Outcome Based
Education and
Program Standards
……Just the facts
Roberta Burke, Mohawk
Kathy Bouma, Fanshawe
Objectives:
• Recognize critical factors which influence and
shape programs and courses at Ontario
community colleges
• Identify terms and concepts commonly
encountered: CVS, PQAPA, EES, MTCU, OBE,
PAC, Gen. Ed.
• Describe relationship between program
standards and courses in an outcomes-based
education environment
How many of you have been….
1. Given a course outline and asked to
follow an existing course(s) ?
2. Asked to develop a “new” course or
program?
3. Involved in program mapping,
program review or participated in a
quality audit at your college?
Working Together: Who does what, when?
Ministry of Training,
Colleges and
Universities (MTCU)
Credentials Validation
Service (CVS)
College
• Establishment of
Provincial Program
Standards
• Funding of programs
when requested on
basis of:
- Fit with government
priorities
- Public policy issues
- Entry to practice
issues
• Validation of proposed
credential against
requirements of
Framework
• Assurance that program
titling conforms to
titling protocols
• PQAPA
• Program design,
delivery and approval
• Development and
articulation of courselevel learning outcomes
• Creation of curriculum
to assure learning
• Approval of program by
Board of Governors
Ministry of Training, Colleges and
Universities (MTCU)
Framework for Programs of Instruction
(Minister’s Binding Policy Directive)
• This Policy says that:
“a college is to award credentials at the
successful completion of programs of
instruction consistent with the Credentials
Framework”
7
Credentials Validation Service (CVS)
Mandate (under ‘College Charter” legislation):
• To provide reasonable assurance that all
postsecondary programs of instruction,
regardless of funding source, conform to the
Credentials Framework and system-wide titling
principles
• Maintain the integrity of credentials provincewide
Considerations re Credentials
• Typical Duration of a Program
• Admissions Requirements
• Names of Credentials
• Scope of Curriculum Outcomes
• Adherence to Vocational Outcomes
9
College Programs in Ontario
Standard components…..
Vocational Outcomes
Essential Employability Skills
General Education Outcomes
http://www.edu.gov.on.ca/eng/general/college/progstan/intro.html
Vocational Outcomes
• Terminal, complex role performances a graduate is
required to demonstrate for the successful
attainment of an entry-level position in the field of
choice (employment focused, determined with input
from Program Advisory Committees – PAC’s )
• Higher level outcomes – the final ‘product’
• Focus is on what the student/graduate can do at the
end of the program
General Education (Gen. Ed.)
• Contribute to the development of citizens who are
conscious of the diversity, complexity and richness
of the human experience
• Discretely designed courses in subjects such as Arts
in Society, Civic Life, Social and Cultural
Understanding, Personal Understanding, and
Science and Technology
13
Essential Employability Skills (EES)
• Regardless of the program, these are skills that are
critical for success in the workplace, in day-to-day
living, and for lifelong learning.
• Categories are:
Communication
Numeracy
Critical Thinking & Problem Solving
Information Management
Interpersonal
Personal
14
Program Map - Course Relationship
Program Outcomes
Curriculum to achieve outcomes list of courses
Program-level outcomes:
(a) Meet or exceed standard
components:
- Vocational Outcomes
- General Education Outcomes
- Essential Employability Skills
Course distribution across the
program allowing for “reliable”
demonstration of outcome
achievement
A sample ‘program map’ follows for the ECE program…..
ECE Program Map
Vocational Outcomes (9)
1. Plan curriculum that is based on a thorough understanding of child development
2. Plan and implement individual programs and curriculum to meet the development
needs of children
3. Utilize a variety of observation techniques to enhance work with children, families,
and co-workers
4. Maintain responsive relationships with individual children and groups of children
5. Establish and maintain safe and healthy environments which best meet the
requirements of current legislation, regulatory bodies, and program policies
6. Develop and maintain effective written, oral, nonverbal, and electronic
communications with children, families, co-workers, employers, and
individuals/agencies
7. Apply relevant legislation, policies, procedures, and regulations to early childhood
education programs and settings in a changing social context
8. Apply a personal philosophy of early childhood education within the framework of
ethical and professional standards
9. Act in a manner consistent with principles of fairness, equity, and diversity to support
the development and learning of individual children, within the context of his/her
family, culture, and society.
ECE Program Map
Vocational Outcomes
ECE Program Map
Gen. Ed. requirement
5 courses throughout the program -- Cover a breadth of goals
Courses should meet the following objectives:
 Understand beauty, form, taste, and the role of arts in society
 Understand the meaning of freedoms, rights, and participation in community and
public life
 Understand the cultural, social, ethnic, and linguistic diversity of Canada and the
world
 Gain greater self-awareness, intellectual growth, well-being, and understanding of
others
 Understand relationships among individuals and society
 Appreciate the contribution of science to the development of civilization, human
understanding, and potential
 Understand the interrelationship between the development and use of technology
and society and the ecosystem
 Understand the meaning, history, and organization of work; and working life
challenges to the individual and society
ECE Program Map
Vocational Outcomes
General Education
Requirements
Essential Employability Skills (11)
ECE Program Map
Not individual courses throughout the program
Skills that are woven throughout the program
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Communicate clearly, concisely and correctly in the written, spoken, and visual form
that fulfills the purpose and meets the needs of the audience
Respond to written, spoken, or visual messages in a manner that ensures effective
communication
Execute mathematical operations accurately
Apply a systematic approach to solve problems
Use a variety of thinking skills to anticipate and solve problems
Locate, select, organize, and document information using appropriate technology
and information systems
Analyze, evaluate, and apply relevant information from a variety of sources
Show respect for the diverse opinions, values, belief systems, and contributions of
others
Interact with others in groups or teams in ways that contribute to effective working
relationships and the achievement of goals
Manage the use of time and other resources to complete projects
Take responsibility for one’s own actions, decisions, and consequences
ECE Program Map
Vocational Outcomes
General Education
Requirements
Essential
Employability Skills
ECE Program Map – Semester One
General Education
Requirements
Vocational Outcomes
1
1
2
Course 1 - Foundations of ECE
3
Course 2 - Emotional Development & Early Relations
3
4
Course 3 - Observing Early Development
4
Course 4 - Child Development 1
5
5
6
2
Course 5 - Field Practicum 1
PSYC
- Personal Development
7
Course 6 - Professional Communication for ECE
8
9
Essential Employability Skills
11
Program Changes
• What would happen if the program
department decided to remove the PSYC
course from the first semester because
there wasn’t enough time to get their
vocational outcomes covered?
• How would the program be effected?
ECE Program Map – Semester One
General Education
Requirements
Vocational Outcomes
1
1
2
Course 1 - Foundations of ECE
3
Course 2 - Emotional Development & Early Relations
3
4
Course 3 - Observing Early Development
4
Course 4 - Child Development 1
5
5
6
7
2
Course 5 - Field Practicum 1
PSYC
- Personal Development
Course 6 - Professional Communication for ECE
8
9
Essential Employability Skills
11
Program Changes
• A new part time teacher is hired at the last minute
to teach the Foundations of ECE course. The new
teacher has been working in the field for 27 years
and would like to include some practical, hands-on
field work as part of her course. What is the effect
of this kind of change on the program map?
ECE Program Map – Semester One
General Education
Requirements
Vocational Outcomes
1
1
2
Course 1 - Foundations of ECE
3
Course 2 - Emotional Development & Early Relations
3
4
Course 3 - Observing Early Development
4
Course 4 - Child Development 1
5
5
6
7
2
Course 5 - Field Practicum 1
PSYC
- Personal Development
Course 6 - Professional Communication for ECE
8
9
Essential Employability Skills
11
Outcome Based Education
The components of program
standards are expressed in terms of
learning outcomes. Hence,
Outcome Based Education (OBE)
What is Outcome Based Education (OBE)?
• Outcome Based Education
(OBE) is an educational system
focusing on what is learned and
not what is taught.
• It describes curriculum in terms
of what students can
demonstrate they know, value
and can do.
The focus is no longer on teaching but rather on Learning
What are Learning Outcomes?
• Terminal, complex role performances that
demonstrate the acquisition of
knowledge/skill/attitude at the level required
• Outcomes document the knowledge, skills, and
attitudes that a student is required to attain for the
successful completion of a learning experience
• Program Outcomes
• Course Outcomes
• Vocational Outcomes
• Course Outcomes
• Unit/Module Outcomes
• Lesson Outcomes
Source: The Centre for Peak Performing Schools
Deliver Up
Design Down
Exit Outcomes
Outcomes begin with an action verb
“Upon completion of the course, the student…”
Original Example:
• The student will have an understanding
of current social policy and legislation.
Improved Example:
• The student will develop an advocacy
plan using knowledge of current social
policy and legislation.
Create
Bloom’s Taxonomy (Revised)
https://www.apa.org/ed/new_blooms.html
Evaluate
Analyze
Apply
Understand – Describe, Explain
Knowledge - Remember
Based on an APA adaptation of Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001)
Learning Domains
Cognitive
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
Affective
• Receiving
• Responding
• Valuing
• Organizing
• Internalizing
Psychomotor
• Imitating
• Manipulating
• Refining
• Articulating
• Naturalizing
Commitment to
Quality over time
Curriculum Development Review,
PQAPA, Program Mapping,
Program Advisory Committees
Program Quality Assurance Process Audit
(PQAPA)
• College is responsible for managing quality of
programs and course curricula.
• Policies, guidelines and ongoing program quality
assurance processes
• PQAPA - every five years
• Formal review of program quality assurance
practices.
Exercise
In groups of 3-5 around you,
discuss:
What is your role to ensure quality
in your program, over time?
Curriculum Development/Review
• How do the course learning outcomes contribute to
the vocational learning outcomes of the program?
• Are the Essential Employability Skills achieved?
• Does the program satisfy the General Education
requirements?
• Are there policies in place to review program?
Case Scenarios … Discussion
Chose the scenario that best fits your
personal experience. Go to that group
and discuss the scenario within the
group. Jot down some suggestions on
how you would respond to the scenario
and be prepared to feed back to the
larger group when asked.
More information?
Program Standards
www.ocqas.org
http://www.edu.gov.on.ca/eng/
general/college/progstan/intro.html
Have we met the intended objectives?
• Recognize critical factors which influence and
shape programs and courses at Ontario
community colleges
• Identify terms and concepts commonly
encountered: CVS, PQAPA, EES, MTCU, OBE,
PAC, Gen. Ed.
• Describe relationship between program
standards and courses in an outcomes-based
education environment
College Specific
Course Development
More information
Contact your College’s
Learning Centre or Curriculum
Development Office.