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Note
1 1 It should be noted that not long after the start of this project, a campus allotment was established with specific space for a student food growing society.
3 Outcome‐Based Education Toward Achieving Sustainable Goals in Higher Education
G. R. Sinha, Nanda Gunawardhana, and Chih‐Peng Fan
3.1 Outcome‐Based Education (OBE) and its Significance
Among the 17 Sustainable Development Goals (SDGs) (García Reyes 2013; Swaminathan and Kesavan 2016; Hall and Tandon 2017; Rieckmann et al. 2017; TWI2050 – The World in 2050 2018; UN and Australian Government 2018; Franco et al. 2019; Kioupi and Voulvoulis 2019; Marshall and Oxfam Education 2019; Wright 2014; Nations 2015; Swaminathan and Kesavan 2016; UNESCO 2016; van't Land and Herzog 2017; UN and Australian Government 2018; Kioupi and Voulvoulis 2019; UNESCO 2019; Sinha 2021), sustainable growth in higher education has been placed in the important position of SDG 4 and it has been envisaged that by 2030 equality in access and the right to education will be same for all, including women, across the world. Education is key to resolving a number of problems that lead to socioeconomic challenges everywhere, and thus education and appropriate awareness among people in general can act as solution to most of the problems. A number of reforms, policies, strategies, and transformation measures have been developed from time to time in the field of education. In this chapter, the emphasis is given to higher education in which the OBE framework (Pritchett 2015; Kioupi and Voulvoulis 2019; UNESCO 2019; UNICEF 2019; Sinha 2021) has great significance and suggests that the outcome of education lies in the true assessment of student learning outcomes