.  Outcome-based education starts through given common operation elaborated by the
outsiders rather than the interest, needs, and bond examined by the teachers, students, and
parents in their own situation.
 Substantial amount of work is required for the planning, design, and development of a
training Programme.
 In OBE there is no specified style or methodology of teaching or assessment and
evaluation, the most important is that it should help the students to achieve the specified
outcomes which are becoming crucial.
 While implementing the OBE it is inevitable to implement the alternative assessment
tools, such as rubrics, concept maps and mind mapping, portfolios, student Journals, self-
assessments, and peer group assessments are needed to determine what students have
actually known and understand where they are in the learning process.
SUMMARY
From the ancient period, there was a huge innovative methodology introduced in teaching,
learning, and evaluation which leads catastrophic increases in the quantity of education. But, the
21st century is focusing on quality, accountability, and outcome. Especially the outcome-based
education is need of the hour to overcome unemployment, for economic sustainability, and to fit
the youth to the global citizen. Traditional education systems are gradually losing their
significance in the age of globalization. The changes take place very quickly and continually in
today’s globe. More skills are needed to cope with the modern world. Therefore, it is
unavoidable to move from traditional education to outcome-based education. But huge questions
arise about how the learner-centric approach or outcome-based education (OBE) will be
beneficial and here is how this system will be beneficial.
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 Contributors, W. (2021). Rubric (Academic) . Retrieved
from Https://En.Wikipedia.Org/Wiki/Rubric_
 Iloanya, J. (2019). Preparing The 21st Century Teacher For The Implementation Of
Outcomes-Based Education. American Journal of Educational Research 7, 439–444.
Retrieved from https://dx.doi.org/10.12691/education-7-7-2 10.12691/education-7-7-2
 Mcdaniel, R. (2021). Bloom’s Taxonomy . Retrieved
from Https://Cft.Vanderbilt.Edu/Guides-Sub-Pages/Blooms-Taxonomy/
 (2010). October). 21st Century Knowledge And Skills In Educator Preparation. American
Association Of Colleges Of Teacher Education (1).
 Spady, L., And, W. & Marshall, K. (1991). Beyond Traditional Outcome-Based
Education. Beyond Traditional Outcome-Based Education 2, 67–72.
 Stauffer, B. (2021). What Are 21st Century Skills? Applied-Educational-Systems .
Retrieved from Https://Www.Aeseducation.Com/Blog/What-Are-21st-Century-Skills
 Suvin, M. C. (2018). Outcome Based Education Obe - What Is It All About? . Outcome
Based Education Obe - What Is It All About? | Creatrix Campus . Retrieved
from Https://Www.Scribbr.Com/.Https://Www.Creatrixcampus.Com/Blog/Outcome-
Based-Education-What-Is-It-All-About

17.  Suvin, M. C. (2018). Step Guides For Implementing Outcome-Based Education. 20 Step
Guides For Implementing Outcome-Based Education | Creatrix Campus . Retrieved
from Https://Www.Creatrixcampus.Com/.Https://Www.Creatrixcampus.Com/Blog/20-
Step-Guide-Implementing-Outcome-Based-Education
 Vickery, T. R. (1990). Oddm: A Workable Model For Total School
Improvement. Educational Leadership 47, 67–71.
 Watanabe-Crockett, L. (2020). The Critical 21st Century Skills Every Student Needs And
Why. The Critical 21st Century Skills Every Student Needs And Why . Retrieved
from Https://Wabisabilearning.Com.Https://Wabisabilearning.Com/Blogs/Literacy-
Numeracy/Skills-Every-Student-Needs
 Academic Outcomes
 Institute of Public Enterprise (IPE) has imbibed the cardinal values
enshrined in the philosophy of Outcome Based Education (OBE) to
execute the various academic programs at the institute. We capture below,
the essence of OBE and the manner in which the Programs offered at
IPE, deploy the key metrics outlined in OBE.
 Outcome Based Education
 Outcome-based education (OBE) is an educational theory or pedagogy
that places students at the centre of an academic program. It presupposes
that by the end of a learning session, each student would have attained a
level of mastery of the course so as to be in a position to realize on
the completion of the course, a standard of achievement. The realization of
the standard in all the courses which together constitute a program is the
end goal. If through the Course outcomes (COs) in all the courses in the
curriculum, certain Program outcomes (POs) are not addressed
or attained, then it is said that there are curricular gaps in achieving the
POs. These curricular gaps are addressed through co-curricular and extra-
curricular activities, which are beyond the curriculum.
 In the fulfilling of the desired goal, the teacher is provided considerable
latitude. Unlike the past, OBE is a student centric approach and the
teacher’s role is to facilitate, guide and mentor.
 OBE in the domain of professional management education draws
considerably from the Washington Accord. The signatories to the accord

18. signed in 1989 were committed to the development and recognition of
good practice in engineering education. As of 2017, the full signatories
were Australia, Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea,
Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka,
Turkey, the United Kingdom, Pakistan, China and the United States.
 The Washington Accord had laid out a set of Graduate Attributes that
students of under graduate Engineering & Technology programs were
to exemplify. In a similar manner, the Program Coordinators of the various
Management Programs at the Institute of Public Enterprise have outlined
program outcomes for the programs that they steward. The realization of
the program outcomes makes for the realization of Program Educational
Outcomes and that in its train helps in the realization of Mission and Vision
of the Institute.
 Bloom’s Taxonomy
 Bloom’s taxonomy is a popularly adopted framework for categorizing
educational goals. These are widely used in teaching, learning and
assessment, to make students go through various levels incognitive
domain of learning. According to revised Bloom’s taxonomy, the levels in
cognitive domain are as follows:
 1. Remembering : Recalling from memory of previously learned material.
 2. Understanding : Explaining ideas or concepts.
 3. Applying : Using information in another familiar situation.
 4. Analyzing : Breaking information into part to explore understandings
and relationships.
 5. Evaluating : Justifying a decision or course of action.
 6. Creating : Generating new ideas, products or new ways of viewing
things.
 Bloom’s Taxonomy is hierarchical, meaning that learning at the higher
level requires that skills at lower level are attained.

 Action Verbs for Outcomes definition and Assessment
 Over time, educators have come up with a taxonomy of measurable verbs
corresponding to each of the Bloom’s cognitive levels. These verbs help to
describe and classify observable knowledge, skills and abilities. They also
help to frame the examination or assignment questions that
are appropriate to the learning level that a teacher is trying to assess in a
student. In the AICTE’s published document, “Recommendations for

19. Examination Reforms” the following are the recommended action verbs
associated with each taxonomy level.

S.No.
Bloom’s Taxonomy Level A
1 Remember
2 Understand
de
3 Apply
ca
d
4 Analyse
cl
5 Evaluate
as
r
6 Create
One of the most profound benefits of OBE is the sense of clarity it fosters.
Students, along with their parents, can pick an institution, program and
course based on clearly spelled out learning objectives. The Course Outcome
(PO), Program Outcome (CO), Program Specific Outcome (PSO) and
Program Educational Objective (PEO) determine exactly what students are

20. expected to accomplish, post their course or program respectively. This
clarity is further reflected in the quality of teaching and delivery, across
divisions and departments, where faculty may adjust their focus more
appropriately. The next advantage, and perhaps the most obvious one, is
flexibility. OBE empowers students to choose what they would like to study
and how they would like to study it. Not only does it adapt to a learner’s
strengths and weaknesses, but it also provides sufficient time to attain
proficiency and fluency in the subject matter. Additionally, the model allows
the learner to transfer their credits and switch to another institution that is
accredited with the OBE syllabus. Institutions are recognized, benchmarked,
and can be easily compared with one another based on this accreditation. As
you can see, every stakeholder benefits from the OBE framework
The Importance of Outcome-Based Education in
A Modern Educational Set Up
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January 4, 2021
The world is experiencing multiple transitions at a rapid pace, be it in
education or corporate space. At a volatile time like this, the demand for T-
shaped skills or T-shaped persons is extremely high. The T-shape model is
essentially a metaphor used in job recruitment to describe the abilities of
persons in the workforce. The vertical bar on the letter T represents the depth
of knowledge and expertise in a single field, whereas the horizontal bar
comprises the ability of one to collaborate across disciplines and to apply
knowledge in parallel areas of expertise.
Within this current landscape, which is strife with socio-cultural, economic
and demographic changes, companies must increase their competitiveness by
improving human resources. Outcome-Based Education helps prepare
graduates to this end by combining hyper-specialized knowledge with
dynamic and cross-sectional capabilities, through revolutionizing
curriculums.

21. While we have already addressed OBE at length in our previous blogs, let’s
take a closer look at it from the perspective of T-shaping higher education.
OBE Versus Traditional Education
Change is the only constant today, and with it, comes the need for education
systems to update and adapt their approach or risk becoming obsolete
altogether. Outcome-Based Education (OBE) is a pedagogical model that
entails the restructuring of curriculum, pedagogy and assessment practices to
reflect the achievement of high-order learning, as opposed to a mere
accumulation of course credits. While the traditional education system
focuses on what is taught, OBE places emphasis on what is learned, and this
distinction is very important. The latter is a student-centric model that
incorporates real-world scenarios into the mix. The knowledge, skills and
attributes that students take away at the end of a program or course are more
valuable than what, or how, something is taught. A traditional education
system relies heavily on standardized processes, wherein students assemble
under one roof at a particular time to be instructed by a teacher. After the
completion of a lecture, learners interact with peers or clear doubts with
faculty members. This means, the effectiveness of the education system
largely depends upon the efficacy of the teacher and the knowledge base of
peers. OBE, on the other hand, is an education system built on specific
outcomes. It focuses on the skill sets students to acquire following the
completion of their studies. Activities in or outside the classroom are
designed in a manner so as to helps students achieve these outcomes.
Breaking Down the Benefits and Drawbacks
One of the most profound benefits of OBE is the sense of clarity it fosters.
Students, along with their parents, can pick an institution, program and
course based on clearly spelled out learning objectives. The Course Outcome
(PO), Program Outcome (CO), Program Specific Outcome (PSO) and
Program Educational Objective (PEO) determine exactly what students are
expected to accomplish, post their course or program respectively. This
clarity is further reflected in the quality of teaching and delivery, across
divisions and departments, where faculty may adjust their focus more
appropriately. The next advantage, and perhaps the most obvious one, is

22. flexibility. OBE empowers students to choose what they would like to study
and how they would like to study it. Not only does it adapt to a learner’s
strengths and weaknesses, but it also provides sufficient time to attain
proficiency and fluency in the subject matter. Additionally, the model allows
the learner to transfer their credits and switch to another institution that is
accredited with the OBE syllabus. Institutions are recognized, benchmarked,
and can be easily compared with one another based on this accreditation. As
you can see, every stakeholder benefits from the OBE framework.
Like with most pedagogical models, OBE comes with its fair share of
challenges. First and foremost, is the aspect of interpretation. The framework
lacks a prescriptive set of instructional design. While outcomes are clearly
demonstrated, there is also much room for interpretation. Plus, with the
amount of jargon present, it is easy to get caught up in the technical phrases
rather than focus on the meanings behind each one. Constructing learning
outcomes can also be difficult as well as time-consuming. This brings us to
the next drawback. OBE works well with vocational education streams like
engineering and sciences vis a vie the arts. The latter includes subjects such
as literature and philosophy that require a more free-flowing structure. But
perhaps the biggest disadvantage relates to the aspect of the assessment.
Paper pencil tests don’t bring out the best in OBE. Yes, it requires diverse
kinds of assessments, from group projects to quizzes. Furthermore, OBE
within the virtual landscape is difficult to evaluate. Ultimately, the trick to
dealing with the drawbacks is to strike a balance between what is expected
and what is realistic.
A Glimpse into the Future Did you know, the majority of current school
children will be entering jobs that perhaps do not exist today? The corporate
world (manufacturing and/or services) is being and will continue to be,
disrupted by innovations in technology, coupled with socio-cultural,
economic and demographic changes. As such, OBE will be standing at the
threshold of a new world, one where students will be required to navigate an
ever-changing global landscape. Here is what we can expect. An increasing
number of students seeking newer skills to propel their careers further.
Higher demand for vocational training. Flexible degrees. Competency-based
programs. What’s more? Teachers may evolve from their roles as
disseminators of knowledge to facilitators of knowledge.

23. ENGING TRADITIONAL EDUCATION
SYSTEM WITH OUTCOMES BASED
EDUCATION
Posted By Deependra Kumar JhaOn May 13, 20203
Dr. Deependra Kumar Jha writes on how Outcome Based Education requires a mind shift
in the curriculum process. Graphic: Saubhik Debnath
Change has become a new constant – as we move forward, the traditional education system loses
its relevance rapidly. Skill sets in demand are reforming as new jobs surface in the market –
coupled with technological advancement, it puts the threat of obsoletion on the current work-
force.
Therefore, it is the need of the hour which requires educational institutions to refocus their
agendas. The world now needs no absolute experts in particular, narrow domains – it calls for
graduates who are nimble and adaptive and capable of coping with the ever-changing demands
of the industry. It calls for life-long learners and it calls for a paradigm shift in the way we impart
knowledge.
Now more than ever, it is imperative for these institutions to shift from the traditional education
system to Outcome Based Education (OBE) system.
Traditional education focuses too much on what they teach rather than what their students learn –
OBE, on the other hand, emphasises learner-centric approach. It focuses on the real-world
relevance of education – what the student takes away at the end of a session or a course is more
important than what or how something is taught. OBE is a progressive model that involves the
restructuring of curriculum, pedagogy and assessment practices to reflect the achievement of
high-order learning rather than mere accumulation of course credits.
Traditional Education System and its deficiencies

24. A traditional education system relies on rigidity and standardised structure – students assemble
under a roof at a particular time to be instructed by a teacher. After completion of a lecture, the
learners discuss with peers or ask the teacher for clearing their doubts. That is to say, the

25. knowledge gained – or the effectiveness of the education system – largely depends on the ability
of the teacher and the knowledge level of the peers.
The traditional system considers mostly the input part of the learning process and have many
deficiencies:
 A rigidly defined curricula that may not include stakeholder participation
 Focus on achieving grade points or marks rather than knowledge, skill or attitude
 Gap between formal education and career-oriented skill set
 Little emphasis on learning attributes like collaborative teamwork and other soft skills
 Objectives, activities and assessment not appropriately aligned
 Lack of Assessment of competencies and work for further improvement
This system is rather static and teacher-centric – mostly resulting in disinterested, passive
listeners in a classroom. It’s a generalised approach that takes away the spark of interest that
attracted these students in the first place. Not only does it often fail to acknowledge the fact that
students have individualised incentives – it also fails to take into account their personal and
unique talents and pace. In turn, these students spend more time and effort in studying something
they are neither good at nor interested in.
This system tends to take away the credibility of education for building strong future careers.
Outcomes Based Education (OBE)
As the name suggests, Outcomes Based Education (OBE) is an education system based on
outcomes. It focuses mainly on what knowledge/skill set students acquire following the
completion of a session or a course. OBE is a comprehensive approach to articulating a
curriculum that is focused on successful demonstrations of learning by each learner. Activities in
or outside classrooms are designed in a manner that help students to achieve these outcomes.
Under OBE, credit is assigned when the student achieves a stated outcome. OBE does not
endorse grading exercises on the basis of a class average.
Advantages of OBE includes:
 Focused at achieving specified outcomes in terms of individual student learning
 More directed or coherent Curriculum designed to achieve competencies or qualities and the
process involves major stakeholders
 Outcomes – key things students should understand and be able to do or the competencies they
should develop
 Educational structures and curriculum are regarded as means not ends. If they do not do the job
they are considered for improvement (Continuous Quality Improvement (CQI)).

27. OBE philosophy
The Shift to OBE
The aim of our education system is to prepare learners for life. The focus of outcome-based
approach is as much on the process of learning and the final outcome or result, as on the
knowledge, skill and attitude. For any education system to be successful, we need excellence in
its three components – content, pedagogy and assessment – and continuous improvement
strategy is the key to success. OBE requires a mind shift in the curriculum process in addition to
delivery and evaluation approach in a way that empowers learners for achievement of the
outcomes.
OBE addresses the following key questions: What do we want the students to have or be able to
do (curriculum)?, How can we best help students achieve it (pedagogy)?, How will we know
whether they students have achieved it (assessment)? And how do we close the loop for further
improvement (Continuous Quality Improvement, CQI)? OBE facilitates a shift from traditional
ways of measuring input and process to include measuring the outcome as per targets set.
The system ensures that graduates become lifelong learners.

29. Different level of outcomes
All courses of an academic program will have specific course outcomes (COs). These COs are
mapped to the program outcomes (POs) and in turn mapped to the programme educational
objectives (PEOs). Suitable assessment methods need to be chosen, depending on the expected
course outcomes. The outcomes measured at all levels undergo a process of continuous quality
improvement (CQI).
Final words
As we come to terms with the fact that the educational landscape is changing, we must realise
how it translates into real world challenges. More than half of current school children would be
entering into jobs that do not exist today – the digital disruption in both manufacturing and
service sectors is transforming the job market.
The world at large stands at the threshold of an over-all evolution in the meaning of education –
it is a tool to make our generation equipped to face an increasingly globalised world. We can
expect a growth in students (traditional or otherwise) seeking to acquire new skills to further
propel their careers. This implies increased demands in vocational training with flexible degrees
and competency-based programmes. Teachers remain to be disseminators of knowledge, but
with technological intervention, they might become facilitators.
Hence, Outcome Based Education (OBE) is the new strategy to accommodate these changes.
The services and results attained by the student are the most significant aspect of
education. Contrary to the mark/grade based educational system, it does not depend on the
conformist instruction approaches. OBE makes it imperative that institutions and teachers alike
change and improve their ways of instruction and assessment.
After all, education is not about teaching – it is about what the students learn.
Outcome Based Education - what is it all
about?
May 07, 2018 Clotilda Suvin

30. 


Even William Spady, the self-proclaimed father of Outcome-Based Learning
(OBE) when he first initiated OBE, he wouldn’t have thought that his brainchild
would come this long way in the field of Education. This blog aims in pondering
what is Outcome Based Education and what constitutes it on a larger scale. It
also tries to find, how it fits into today’s educational system and the advent of
automated OBE.
A sociologist who innovated Outcome Based Education, Spady (1994) ruled out
spelling out the objectives for this student-centered approach. Rather he
outlined the following ground principles for his Outcome-Based Approach
which is worth perusing.

31.  Student-centered - It is an approach by which the learner’s mastery over a
particular skill is demonstrated and measured.
 The clarity in focus - A learning outcome has to be made obvious to the learner
even at the outset of learning. This outcomes-based model works on bringing out
the specific outcomes from the learners.
 Design down, deliver up - It means the curriculum has to be designed with a clear
definition, outlining the expected outcomes. This will pave the way to achieve
expanded opportunities in the student’s performance.
 Exceeding expectations - All students can deliver the highest level of
performance. The only kickstart needed is to make them believe and encourage
them, the only way to attain high expectations.
 Expanded opportunities - It means giving countless chances and ways to show the
students that they have met their objectives. Not all learners learn the same thing,
the same way, and at the same time. However, extended opportunities can help
achieve high standards. They help students to learn what is most needed for the
time and hour.
Outcome-Based Education - in a Crux
In short, outcome-based education (OBE) formulates content around activities
that leads to specific outcomes. It directly leads to increasing the proficiency of
a particular skill, knowledge, or behavior of the student. In Spady’s (1994)
words, Outcome Based Education is
“An OBE curriculum means starting with a clear picture of what is important for
students to be able to do, then organizing the curriculum, instruction, and
assessment to make sure this learning ultimately happens”.
The need of the hour - A sudden blow-up at the right
moment
Outcome-Based Education exactly made its way when there was a ruckus going
on about decentralization within educational institutions. The time when long
hours were spent in class, no. of years spent in schooling, courses opted, and
dollars spent with no steady academic outcomes were questioned. It is quite
shocking to read the National Employability Report 2016 by Aspiring Minds. It
reveals the sad state of affairs regarding the employability of Indian graduates.
Only 3.67 percent of graduates were found employable in IT product companies
and 18 percent in the non-IT services companies.
This dwindling figure clearly indicates that the entire scope of education should
be expanded where skills are expanded beyond inputs. In spite of gaining
educational experience, the pool population lacked the necessary skills to adapt
themselves to the changing times and employability. Thus Outcome Based

32. Education blended in perfectly with this new school of thought and aimed at
improving students.
“Errors are no surprise” - Manual OBE - an analysis
Outcome-Based Education without a speck of doubt is a rival to the
conservative idea of Teaching and Learning. It is a competency-based
education that got blown up, keeping criticisms at bay. This growth was only
with the help of progressive educators who got a good grip on it. Today OBE is
a firestorm with great clarity of focus. It has been embedded into learning to
match up with the country’s curriculum standards. Institutions are adopting
and implementing OBE on a massive scale. But here too lies a catch! Managing
it manually leaves one to face the following challenges.
 Data Pooling and Curriculum Management seemed a humongous task!
 It analyzed data on a single platform.
 Assessments, activities, quizzes, and tests, all in one place proved to be difficult
to track.
 Manual calculations of attainment often lead to error.
 This leads to mistakes in the system and misjudging outcomes through the course
or curricula.
 Outcome mapping with attainment analysis, a crucial domain of OBE consumed
a huge amount of effort.
 Inadequacy when it comes to the mapping between CO and PO
It is here the need for an automated Outcome Based Education crept in. The
same education, but not manual anymore, rather automated. One of our earlier
blogs on technology-based education programs is worth peeking in at this point
in time. Right from Recruitment through Course Evaluation, and Outcome-
Based Education to Faculty Management systems, everything is done without
flaw.
How are Learning Outcomes set in OBE?
The success-producing hub, the OBE-built classroom has a clear set of learning
outcomes. It’s not all about assigning a textbook, homework, quizzes, and an
assortment of tests for every student. Rather it is something over it. It is
definitely a tedious process when done manually. An efficient OBE’s Learning
outcome should have a set of threshold values and mapping questions to
calculate the attainment of the outcomes. They should encourage students to
support by providing a detailed analysis of the performance and programs for
improvement. The necessary action to improve the grades is all that a good
Outcome Based Education should possess.

33. Mapping Learning Outcomes - here is a tip.
OBE is, without doubt, a wide keyword mapped to all industries for higher
education. It evaluates the performance of students based on their qualities,
skills, and knowledge as their outcomes. A correct LMS system should integrate
well with the outcomes, giving room for improvement and quality. After all,
education’s outcome is to be mapped.
Mapping Learning Outcomes is nothing but aligning course-level outcomes with
program outcomes. A faculty can explore the student's program-level outcomes
at the course level using this mapping. Mapping such course outcomes can get
tedious for both staff and management, alike. Remember, a proficient Outcome
Based Education maps at 5 different levels by aligning itself to Bloom’s
Taxonomy’s cognitive, affective, and psychomotor domains. This 5-level of
mapping offers a level of control that is unprecedented. It completely changes
the way a staff looks at workflows and tasks related to Outcome-Based
Education.

34. How to assess better using Outcome-Based Education?
Outcome-Based Education breaks the stereotypes of paper and pen tests. Rather,
they assess students’ performance, knowledge, and skills in many other ways.
Quiz, solving puzzles, giving an online presentation, modeling something, and
taking up a multiple-choice assessment, are some of the few. Assessments are
criterion-focused which the students achieve during the learning period.
Students are expected to go with the flow and think out of the box in order
to implement outcome-based education. Today’s school systems should set
clear-cut rubrics to route the student through success. OBE settles these burning
issues that scorch the current Education scenario with super ease :

35. 1. Students were not assessed uniformly - The traditional method of teaching waited
for the end of the course to assess the students. Similarly, it didn’t assess them
uniformly. Rather it is completely vested in the biased nature of the teachers.
OBE shunned both these practices by building up a rigid education platform with
patterned assessment techniques that made education fun and entertaining.
2. Outcomes were not assessed uniformly - OBE matches the 21st-century skills and
values every single outcome of the learner.
Why Outcome-Based Education (OBE), of all?
Along with the above, the following pointers sum up the mastery behind
outcome-based education.
 Clear-cut criteria for what constitutes mastery
 A thoughtful way of instruction that adapts to specific learner needs
 Complete assistance for learners as and when they face challenges
 Adequate time is given to achieve mastery
What Is Pedagogy? Importance Of Pedagogy In
Teaching And Learning Process

36. Anand Shirke
07, October 2021
Table Of Content Pedagogy
1. What Is Pedagogy?
2. What Is The Pedagogy Approach?
3. Importance Of Pedagogy In Teaching
4. Difference between a pedagogical approach and pedagogical
techniques
5. Types of Pedagogy
6. Role of Pedagogy in Effective learning

37. Beginning Of Pedagogy
During an ancient period in Greece, the role of the teacher was first introduced, and teaching was considered
an art form. Attending school and getting education was something that only the wealthiest could afford for
their kids. The role of the teacher or an educator was considered the most important one in the learning process
as they gave invaluable knowledge and wisdom to the children.
However, the educators weren’t the first pedagogues. The rich individuals of the area used slaves to take their
children to school. They were considered as the experienced and wise who imparted knowledge to the children
they were taking to school. This is how the word pedagogue was created. It is described as the 'leader of
children'. They guide the students academically as well as morally.
What Is Pedagogy?
Pedagogy is a method of teaching in which teachers teach, both in theory and in practice. Pedagogy is shaped
by educator's teaching beliefs and involves their understanding of culture and different learning styles. It is
essential for students to have meaningful classroom relationships in order to build on prior learning.
Pedagogy refers to the way of teaching students, whether it is the theory or practice of educating. It is a
relationship between the culture and techniques of learning. The main aim of pedagogy is to build on previous
learning of the students and work on the development of skills and attitudes of the learners. Pedagogy enables
the students to get a thorough understanding of the subject and helps them in applying those learning in their
daily lives outside of the classroom.
What Is Pedagogy In Teaching?
Pedagogy in teaching can be referred to as an educator’s understanding of how the students learn. The teachers
are focused on presenting the syllabus to the students in such a way that it is relevant to their needs. Pedagogy
demands classroom interactions between the teacher and students which create a significant impact on the
learner’s mind.
Pedagogy enables teachers to understand the best suitable practices for a classroom setting. It helps them to
know how different students learn and grasp information so that they can tailor their lessons to satisfy those
needs. It is likely to improve the quality of teaching and the way it is received by the students.

38. Pedagogy plays an important role to help teachers understand the best ways to conduct a classroom. It gives
them insights into how students learn differently in different topics so that they can conduct lessons to suit
these needs. It aims to improve the quality of education for students.
What Is Teacher Pedagogy?
Teacher pedagogy refers to the pedagogy that is centered towards the teacher, who gives the most meaningful
course information. In this approach, the teacher has a large responsibility of giving correct information to the
students in the right way, irrespective of their teaching styles. The teacher can give a clear understanding of
how the students are doing concerning their learning and also be an effective model for the target language.
What Is The Pedagogy Approach?
The 5 major approaches of pedagogy learning are-
1. Constructivist

39. In this approach, the students are allowed to be present in the process of understanding and gaining knowledge
rather than just passively receiving information. This encourages critical thinking among the students and
gives a learning environment in which they can connect with what they are hearing.
2. Collaborative
Here, the students form groups of learners that learn together and work to solve a problem, build strategies,
ideas, create products or complete a task. This is a joint intellectual effort by the students among themselves or
with the help of the teachers.
3. Integrative
For the integrative approach, the students are given a learning environment that helps them in connecting with
their learning across the syllabus. The four objectives of integration include-
1. Understanding the process of learning
2. Differentiating issues by relevance
3. Making use of the lessons in practical scenarios
4. Associating the concepts in regular lives
4. Reflective
As per the reflective approach, the students are expected to evaluate themselves. It means observing the
activities of the teachers and other students in the classroom and analyzing why they do it and how it works.
5. Inquiry-Based Learning
In the inquiry-based learning method, the educators are expected to not just answer the queries of the students,
but also build a culture where their ideas are explored, challenged, improved, and refined. It aims to take the
students from the position of wondering about a question to understanding the answer and then questioning it
further.
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Importance Of Pedagogy In Teaching
1. Improves Quality Of Teaching

40. If a well-thought pedagogy is implemented in the classrooms, the quality of education can show a drastic
improvement. This will benefit the students by helping them thoroughly understand the education material,
thereby improving the learning outcomes.
2. Encourage Cooperative Learning Environment
The implementation of pedagogy in education encourages the students to work together towards completing a
task and learn together. This increases their perceptions by understanding and taking views from the other
students, thereby adapting the cooperative learning environments making them better leaders in the future.
3. Eliminates Monotonous Learning
Pedagogy and child development work hand in hand. It helps the student to think in different ways and move
beyond the traditional methods of memorization and comprehension for learning. It invokes complex processes
of learning among the students such as analyzing, creative thinking, and evaluation. Further, it makes students
more receptive to what the teacher is teaching.
4. Student Can Follow Their Ways Of Learning
A well thought pedagogy can help the students to grasp education in various ways. It caters to the learning
abilities of different students. Students can follow their preferred ways of learning and stick to them. In this
way, the students develop a better understanding of the subject, which eventually improves their skills and
learning outcomes.
5. Convenient Learning Approach For All
Students with special needs require different ways of learning and teaching in the institutes. Implementation of
a suitable pedagogical approach will help them learn better and encourage them to be a part of the mainstream
learning community.
6. Improves Teacher-Student Communication
The teacher understands the student in a better way which helps them to focus on the student’s weaknesses and
guide them.
Difference Between A Pedagogical Approach And
Pedagogical Techniques
 Pedagogical Approach

41. A pedagogical approach is a completely unified method of looking at teaching. It takes several elements from
all the approaches of pedagogy which include Constructivism, Behaviourism, or Liberationism. It further
applies that approach in all aspects of teaching.
 Pedagogical Technique
A pedagogical technique defines a set of actions performed by the teacher in the classroom for teaching. It
includes flipped learning, computational thinking, and deep learning. It is more granular than the entire
pedagogical approach
Types Of Pedagogy
Types of pedagogy are:
1. Social Pedagogy:
It is aimed towards the social development, awareness, and well-being of the students. The teaching must
consist of values and moral education.
2. Critical Pedagogy:
It aims towards comprehending and deconstructing several daily life problems and issues. It encourages the
student to dig deeper into things and try to understand their thoughts and beliefs on a certain topic.
3. Culturally Responsive Pedagogy:
It aims to address the cultural diversity among students. It helps to comprehend cultural differences among the
students and increases awareness about cultural differences in school.
4. Socratic Pedagogy:
It aims to encourage the students to gain more knowledge from other sources along with what is provided to
them. This helps the students to find alternative solutions to the problems.
Difference Between Pedagogy And Andragogy In Learning
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42. Role Of Pedagogy In Effective Learning
1. Improves Teaching Quality
It enhances student participation in learning and makes them more receptive to what is being taught.
2. Encourages Different Learning Styles

43. The main focus is given on the outcomes of courses and the students are free to learn in their styles.
3. Enables Learning For Students With Special Needs
It encourages the students with special needs to be a part of the mainstream teaching ways and engage with
other students.
4. Clarifies Learning Objectives
The student studies a particular subject with a clear objective of outcomes such as gaining skills and
knowledge of the subject.
How Does Pedagogy Impact The Learner?
1. Student-Centered Approach
Pedagogy is a student-centered approach in which the students take responsibility for learning in their ways.
2. Continuous Assessment Of Students
Teachers evaluate the students regularly to see if they are improving and moving towards their target
outcomes.
3. Encourages Teamwork
The study methods encourage teamwork and group projects for the students to meet like-minded individuals
and work with them
4. Develops Cognitive Skills
Helps students to develop cognitive skills using evaluation, detailed analysis, comprehension, and application
of the courses

44. Conclusion
In this way, the well-thought, modern-day pedagogy is a complete interrelation of the concepts and ideas,
along with the ways of teaching the students. It also indicates that these practices have direct involvement with
the student’s achievements, results, and skills developed after following the approach.