VISION

To create an academic ecosystem that ensures excellence in Outcome Based Education (OBE) by promoting a student centric, technology driven, and competency oriented teaching learning process that nurtures lifelong learners and globally competent professionals.

MISSION

• Implement Outcome Based curricula and assessment practices to achieve defined Programme and Course Outcomes.
• Enhance faculty competency through continuous training in innovative pedagogy and educational technologies.
• Foster a student-centric learning environment that promotes critical thinking, creativity, and lifelong learning.

Teaching-Learning Process

The teaching-learning process of the institute is comprised of the following:

Innovative Teaching Approaches and Methods

To strengthen the Outcome-Based Education (OBE) framework, the institute adopts a variety of innovative and learner-centered teaching approaches and methods:

• Faculty members apply Bloom’s Taxonomy to design learning objectives, teaching strategies, and assessments that target different cognitive levels—remembering, understanding, applying, analyzing, evaluating, and creating.
• Technological advancements and real-world innovations relevant to the curriculum are integrated into classroom discussions to enhance conceptual understanding and practical application.
• Students are encouraged to present, analyze, and evaluate recent technological developments, fostering critical thinking, problem-solving, and communication skills aligned with OBE outcomes.

Faculty Training Programmes

Faculty Training Programmes are regularly organized to enhance the teaching competencies of faculty members and strengthen the Outcome-Based Education (OBE) framework.

• Promote the use of innovative teaching learning methods and pedagogical practices to improve student engagement and learning outcomes. 
• Develop faculty proficiency in applying Bloom’s Taxonomy for designing effective course outcomes, lesson plans, and assessments.
• Support the implementation and continuous improvement of OBE practices, ensuring alignment of teaching, learning, and evaluation with desired Programme and Course Outcomes.

Outcome Based Education (OBE)

The concept of OBE gained global recognition through international accreditation frameworks such as the Washington Accord (1989), which emphasized that engineering education should be outcome-oriented rather than input-oriented. The Accord established equivalence of accredited engineering programmes among signatory countries based on the achievement of outcomes and graduate attributes rather than traditional curriculum content or duration.

India became a permanent signatory to the Washington Accord in 2014 through the National Board of  (NBA). This marked a major shift in India’s higher education evaluation system—from a system based on syllabus and content coverage to one that measures the attainment of Course Outcomes (COs), Programme Outcomes (POs), and Programme Educational Objectives (PEOs).

The NBA accreditation framework has undergone several refinements to improve the quality and global recognition of technical education:

• 2013: Introduction of the first comprehensive OBE-based accreditation format aligned with Washington Accord graduate attributes.
• 2017: Inclusion of CO–PO mapping, assessment tools, and continuous improvement metrics.
• 2021: Integration of digital evidence, innovation, entrepreneurship, and sustainability indicators into the Self-Assessment Report (SAR).
• 2024: Launch of Graduate Attributes and Professional Competencies, emphasizing knowledge attributes (K1–K6 levels), skills, and attitudes in accordance with international educational standards.

Benefits of OBE

The adoption of OBE is perceived as:

• Clarity: Establishes well-defined outcomes that specify what must be achieved by the end of a course or
  program, ensuring a clear direction for teaching and evaluation.
• Flexibility: Allows instructors to design teaching methods, learning activities, and assessments suited to
  diverse learning needs while maintaining focus on the intended outcomes.
• Comparison: Facilitates measurement and benchmarking of performance across course, department, program, and institutional levels, ensuring transparency and accountability.
• Involvement: Promotes active participation and responsibility in the learning process, encouraging greater engagement and deeper understanding of the subject matter.
• Continuous Improvement: Enables ongoing assessment and refinement of curriculum and pedagogy through systematic feedback and performance analysis, ensuring sustained quality enhancement.