VISWAM ENGINEERING COLLEGE
(UGC-AUTONOMOUS)
Accredited by NAAC ‘A’ Grade, UGC-2f
Certified by an ISO 9001-2015, Approved by AICTE, New Delhi
MADANAPALLI-517325
Internal Quality Assurance Cell (IQAC)
Report on Two Day FDP
On
“OUTCOME BASED EDUCATION”
Date: 01-07-2025 & 02-07-2025
Venue: Seminar Hall
Speaker: Mr. Ajay Bhagwat, Director, Ipods India Pvt. Ltd, Pune
Organized by: IQAC, Viswam Engineering College
A two-day Faculty Development Program (FDP) on “Outcome Based Education”
was conducted, featuring sessions focused on the effective implementation of OBE from
multiple perspectives. The program specifically addressed the application of the OBE
system in affiliated institutions and highlighted the distinct responsibilities of
institutional administrators, program heads, and individual faculty members through
specially designed interactive sessions. Out of 172 registered participants, 159 attended
the event.
Figure1: Banner for Faculty Development Programme on OBE
First Day:
Dr. B. Suresh Babu., Dean of IQAC, welcomed the gathering and given brief
introduction about “OUTCOME BASED EDUCATION” two-day FDP
Mr M Prabhakar Reddy Garu Chairman of Viswam group of institution presided
over the inaugural function and delivered a brief address highlighting the
implementation and progress of Outcome Based Education (OBE) in the engineering
college. He emphasized that as higher education evolves, OBE has become a
transformative approach focused on improving the quality and relevance of technical
education, while also outlining the future roadmap for continued advancement.
Figure 2: Inauguration of FDP
Figure 3: FDP Inaugural Function: Lighting the lamp
Dr D Ramana Reddy Principal given importance of OBE at Engineering college
and OBE is a student-centric model. In today’s rapidly changing world, especially in the
field of engineering and technology, it is crucial that our graduates are not only
knowledgeable but also skilled, adaptable, and ready to meet industry and societal
needs. OBE provides a structured framework that aligns our academic programs with
these expectations, ensuring that every course, every lesson, and every assessment
contributes meaningfully to the desired outcomes
Figure 4: Principal Addressing the Gathering
In the inaugural speech Mr. Ajay Bhagwat, Director, Ipods India Pvt. Ltd, Pune;
Expressed his gratitude indeed a great honour to be with you all today at the
inauguration of this important program. I would like to begin by emphasizing a subject
that is becoming increasingly significant in the Indian higher education landscape the
National Board of Accreditation, or NBA, and the transformative role of Outcome Based
Education, or OBE. Understanding the requirements of NBA is not just about compliance
it's about quality enhancement.
Figure 5: Expert’s talk on Outcome-based Education
As educators and academic leaders, we must look at accreditation not as a
formality but as a tool for continuous improvement. And at the heart of this
accreditation framework lies Outcome Based Education. So, what exactly is OBE?
Outcome Based Education is an educational philosophy that shifts the focus from what
is taught, to what the student is expected to learn and be able to do. In contrast to
traditional systems that emphasize input, OBE is centred around output it promotes a
learner-centric approach, where the entire teaching-learning process is aligned to
specific, well-defined learning outcomes. The core idea of OBE is simple yet powerful:
every student must be able to achieve certain learning outcomes, outcomes that are
meaningful, measurable, and aligned with academic, professional, and real-world needs.
These include not only knowledge but also skills, attitudes, and values that are crucial in
today’s global environment.
To implement OBE effectively, we as faculty and academic leaders must prepare
ourselves— We must plan strategically, we must adopt best practices from institutions
that have successfully implemented OBE, We must leverage technology to design,
deliver, and assess outcomes more effectively, And most importantly, we must commit to
enhancing the overall quality of our educational programs. I encourage all of you to see
this transition to Outcome Based Education not as a challenge, but as an opportunity to
transform our classrooms, to empower our students, and to create an education system
that is truly responsive to the demands of the future. Let us work together, learn from
pioneers and thought leaders, and take meaningful steps toward implementing OBE
with clarity, purpose, and passion. Thank you, and I wish the program great success.
Second Day:
In the Day 2 key note speaker enhances the knowledge dimension in the
engineering in education requires a well-rounded approach to developing various types of
knowledge in students. Bloom’s Revised Taxonomy identifies four major knowledge
dimensions—Factual, Conceptual, Procedural, and Metacognitive. Each of these plays a
critical role in shaping competent engineering graduates who can apply theory, solve real-
world problems, and continuously adapt to new challenges.
Also discussed about Factual knowledge refers to the basic facts and information
engineers must know to build a foundation for higher-order thinking. In engineering,
this includes standard definitions, units, equations, and physical constants.
Conceptual knowledge involves understanding systems, principles, and
relationships between components. In engineering, this means grasping how different
systems interact, such as the working of a communication system or thermodynamic
cycle.
Procedural knowledge is knowing how to perform tasks and apply methods. It
includes problem-solving strategies, mathematical modelling, and laboratory procedures
essential for engineering practice
Figure 7: Handson in FDP
Metacognitive knowledge is the awareness of one’s own learning and thinking
processes. For engineering students, this involves planning how to approach a complex
design problem, monitoring progress, and evaluating solutions.
And given hands on Assignment on
Distinguish between program educational objectives (PEOs) and program outcomes
(PO’s)
Define the assessments tools and compute the attainment of POs
Define course outcomes (COs)and compute the attainment of COs
Arrive at the process for establishment /revision of the PEOs, POs, COs.
Develop and contribute to a program assessment plan
List and implement the measure for continuous improvement through attainment
values
Photo Gallery:
Press Note of OBE FDP
Prepared by Dean of IQAC Principal
Mr T Jayasimha Dr. B. Suresh Babu Dr. D. Ramana Reddy
ASP/ECE Dean of IQAC Principal
