Report on ISTE Approved Faculty Development Programme

Strategic Implementation of Outcome-Based Education
Date: 7th – 11th September 2026
Venue: Don Bosco College of Engineering, Fatorda, Goa (Conducted Virtually) Organized by: Department of Computer Engineering & Department of Electronics and Computer Science, Don Bosco College of Engineering

Introduction
The Department of Computer Engineering and the Department of Electronics and Computer Science, Don Bosco College of Engineering, jointly organized an ISTE Approved Five-Day Faculty Development Programme (FDP) titled “Strategic Implementation of Outcome-Based Education” from 7th to 11th September 2026. The programme was conducted in virtual mode and was designed to strengthen faculty competence in implementing Outcome-Based Education (OBE) practices in accordance with NBA accreditation requirements and the National Education Policy (NEP).

The FDP focused on the strategic planning, assessment, documentation, and continuous improvement processes essential for effective OBE implementation. Faculty members actively participated in interactive lectures, workshops, discussions, and hands-on exercises throughout the five-day programme.

Day-wise Highlights
Day 1: Foundations of Outcome-Based Education
The inaugural day introduced the philosophy, evolution, and need for Outcome-Based Education. Participants were familiarized with Bloom’s Taxonomy and the complete OBE framework, including the formulation of Vision, Mission, Programme Educational Objectives (PEOs), Programme Outcomes (POs), Programme Specific Outcomes (PSOs), and Course Outcomes (COs).

A detailed session was conducted on writing measurable CO statements and understanding the rationale behind CO–PO mapping using appropriate correlation levels. The emphasis was placed on developing outcome-oriented curricula aligned with institutional objectives.

Day 2: CO Writing and Assessment Methodology
The second day was conducted as a practical workshop where faculty members drafted Course Outcomes for their respective courses based on the principles discussed on Day 1. The sessions covered assessment and attainment methodologies, question paper design aligned with Bloom’s Levels, CO alignment, and the incorporation of Performance Indicators (PIs).

Participants were introduced to various direct and indirect assessment tools, along with systematic procedures for calculating CO attainment using internal assessments, assignments, and surveys.

Day 3: NBA Criteria and SAR Documentation
The third day focused on the NBA accreditation process, providing participants with a comprehensive understanding of NBA criteria, mark allocation, and the preparation of the Self-Assessment Report (SAR). Special attention was given to Criteria 4, 5 and 6, highlighting curriculum implementation, student performance analysis, outcome attainment, and evidence-based documentation.

Faculty members also explored the mapping and analysis of attainments and understood how academic and extracurricular achievements contribute towards programme outcomes. Methods to fill details in SAR was discussed. Worksheet for CO mapping levels was shared to participants.

Day 4: Vision–Mission Alignment and Mapping Workshop
The fourth day concentrated on Criteria 1, which deals with Vision, Mission, PEOs, and PSOs. Detailed procedures for framing these statements and aligning them with institutional Vision and Mission were discussed.

A collaborative workshop was conducted where various departments presented their Vision, Mission, and PEO statements for peer review and discussion. Participants also presented worksheets on CO statement formulation, CO–PO mapping, and the calculation of attainment levels using Performance Indicators, enabling constructive feedback and refinement of their documents.

Day 5: Continuous Improvement and Best Practices
The concluding day addressed NBA Criteria 2, 3, and 8, with emphasis on curriculum delivery, faculty contributions, student support, governance, and continuous improvement. The sessions highlighted the importance of maintaining documentary evidence through project records, seminar reports, mini and major projects, case studies, and real-life learning experiences.

Discussions also covered the inclusion of MOOCs, self-learning certifications, industry internships, student feedback mechanisms, and industry partnerships as valuable evidence for OBE implementation.

The Faculty Development Programme provided participants with a comprehensive understanding of the strategic implementation of Outcome-Based Education and NBA accreditation practices. Through a balanced combination of theoretical sessions and hands-on workshops, faculty members developed practical skills in writing Course Outcomes, designing outcome-based assessments, calculating attainment levels, preparing SAR documentation, and establishing effective continuous improvement mechanisms.The programme successfully strengthened the institutional commitment towards quality assurance and outcome-oriented teaching–learning practices, equipping faculty members with the knowledge and tools required for successful NBA accreditation and sustained academic excellence.