Accreditation , OBE
N J Rao and K Rajanikanth
Introduction
Impetus for change: Call for Quality
• Increasing number of Engineering Institutions, Deemed-to-be / Private Universities,
Collaborations with Foreign Institutes
• Sophisticated student community
• Need for international mobility of professionals
• Political context (Washington Accord etc)
• Consequent pressures from outside the academic community (AICTE / NBA / Industry /
Public / TEQIP…)
• Pressures from within the academic community
20 Jan, 2020 N.J. Rao & K. Rajanikanth 2
Five Major Shifts in Engineering Education are:
• to engineering science and analytical emphasis from hands-on and practical emphasis
• to accreditation and outcomes-based education
• to emphasizing engineering design
• to applying education, learning, and social, behavioral sciences research
• to integrating information, computational, and communications technology in education.
(Ref:Vol. 100, May 13th, 2012 | Proceedings of the IEEE)
We are discussing the Second Shift: Accreditation, Outcome Based Education
20 Jan, 2020 N.J. Rao & K. Rajanikanth 3
Accreditation
Accreditation:
Quality Assurance Scheme
Quality Standards from the perspective of stake holders
Becoming more and more important!
Two accreditation agencies:
• NBA (National Board of Accreditation)
Accredits individual programs
• NAAC (National Assessment and Accreditation Council)
Accredits institutions
20 Jan, 2020 N.J. Rao & K. Rajanikanth 4
National Board of Accreditation (NBA)
• Established in the year 1994 under Section 10 (u) of AICTE Act.
• NBA became Autonomous in January 2010.
• The Memorandum of Association and Rules of NBA were amended in April 2013 to make it
administratively as well as financially independent of AICTE,.
• NBA became a permanent member of the Washington Accord on 13 June, 2014.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 5
Washington Accord
• The Washington Accord, originally signed among six countries in 1989, is an
International Agreement among bodies responsible for accrediting undergraduate
engineering degree programs.
• It recognizes the substantial equivalence of programs accredited by signatory
countries.
• It recommends that graduates of programs accredited by any of the signatory bodies
be recognized by the other bodies as having met the academic requirements for entry
to the practice of engineering in the area of their jurisdiction.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 6
Engineering Programs in India
• Are offered as per the regulations of All India Council for Technical Education (AICTE)
• Are offered by Tier 1 (Academically Autonomous) and Tier 2 (Academically Non-autonomous)
Institutions.
• At present more than 85% of engineering colleges are academically non-autonomous, i.e., Tier 2
institutions.
• The NBA accredited programs offered by the Tier-1 Institutions are eligible for the recognition of
the programs by other signatories of the Washington Accord.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 7
Accreditation Again
• Accreditation is a process of quality assurance and improvement, whereby a program in an
approved Institution is critically appraised to verify that the Institution or the program continues
to meet and/or exceed the Norms and Standards prescribed by the regulator from time to time.
• It is a kind of recognition which indicates that a program or Institution fulfils certain standards.
• Programs, and not Educational Institutions, are considered for accreditation by NBA.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 8
Purpose of accreditation is
• Not to find faults with the institution but to assess the status-ante of the performance
• Not to denigrate the working style of the institution and its programs but to provide feedback on
their strengths and weaknesses
• Not to demarcate the boundaries of quality but to offer a sensitizing process for continuous
improvement in quality provisions
• Not to select only institutions of national excellence but to provide benchmarks of excellence and
identification of good practices
20 Jan, 2020 N.J. Rao & K. Rajanikanth 9
Benefits of Accreditation
• Facilitates continuous Quality Improvement
• Demonstrates accountability to the public
• Improves staff morale
• Recognizes the achievements/innovations
• Facilitates information sharing
• Priority in getting financial assistance
• Helps the Institution to know its strengths, weaknesses and opportunities
• Initiates Institutions into innovative and modern methods of pedagogy
• Promotes intra and inter-Institutional interactions
20 Jan, 2020 N.J. Rao & K. Rajanikanth 10
Accreditation Criteria
• Accreditation used to be based on ‘input – process – output’ model in the early days.
( Major emphasis on availability of resources / facilities and the outputs thereof. )
• In the year 2009, NBA aligned its methodology with international benchmarks and
started accreditation on the basis of outcomes.
(It adopted the Graduate Attributes of ABET / Washington Accord)
• Major revision in 2015
(A comprehensive OBE framework was defined. SAR was revised substantially.)
• Current version: May 2019
20 Jan, 2020 N.J. Rao & K. Rajanikanth 11
Accreditation Criteria (2)
• OBE believes that educational quality must be measured by outcomes rather than
inputs!
• Inputs do not necessarily correlate with quality outcomes.
• Outcomes are dependent not only on inputs but also on the processes followed by an
institution to convert inputs into defined outcomes.
Paradigm shift to OBE!
20 Jan, 2020 N.J. Rao & K. Rajanikanth 12
How did OBE start?
• Policy makers and stakeholders in several countries have been emphasising
since 1970s on the need to develop instruments to obtain comparable
information on what students actually learn across schools and HEIs.
• The term Outcome Based Education was first presented by William Spady in
1994 through his book “Outcome–Based Education: Critical Issues and
Answers”, American Association of School Administrators.
• ABET, in 1997, adopted Engineering Criteria 2000 (EC2000) which shifted
the focus away from the inputs (what material is taught) to the outcomes
(what students learned).
20 Jan, 2020 N.J. Rao & K. Rajanikanth 13
William G. Spady
• Outcome-Based Education means clearly focusing and organizing
everything in an educational system around what is essential for all
students to be able to do successfully at the end of their learning
experiences.
• This means starting with a clear picture of what is important for
students to be able to do, and then organizing curriculum,
instruction, and assessment to make sure this learning ultimately
happens.
• Spady’s focus was School Education
20 Jan, 2020 N.J. Rao & K. Rajanikanth 14
What is an Outcome?
• An outcome is what the learner will be able to do/perform as a result of
some learning experience
In the context of formal education
• An outcome is what the student should be able to do at the end of a
program/ course/ instructional unit.
• Outcomes provide the basis for an effective interaction among
stakeholders
20 Jan, 2020 N.J. Rao & K. Rajanikanth 15
Outcome Based Education (OBE)
• Outcome Based Education is an approach to education in which
decisions about the curriculum, instruction and assessment are driven
by the exit learning outcomes that the students should demonstrate at
the end of a program or a course.
• In outcome-based education, “product defines process”.
• It is the opposite of input-based education where the emphasis is on the
teaching and where we are happy to accept whatever is the result.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 16
Advantages of OBE
1. Clarity—An explicit statement of what the educational process aims
to achieve clarifies the curriculum for both students and teachers, and
provides a focus for teaching and learning.
2. Provision of a Framework—Outcome-based education provides a
robust framework for integration of the curriculum.
3. Guide for Assessment—The outcomes provide the framework for
student examinations.
4. Facilitates Curriculum Evaluation—The outcomes provide benchmarks
against which the curriculum can be judged.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 17
Reservations about OBE
• It is against the spirit of education
• It is a straightjacket
• Documentation overload
20 Jan, 2020 N.J. Rao & K. Rajanikanth 18
Features of an Outcome Statement
• Should unambiguously state what the student should be able to do/perform.
• What the students do or perform are observable and measurable.
• Students should be able to understand what it means (comprehensible).
• Should be able to provide guidance to students in planning their learning.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 19
As per OBE students learn well when
• They are clear about what they should be able to do at the end of a
course
• Assessment is in alignment with what they are expected to do
• Instructional activities are designed and conducted to facilitate them to
acquire what they are expected to achieve
20 Jan, 2020 N.J. Rao & K. Rajanikanth 20
Levels of Outcomes
• Program Educational Objectives
• Program Outcomes and Program Specific Outcomes
• Course Outcomes
20 Jan, 2020 N.J. Rao & K. Rajanikanth 21
Program Educational Objectives (PEOs)
• PEOs are broad statements that describe the career and professional
accomplishments in four to five years after graduation that the program
is preparing graduates to achieve.
Sample:
• Solve problems of social relevance applying the knowledge of electrical
and electronics engineering, and/or pursue higher education and
research
20 Jan, 2020 N.J. Rao & K. Rajanikanth 22
Program Outcomes (POs)
• POs are statements that describe what the knowledge, skills and attitudes students should be able
to demonstrate at the time of graduation from an engineering program.
• POs (12 in number) are identified by NBA and are applicable to all UG engineering programs.
• They address both disciplinary and professional competencies.
Sample NBA PO:
PO3. Design/Development of Solutions: Design solutions for complex engineering problems
and design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal and environmental
considerations.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 23
Program Specific Outcomes (PSOs)
• Program Specific Outcomes (PSOs) are outcomes that are specific to a
program.
• PSOs characterise the specificity of the core (core courses) of a
program.
• PSOs of an engineering program can only be two to four in number as
per NBA.
Sample
PSO1. Survey, map and plan layouts for buildings, structures and
alignments for canals and roads
20 Jan, 2020 N.J. Rao & K. Rajanikanth 24
Course Outcomes (COs)
• Course Outcomes are what students are required to demonstrate at
the end of a course
• COs should be observable and measurable
• A course outcome addresses a subset of POs and PSOs
Sample
Sort a given array of elements using Divide and Conquer algorithms
including Merge sort and Quick sort.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 25
OBE-NBA
Framework
20 Jan, 2020 N.J. Rao & K. Rajanikanth 26
Engineering Education prior to OBE framework
20 Jan, 2020 N.J. Rao & K. Rajanikanth 27
Engineering Education in OBE framework
20 Jan, 2020 N.J. Rao & K. Rajanikanth 28
Process for NBA accreditation (Revised)
• Fill in initial registration details at (http://enba.nbaind.org/) to get log-in credentials.
• Fill in complete registration details and submit registration fee
• Generate application and upload AICTE approval letter
• Fill in the pre-qualifier form, pay 10% fee, and get the approval from NBA
• Submit SAR online in the prescribed format and pay 90% fee
• Coordinate with the NBA for the visit of visiting team
• The team visits the institute, evaluates the programs and submits the evaluation report to the
NBA
• After due processing of the Evaluation Report, final decision is taken regarding the status of
accreditation and the same is communicated to the Institute by the NBA.
• There is an Appeal mechanism available to the Institute in case it is not satisfied with the status
communicated by NBA.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 29
20 Jan, 2020 N.J. Rao & K. Rajanikanth 30
What is Self Assessment Report (SAR)?
• SAR is compilation of such data and information pertaining to a given program for its assessment
(identifying strength and weaknesses) vis-à-vis accomplishment of defined POs and PSOs by the
college itself.
SAR has two parts
• Part - I seeks Institutional /Departmental information
• Part - II seeks information on ten criteria
• NBA reconfirms or differs from the assessment of the institution, using a mechanism of peer
review, in its evaluation report.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 31
SAR Criteria
Criteria Tier 1 Tier II
Criteria
No. Marks Marks
Program Level Criteria
Vision, Mission and Program Educational
1. 50 60
Objectives
Program Curriculum and Teaching-Learning
2. 100 120
Processes
3. Program Outcomes and Course Outcomes 175 120
4. Students’ Performance 100 150
5. Faculty Information and Contributions 200 200
6. Facilities and Technical Support 80 80
20 Jan,7.
2020 Continuous Improvement N.J. Rao & K. Rajanikanth 75 50 32
SAR Criteria (contd.,)
Criteri Tier 1 Tier II
Criteria
a No. Marks Marks
Institute Level Criteria
8. First Year Academics 50 50
9. Student Support Systems 50 50
Governance, Institutional Support, and
10. 120 120
Financial Resources
Total 1000 1000
20 Jan, 2020 N.J. Rao & K. Rajanikanth 33
Award of Accreditation (Tier 1)
• For each criterion:
Y (No Concern): >= 75%
C (Concern): <75% & >=60%
W (Weakness): <60% & >=40%
D (Deficiency): <40%
Full Accreditation for 6 years
• Without Concerns (Y) ≥ 7; Concerns (C) ≤ 3; Weakness (W) = 0; Deficiency (D) = 0.
• In addition, at least 30% of the required Faculty shall be Ph. D. and also the enrolment of students
shall be ≥ 75%.
Full Accreditation of the program may be considered after three months
• Without Concerns (Y) ≥ 7; Concerns (C) ≤ 2; Weakness (W) ≤ 2; Deficiency (D) =0.
• In addition, the Criterion 5: Faculty Information and
Contribution should not have any Weakness (W).
20 Jan, 2020 N.J. Rao & K. Rajanikanth 34
Award of Accreditation (Tier 1) (2)
Provisional Accreditation for 3 years
• Without Concern (Y) ≥ 4 (has full compliance). Deficiency (D) ≤2.
• In addition, the Criterion 5: Faculty Information and Contribution should not have Deficiency (D) and at
least two Professors or one Professor and one Associate Professor available in the respective department.
No Accreditation
• Deficiency (D) >2 OR Without Concern (Y) < 4 OR Deficiency (D) in Criterion 5: Faculty Information and
Contribution and non-availability of two Professors or one Professor and one Associate Professor in the
respective department.
20 Jan, 2020 N.J. Rao & K. Rajanikanth 35
Award of Accreditation (Tier 2)
Full Accreditation for 6 Years:
• 750 out of 1000 points
• minimum of 60% points in Criteria 4, 5 and 6
• 30 % of the required faculty shall be Ph. D. holders
Provisional Accreditation for 3 Years:
• Minimum 600 out of 1000 points
• with minimum 40% marks in Faculty Information and Contributions (Criterion 5) and
also availability of at least one (1) Professor or one (1) Associate Professor (As per
AICTE Qualification) in the respective Department
No Accreditation
• < 600 points out of 1000 points or
• less than 40% marks in Faculty Information and Contributions (Criterion V) or
• non- availability of at least one Professor or one
Associate Professor (As per AICTE Qualification)
20 Jan, 2020 N.J. Rao & K. Rajanikanth 36
Conclusions
• Shift from Teacher – Centric to Student – Centric Education
• Focus is on what the student becomes capable of doing – Outcomes!
• How to assess these outcomes? This becomes integral to curriculum!
• Continual improvement is at the heart of the accreditation.
• Needs a shift in the mind set of faculty!
• Resources need to be committed!!
• All must own the processes!!!
20 Jan, 2020 N.J. Rao & K. Rajanikanth 37
Thank You
20 Jan, 2020 N.J. Rao & K. Rajanikanth 38
