Outcome Based Curriculum
in Higher Education
We are..
Professor Md. Fazlur Rahman Professor Dr. S.M. Hafizur Rahman
Institute of Education and Research Institute of Education and Research
University of Dhaka University of Dhaka
Objectives of the session
• Define outcome-based curriculum and understand its significance in higher education.
• Explore the principles and key components of outcome-based curriculum.
• Analyze the benefits of outcome-based curriculum for students and educators.
• Learn strategies for designing and implementing outcome-based curriculum.
• Reflect on current curriculum practices and identify opportunities for alignment with
learning outcomes. .
Learning Outcomes of the session
At the end of the session, participant will be able to:
1.Define the concept of outcome-based curriculum in higher education
2. Understand the principles and components of outcome-based education.
3. Analyze strategies for designing and implementing outcome-based
curriculum.
4. Apply outcome-based approaches to develop learning outcomes,
assessments, and instructional activities
Activity: Individual Work
• Exploration of Prior knowledge:
- What is curriculum?
- What are the main component of a curriculum?
- What is the difference between syllabus and curriculum?
Main Components of Curriuclum
• Intent
Syllabus
• Content
• Method
• Assessment
Curriculum Level
Intended
Curriculum
Implemented
Curriculum
Attained
Curriculum
Graduate Outcome/Graduate Profile/Graduate Attributes
• Graduate outcomes, also called ‘graduate attributes’ are
outcomes of the total university experience.
• These attributes include such things as creativity, problem
solving, professional skills, communicational skills, team
work, and lifelong learning, which should be contextualized
in the programs and courses students undertake.
Major Concerns for university teaching
With current situations …..
• To what extent our university graduates are creative?
• How university teaching help to develop students problem solving
abilities?
• To what extent curriculum are linked with professional skills?
• How teaching learning develop students’ communicational skills?
• To what extent students are to work in a team or practice teamwork?
• How students are guided to a lifelong learner?
Graduate outcomes thus guide the design of programs and courses.
Constructivist Alignment
Assessment
methods that
Learning are linked to the
Intended activities ILOs
Learning that help
Outcomes and
students
(ILOs) develop the assess the
ILOs extent to which
the ILOs have
been achieved
Contribution of Education to National Development
National Education Policy to Learning Outcomes
Aims
Curriculum Goals
National Education
Policy
Objectives
Learning
Outcomes
OBE: Intended learning outcomes at different levels
An ILO is a statement describing what and how a student is expected to
learn after exposure to teaching at university. Such an outcome
statement can be made at three levels:
• the institutional level, as a statement of what the graduates of the
university are supposed to be able to do; (Vision and Mission)
• the programme level, as a statement of what graduates from
particular degree programmes should be able to do; (PEOs and
POs/PLOs)
• the course level, as a statement of what students should be able
to do at the completion of a given course (CLOs and ILOs)
Outcome Based Curriculum
Vision & Mission
known as CLO
Program Educational Objectives (PEOs)
Program Outcomes (POs) /
Program Learning Outcomes(PLOs)
Course Learning Outcome (CLOs)
Vision and Mission Statement
• Vision
The vision statement declares the institute’s goal of empowering students to
fulfill their academic goals and facilitating a proper student support system.
Example:
An innovative educational experience which propels each student to
excellence
• Mission
The mission statement declares the institute's goal of preparing students in
particular disciplines, including interdisciplinary studies. Besides, it also focuses
on the overall development of students and stresses teaching relevant skills.
Example:
We will develop capable, involve citizens who recognize that they are citizens
of the world, use critical thinking skills, and are lifelong learners.
Vision and Mission Statement: Example
Program Educational Objectives(PEOs)
• Program Educational Objectives are particular goals or qualities
graduates are expected to possess in their academic and professional
careers after graduation. Also, these objectives are in sync with
vision-mission statements that the institutes prepare in collaboration
with the stakeholders, including students, industry experts, alums,
faculty, administration, etc.
• Furthermore, the institute assesses the PEOs three to five years after
students graduate from university through tracer study and
employers' questionnaires surveys.
Program Outcomes(POs)/ PLOs
The Graduate Attributes, also known as Program Outcomes(POs), known as
PLO, are central to OBE.
Example: Take a look at the following Graduate Attributes of a Engineering
programs:
• Engineering Knowledge
• Problem Analysis
• Design and development of solutions
• Investigation
• Modern tool usage
• Ethics
• Individual and teamwork
• Communication
• Project management and finance
• Life-long learning
Alignment of PLOs with Graduate Outcomes
Graduate Outcome PLOs
Competent in professional Analyse and apply principles to real-life accounting situations
practice
Communicate Effectively Communicate as a professional with clients and cooleagues in
real-life accounting situations
Teamwork Operate effectively and ethically as a team member in real-life
accounting situation
Course Learning Outcomes (CLOs)
• All courses fall under the academic programme with their course
outcomes known as CLO; institutes generate the course outcomes
depending on the programme outcomes.
• Moreover, CLO is the statement that enables learners to understand the
primary reason for pursuing a particular course. Also, it helps them to
determine what they will be able to do after the end of the course.
Alignment of CLOs with PLOs of a course
PLOs CLO1 CLO2 CLo3
√ √
1
√ √
2
√ √
3
√ √
4
The Bangladesh National Qualifications Framework (BNQF)
• The Bangladesh National Qualifications Framework (BNQF) Part-B for Higher
Education (henceforth called the Framework) is an internationally bench marked
instrument for the development, classification and recognition of skills,
knowledge and competencies along a continuum of agreed levels.
• The BNQF Part-B for Higher Education is drawn up by the University Grants
Commission of Bangladesh and will be implemented by the BAC, a statutory
autonomous body responsible for governance and management of the
Framework. This is in line with international norms. The BAC is required to
coordinate policies across government agencies and ensure adequate
involvement of all stakeholders in implementing the Framework.
Quality Assurance Areas (QA Areas)/Standards
Developing a quality assurance (QA) culture requires special attention to Quality
Assurance Areas (QA Areas)/Standards. The QA Areas/Standards significant for
Bangladesh are:
• Governance;
• Leadership, Responsibility, and Autonomy;
• Institutional Integrity and Transparency;
• Curriculum;
• Teaching Learning & Assessment;
• Student Admission & Support Services;
• Faculty & Professional Staff;
• Facilities & Resources;
• Research & Scholarly Activities; and
• Monitoring, Evaluation & Continual Improvement
Credit hour?
• Credit hour means
• For lecture, tutorial, seminar l-hour face to face learning per week for
14 weeks,
• For lab, studio or clinical work l.5-hour face to face learning per week
• For 14 weeks and for industrial workplace learning 2 hours per week
for 14 weeks is equivalent to 1 credit.
Higher education system in Bangladesh
• The Framework provides a common table of levels for the higher
education system in Bangladesh through the recognition of
qualification levels with minimum graduating credits
Template of Outcome Based Curriculum
Template of Outcome Based Curriculum
Template of Outcome Based Curriculum
Mapping PEOs with the Mission Statements
PEOs Mission 1 Mission 2 Mission 3 Mission 4
PEO 1 √ √
PEO 2 √ √
PEO 3 √ √ √
PEO 4 √ √
Mapping PLOs with the PEOs
PLOs PEO 1 PEO 2 PEO 3 PEO 4
PLO 1 √ √ √
PLO 2 √ √
PLO 3 √ √
PLO 4 √ √
Mapping Courses with the PLOs
PLOs PLO 1 PLO 2 PLO 3 PLO 4 PLO 5
Course 1
Course 2
Course 3
Course 4
Course 5
Course 6
Course 7
Course 8
Course 9
Course 10
Course 11
Course 12
Template of Course Outline
Template of Course Outline
Template of Course Outline
OBE Curriculum: Example of Part B
Summary: Outcome-Based Education (OBE)
• Outcome-based education (OBE) is education in which an emphasis is
placed on a clearly articulated idea of what students are expected to
know and be able to do, that is, what skills and knowledge they need
to have, when they leave the school system.
• Outcome-based education is an instructional approach that helps to
clarify doubts regarding a particular course or program. Also, with the
help of its framework, they can navigate throughout the academic
cycle without losing focus.
• On the other hand, teachers can use the approach strategically to
keep track of the ongoing progress and elevate teaching and learning
habits.
Benefit of Outcome-Based Education
• Clarity
• Adaptable Educational Structure
• In-Depth Analysis of Students
• Skill Enhancement
• Continuous Improvement
Group Activity:
Select a Topic Learning Assessment CLO
Activities Strategies
Task 1 Task 3 Task 4 Task 2
