NBA
Module 1: Introduction to NBA & Accreditation
Need for Accreditation
Concept
• Higher education in India is regulated by statutory bodies like AICTE and UGC.
• However, quality varies across institutions. Accreditation ensures uniform standards.
Accreditation vs Affiliation
• Affiliation: A university permits a college to run a course.
• Accreditation: An independent evaluation of quality in teaching, learning, and
outcomes.
Role of NBA
• NBA (National Board of Accreditation) evaluates technical programs.
• Recognized under the Washington Accord (2014).
• Ensures global recognition of Indian engineering degrees.
Example (Civil Engineering)
• A Civil Engineering graduate from an NBA-accredited program can pursue MS
abroad without additional evaluation.
Diagram – Accreditation Process Overview
University/Institute → Apply to NBA → Submit SAR → Peer Team Visit → Evaluation →
Accreditation Granted
NBA Structure & Objectives
Vision of NBA
“To stimulate quality and competitiveness in technical education.”
Objectives
1. Assure quality to stakeholders.
2. Foster innovation in teaching and learning.
3. Promote continuous improvement.
Parameters NBA Evaluates
• Vision, Mission of the institution.
• PEOs (Program Educational Objectives).
• POs (Program Outcomes).
• PSOs (Program Specific Outcomes).
• COs (Course Outcomes).
Example (Civil Engg.)
• PO: “Graduates will design sustainable infrastructure.”
• PSO: “Graduates will use modern software for structural analysis.”
Diagram – NBA Evaluation Pyramid
Vision & Mission
↓
PEOs (3–5 yrs)
↓
POs (Graduate Attributes)
↓
PSOs (Program-specific)
↓
COs (Course-level)
Evolution of OBE
Traditional Education
• Teacher-centered.
• Focused on syllabus coverage and marks.
• Weakness: Students may not gain required skills.
Outcome-Based Education (OBE)
• Student-centered.
• Focused on what students can do after learning.
• Teaching and assessment aligned with outcomes.
Example
• Traditional: “Taught Mix Design.”
• OBE: “Students will design a concrete mix using IS 10262.”
Diagram – Shift in Approach
Traditional → Input-based → Teaching focus
OBE → Output-based → Learning/Outcome focus
Accreditation Process
Steps
1. Institution applies to NBA.
2. Self-Assessment Report (SAR) prepared.
3. Peer review team visit.
4. Evaluation & scoring.
5. Accreditation granted (3 or 6 years).
SAR Criteria
• Criterion 1: Vision, Mission, PEOs, POs.
• Criterion 2: Curriculum.
• Criterion 3: Teaching-Learning Process.
• Criterion 4: Student performance.
• Criterion 10: Continuous Improvement.
Diagram – PDCA Cycle in Accreditation
Plan → Do → Check → Act
(Continuous Improvement)
Benefits & Challenges
Benefits
• Students: Global acceptance, better jobs.
• Faculty: Improved teaching practices.
• Institute: Recognition and funding.
Challenges
• Faculty training in OBE.
• Preparing SAR.
• Collecting attainment data.
Example
• Civil department finds low attainment in PO7 (Environment & Sustainability). They
redesign syllabus to include a course on Green Building Materials.
Diagram – Stakeholders in NBA
Students ↔ Faculty ↔ Institute ↔ Industry ↔ Society
Case Study: Civil Program Accreditation
Civil Engineering Department – XYZ College
• Vision: To be a center of excellence in sustainable civil infrastructure.
• Mission: Impart quality education with focus on sustainability, ethics, and innovation.
• NBA team observations:
o Strength: Strong lab facilities.
o Weakness: Weak CO-PO mapping.
o Improvement: Introduced industry-internship program.
Module 2: OBE Framework & Philosophy
Philosophy of OBE
Traditional Education vs OBE
• Traditional: Focused on syllabus, exams.
• OBE: Focused on outcomes – knowledge, skills, and attitudes.
Key Features of OBE
1. Clarity – Outcomes clearly defined.
2. Alignment – Teaching and assessments aligned with outcomes.
3. Flexibility – Different learning paths possible.
4. Feedback-driven improvement.
Example (Civil Engg.)
• Instead of teaching “Highway Geometric Design,” → Outcome: Students will design
a two-lane highway as per IRC standards.
Diagram – OBE Triangle
Teaching → Learning → Assessment
(All aligned with Outcomes)
Washington Accord & International Relevance
Washington Accord (1989)
• Recognizes equivalence of accredited engineering degrees.
• Members: USA, UK, Australia, India (2014), etc.
Implications for India
• NBA-accredited graduates recognized abroad.
• Increases global mobility and job opportunities.
Example
• Civil Engg. graduate with NBA accreditation can directly apply for Chartered
Engineer status in Australia.
Diagram – Global Recognition
India (NBA) ↔ Washington Accord ↔ Global Acceptance
Components of OBE Framework
Hierarchy of OBE
1. Vision
2. Mission
3. PEOs – Program Educational Objectives (3–5 years post-graduation).
4. POs – Program Outcomes (12 Graduate Attributes).
5. PSOs – Program Specific Outcomes.
6. COs – Course Outcomes.
Example (Civil Engg.)
• Vision: To be a global leader in sustainable civil engineering.
• PEO: Graduates will pursue higher studies and contribute to society.
• PO: Ability to design safe, sustainable structures.
• PSO: Ability to use STAAD Pro & AutoCAD.
• CO: Students will use Total Station to prepare topographic maps.
Diagram – OBE Hierarchy
Vision → Mission → PEOs → POs → PSOs → COs
Writing Vision, Mission, PEOs
Vision Statement
• Inspirational, futuristic.
Mission Statement
• Practical, achievable, action-oriented.
PEOs
• Broad goals describing graduate achievements 3–5 years after graduation.
Example (Civil Engg.)
• Vision: Produce globally competent civil engineers with commitment to sustainability.
• Mission: Impart technical knowledge, encourage innovation, and promote ethics.
• PEO1: Graduates will pursue higher education and research.
• PEO2: Graduates will provide solutions for sustainable infrastructure.
Program Outcomes (POs) & Graduate Attributes
NBA Graduate Attributes (POs 1–12)
1. Engineering knowledge.
2. Problem analysis.
3. Design/development of solutions.
4. Conduct investigations.
5. Modern tool usage.
6. Engineer & society.
7. Environment & sustainability.
8. Ethics.
9. Individual & teamwork.
10. Communication.
11. Project management & finance.
12. Lifelong learning.
Civil Examples
• PO3 → Students design bridges with safety & economy.
• PO7 → Students analyze environmental impact of construction.
Diagram – Graduate Attributes Wheel
PO1 to PO12 shown in circular format with “Graduate Attributes” at the center
COs and PSOs
Course Outcomes (COs)
• Specific skills at course completion.
• Use Bloom’s Taxonomy verbs (Apply, Analyze, Design).
Program Specific Outcomes (PSOs)
• Branch-specific achievements.
Examples
• PSO1: Analyze and design civil structures using modern tools.
• PSO2: Manage construction projects sustainably.
• CO (Transportation): Students design highway elements as per IRC standards.
Diagram – CO-PO Mapping Table
Course Outcomes (COs) vs Program Outcomes (POs)
Matrix form with mapping levels (1: Low, 2: Medium, 3: High)
Module 3: Bloom’s Taxonomy & CO Framing
Understanding Bloom’s Taxonomy
Bloom’s Cognitive Levels
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Diagram – Bloom’s Pyramid
Create
Evaluate
Analyze
Apply
Understand
Remember
Civil Example
• Remember: Recall types of cement.
• Apply: Use IS code to design a mix.
• Analyze: Compare RCC vs PSC beams.
Writing Effective COs
Guidelines
• Use measurable verbs (Design, Calculate, Analyze).
• Avoid vague terms (Know, Learn, Understand).
Examples (Civil Engineering)
• CO1: Apply IS codes to design a concrete mix.
• CO2: Analyze soil properties for foundation design.
• CO3: Create drawings using AutoCAD.
Mapping COs to POs
Steps
1. List course outcomes.
2. Decide which POs they contribute to.
3. Use mapping scale (1–Low, 2–Medium, 3–High).
Diagram – CO-PO Mapping Table (Sample)
CO → PO1 PO2 PO3 PO4 PO5 ...
CO1 3 2 - - 1
CO2 2 3 2 - -
CO3 - - 3 2 3
Module 4: Assessment & Attainment in OBE
Assessment Methods
Types
• Direct Assessment: Exams, quizzes, assignments, lab work.
• Indirect Assessment: Feedback, surveys, alumni input.
Diagram – Assessment Sources
Direct (Tests, Labs, Projects) + Indirect (Feedback, Surveys) → Attainment
Setting Attainment Targets
Example
• Target: 60% students should score ≥ 50 marks in “Concrete Technology.”
• If only 50% achieve → Gap identified.
Diagram – Attainment Calculation
CO Attainment = (Direct % × 80%) + (Indirect % × 20%)
Continuous Improvement
Process
1. Measure attainment.
2. Identify gaps.
3. Redesign teaching.
4. Reassess.
Diagram – Feedback Loop
Plan → Teach → Assess → Analyze → Improve