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
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