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@article{183823,
        author = {Ranjit Yuvraj Pawar},
        title = {An Empirical study on CO-PO Assessment and its Attainment for Tier II Engineering Institution: Nurturing Student Empowerment through Outcome-Centered Education},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {3},
        pages = {3009-3019},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=183823},
        abstract = {According to John Dewey, an American philosopher, psychologist and educational reformer, “Education is not preparation for life, education is life itself”. Education involves the process of imparting knowledge, skills, and information from educators to learners through teaching, learning, and practical engagement. In light of the ever-changing dynamics of the 21st century, it is absolutely crucial to refine our approaches for assessing students' potential and competencies. Doing so will empower us to deliver top-notch education that is customized to their unique requirements, nurturing their comprehensive growth and well-rounded development.
The accreditation process places a strong emphasis on the adoption of Outcome-Based Education (OBE) as a pivotal approach for improving and guaranteeing the quality of education imparted by these Tier II engineering institutions. The effectiveness of an educational program relies heavily on the achievement of both course outcomes and program outcomes, with a comprehensive set of twelve program outcomes serving as a benchmark for assessing the quality and depth of knowledge that students should acquire over their four years of undergraduate studies. However, there appears to be a lack of understanding among engineering faculty members when it comes to assessing the attainment of Course Outcomes (CO) and Program Outcomes (PO) through calculations. This paper aims the importance of effectively aligning Course Outcomes (COs) with Program Outcomes (POs), commonly referred to as CO-PO mapping. Additionally, it emphasizes the significance of subsequently measuring and evaluating the attainment of these outcomes, as these steps are integral to the successful implementation of Outcome-Based Education (OBE).},
        keywords = {OBE, CO, PO.},
        month = {August},
        }