This document discusses outcome-based education. It defines education and its methods. It explains that the quality of education can be judged based on inputs, processes, and outputs. It also discusses accreditation of academic programs to ensure standards are met. The key principles of outcome-based education are clarity of focus, designing down, high expectations, and expanded opportunities for students. Components of outcome-based education include vision, mission, program educational objectives, program outcomes, and course outcomes. Bloom's taxonomy is also referenced in relation to writing course outcomes.

1. OUTCOME
BASED
EDUCATION

2. What is Education ?
 Education is the process of facilitating learning,
or the acquisition of knowledge, skills, values,
morals, and habits.
 Educational methods include teaching, training,
storytelling, discussion and directed research.
Method of Knowledge
 Reading
 Listening
 Seeing

3. Importance ?
 In life what is more important ?
Destination or Journey ?
Playing well or winning ?
Studying or giving exam ?

4. Quality of Education can be judge from…
 Input to the System
Finance , Resource & Infrastructure
 What happen within the System
Process used to organize, Control & deliver
Education
 Output from the System
Product and Result of Education

5. Accreditation of Academic Programs
 Accreditation is a quality assurance review process to
determine if educational programs meet certain
standards of quality
 Standards for accreditation are set by a peer review
board whose members include faculty from various
accredited universitie

6. Accreditation of Academic Programs
 Accreditation of a program recognizes and
acknowledges the value of transforming a student
into a capable engineer with sound knowledge of
fundamentals and an acceptable level of professional
skill
 Main Objective
 Graduates acquire a required set of attributes of
national and international standards
 Required a mechanism for continual improvement of
the program through evaluation and feedback

7. National Board of Accreditation
 The National Board of Accreditation (NBA) is one of
the two major bodies responsible for accreditation of
higher education institutions in India, along with the
National Assessment and Accreditation Council
(NAAC).
 NBA accredits technical programmes, such
engineering and management programmes, while
NAAC accredits general colleges and universities.
 NBA is a full member of the Washington Accord.

8. Washington Accord
 Washington Accord is an international agreement for
engineering degrees between the bodies responsible
for accreditation in its signatory countries
 Agreement recognizes that there is substantial
equivalence of programs accredited by signatories
 Graduates 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 engineering

9. Object Based Education
(Focused on Student not on Teacher)
 OBE is an educational process
 Outcome based assessment
 Directed/focused at achieving certain specified
outcomes in terms of individual student learning.
Outcomes
 key things students should understand and be able to
do or the qualities they should develop

10. Principle of OBE
 Clarity of Focus
This means that everything
teachers do must be clearly
focused on what they
want students to know,
understand and be able to do. In other words, teachers
should focus on helping students to develop the
knowledge, skills and personalities that will enable
them to achieve the intended outcomes that have been
clearly articulated.

11. Principle of OBE
 Designing down
It means that the curriculum design must start with a
clear definition of the intended outcomes that students
are to achieve by the end of the program. Once this has
been done, all instructional decisions are then made to
ensure achieve this desired end result.

12. Principle of OBE
 High expectations
It means that teachers should
establish high, challenging
standards of performance
in order to encourage students
to engage deeply in what they
are learning

13. Principle of OBE

14. Principle of OBE
 Expanded Opportunities
Teachers must strive to provide expanded
opportunities for all students. This principle is based
on the idea that not all learners can learn the same
thing in the same way and in the same time.
However, most students can achieve high standards if
they are given appropriate opportunities.

15. Component of OBE
 Vision/Mission of Institute.
 Vision/Mission of Department.
 Programme Educational Objectives.
 Program Outcomes.
 Course Outcomes.

16. Vision, Mission and PEO of a Program
 Vision is a futuristic statement that an institute
would like to achieve over a long period of time.
 Mission is the means by which it proposes to move
toward the stated vision.
 Program Educational Objectives (PEOs) are long
term goals describing expected achievements of
graduates in their career

17. Course Outcome – CO
 Course Outcomes (CO) address the abilities to be
attained by students upon the completion of a
subject
 A subject usually has several Cos
 Ideally 2 to 4 COs is considered a good practice.
 Bloom’s Taxonomy action verb and levels need to
consider while writing COs

18. Bloom’s Taxonomy

19. Program Outcome – PO
 Program Outcomes (PO) are short term outcomes (at
the point of graduation) describing what students are
expected to know and be able to perform.
 Washington Accord has specified 12 Graduate
Attributes as POs of Engineering programs

21. Vision of Institute
 To be a leading educational institution recognized for
excellence in engineering education and research
producing globally competent and socially
responsible technocrats

22. Mission of Institute
 •IM1: To provide state -of -art infrastructural
facilities that support achieving academic excellence.
 •IM2: To provide a work environment that is
conducive for professional growth of faculty and
staff.
 •IM3: To collaborate with industry for achieving
excellence in research, consultancy and
entrepreneurship development.

23. Vision of Civil Engineering Department
 To be a center of excellence for practical oriented
education in Civil Engineering

24. Mission of Civil Engineering Department
 DM1: To impart excellent engineering education
and produce competent professionals capable to
analyses, design and supervise construction of Civil
Engineering structures for societal and
environmental needs.
 DM2: To provide global avenues to the students and
faculty to enhance their professional careers.
 DM3: To collaborate with the industries to ensure
efficient project management and entrepreneurship
development.

25. Course Outcomes
 Understand role of transportation and history of road
development.
 Design geometric elements of highways.
 Understand applicability aspects of traffic engineering.
 Design rotary intersections, grade separated
intersections and signals.
 Learn about various highway materials for road
construction.
 Apply various road constructions methods.
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