OBE Academic Audit with Continues Monitoring for Attainment of Outcomes | Chapter 4 | Handbook of Outcome-Based Education Model (OBE): Best Practices and Formats for OBE Implementation in Technical Higher Education Programs

 Academic audit based on the principles of outcomes-based education is a key to successful implementation and requires continuous monitoring of the OBE processes right from Course planning, instruction delivery, diagnosis, assessment, evaluation, feedback, and reinforcement of teaching and learning processes. The traditional academic audit generally lacks OBE perspectives and inadequate self-monitoring and evaluation by the course coordinator. The seldom periodical review and traditional feedback by the administrative setup and lack of reinforcement of audit feedback lead to lower attainment of program outcomes. Therefore OBE academic audit processes need to be in place with a continuous passion.

Even though the course coordinator is at the core of planning, execution, and evaluation of the given  Course goals and corresponding program outcomes, it is required to get inputs from the module coordinator, program coordinator, PAC, and HoD, at the department level and Dean (Academics), Academic Audit Committee (AAC) formed at the institution or university level. Inputs so obtained enables alignments and drive towards a path focused on goals’ achievements.  In this connection, AAC or Internal Quality Assurance Cell (IQAC) can play a significant role in OBE orientation leading to quality improvement processes at the Faculty level, Department level, and hence at the Institute level and of course, achieving higher intended learning outcomes. This chapter elaborates on the OBE Academic Audit processes in their typical flavor.

Author(s) Details:

Arun Kumar B. R.,
Department of Computer Science and Engineering, BMS Institute of Technology and Management, Bengaluru-64, Autonomous Institute, Affiliated to VTU, Belagavi, Karnataka, India.

Please see the link here: https://stm.bookpi.org/HOEMBPFITHEP/article/view/11306

Outcome-Based Education Model | Chapter 1 | Handbook of Outcome-Based Education Model (OBE): Best Practices and Formats for OBE Implementation in Technical Higher Education Programs

Outcome-Based Education (OBE) is a model of education that reforms by setting clear standards for outcomes that are specific, measurable, achievable, realistic, and observable at the Course level. OBE drives the educational path towards the knowledge, skills, and attitudes (attributes) of the graduate of a formal engineering program called program outcomes. Today, Higher Educational Institutions (HEIs) need to focus on outcomes rather than inputs and outputs in line with industry, society, and environmental expectations with professional ethics. Knowledge, skills, and attitude are key take away for the learners from the contemporary education system as program outcomes.

In this Chapter, we explore the meaning of OBE from a different perspective, different OBE processes, its role in higher education, implementation, challenges, and new models of education required for India to emerge as “Vishwa Shikshana Guru”.

Author(s) Details:

Arun Kumar B. R.,
Department of Computer Science and Engineering, BMS Institute of Technology and Management, Bengaluru-64, Autonomous Institute, Affiliated to VTU, Belagavi, Karnataka, India.

Please see the link here: https://stm.bookpi.org/HOEMBPFITHEP/article/view/11303