Assessing Educational Excellence: A Holistic Examination Of Outcome-Based Education, Accreditation Practices, And Institutional Rankings

Abstract

This research focuses on the relationship between Outcome-Based Education (OBE) framework, accreditation, and ranking systems to measure quality in higher learning institutions. When comparing the quantitative data collected with regard to the effectiveness of the OBE approach, accreditation statuses, and institutional rankings, major connections and potential predictors seem to be present. certified accreditation status and improved overall rankings were found to be higher in institutions with better aligned OBE frameworks, clearly pointing to the significance of ‘meaningful curriculum alignment’ and effective institutional assessment, essential for quality academic achievement. Accompanying the quantitative data useful stakeholder perceptions raised issues including the lack of consistency in how OBE was being practiced as well as the time and effort consuming process of accreditation. Regarding responses to ranking, institutional strategies focused on increasing printed research output and internationalization for improved competitive advantage globally. The study therefore calls for a clearer accreditation standard, fair score compilation mechanisms, and infusing sustainability in education in order to facilitate the progressive development of learning experiences as well as achieving diversification of institutional distinctiveness.