The open book examination (OBE) system simply means teaching, training and empowering individuals to translate theory into practice. One may also say that it is a system that protects the basic nature of human beings, that is, to remain curious and innovative. OBE stands at the frontier of India’s educational evolution, signalling a return to our roots of experiential learning, as cultivated by ancient sages and encapsulated within our revered texts. This method, designed to solve real-world problems through discussion, debate, and critical thinking, diverges sharply from the conformity-over-creativity model introduced during colonial times.
Despite owing much to this traditional system for producing leaders across sectors, the prerequisite for embracing OBE lies in recognising the need for an educational transformation propelled by globalisation and technological advancements. The steps to achieve this involve marrying ancient wisdom with modern pedagogical practices, thereby preparing the Indian youth for global leadership roles. A major precaution in this endeavour is to ensure that the integration of OBE does not disregard the valuable aspects of the traditional system. The success criteria for this shift would be a balanced educational ecosystem that nurtures creativity, critical thinking, and problem-solving skills, with flexibility for mid-course corrections based on evolving educational and global needs.
The introduction of OBE marks a significant departure from the conventional emphasis on rote memorisation. Recognising the limitation of the current education system’s focus on memory over analysis is the prerequisite for this transition. Further, in the shadow of emerging artificial intelligence (AI), machine learning, and deep learning technologies, there is a threat of “moronisation of masses”, with the obsolescence of the current educational paradigm. The goal is to evaluate students’ abilities to think critically, apply knowledge creatively, and solve complex problems, steps that are not only timely but essential in an age dominated by AI and digital technologies. The precaution here involves crafting examination questions that go beyond mere facts, challenging students to demonstrate understanding and application.
India, celebrated as the youngest country globally, stands at a critical juncture. The demographic dividend, often touted as an asset, hinges on the realisation of its youth’s potential. Students who are unable to focus in the background of a tsunami of distraction due to overuse and abuse of mobile phones and similar gadgets need protection and help to grow and flourish. OBE is the key to unlocking this potential, fostering a generation of thought leaders — “thoughtpreneurs” — capable of navigating the complexities of the modern world. This paradigm shift is essential in an era where traditional academic achievements, signified by marks, are increasingly disconnected from the prerequisites of higher education and the professional world, as evidenced by initiatives like the Common University Entrance Test.
OBE promises an educational ethos where learning transcends memorisation limitations. In fact, the transition began over the past few years when the proportion of competency-based, analytical and applied questions gradually increased during the examinations. The success of this approach will be mirrored in an educational environment akin to ancient gurukuls, with continuous evaluations to incorporate innovative teaching methods.
The journey towards implementing OBE may further prepare the ground to ensure a solid foundation from primary levels. This preparation entails developing critical thinking, argument-formation skills, and a propensity for asking original, out-of-the-box questions. It is a journey from information to knowledge and from knowledge to wisdom, safeguarding our cognitive resources from the distractions of information overload. OBE is not merely an examination reform; it is a step towards developing a new psychological domain where excellence becomes common.
Implementing OBE is a collective endeavour, necessitating engagement from educators, policymakers, parents, and students. The prerequisite for this collective journey is the recognition of the need for collaborative effort to overhaul teaching methodologies, assessment strategies, and educational infrastructure supported by continuous training. However, clear communication and support are needed to mitigate resistance to meeting educational aspirations, with channels for ongoing dialogue to refine the OBE system as needed.
OBE’s flexibility offers a lifeline to students with diverse learning preferences and abilities. It acknowledges and celebrates the myriad ways individuals absorb and process information, from auditory learners to visual thinkers. This inclusivity extends to students of humanities, who often find their subjects undervalued in traditional examination systems. In fact, students with different learning abilities will also find their equal place in the classroom and examination with pride as they can express their specific dominant ability rather than just replicating information based on memory.
The introduction of OBE is a departure from tradition, transforming educators into facilitators of inquiry and champions of a lifelong learning ethos. By weaving technology into the fabric of learning, promoting a culture of inclusivity, and prioritising the adaptability of students and educators alike, OBE promises a revolution in education that prepares students not just for the challenges of today but for the opportunities of tomorrow. As we embrace this journey, OBE’s promise is clear: To cultivate a generation ready to lead with confidence, creativity, and a deep sense of social responsibility — a true testament to the enduring spirit of innovation and excellence in Indian education and the global market.
The writer is professor, department of Environmental Studies, University of Delhi. He is also part of Curriculum Committee of CBSE
