Assessing the Impact of Continuous Professional Development on Faculty Competence in Delivering Outcome-Based Education in Rajasthan’s Higher Education Institutions

Abstract

Higher education has changed in recent years due to the paradigm shift from traditional teaching approaches to Outcome-Based Education (OBE), which places an emphasis on achieving well-defined learning objectives that are in line with industry standards and global competences. Faculty Continuous Professional Development (CPD) has therefore become a key tactic to give teachers the pedagogical, technical, and evaluation skills they need to successfully apply OBE. The purpose of this study is to evaluate how CPD programs affect teacher proficiency in delivering outcome-based instruction and learning in a subset of Rajasthani higher education institutions. To get a comprehensive grasp of faculty attitudes, skills, and teaching approaches following CPD involvement, the study uses a mixed-methods approach that combines quantitative surveys and qualitative interviews. Through the use of stratified random sampling, a sample of academics from both public and private universities was chosen. Key factors including curriculum planning that is in line with learning objectives, the use of creative teaching techniques, the use of formative and summative assessments, and the capacity to create learner-centric activities are all evaluated in this study. According to preliminary results, faculty proficiency in putting OBE frameworks into practice and involvement in organized CPD programs are significantly positively correlated. Regular participants in CPD programs showed enhanced confidence in assessing student performance using well-defined standards, more clarity in establishing course goals, and more efficient use of ICT resources. However, the study also cites obstacles including inadequate follow-up training, a lack of institutional support, and a lack of knowledge of OBE concepts among certain faculty members. This study emphasizes how important ongoing professional development is to maintaining the caliber and applicability of higher education in Rajasthan. The results indicate the need for more methodical and scalable CPD interventions that are in line with OBE principles, which has consequences for curriculum designers, academic administrators, and legislators. Additionally, it promotes the creation of institutional frameworks to track how CPD instruction is being used in classrooms. This study adds to the larger conversation on faculty development and educational reform in India's higher education system by addressing both the facilitators and the barriers.