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CBCS and OBE System

Choice Based Credit System (CBCS)

Nehru Arts and Science College, affiliated to Bharathiar University, Coimbatore, was conferred with Autonomous Status in 2017. The institution follows the Choice Based Credit System (CBCS) as per the guidelines of the University Grants Commission (UGC) and the affiliating Bharathiar University.

All the programmes offered by the college are under the CBCS framework. The Choice Based Credit System has been introduced with the objective of offering greater flexibility in the choice of courses to students.

Objectives of the Choice Based Credit System

  • To facilitate greater flexibility for students in choosing their courses.
  • To widen the spectrum of students’ knowledge through Core, Allied, Project, Elective, Value Added Course, Value Education, Environmental Studies, and Skill-Based courses.
  • To revamp the curriculum to impart entrepreneurial skills and enhance employability and placement potential.
  • To incorporate need-based knowledge in tune with the location and neighbourhood of the institution.
  • To allocate credit points to each course based on the weightage of contact hours, content, and quality.
  • To extend opportunities to fast learners to earn additional credits through advanced and additional courses.
  • To maintain the total credit points of each programme in alignment with international standards.
  • To assess student performance in terms of both marks and credit points.

Learning Outcome Based Curriculum Framework (LOCF)

A Learning Outcome Based Curriculum Framework (LOCF) is an educational approach that focuses on what students are expected to know, understand, and be able to do after completion of a course or programme. It emphasizes measurable learning outcomes and student-centred teaching through continuous assessment.

LOCF is introduced at NASC from the Academic Year 2026–2027.

Outcome Based Education (OBE)

Nehru Arts and Science College is implementing Outcome Based Education (OBE) from the Academic Year 2018–2019. OBE is an educational approach that bases each part of an educational system around clearly defined goals or outcomes. By the end of the educational experience, each student should have achieved the intended outcomes.

Objectives of Outcome Based Curriculum

    • The Programme Outcomes and Programme Specific Outcomes are clearly identified and unambiguously specified with respect to content, context, and competence.
    • The expected outcomes should be defined by setting benchmarks for each level of the programme. These benchmarks should specifically address the goals of the curriculum and provide measurable ways to assess whether students have achieved the expected outcomes at the respective level of study.
    • OBE is driven by assessments that focus on well-defined learning outcomes rather than other factors such as what is taught, the duration taken by students to achieve the outcomes, or the path followed to achieve their targets. In OBE, assessment techniques must include a clear description of the expected performance.

Definition of Outcome

An outcome of an educational programme describes what a student should be able to do at the end of a Programme, Course, or Instructional Unit.

Levels of Outcomes

Programme Educational Objectives (PEOs):
PEOs outline the expected achievements of graduates, emphasizing long-term goals, industry relevance, societal impact, and continuous professional growth.
Programme Outcomes (POs):
POs are statements that describe what students graduating from any of the educational programmes should be able to do.
Programme Specific Outcomes (PSOs):
PSOs are statements that describe what graduates of a specific educational programme should be able to do.
Course Outcomes (COs):
COs are statements that describe what students should be able to do at the end of a course.

Bloom’s Taxonomy

In connection with OBE, NASC follows Bloom’s Taxonomy for the teaching, learning, and evaluation processes to enhance the skills and learning capabilities of students.

Bloom’s Taxonomy primarily provides instructors with a framework for developing course learning objectives. It can be used to improve student understanding of the learning process. Teachers can understand the different levels of cognitive development and how lower-level skills build towards higher-order thinking. For example, recalling facts and comprehending previously learned concepts enable students to apply their knowledge to similar or new situations.

Distribution of Courses, Credits and Marks – UG Programme

The following is the distribution of courses, credits and marks distributed across Six semesters for UG programme.

Part No. Group Distribution of Courses No. of Courses Credit per Sub. Marks Credits
I / II / III / IV 1 Ability Enhancement Courses (AEC) 12 / 16 3 / 2 / 1 600 / 900 24 / 36
III 2 Discipline Specific Courses (DSC) 19 / 16 4 / 3 1825 / 1525 73 / 61
III 3 Discipline Specific Electives (DSE) 4 4 400 16
III 4 Generic Elective Courses (GEC) 4 3 300 12
III / IV 5 Skill Enhancement Courses (SEC) 8 2 / 1 375 15
IV / V 6 Value Added Courses (VAC) 7 2 / 1 250 10
Total 54 3750 150

Distribution of Courses, Credits and Marks – PG Programme

The following is the distribution of courses, credits and marks across four semesters for the PG programme.

Components Semesters Credit Points Marks / Grade
Core Courses / Internship / Project I to IV 72 1800
Discipline Specific Elective Courses I to IV 20 500
Value Addition Course I: Human Values and Professional Ethics II 2 50
Value Addition Course II: Community Engagement and Social Responsibility III 2 50
Total 96 2400
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