1

IMPLEMENTATION OF OUTCOME
BASED EDUCATION (OBE)

Dr Muhammad Babar Saeed

DMAE, IAA, Air University Islamabad
 SEQUENCE

Outcome Base Education

What : Definition
Why : Advantages and Compulsions
How : Steps for Implementations
Conclusions
Recommendations

Total Slides 49
Estimated Time: 60
Minutes 3
WHAT ??

DEFINITIONS

4
 INTERNATIONAL ENGINEERING
ALLIANCES
Accept that accreditation procedures are
comparable
Accept one anothers accredited degrees
from date of Full Membership
Agree to identify & encourage implementation of
best practice
Accept mutual monitoring
Accept that it applies to accreditations in home
jurisdictions only

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INTERNATIONAL ENGINEERING
ALLIANCES

Education Accords
Washington Accord
Sydney Accord
Dublin Accord
Mecca Accord
Seoul Accord
FEIAP

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 WASHINGTON ACCORD

The Washington Accord is an international accreditation

agreement for professional engineering academic
degrees, between the bodies responsible for accreditation
in its signatory countries.

There are 16 full signatories and more nations are

inspiring to join it

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 WASHINGTON ACCORD FULL Provisional
SIGNATORY
Australia - Engineers Australia (1989) Status
New Zealand - Institution of Professional Sri Lanka
Engineers NZ (1989)
Canada - Engineers Canada (1989)
Banglade
United States - Accreditation Board for sh
Engineering and Technology (1989)
United Kingdom - Engineering Council UK Pakistan
(1989) China
Ireland - Engineers Ireland (1989)
Hong Kong China - The Hong Kong Phillipine
Institution of s
Engineers (1995)
South Africa - Engineering Council of
South Africa (1999)
Japan - Japan Accreditation Board for New
Engineering Education (2005) Applicants
Singapore - Institution of Engineers
Singapore (2006) Thailan
Chinese Taipei - Institute of Engineering
Education Taiwan (2007) d
Korea - Accreditation Board for Indones
Engineering Education of Korea
(2007) ia
MalaysiaInstitute
- Board of Engineers
of Space Technology
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 WASHINGTON ACCORD
PHILOSOPHY
OBE is a process that 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 credit

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 WHY

ADVANTAGES AND
COMPULSIONS
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 OBE LEADS TO

Improved Learning

Increase in Institutional
effectiveness

Enhanced Accountability
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 BENEFITS OF OBE
More directed & coherent curriculum
Graduates will be more relevant to
industry & other stakeholders
Continual Quality Improvement
(CQI) is an inevitable consequence

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 PEC ACCREDITATION

Next due date is in 2017

Challenge for 2017 as per new PEC guide

lines
OBE implementation
Other Criteria

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CONTEMPORARY PROGRAMS / HEI

IST
CUST
NUST
EME
CAE
MCE
MCS
HITech University
UETs
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 HOW

STEPS FOR
IMPLEMENTATIONS
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 ACCREDITATION CRITERIA

OBE accreditation manual 2014

1. Program Educational Objectives
2. Program Learning Outcomes
3. Curriculum and Learning Process
4. Students
5. Faculty and Support Staff
6. Facilities and Infrastructure
7. Institutional Support and Financial Resources
8. Continuous Quality Improvement
9. Industrial Linkages
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 PROGRAM EDUCATIONAL
OBJECTIVES

Program educational objectives are broad

statements that describe the career and
professional accomplishments that the program
is preparing graduates to achieve. The
assessment will begin after at least 5 years of
graduation.

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 PROGRAM EDUCATIONAL
OBJECTIVES
Definition
Consistent with the mission and vision of university, and
department
Top down Approach
Formulation through feedback of stakeholders
ORIC
CAC
Evaluation through Feedback
Alumni Survey
Employers Survey
Will be published
Web site
Prospectus
Displays
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 PEOs : EXAMPLE

The FME has formulated the following PEOs:

PEO_1. Graduates practicing in a variety of Mechanical

Engineering and allied disciplines.

PEO_2. Graduates performing in a responsible,

professional and ethical manner as an individual and as
part of a team.

PEO_3. Graduates advancing their knowledge and

excelling in their chosen domain.

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 PROGRAM LEARNING OUTCOMES
(PLOs)

Statement that describe what students are

expected to know and able to perform or
attain by the time of graduation in terms of
skills, knowledge and behavior/ attitude that
the student acquire after following the
program.

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PROGRAM LEARNING OUTCOMES

1. Engineering Knowledge
2. Problem Analysis
3. Design/Development of Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and Society
7. Environment and Sustainability
8. Ethics
9. Individual and Team Work
10.Communication
11.Project Management
12.Lifelong Learning
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 PROGRAM LEARNING OUTCOMES

12 PLOs defined as per OBE manual

PEO and PLOs are linked
Mapping of all the courses with these PLOs is done
Lesson Plans are prepared as per CLO-PLO mapping
An indigenous software is to be developed to
calculate PLO
For a particular course
For a semester
Progressive for all semesters
KPI are defines for continuous improvements

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PEO PLO MAPPING

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 ASSESSMENT MECHANISM OF
PLOs
1. The PLOs are linked for each course by course instructor. The
contribution of each CLO towards a PLO is also defined by
instructor. The CLOs are assessed through various tools

2. A PLO is considered to be achieved if cumulative score of

contributing CLOs is above defined KPI (Range 40 -60 %)

3. At the time of awarding degree, a student should have attained

pass %age in all 12 PLOs. A PLO at the time of graduation is
assumed to be achieved if a cumulative average is attained in all
of the courses against the particular PLO.

4. Rigorous PLO tracking arrangement is required, however in spite

of this, if a student does not attain PLO then he/she will have to
undertake measures to attain the deficient PLO.

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 TYPICAL CLO PLO MAPPING
PLO
S
Code Course Title Cr Hr Sem 1
N 1 2 3 4 5 6 7 8 9 10 11
2
MATH- Applied Algebra
1
107 & Calculus-I
3 0 I x x X
PHY- Engineering
2
103 Physics-I
2 I x X x
HU- Functional
3
105 English
1 1 I x x
CH- Engineering
4
105 Chemistry-I
2 0 I x x
ME- Engineering
5
104 Drawing
0 1 I x
Workshop
6 IE-101
Technology-I
0 1 I x x
HU-
7
101
Islamic Studies 2 0 I x x x
HU-
8
107
Pakistan Studies 2 0 I x
CBL- Character
9
101 Building
1 0 I x x
MATH-
10
112
Calculus II 3 0 II x x x
MATH- Differential
11
108 Equations
3 0 II x x x

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 CURRICULUM AND LEARNING
PROCESS
134 credit hours, 8 semesters
18 credit hours / week, 20 weeks for all semesters
Carefully designed and very well balanced
Meets HEC and NCRC guidelines
Engineering / Non engineering
Foundation, breadth, depth, Inter-discipline
Theory / Lab work
Design Courses
Final year Project
Internship Program
Assessment of Learning Outcomes

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 TERMINOLOGIES

Course Learning Outcomes (CLOs)

CLOs describe the specification of what a student
should learn as the result of a period of specified
and supported course.

Key Performance Indicator (KPI)

KPI is a minimum target/ goal set for a specific
assessment. It is represented either in a normalized
value (0.0 to 1.0) or in percentage (%).

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 ASSESSMENT OF LEARNING
OUTCOMES
Outcome Based Education necessitates that the
students learning be wholesome covering all three
domains as given in Bloom's Taxonomy i.e.
Cognitive
Psychomotor
Affective
According to Bloom's Taxonomy there are levels of
each learning domain.
The level of learning in the given domain for every
course in the program is commensurate with the level
of the course (foundation, breadth or depth).

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DOMAINS AND LEVELS FROM
BLOOM'S TAXONOMY

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3
 CLO DESIGN
Measureable and observable behavioral outcomes
Brief and concise
Achievable, Realistic and within time scaled
Aligned with the assessments and Program Learning Outcomes
Clear and understandable
Kept to a manageable number

CLO statement must consist of three main components as depicted in

 CLO EXAMPLE
1. The student can comprehend the concept of different
electronic components such as Diodes, Microcontrollers
and Phase Shifters. C2 (Understanding)
2. The student can apply and demonstrate the use of
electronic components such as Diodes, Microcontrollers
and Phase Shifters. C3 (Applying)
3. The student can analyze different types of circuits that
are built using electronic devices such as diodes,
microcontrollers and phase shifters. C4 (Analyzing)
4. The student can design different types of circuits that
are built using electronic devices such as diodes,
microcontrollers and phase shifters. C6 (Creating)
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PLOs CLOs MAPPING

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 CURRICULLUM DESIGN

Interrelated and compliment each other

Vision and Mission of University
Long Term
Program Educational Objectives (PEOs) Outcomes

Program Learning Outcomes (PLO)

Short Term
Course Learning Outcomes (CLOs)
Outcomes

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 DESIGN STRUCTURE OF OBE
ENGINEERING PROGRAM

PEO-1 PEO-2 PEOs..

PLO-1 PLO-2 PLO-3 PLO-6 PLO-7 PLO-8

PLO-4 PLO-5
PLOs..

CLO-1 CLO-2 CLO-3 CLO-1 CLO-2 All

Courses
Course-1 Course-2
 ADDITIONAL FEATURES OF
CURRICULLUM
Mini Projects
Open Ended Problems
Complex Engineering Problems
Labs
FYP
Additional training methods

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 STUDENTS
Seminars to familiarize students with OBE
Admission Criteria
Annual Intake
Admission Response
Transfer of Students
Academic Counseling
Career and Student Wellness Counseling
Class Size (Theory)
Class Size (Practical)
Semester Academic Load
Completion of Courses and Student Feedback
Participation in Competitions
Student Performance Evaluation

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 FACULTY AND SUPPORT STAFF
Faculty Strength
Full-Time Dedicated Faculty
Shared Faculty
Visiting Faculty
Faculty Qualifications
Student-Teacher Ratio
Faculty Training and Mentoring
Faculty Retention, Development and Career Planning
Pyramid of Academic Structure
Faculty Workload (9-12 credit hours)
Faculty Research & Publications

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 FACILITIES AND INFRASTRUCTURE
Teaching and Learning Facilities
Classrooms
Labs
Library
Workshops
Computing and IT faculties
Support Facilities
Hostels
Sports and recreational centers
Health care centers
Student centers
Transport in facilitating students life on campus
Enhancing character building

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 INSTITUTIONAL SUPPORT AND
FINANCIAL RESOURCES
The required information comprises
Income and expenditure details which can be
extracted from the approved budgets for the
current as well as two previous, but
consecutive, financial years.
Institution is required to provide copies of the
approved budgets and last-year audited
accounts.

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CONTINUOUS QUALITY
IMPROVEMENT

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CLO ASSESSMENT

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PLO ASSESSMENT

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PEO ASSESSMENT

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ASSESSMENT TOOLS / METHODS
ASSE WHEN
ITEMS PERFORMAN
SSM ADMINIST ADMINI
NO ASSESS ASSESSMENT TOOL CE
ENT ERED BY STERE
ED INDICATOR
TYPE D
EXAMS (QUIZZES, STUDENT %
ASSIGNMENTS, LAB AGE < 40 %
1 CLOS
REPORTS, MIDS, IS A PER
ESE) CONCERN COURS
DIR INSTRUCT
STUDENT E
ECT EXAMS (QUIZZES, ORS
CUMULATIVE BREAK
ASSIGNMENTS, LAB
2 PLOS % AGE < 40 DOWN
REPORTS, MIDS,
% IS A
ESE)
CONCERN
EVERY
STUDENT COURSE
1 CLOS DEPT SEMES
EVALUATION
TER
DISAGREEME
EVERY
FACULTY COURSE NT /
2 CLOS DEPT SEMES
EVALUATION DISSATISFAC
TER
TION > 20%
EVERY
FACULTY COURSE IN ANY
3 PLO DEPT SEMES
OVERVIEW REPORT CATEGORY
IND TER
IS A
IRE EVERY
STUDENT COURSE CONCERN. HOD /
4 CT PLO SEMES
EVALUATION SPECIFIC DEAN
TER
OBSERVATIO
SURVEY OF EVERY
NS IN ANY
5 PLO GRADUATING DEPT SEMES
STUDENTS
CATEGORY
TER
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WILL BE
 INDUSTRIAL LINKAGES

Projects

Open House

Internships

Research

Grants

Job Fairs

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 ADDITIONAL TASKS

Writing of Self Assessment Report (SAR) at

least two months prior to Accreditation Visit
10 Chapters
Introductions
One Chapter for each Criteria
All available data
Feedback
Analysis
Corrective Actions

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 CONCLUSION

OBE implementation will require one year

before PEC team visit to fully prepare as per
2014 manual.
As evidence two semesters must be
executed as per OBE design
Fall 2016
Spring 2017
A synergetic effort is required to undertake
this challenge at all levels
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THANK YOU
Q&A