In outcome based education (OBE), curriculum design with industry involvement is most recommended approach which enables relevant execution of teaching learning process. Globally, acceptance of OBE is increasing since four decades. This article investigates the OBE curriculum design by adding Value-Added Courses (VACs) which are endorsed and participated by industry experts jointly with academicians. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. Analysis presented in this article focuses on the program outcomes gap in the curriculum which enables identification, design and implementation of different VACs. Further, it determines that attainment achieved through VACs significantly reduces the curriculum gap. Hence it is one of the best tool which improves over all PO attainments and shows better path towards the expectation of industries. Proposed framework of analysis showed that VACs contribute to POs by nearly 20%. This article contributes a comprehensive idea for offering several VACs that boost the achievement of POs.

No abstract

The acceptance of outcome-based education (OBE) is increasing since the 1980s across different countries in the world. Implementation of OBE is essential right from primary education to postgraduate courses and even in research programs since the primary focus is on outcomes that are learner centric.This paper analyses the OBE curriculum design, it reflects on the method of designing value-added courses (VAC) and its effectiveness. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. This work demonstrates the curriculum gap analysis, determines sample of learners acquiring cognitive skills in randomly selected courses, presents a framework for Industry-endorsed open short-term courses, and introduces new formats for documenting VACs for project-based and case study-based learning. The VACs contribute to POs by nearly 20%. It may be noted that VACs implementation enabled all POs attainment and gives no room for the curriculum gap. This paper contributes a comprehensive idea for offering several VACs that boost the achievement of POs at the expected level along with contemporary skills by considering a postgraduate degree.

No abstract

No abstract