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Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India: Elevating the Bar of Educational Excellence

Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India: Elevating the Bar of Educational Excellence

Bhanupriya Khatri, Girija Nandini, Shad Ahmad Khan
Copyright: © 2024 |Pages: 15
ISBN13: 9798369316986|ISBN13 Softcover: 9798369346136|EISBN13: 9798369316993
DOI: 10.4018/979-8-3693-1698-6.ch019
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MLA

Khatri, Bhanupriya, et al. "Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India: Elevating the Bar of Educational Excellence." Evaluating Global Accreditation Standards for Higher Education, edited by Arshi Naim, et al., IGI Global, 2024, pp. 278-292. https://doi.org/10.4018/979-8-3693-1698-6.ch019

APA

Khatri, B., Nandini, G., & Khan, S. A. (2024). Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India: Elevating the Bar of Educational Excellence. In A. Naim, A. Saklani, S. Khan, & P. Malik (Eds.), Evaluating Global Accreditation Standards for Higher Education (pp. 278-292). IGI Global. https://doi.org/10.4018/979-8-3693-1698-6.ch019

Chicago

Khatri, Bhanupriya, Girija Nandini, and Shad Ahmad Khan. "Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India: Elevating the Bar of Educational Excellence." In Evaluating Global Accreditation Standards for Higher Education, edited by Arshi Naim, et al., 278-292. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1698-6.ch019

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Abstract

In recent years, higher education in India has undergone significant changes, transitioning from traditional outcome-based learning to prioritizing international accreditation for top universities. This shift is part of a larger effort to elevate teaching standards, foster innovation, and promote global collaboration. While rote learning was previously prevalent, it produced graduates with strong theoretical foundations but often lacked practical skills and global perspectives essential in today's interconnected world. Despite the positive shift to international accreditation, challenges remain, necessitating more robust faculty development programs to meet rigorous standards. Graduates from accredited universities are better equipped to address global challenges and remain committed to lifelong learning. Global accreditation will continue to shape the future of education as the world progresses and interconnects.

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