1PREPARED FOR SUCCESS 2018-2019

The evolution continues…

CSC Conference, 3-5 June 2019Barb Glass and Claire Ramsay

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We’re Back!

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Present Proposed Changes

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Questions /

Discussion

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Implementation for 2018-2019

Report

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Share Thoughts

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Gathered feedback at conference last year

and at HOUP meeting in Winter 2019

Agenda

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School boards and community-based organizations do not have a comparable publication

http://www.careersandeducation.ca/continuing-studies/ontario-school-boards-prepare-adults-for-the-

workforce/

Prepared for Success Report

“Each year, the organization’s members support over 300,000 adults in improving their skills, earning credits, finding better jobs, and transitioning to post-secondary education. With a new set of skills and an Ontario high school diploma, they can be successful in positioning themselves to truly contribute to Ontario’s growing economy.”

4Meaningful Performance Measurement

Ten Metrics (CBC News, May 6, 2019)

Outcomes Related to skills and job outcomes (6)• Graduate Earnings• Number and proportion of graduates in programs with

experiential learning• Skills and competencies• Proportion of graduates employed fulltime in a related or

partially-related field*• Proportion of students in identified area of strength• Graduation rate*

Outcomes related to economic and community impact (4)• Funding received from industry sources• Student population as a proportion of local population• For colleges, an apprenticeship related metric• TBD – institution specific economic impact metric

* System-wide metrics in Strategic Mandate Agreements 2017-2020

5Meaningful Performance Measurement

HECQO (May 2019)• must be linked to government policy

• must focus on impact and outcomes, not inputs

• relies on evidence – excellent data

• tool for continuous improvement

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Learners experience programming as relevant/meaningful

Learners move easily across ministry programs

Learners make progress (improve their literacy and essential skills) and gain competencies

Learners complete goal path requirements

Training matches/addresses participants’ and/or provincial/ territorial needs/priorities

Learners successfully transition to employment, postsecondary,apprenticeship, secondary school and increased independence.

Learners move to further education/training that represents progression towards employment

Enhanced learners’ employability and labour market participation/attachments

Increased learner participation and engagement in community, social and political processes

Employment and training services align with labour market development needs and priorities

Enhanced population’s competencies and proficiency in key information processing skills leading to improved economic and social well-being and health

Immediate Outcomes Intermediate Outcomes Long-term Outcomes

LBS Logic Model (MTCU 2015)

LBS aims to increase participant outcomes in the following areas:

Cathexis Report AnalysisPrepared for Success

College MattersPMF: EOIS CaMS Reports

Requests to examine transition to employment outcomes

(Intermediate) and community impact (Long-term).

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College Sector – Goal Paths

5%

Immediate Outcomes Intermediate Outcomes Long-term Outcomes

Employment Outcomes

Cathexis Report (2016)College Matters

Last 6 issuesPMF: EOIS CaMS Reports

Profiles and testimonials:

Postsecondary74%

Employment14%

Other12%

Employment-specific programming stories:

College Sector Entry: 42%Within 1 year of Exit: 40% 2%

(Only people who answer the follow up survey at all three points in time; 64% of

Exits)

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Focus remains successful transition into postsecondary• Include paragraph for context that programs also prepare for employment• Continue to leverage unique advantage of being part of a college: Level 1 GPA and status for following semester

Consistency in data collection• 2018-19 report will include former AU students who entered into Level 1 in 18S, 18F or 19W• To find former Upgrading students, go back five years (i.e. anyone in Upgrading since September 2013)

Reinforce link between Upgrading and employment through• testimonials and profiles (job > upgrading > college program > career)• changing program classification to match MTCU Employment Profile classification; use these program names• Replace number of semesters in postsecondary program with the credential

Prepared for Success 2018-2019

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WHAT CAREER PATH DID THEY CHOOSE?

Applied Arts | Business | Health | Technology

https://www.app.tcu.gov.on.ca/eng/labourmarket/employmentprofiles/index.asp

Employment Profile Classification

10Program by Employment Profiles

https://www.app.tcu.gov.on.ca/eng/labourmarket/employmentprofiles/index.asp

Credential• OCC• OCD• OCAD• DAAS• OCGC

+ Pre-apprenticeship

11Prepared for Success 2018-2019

12Prepared for Success 2018-2019

By making changes, we’ll lose the ability to present tables like this:

With consistent program names, look at different features to highlight:

• Top Ten Programs - tie with a testimonial• Postecondary programs with highest retention rates• Pathway from Upgrading to General Arts and Sciences• Type of credential chosen….

13Prepared for Success 2018-2019

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With different methodology, the 2018-2019 report won’t be directly comparable with previous years.

However, with a better understanding of where the numbers are coming from, it will be better able to be used a continuous improvement tool. Are your program’s results:

• “right-sized” for your college?

• aligned with your college’s strategic priorities?

The testimonial quotes should improve context and emphasize link to better employment outcomes

Present the data in a different way, highlight different features

Prepared for Success 2018-2019

…

15Questions – Discussion – Next Steps