Education 4.0 with the use of Revised Bloom’s Taxonomy of educational learning objectives has led to a greater focus on Outcome-based Education (OBE). Engineering education is an outcome-based education and the outcome is a combination of Knowledge, Skill and Attitude profiles attained by the Learner/Graduate as defined in GAPC 4.0. So, Outcomes refer to the Graduate Attributes and Professional Competencies. National Board of Accreditation (NBA) defined Programme Outcomes (POs) that depict the accomplishment of attributes by Students/Learners of an engineering programme at the time of graduation. The POs are largely attained through a set of Courses, teaching-learning process and Course Outcomes (COs). So, in order to attain the stated POs, it is essential to design a set of courses and for a given set of courses, it is necessary to frame appropriate COs using Blooms Taxonomy action verbs based upon the nature of syllabi for such courses. Subsequently, the COs have to be mapped with the POs appropriately, and eventually compute CO attainment and PO attainment. Many teachers and educators wonder as to why calculate the CO attainment and PO attainment, which is time-consuming, laborious, and what is the practical significance of CO attainment and PO attainment values? So, this paper describes the importance of OBE with GAPC 4.0, practical significance and benefit of COs and POs and their attainment values.
