Transition from outcome-based learning to global accreditation of top universities of India: Elevating the bar of educational excellence

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. © 2024, IGI Global. All rights reserved.

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Author Affiliations

Chandigarh University, Mohali, PB, India

Centurion University of Technology and Management, Paralakhemundi, OR, India

University of Buraimi, Al Buraimi, Al Buraimi, Oman

Funding & Acknowledgements

No funding information

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Transition from outcome-based learning to global accreditation of top universities of India: Elevating the bar of educational excellence

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