The emergence of the outcome-based approach to education (OBE) has been an international phenomenon that results from the confluence of three broad trends:
- Increased demands for accountability, with an emphasis on outputs which is a feature of contemporary accreditation exercises as well as reviews by funding bodies
- Changing views of what constitute the appropriate attributes of graduates, with an increased interest in transferable, higher order capability and personal development
- Shifts in the underlying teaching and learning paradigm toward a more student-centered, learning-centered education that stresses what students achieve
The University Grant Council is determined to gauge efficient, resource-wise and quality teaching through a paradigm shift to outcome-based education or outcome-based teaching and learning.