OUTCOME BASED HIGHER EDUCATION

1. OUTCOME BASED HIGHER EDUCATION ACHIEVING EXCELLENCE THROUGH LEARNING OUTCOMES A H KALRO

2. THE PAST • India the cradle of modern civilization • Known for its phenomenal contributions to science, mathematics, philosophy, astronomy, political science, economics, administration, and many other fields • Home of the first universities • Attracted scholars and thinkers from all over the world

3. EDUCATION We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet. Swami Vivekananda

4. EDUCATION Education is not merely possessing knowledge and data. It is building in the learner an awareness of the situation in which he lives, and of his own potential and limitations in dealing with this situation. It is not the content alone that is important, but the method as well, for it implies that the learner is fully involved and active in the learning process. Paulo Freire

5. THE EARLY CONCERNS • Universities-centers of scholarship • Protection of academic freedom • Should there be monitoring? • Who should regulate? • What should be regulated?

6. PRESENT ISSUES • Contemporariness • Relevance • Employability of our graduates • Responsibility content of jobs • Placement of graduates • Viability of educational institutions • Regulation

7. OUTCOME BASED EDUCATION • Focus on outcomes and not inputs • Outcomes include knowledge, skills, attitudes and values • Knowledge generation is also an important outcome • Student centric • Quality assurance

8. THE NEED FOR QUALITY ASSURANCE • The growth in higher education • The need for greater accountability • Emergence of private including for profit providers of education • Increased internationalization • Need for recognition of qualifications from different countries • Increasing diversity in delivery

9. LEARNING AIMS AND OBJECTIVES • Aims • Objectives - Blooms Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

10. WHAT ARE LEARNING OUTCOMES • They are statements of what a learner is expected to know and understand after completion of a process of learning • How this achievement can be demonstrated

11. VARIED VIEWS Specific Event Or Task Entire Degree Programme Ashwin and Sweetman (2016)

12. IMPORTANT QUESTIONS • Is knowledge and scholarship enhanced? • Does value addition happen? • Are employment opportunities enhanced? • Is an enabling learning environment facilitated? • Is the intellectual and academic landscape enriched? • Does it harness future leaders? • Does it improve education and training for future opportunities of employment and entrepreneurship? • Does it fuel the engine of economic and social development of the region and country? • Does it promote critical thinking, debate and understanding?

13. ACHIEVING EXCELLENCE • Learning strategies • Learning approaches • Learning tools

14. LEARNING STRATEGIES • Make learning relevant to the big picture • Teach through the disciplines • Develop thinking skills to encourage understanding in different contexts • Encourage transfer of learning • Teach how to learn to learn or metacognition • Address misunderstandings directly • Promote teamwork • Exploit technology to support learning • Foster students’ creativity Saavendra and Opfer (2012)

15. LEARNING APPROACHES • Personalized and customized learning • Collaborative learning • Informal learning • Experiential learning • Project and problem based learning • Blended learning • Structured learning

16. LEARNING TOOLS • Strategic questioning • Capitalize on learners interest in mobile technologies • Leverage social media • Promote anytime anywhere learning • Redefine teacher roles and functions Cynthia Scott (2015)

17. THANK YOU