Activities

As part of the Five-Day Faculty Training Programme “LEAD 2025”, organized by the Internal Quality Assurance Cell (IQAC) of Korambayil Ahamed Haji Memorial Unity Women’s College, Manjeri, Session 3 was conducted successfully on 16 January 2026 at Aryabhata Hall. The session was led by Dr. Abbas Vattoli, Assistant Professor of Commerce, Amal College of Advanced Studies (Autonomous), Nilambur. The workshop focused on the conceptual understanding and practical implementation of Outcome-Based Education (OBE), with special emphasis on question paper setting, CO–PO mapping, and outcome attainment calculation.Dr. Abbas Vattoli elaborated on the relevance of OBE in the context of higher education reforms and quality assurance mechanisms advocated by NAAC and NEP. The session highlighted the need for aligning teaching–learning processes and assessment strategies with SMART learning outcomes to ensure measurable and meaningful student achievement. A major highlight of the workshop was its hands-on approach. Faculty participants were guided through the systematic preparation of question papers that integrate Course Outcomes (COs) and appropriate Bloom’s Taxonomy levels, strictly in accordance with the prescribed syllabus. Each participant prepared a model question paper with proper CO and Bloom’s level mapping. The session also provided detailed training on CO–PO mapping, explaining the rationale, methods, and documentation required for effective outcome alignment. Participants actively engaged in exercises related to outcome attainment level calculation. The programme commenced with a welcome note delivered by the Event Coordinator, Ms. M. K. Vineetha. The Presidential Address was delivered by the Principal, Prof. Dr. Muhammed Basheer Ummathur, who emphasized the importance of faculty empowerment in implementing outcome-based academic practices. The workshop concluded with a vote of thanks proposed by Mr. Muhammed Abdul Hakkeem C, IQAC Coordinator. The session was highly interactive and well-received by the faculty members. It significantly enhanced participants’ confidence in designing outcome-oriented assessments and strengthened institutional efforts towards quality assurance, curriculum alignment, and continuous improvement in teaching–learning practices.