Role of Accreditation Bodies (HEC, PEC, NAEAC) in Promoting Outcome-Based Education (OBE) in Pakistan

Abstract

Outcome-Based Education (OBE) has emerged as a transformative approach to align higher education with global standards and industry demands, particularly in Pakistan. This article examines the pivotal role of accreditation bodies the Higher Education Commission (HEC), Pakistan Engineering Council (PEC), and National Agricultural Education Accreditation Council (NAEAC) in promoting OBE across Pakistani institutions. By establishing standardized frameworks, these bodies mandate measurable learning outcomes, curriculum redesign, and industry-aligned assessments to enhance graduate employability and institutional quality. However, the implementation of OBE faces significant challenges, including resistance from traditional education systems, insufficient faculty training, disparities in disciplinary adoption, and weak industry-academia collaboration. The article highlights how accreditation bodies address these barriers through policy guidelines, faculty development programs, and rigorous monitoring mechanisms. Recommendations for strengthening OBE include fostering deeper institutional collaboration, expanding faculty training initiatives, integrating technology for outcome tracking, and institutionalizing industry partnerships. The study underscores the need for systemic reforms to ensure sustainable OBE adoption, positioning Pakistan’s higher education system as globally competitive and responsive to labor market needs.

Keywords: Outcome-Based Education (OBE), accreditation bodies, Higher Education Commission (HEC), Pakistan Engineering Council (PEC), National Agricultural Education Accreditation Council (NAEAC)