This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.

1. 1
Outcome Based Education
(OBE)
Institute of Chemical and Environmental Engineering, KFUEIT, RYK
NO OBE = NO ACCREDITATION
IT’S NOT WHAT WE TEACH,
IT’S WHAT YOU LEARN

2. 2
Washington
Accord
(Engineers)
Sydney Accord
(Technologists)
Dublin Accord
(Technicians)
Identify,
formulate,
research literature
and solve complex
engineering
problems reaching
substantiated
conclusions using
first principles of
mathematics and
engg. Sciences
Identify, formulate,
research literature
and solve broadly-
defined engineering
problems reaching
substantiated
conclusions using
analytical tools
appropriate to their
discipline or area of
specialization
Identify and solve
well-defined
engineering
problems
reaching
substantiated
conclusions using
codified methods
of analysis specific
to their field of
activity
Criteria for International Recognition
In term of Problem Analysis ….

3. 3
In term of Depth of Analysis required….
Complex
Problems
(Engineers)
Broadly-defined
Problems
(Technologists)
Well-defined
Problems
(Technicians)
Have no obvious
solution and
require abstract
thinking,
originality in
analysis to
formulate suitable
models
Can be solved by
well-proven
analysis
techniques
Can be solved in
standardized
ways
Criteria for International Recognition
Outcome-Based Education

4. 4
Outcome-Based Education (OBE)
• OBE is an educational process that focuses on
what students can do or the qualities they should
develop after they are taught.
• OBE involves the restructuring of curriculum,
assessment and reporting practices in education to
reflect the achievement of high order learning and
mastery rather than accumulation of course credits.

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• Both structures and curricula are designed to achieve
those capabilities or qualities.
• Discourages traditional education approaches based
on direct instruction of facts and standard methods.
• It requires that the students demonstrate that they
have learnt the required skills and content.
Outcome-Based Education (OBE)

6. 6
 Provides students with a learning environment with little
attention to whether or not students ever learn the
material.
 Students are given grades and rankings compared to
each other – students become exam oriented or CGPA
driven.
 Graduates are not completely prepared for the
workforce.
 Lack of emphasis on soft skills needed in jobs e.g.
communication skills, interpersonal skills, analytical
skills, working attitude etc.
Why OBE - Deficiencies of Traditional
Education

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Focus and Benefits of OBE
OBE addresses the following key questions:
• What do we want the students to have or be able to do?
• How can we best help students achieve it?
• How will we know whether they students have achieved it?
• How do we close the loop for further improvement
(Continuous Quality Improvement (CQI))?
Benefits of OBE:
1. More directed & coherent curriculum.
2. Graduates will be more “relevant” to industry & other
stakeholders (more well rounded graduates)
3. Continuous Quality Improvement (CQI) is in place.

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Course Content - Reviewing course content to suit specified
Learning Outcomes, industrial needs, job specifications,
professional body requirement (accreditation), own niche, etc.
Teaching-Learning Methods - Introducing innovative/flexible
teaching methods/delivery tools to develop PEO and PO in
students/graduates.
Assessment & Evaluation Tools - Introducing variety of
assessment and evaluation tools to measure the achievement
of PEO and PO.
Data & Evidence Collection - Collecting evidences of process
involved and the achievement of the PEO and PO.
Continuous Quality Improvement - Closing the loop.
Outcome-Based Education

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Expectations on Students under
OBE – the Outcomes
• Students are expected to be able to do more challenging
tasks other than memorize and reproduce what was taught.
• Students should be able to: write project proposals,
complete projects, analyze case studies, give case
presentations, show their abilities to think, question,
research, and make decisions based on the findings.
• Be more creative, able to analyze and synthesize
information.
• Able to plan and organize tasks, able to work in a team as a
community or in entrepreneurial service teams to propose
solutions to problems and market their solutions.

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•Teaching Staff
•Curriculum
•Labs
•Other Resource
Input
Teaching &
Learning
Process
OBE Versus Traditional Education Process
• Traditional education process focuses on the inputs.
Students at
Graduation
• Assessment mainly via exam, test, assignments.
• Quality control from teaching evaluation.

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•Teaching Staff
•Curriculum
•Labs
•Other Resource
Input
Teaching &
Learning
Process
Students at
Graduation
Program &
Subject
Outcomes
(Short-term)
Graduates
to Fulfill
Stakeholders’
Satisfaction
Program
Education
Outcomes
Stakeholders:
EAC
Employers
Industry Advisors
Academic Staff
Public and Parents
Students
Alumni
(Long-term)
Outcome-Based Education Versus
Traditional Education Process
• OBE shifts from measuring input and process to include
measuring the output (outcome)
• Assessment by exam, test and assignments.
• Assessment of teaching staff, lecture material & flow,
results and student ‘capabilities’ (Short & long-term
outcomes), lab interview, exit survey etc.
• More ‘thinking’ projects, with analysis.
• Feedback from industry, alumni and other stakeholders.
• Clear continuous improvement step.

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A Model Hierarchy of Outcomes
Outcomes in OBE
Interrelated
and
Complement
Each
Other
Long-term
Outcomes
Short-term
Outcomes
Vision and Mission of the Institution/Faculty
Programme Educational Objectives (PEO)
Programme Outcomes (PO)
Learning Outcomes (CO) of Subjects

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Outcome-Based Education
Direct
Exams, assignments, tests, quizzes
Final year projects
Laboratory
Exit interview
Indirect
Industrial training
Exit surveys
Course surveys
OBE Assessment Methods

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Say what you want
Do what you say
Prove it
Improve it
Continuous Quality Improvement (CQI)
Outcome-Based Education

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Roles of Lecturers
• Review PEOs, POs, course structures and syllabi.
• Teach the relevant engineering, maths, and other
relevant subjects.
• Conduct relevant tutorials and laboratory practical
sessions.
• Give appropriate guide on assignments and projects.
• Conduct empirical measurements of POs.
• Prepare the required documentation.
• Obtain and maintain accreditation from EAB through
Continuous Quality Improvement (CQI).

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• Know the required Programme Outcomes and Programme
Objectives (available at the FOE website).
• For each course, review the Learning Outcomes (available at the
FOE website/uploaded in MMLS) at the beginning of each
trimester. This gives you an idea of the knowledge and skills
expected from a particular course.
• Be more proactive in the learning process to acquire the
Learning Outcomes of subjects.
• Demonstrate through the assessment methods that the required
skills and knowledge have been acquired.
• Attain the Programme Outcomes and Programme Objectives as
a whole during the entire programme.
• Give constructive feedbacks on the programme/course/academic
staff to obtain accreditation through active participation in Online
Teaching Evaluation, Academic Advisory System, dialog
sessions with Dean, etc.
Roles of Students

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Curriculum and learning
outcomes

18. • Curriculum is a description of what, why, how, and how
well students should learn in a systematic and intentional
way.
• The curriculum framework, including the expected
learning outcomes, communicates what teachers and
learners should know and do.
• Learning Outcomes are statements of what students will
know and be able to do (e.g., knowledge, concepts, ways of knowing, skills,
values, attitudes, dispositions, etc.) upon completion of a degree
Course/program.
18
Curriculum and learning outcomes

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COURSE LEARNING OUTCOMES CLOs
• The course learning outcomes are defined for the
courses which are mapped with PLOs.
• The course learning outcomes are related with the
Bloom Taxonomy level i.e. Cognitive, Psychomotor
and Affective domains.
Course learning outcomes

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Attainment of CLO’s

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The course learning outcomes are
assessed by using direct assessment
methods such as:
• Test
• Mid-term exam
• Final exam
• Assignment
• Quiz
• Complex engineering problem
• Open ended labs
Attainment of CLO’s

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Attainment of CLO’s

23. • The data is obtained after every semester, if the
KPIs are met significantly then the KPIs will be
reset.
• If the KPIs are not met the following actions will
be taken.
• Review of student course feedback.
• Review of assessment methodologies.
• Course content review.
• Review of course learning outcome statement.
• Faculty training.
23
CONTINUOUS QUALITY IMPROVEMENT
FOR CLOs

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1 Copy of latest prospectus (
2 Admission details/policies for the concerned engineering programs.
3 Program curriculum, evidence of benchmarking, regular review and consistency
with PEC / HEC guidelines and adoption of Outcome Based Education (OBE)
System
4 Course files, lab manuals and student feedback for the subjects offered in the
program.
5 PEOs and PLOs assessment and attainment folders indicating complete process.
6 Random check of students’ work, question papers and answer sheets and student
attendance record.
7 Proof/evidence that assignments are properly graded
8 Evidence of exposure to Complex Engineering Problems (CEPs) and activities,
9 Problem based learning, design projects and open ended labs.
Document Checklist of PEC visit

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10 Availability of training aids for imparting quality education.
11 Record for student internship and employer feedback.
12 Evidence for Continuous Quality Improvement (CQI) of the program and
implementation plan.
13 Record of minutes of meetings; policy documents, faculty profile; syllabi;
research publications; project reports, Industrial Advisory Board/Committee and
other such documents required as evidence.
14 Record of Final Year Projects and sample reports.
15 Validity of PEC Registration for all Engineering Faculty / Staff.
16 Details pertaining to faculty members to verify their requisite qualifications,
publications, R&D projects and research funding.
17 Continuing Professional Development (CPD) and other training for faculty / staff.
18 Proof/evidence of faculty workload.
Document Checklist of PEC visit

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19 Details of laboratories with equipment, its supporting staff and lab manuals.
20 Evidence for provision of general environment, health and safety (EHS).
21 A copy of approved budget (previous and current years) for the university and
concerned engineering programs to be evaluated. Including current endowment
fund status.
22 Details of self-generated financial resources through consulting, field/ lab testing
etc. and their distribution if any
23 Details of conference, seminars, CPD courses and colloquia held by the
department/institution
24 Controller of Exams, Treasurer / Finance Manager, Registrar, concerned faculty
members, alumni, employers and students should be available to the visitation
team along with relevant records
25 Actions taken by the university / institution on deficiencies/ weaknesses and
concerns pointed out in last visit report (if applicable)
26 Other additional document(s) required in support of the program
Document Checklist of PEC visit

27. 04/01/2012 Gift 2012 by Dr P H Waghodekar,
Aurangabad 27
NO OBE = NO Accreditation!
Thanks!