The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов

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СКАЧАТЬ 157 000 31 754 145 258 82 003 Sustainable goals in higher education 193 000 47 054 131 806 29 755

      When we look at all 17 SDGs, we see that SDG 4 primarily deals with the higher education sector. This does not mean that other goals are to be achieved in complete isolation, rather there should be interrelation with educational goals. The following goals are associated with SDG 4 directly or indirectly:

       Gender equality (SDG 5) and good health (SDG 3) (UNESCO 2019) (TWI2050 – The World in 2050 2018)

       Descent work and economic growth (SDG 8) (UNICEF 2019)

       Reduced inequalities (SDG 10) (Pizarro Milian and Davies 2020)

       Sustainable communities (SDG 11) (UNICEF 2019)

       Climate action (SDG 13) (Franco et al. 2019; Kioupi and Voulvoulis 2019; Leal Filho et al. 2019; UNESCO 2019)

       Peace and justice (SDG 16) (Kioupi and Voulvoulis 2019)

      The above SDGs do have a close association with education either directly or indirectly. For example, we aim at gender equality in providing access to education for all and, in reciprocation, the education and awareness among the general populace would also help in eradicating the menace of gender inequality. Thus, the educational goals and other SDGs actually help in transforming society and mankind so that everyone on the planet can lead a happy and healthy life. Good health is not accessible to most underprivileged people for two main reasons: the first is lack of financial ability and the second, which is an even more important factor, is related to education and proper awareness. Sometimes people suffer and die despite the health facilities and cover supported by government because the knowledge about accessing the facilities available does not exist. The economic growth of an individual as well as a country is predominantly affected by the quality of education. Through good quality education, research can be carried out and funds generated, and competent graduates who have passed through the OBE system will be capable of self and the national growth. Education, if truly imparted and evaluated, helps in addressing a number of societal issues that prevail in the society. Those who are properly educated will also be responsible citizens and will be sensible toward climate, nature, environment protection, societal values, and peace and justice for all. When we explored the research activities on major components and goals of sustainable development, we found that very limited research has been done – a situation which needs immediate attention. Research in education pedagogies and delivery is equally important as that which we do in other fields of science, technology, and engineering.

In a UNICEF (United Nations Children's Emergency Fund) report (UNICEF 2019), 1.8 billion children will be in middle‐ and low‐income countries, out of which 420 million of them will not learn basic skills and 825 million will not acquire basic secondary level skills. This is an alarming situation which needed to be tackled by the world community so that every person has an equal opportunity to learn and to develop skills. An even more important factor than the quantity of learning is the quality of learning. The developed nations might step up and help low‐ and middle‐income countries to elevate their education standards and make the basic infrastructure available so that each child can learn, but what is more important is the quality learning that depends on the ways in which teaching learning take place. The TLP has to be steered in a such a manner that the appropriate set of skills is developed in most children. In the UNICEF report, it is mentioned that a nineteenth‐century education system cannot fulfill the requirements of twenty‐first‐century learning and this is why OBE is of the utmost importance; the OBE framework makes sure that learning takes place properly and leaves a unique mark in learners in the form of skills.

      OBE also motivates growth in individuals as well as the organizations, which we can understand easily. Suppose student A of an institute I was found taking an interest in all the activities associated with the course, and more importantly the faculty F was sufficiently capable

      to motivate student A to participate in teaching learning activities, then Student A could develop a unique set of skills in addition to an excellent academic profile, and gain employment at the end of final semester. The candidate could have tremendous growth in the industry and could now also contribute to a number of social activities and perform corporate social responsibility (CSR) as well. Another student B at another institute I1, might be even more intelligent than student A, both academically and in general aptitude, but might never have focused on skills, especially project‐based skills and a research‐based learning attitude. This candidate, too, might get employed but will have to face a lot of hardships and never progress in their professional career. This example motivates other students as well as institutes to follow the OBE approach.

      3.3.1 OBE versus the Traditional Education System

We have had discussions with many subject experts in various courses, who have been imparting technical and science education for the last 40 years or more, and we found very interesting and contradictory responses about OBE. Most of them were of the opinion that there is nothing new in the OBE system but that all educational strategies have been followed for many decades. There were more than 65 participants from different diversities and streams of science, engineering, humanities, and technology in our discussions and we have included the general apprehensions, opinions, and our response defending OBE versus the old education system in Table 3.5.

Table 3.5 OBE versus old education system.

Opinion/Apprehension regarding OBE	Our response based on practicing OBE in a number of courses
OBE was already there and no need for mapping or assessing outcomes is felt even today (80% of the participants opined)	In the past, competition was not tough and most of the candidates who performed above average and who had good academic records were absorbed by employers, mostly in public sectors. However, those who had a specific set of skills always saw tremendous growth in their career. Of course, there was no need for mapping learning outcomes with the objectives.
OBE is a customary framework (i.e. documented but not practiced) and nothing new (92% of the participants opined)	We agree that there have been brilliant scholars, scientists, and other aca demicians in the past who have come through the traditional education system. However, time has changed and competition is cut‐throat, and selection committees look for uniqueness in the candidates, not just academic records. This is where the role of outcomes in terms of specific skill set, also known as employability skills, arises. The continuous monitoring of mapping between learning objective and SLOs in all program courses always helps in improve graduates.
OBE and its impact cannot be quantified (67% of the participants opined)	This is not really true because there are number of rubrics and metrics by which the changes in students can be measured either directly or indirectly. The 360° feedback also provides reflection of students' performance in the workplace.
How does OBE improve the system? (74% of the participants opined)	The 360° feedback from all the stakeholders helps in revisiting all the PEOs, POs, SLOs, and even the vision and mission statements of the organization, and then the POs are aligned to see the desirable СКАЧАТЬ В начало < 34 35 36 37 38 39 40 41 42 43 > В конец