Nadia Rahman
Outcome-Based Education (OBE) has arrived in Bangladesh as a modern solution to long-standing problems in higher education. It promised to shift classrooms away from memorisation and toward more practical skills, critical thinking, and real-world competency. On paper, OBE is exactly what Bangladeshi universities need. But the way it is being applied reveals shortcomings that could undermine its potential. Without careful attention, OBE may become yet another reform that looks impressive in policy documents but changes little in actual learning.
As an assistant professor involved in the OBE committee, I worked with my team members, other faculty members for fourteen months to develop a new undergraduate curriculum, with a particular focus on increasing the course credits. And I could understand, one of the major challenges is, some departments create long lists of course learning outcomes and programme learning outcomes. These outcomes look impressive but are often unrealistic to measure within a single semester. When too many outcomes exist, teachers cannot properly assess them, and students struggle to understand what skills they are actually expected to achieve.
Some universities place heavy emphasis on completing OBE forms, and mapping tables. Sometimes treating them as the central goal of the system rather than tools meant to support teaching. As a result, faculty members spend hours filling out templates and updating documents just to meet compliance standards and satisfy external audits. This administrative workload can become overwhelming, especially for faculty members who already balance heavy teaching schedules, advising duties, and research expectations. In many cases, the focus slowly shifts from improving student learning to “finishing the paperwork.”
Another major challenge is the shortage of faculty members across many universities. With limited staff, existing teachers are burdened with excessive course loads, multiple sections, and constant administrative responsibilities. Many faculty members teach far more credit hours than what is ideal for a proper OBE environment, leaving them with little time to plan outcome-based lessons, or update course materials.
The shortage of faculty and staffs also undermines the very goals of OBE. On top of heavy teaching duties, they are also responsible for advising students, attending meetings, preparing OBE reports, participating in committees, and handling various departmental tasks. This combination of academic and administrative pressure reduces the opportunity for innovation in teaching.
Many science and engineering programmes still operate with outdated or insufficient lab equipment. It makes difficulties for students to gain the competencies listed in the course outcomes. In computing-related disciplines, software licenses, modern hardware are essential. But still many institutions do not have the capacity to provide them consistently. Without projectors, smart boards, or reliable electricity, teachers are forced to rely on traditional lecture methods, which contradict the student-centered approach required by OBE.
Also, industry collaboration is one of the important parts of OBE, as it connects academic learning with real-world skills. Still, many universities have not established partnerships with industries, making internships, fieldwork, and practical exposure. Without the necessary tools and facilities, students cannot achieve many of the intended learning outcomes. Teachers also cannot implement outcome-based methods effectively.
In many Bangladeshi universities, assessment still revolves primarily around traditional written examinations. Continuous assessments such as assignments, lab work, or projects are either minimal, optional, or poorly structured. This over-reliance on exams encourages students to focus on memorization rather than developing critical thinking, analytical abilities, or necessary practical skills. Besides, large class sizes make alternative assessment methods, such as project evaluation or individual presentations, difficult to manage effectively.
The overall job market in Bangladesh faces structural limitations. The formal sector is relatively small compared to the growing number of graduates each year. Furthermore, industry-university collaboration is limited. Without strong connections between higher education institutions and the labor market, even graduates with strong OBE-based training may struggle to find relevant positions.
OBE has the potential to make Mass Communication and Journalism graduates more skilled and industry ready. From my experience observing programmes at the University of Kentucky, I have seen how structured outcome-based curricula, combined with internships and strong industry connections help students for professional roles. But in Bangladesh, without similar industry-academia collaboration and practical exposure even well-trained OBE graduates will struggle to find employment. The success of OBE in Bangladesh will depend not only on curriculum reform but also on creating realistic pathways that will connect graduates to real job opportunities.
The writer is an Assistant Professor, Mass Communication and Journalism, Bangladesh University of Professionals
