 Welcome everyone. Today, we are going to discuss a very important topic in education in all the fields of higher education which is OBE that is outcome based education. Let us begin our journey. Outcome based education is called a recurring education transformation model because it requires continuous improvement in all stages of teaching and learning. OBE requires stage requires transformation in all levels of teaching as well as learning. Return OBE was propounded by Williams Paddy in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. This here emphasis is on learning, students learning not about what the teacher is going to taught, but what these students are going to achieve, what these students are going to acquire, what these students are going to learn after the completion of their course. It is established mainly in recent years, it is established mainly to ensure quality of engineering graduates. The broad guidelines for desired competencies are defined by NBA that is national board of accreditation. Means it is started, it is getting recognition because of engineering graduates, but UGC also has recommended to start OBE in all higher educational institutions because it is a very good concept and certainly require competencies and certainly it has got fruitful results for learners. In India it has defined the desirable competencies through the 12 GAs. GAs is what graduate attributes means, NBA has set out 12 graduate attributes for Indian engineering graduates. Graduate attributes means what attributes graduates must possesses when they complete their graduation. Next characteristics of OBE, what are the characteristics of outcome based education? It is a combination of three types of competencies, which three types? First one is practical means it is not only theoretical, it is not only on paper, but it is a practical aspect. Means the teachers must know how to do things, means they must know what instructional strategies they choose to implement, to instruct, to teach the certain topics. Fundamental, next one is fundamental means understanding what you are doing and why. Means teachers must have clear understanding of why they were studying, why they were teaching a particular topic, why they are teaching through a particular strategy, why they are doing assessment in so and so way. Means they have understanding of what they are doing and even from the students point of view, they also have an understanding of what they are doing because learning outcomes have to be shown them before they are going to start their syllabus, they are going to start their semester. And last one is reflective. Reflective means learn and adapt through self-reflection and here the application portion comes in, apply knowledge etcetera. Means the OBE must have practical input, must have fundamental concept and must have reflective aspect also. Next one, principles of OBE, this is very important principles which principles OBE has been based. First one is clarity of focus. Means everything teachers do must be clearly focused on what they want students to know, understand and be able to do. Because everything is clear, everything's predetermined, objectives are predetermined hence teacher is very much clear about what he is going to teach in class and after teaching that certain portion what their students have acquired after the completion of their topic. Then designing down. Designing down it means that the curriculum design must start with a clear definition of the intended outcomes. Means nothing is without planning, everything is planned, every outcome is planned, every course outcome is planned and teacher has to be were in sync with the course outcomes. Gradually we will talk about course outcomes program outcomes, it will be clear later. Definition of the intended outcomes that student have to achieve by the end of the program. Next one is high expectations. Means teachers must establish high challenging standards of performance in order to encourage students, why to engage deeply in what they are learning. Means teachers have to show, have to establish, have to showcase high challenging standards of performance. And the last but not the least expanded opportunities. What this term means? 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. This principle is somewhat related to the concept of mastery learning. Because in mastery learning also it has been assumed that each learner can attain mastery over the certain concept, but the time can vary. Slow learner may take greater time and advanced learner may take smaller span of time. Then the next one, OBE process. What is the OBE process? Constructive alignment. This is a very important concept. Constructive alignment is the process that we usually follow when we build up an OBE syllabus. Constructive alignment, it is a term coined by Professor John Bix in 1999. Here the word constructive refers to what the learner does. Means constructive is related to student. How? What the learner does to construct meaning through relevant activities. Means student have to understand, student have to know, students have an understanding of that he or she is responsible for constructing the meaning through relevant activities. Means here constructivism comes in. And alignment aspect refers to what the teacher does. Because teacher has to align course outcome to program outcome, program specific outcome, program specific outcome to program outcome, program outcome to program educational objectives and then the vision and then the mission and vision of the institute I will explain it later. Then what are the, what do you understand by outcome? What outcome is? Outcomes are the abilities these students acquire at the end of a learning experience as simple as that. These are the abilities. The learning experience can be an instructional unit that involves a small number of hours of instructional activity or it can be a course of one semester duration or it is a 2 to 3, 4 year formal undergraduate program. Means learning experience can be of one instructional unit, can be of one course or can be of one program. Here one thing must be clear because there is a common myth in our even educated people that BA, BSC these are courses. No, BA, BSC, MA, MSC are programs and under which certain papers have been taught these are courses. So, please do not be confused about course outcome and program outcome. Then outcomes serve as the basis for effective interaction among concerned stakeholders. The outcome being the product of learning. It is clear what you input, process, output and outcome what is? It is the product of learning. It may be called a learning product. Yes, it can be called. Therefore, product defines the process in OBE. It is very important and how interesting it is. Product is going to define what process one can going to acquire. Then outcomes can be defined at 4 different levels in the case of general undergraduate program. Here we are talking about a simple undergraduate program. Then 4 different levels of outcomes we have to be think of. What are these? First one is program educational objectives, PEOs. What are PEOs? These are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. Means broad statements they are and they describe the career and professional accomplishments. Then comes what? Program outcomes or PEOs. PEOs these are the statements that describe what these students graduating from general program should be able to do. Here one thing is very clear that PEOs these are general program outcomes. Hence we have also talked about program specific outcome when specificity comes in. But for general program these are program outcomes. In next slide I have described it in somewhat elaborated manner. Then program specific outcomes. What are PEOs? These are statements that describe what the graduates of a specific program should be able to do. PEOs are general program, PEOs are specific program under the similar program and course outcomes. Course outcomes are statements that describe what these students should be able to do at the end of a course. Means at the hierarchical level top most are program educational objectives which are broad statements. Then come under that these are there are program outcomes. Program outcomes are general program outcomes. Then comes program specific outcome which are program outcome. But for a certain specific program hence it is termed as program specific outcome and then which courses are taught in that program specific program are called as course outcomes. Then sorry PEOs what are PEOs? PEOs represent PEOs means program outcomes these are representing the knowledge skills and attitudes. All students are required to attain at the time of graduation from any program. Here we talk about in general hence it is called as program outcome. PEOs need to be identified by the university or institute offering general programs because if they are general program outcomes hence it can be identified by the university so that all the institutions have to follow the same program outcomes. PEOs are not specific to the discipline of the program. These are not specific to the any discipline when specificity comes in these turned into what PSOs. Sometimes these are referred to as liberal education and common core competencies means any program outcome from any discipline. Then the PSOs what are these? These are outcomes that are specific to a program. It is clear now they characterize the specificity of the core courses of a program means here narrow down, here specificity, here specific discipline comes in. The PSOs of a general program can only be 2 to 4 in number. It is also obvious program outcomes may be broad may be more in number because they are common for a particular program means for example for MA program they can be common program outcomes for all MA's whether it is in MA in English, MA in education, MA in mathematics, MA in Hindi, MA in sociology, MA in painting, MA in whatever. But when we talk about program specific outcome then it is when we talk about program specific outcome for MA in education then it is specific for education. If we talk about MA in English then it will be specific for English. If I am talking about program outcome for MA in Hindi then it will become program specific outcome for MA in Hindi. So program outcomes are more in number but program specific outcomes are lesser in number because it is specific to the particular discipline. Then the CO's. CO's are very simple represent what these students should be able to do at the end of a course. What a particular course has, course outcomes can be described in accordance to that syllabus, in accordance to that course. Everyone who is similar, who is familiar to the Bloom's texonomic can easily understand these concepts. If for example we are talking about education and in BA there is a course named educational psychology and it has consisted of several topics such as intelligence personality, learning theories, such and so on. So there can be one course outcome that students will be able to differentiate between the different intelligence theories. This can be one course outcome. At last we can conclude it in this way. This is a model hierarchy of outcomes. What is this model? First one is vision and mission of the institution. Means what is the vision of your institution? Means what do you think of that your institution would be will be at that place after certain years of excellence. Then mission is the process by which you acquire your vision. Then vision means first of all vision, then mission, then program educational objectives. Means program educational objectives are broad statements that a particular graduate, a particular graduate will acquire after the completion of that program. But these are broad statements and may take time to attain by the graduate. Means it will take 4 to 5 years to attain. But the program outcomes are attained at the end of the program and these are general program outcomes. Hence they are called as core competencies or general core competencies and it must be aligned with what graduate attributes or GAs which are defined by which agency NBA, National Board of Accreditation. Then comes what? Program specific outcomes or PSOs. Then comes what? COs or course outcomes. So this is a very, very important, very relevant, very talk about topic in the field of educational in higher education specially. So we must know about OBE or outcome based education and the terms like vision, vision, program educational objectives, POs, PSOs, COs. What are the difference between POs and PSOs? How POs will be different from PEOs? How PSOs will be different from PEOs? How COs will be different? And the most interesting part of this OBE is we can attain COs and there are alignment of COs to PSOs, PSOs to PEOs and PEOs to PEOs. Then mission and then vision means a single faculty by teaching in his or her class can help to the attainment of the vision of the institution. How interesting it is? So it is done from my side. I hope I am clear about OBE for all of you.