The Wiley Handbook of Sustainability in Higher Education Learning and Teaching

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.

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.

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.

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