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

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СКАЧАТЬ technical, higher, and vocational education: Access to all levels of education, including technical and vocational, is envisaged in SDG 4. In fact, better assessment of OBE and SLOs can be ensured in vocational and technical education. This chapter has discussed this with the help of some case studies. As far as vocational education is concerned, it involves lot of practical experiences that help students to attain the SLOs efficiently. Moreover, the assessment is visible and measurable in this system of education. So, while aiming at achieving goals articulated under SDG 4, continuous evaluation, mapping, feedback, and remedial measures can be taken adaptively.

      4 Skilled people for financial success: The focus on skills development in young students and adults has to be relentless, as a skilled workforce is very much required to achieve sustainable goals in education as well as other sectors. The relevant set of skills must be inculcated and developed with practical knowledge, in addition to accessibility to an education system that not only caters for conventional education but also delivers skills enhancement and development. A student's skills play a major role in their career growth and make graduates competent professionals able to work against all odds and hardships and enjoy continuous growth that in the end helps the sustainable growth of the organization where they are working. Universal growth is determined by growth for all and growth of all. As we know, OBE is mainly based on assessment and it becomes much easier to evaluate if a set of skills is present in graduates; relevant skills are essential factors in the overall growth of students as well as the workforce. Another point to be noted here is that financial gain or freedom is achievable by skilled persons. With formal education, a skilled candidate can always have financial independence and can contribute toward family, organization, and the universe.

      5 No discrimination in education: Discrimination is the biggest obstacle in education at any level and thus there should be a drive toward appropriate awareness and motivation so that there is no discrimination at all in terms of race, gender, etc. OBE and SDG 4 both aim at holistic growth for all, which demands inclusive education and growth for all through equal access to education and equal opportunities for all.

      6 Universal literacy: This is another point of the agenda that ensures literacy for all. In fact, there is a philosophy in India for a holistic way of education, growth, health and society. The vasudhaiv kutumbkam is the philosophy which means that the entire universe is a family. This can be a guiding principle in teaching pedagogy so that everyone in the world becomes literate, as education or proper literacy is the key to all growth and the eradication of all problems.

      7 Global citizenship: The guiding philosophy also encourages everyone to be a global citizen, which makes candidates globally responsible for all.

      8 Safe schools and scholarships for developing nations: This is also an important initiative for which the developed nations should come forward and help under‐developed and developing countries through scholarship assistance so that their students can also have opportunities for quality and higher education in reputed educational institutions.

      9 Quality teachers in developing countries: The true impact of education lies in its quality and hence teachers imparting education at all levels need to deliver quality teaching. This again requires assistance and support from elite educational institutes and countries that should come forward and help others in providing appropriate quality education techniques, assessment measures, and a 360° feedback mechanism to check if quality education is being received by all.

      3.4.2 Knowledge Economy Through OBE

      It is said that the world will be dominated or ruled by a knowledge economy, rather than the traditional economy indicated by gross domestic product (GDP). OBE has all potential to transform the youth of any nation into a competent workforce or knowledge agents that would be responsible for driving the major components of growth and indicators of the world. Therefore, OBE empowers the nation indirectly to become a knowledge economy, which becomes a further major reason for all‐round growth in a professional and national sense. The salient characteristics of a knowledge economy nation are:

       Skilled workforce

       Demonstrable learning outcomes in graduates

       Lifelong learning attitude

       Self‐awareness and improvement

       Learning from experience and revisiting the goals

       Competency development

      If an organization or a nation has the OBE system satisfying all the above attributes, then the knowledge economy will not be very far from the SDG 4. Thus, OBE, through pragmatic examples and best practices shows how an individual or an organization can incorporate sustainability in their growth by gaining the attributes with the help of this outcome‐based mechanism.

      3.4.3 Concluding Remarks

      We have presented the theoretical background, introduction, samples of case studies, and recommendation strategies to meet higher education goals under SDG 4. The concluding remarks of this chapter can be listed as:

       OBE needs to be genuinely practiced by all.

       The formulation of vision, mission, and goal statements should be written very carefully, taking all stakeholders into consideration.

       The mapping between outcome and objectives should be performed continuously.

       The goals of higher education and its sustainability should be tracked and attained in sync with SDG 4 goals.

       The attainment of goals needs to be monitored and necessary feedback has to be applied so that remedial measures can help in addressing any gap.

       Capacity building measures must be taken regularly with proper evaluation and monitoring.

       The feedback system in the education system, especially TLP assessment, must be very strong.

       Policy‐makers need to revisit the entire system of devising the policies, strategies, functions, and other operational mechanisms used in education sector.

Acknowledgment

      The authors express their sincere thanks to MIIT Mandalay, Myanmar for providing an excellent ambience to practice such an OBE framework and assessment tools for SLOs in students. We also express thanks to the students and faculty members who were involved in such an impactful study, and to the organizations of all the authors for providing great support in realizing the OBE type of educational pedagogy. The experience achieved through such a framework is the main source of encouragement for writing a chapter like this which would be impossible without the participation of students and, therefore, we finally thank our respective students and their involvement in participative learning.

References

      1 Carminati, M., Sinha, G.R., Mohdiwale, S., and Ullo, S.L. (2021). Miniaturized pervasive sensors for indoor health monitoring in Smart cities. Smart Cities. Multidisciplinary Digital Publishing Institute 4 (1): 146–155. http://doi.org/10.3390/smartcities4010008.

      2 Coughlan, M. (2011). National Strategy for Higher Education to 2030. Dublin: Department of Education and Skills: https://hea.ie/assets/uploads/2017/06/National‐Strategy‐for‐Higher‐Education‐2030.pdf СКАЧАТЬ