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Learning Outcomes-based Curriculum Framework for Undergraduate Education 7

The learning outcomes-based curriculum framework is based on the premise that every
student and graduate is unique. Each student or graduate has his/her own characteristics
in terms of previous learning levels and experiences, life experiences, learning styles and
approaches to future career-related actions. The quality, depth and breadth of the learning
experiences made available to the students while at the higher education institutions help
develop their characteristic attributes. The graduate attributes reflect both disciplinary
knowledge and understanding, generic skills, including global competitiveness all students
in different academic fields of study should acquire/attain and demonstrate. Some of the
characteristic attributes that a graduate should demonstrate are as follows:

= Disciplinary knowledge: Capable of demonstrating comprehensive knowledge
and understanding of one or more disciplines that form a part of an undergraduate
programme of study.

= Communication Skills: Ability to express thoughts and ideas effectively in writing
and orally; Communicate with others using appropriate media; confidently share one’s
views and express herself/himself; demonstrate the ability to listen carefully, read and
write analytically, and present complex information in a clear and concise manner to

different groups.
= Critical thinking: Capability to apply analytic thought to a body of knowledge;
analyse and evaluate evidence, arguments, claims, beliefs on the basis of
empirical evidence; identify relevant assumptions or implications; formulate
coherent arguments; critically evaluate practices, policies and theories by following
scientific approach to knowledge development.

= Problem solving: Capacity to extrapolate from what one has learned and apply their
competencies to solve different kinds of non-familiar problems, rather than replicate
curriculum content knowledge; and apply one’s learning to real life situations.

= Analytical reasoning: Ability to evaluate the reliability and relevance of evidence;
identify logical flaws and holes in the arguments of others; analyse and synthesise
data from a variety of sources; drawvalid conclusions and support them with
evidence and examples, and addressing opposing viewpoints.

= Research-related skills: A sense of inquiry and capability for asking relevant/
appropriate questions, problematising, synthesising and articulating; Ability to
recognise cause-and-effect relationships, define problems, formulate hypotheses,
test hypotheses, analyse, interpret and draw conclusions from data, establish
hypotheses, predict cause-and-effect relationships; ability to plan, execute and
report the results of an experiment or investigation.

= Cooperation/Team work: Ability to work effectively and respectfully with diverse
teams; facilitate cooperative or coordinated effort on the part of a group, and act
together as a group or a team in the interests of a common cause and work efficiently
as a member of a team.