Program Quality Assurance Process Validation

General Education Review Annual Curriculum Review Program Review Program QA Elements Support the achievement of the following Institutional QA Criteria Program Development General Education Review Annual Curriculum Review Program Review Program Mix Review Faculty Performance Review   Training Programs Training Activities Management Team, Lecturers and Staff Learners Scientific Research Library, Learning Aids and Facilities Relationship between School and Society Studied the MOET, and it has the most common elements found in an Institutional Accreditation Model. Good QA model, focuses on Training Programs, because that is the main activity of Colleges. That is why out of the 10 criteria the Program Quality Assurance Elements and Process Validation covers 7 out of 10. You are not doing something different. If you do this, it will make sure you are covering the elements presented in your MOET QA Criteria. you will be meeting those standards.

General Education Review Program QA Elements CQAAP Standards/Requirements Elements Program Development General Education Review Annual Curriculum Review Program Review Program Mix Review Faculty Performance Review PROGRAM QUALITY MANAGEMENT SYSTEM 1.2 Ensures that established policies and procedures for all programs of instruction offered by the college, regarding their development, review and maintenance, are monitored (approved and revised) regularly, and applied consistently across all programs of instruction. 1.3 Gathers, collates and analyzes data and information from stakeholders (e.g. graduates, industry representatives, faculty, students, and professional bodies), program maintenance records (e.g. program review) and program indicators (e.g. graduation rates, retention rates). PROGRAM DEVELOPMENT 2.1 Ensures the existence, articulation and use of clear statements of program vocational learning outcomes as a starting point for any program of instruction regardless of the location or method of delivery; and that they are consistent with the program’s intended purpose. 2.2 Ensures that program requirements (courses, work placements, admission requirements) stated for each program of instruction are derived from, and flow coherently from, the program's vocational learning outcomes. 2.3 Ensures that program vocational learning outcomes are operational in that they provide a sound basis for curriculum development and the design of teaching and learning activities and student learning assessments; are internalized and used in the day-to-day work of program faculty; and are used in prior learning assessments. CONFORMITY WITH GOVERNMENT REQUIREMENTS 3.3 Ensures that programs of instruction are consistent with the current workplace expectations (i.e. essential vocational skills, attitudes, knowledge, and competencies).

General Education Review Annual Curriculum Review Program Review Program QA Elements CQAAP Standards/Requirements Elements Program Development General Education Review Annual Curriculum Review Program Review Program Mix Review Faculty Performance Review CONFORMITY WITH GOVERNMENT REQUIREMENTS 3.2 Ensures that programs of instruction are consistent with (meet or exceed) the credential framework requirements (i.e. scope of program vocational learning outcomes, essential employability skills (EES), general education, duration for completion, admission requirements, name of credential).

General Education Review Annual Curriculum Review Program Review Program QA Elements CQAAP Standards/Requirements Elements Program Development General Education Review Annual Curriculum Review Program Review Program Mix Review Faculty Performance Review PROGRAM QUALITY MANAGEMENT SYSTEM 1.2 Ensures that established policies and procedures for all programs of instruction offered by the college, regarding their development, review and maintenance, are monitored (approved and revised) regularly, and applied consistently across all programs of instruction. 1.4 Manages changes to programs and courses to keep them current and relevant with provincial standards and relevant professional body requirements, and to ensure that recommendations arising from previous program reviews have been considered and addressed. CONFORMITY WITH GOVERNMENT REQUIREMENTS 3.2 Ensures that programs of instruction are consistent with (meet or exceed) the credential framework requirements (i.e. scope of program vocational learning outcomes, essential employability skills (EES), general education, duration for completion, admission requirements, name of credential).

General Education Review Annual Curriculum Review Program Review These Program QA Elements CQAAP Standards/Requirements Elements Program Development General Education Review Annual Curriculum Review Program Review Program Mix Review Faculty Performance Review PROGRAM QUALITY MANAGEMENT SYSTEM 1.1 Facilitates the evolution of programs to maintain their relevance and fitness with the College Mission. 1.2 Ensures that established policies and procedures for all programs of instruction offered by the college, regarding their development, review and maintenance, are monitored (approved and revised) regularly, and applied consistently across all programs of instruction. 1.3 Gathers, collates and analyzes data and information from stakeholders (e.g. graduates, industry representatives, faculty, students, and professional bodies), program maintenance records (e.g. program review) and program indicators (e.g. graduation rates, retention rates). 1.4 Uses program indicators, program maintenance records and stakeholder data to measure program performance. 1.5 Manages changes to programs and courses to keep them current and relevant with provincial standards and relevant professional body requirements, and to ensure that recommendations arising from previous program reviews have been considered and addressed. 1.6 Manages program maintenance records arising from program quality management processes. PROGRAM DELIVERY AND STUDENT ASSESSMENT 4.1. Ensures consistent delivery of programs of instruction regardless of the program delivery strategies (hybrid, on-line, full-time or part-time, or are delivered with a third-party or other postsecondary institutions), including those programs which take place offsite. 4.3 Assesses the capabilities of program graduates (recent and/or imminent) consistent with the established program vocational learning outcomes.

General Education Review Annual Curriculum Review Program Review Program QA Elements CQAAP Standards/Requirements Elements Program Development General Education Review Annual Curriculum Review Program Review Program Mix Review Faculty Performance Review PROGRAM QUALITY MANAGEMENT SYSTEM 1.1 Facilitates the evolution of programs to maintain their relevance and fitness with the College Mission.

2. General Education Review 3. Annual Curriculum Review Program QA Elements Implementation: Phases and Suggested Levels Program Development 1. Program Development Program Delivery 2. General Education Review 3. Annual Curriculum Review 6. Faculty Performance Review Program Maintenance 4. Program Review 5. Program Mix Review   Phase 1 (Program/Department/School) Phase 2 (Department/School/Institution) (Program/Department/School/ Institution) Phase 3 (Institution)

Workshop PROGRAM QUALITY MANAGEMENT SYSTEM 1.2 Ensures that established policies and procedures for all programs of instruction offered by the college, regarding their development, review and maintenance, are monitored (approved and revised) regularly, and applied consistently across all programs of instruction. Examples of components of the requirement: • clearly- defined and structured processes for the development, review and maintenance of programs are effective (workable); • clearly- defined and structured processes for the development, review and maintenance of programs are monitored; • clearly defined and structured processes for the development, review and maintenance of programs are consistently applied. Mechanisms: Process to ensure the mechanisms are working effectively and applied consistently. Mechanisms most often take the form of (but not limited to) structures, policies, practices, processes, guides, plans, committees, regulations, legislation, by-laws. These quality assurance mechanisms have been documented and implemented and ensure quality and continuous improvement.

Workshop PROGRAM QUALITY MANAGEMENT SYSTEM 1.3 Gathers, collates and analyzes data and information from stakeholders (e.g. graduates, industry representatives, faculty, students, and professional bodies), program maintenance records (e.g. program review) and program indicators (e.g. graduation rates, retention rates). Examples of components of the requirement: • data is collected, collated and analyzed from various sources that directly inform the elements required of the program. Mechanisms: Policies/ procedures and tools for collecting, collating and analyzing data such as, but not limited to: Stakeholder data: labour market/ professional bodies, program advisory committees faculty, potential students.

Workshop PROGRAM DEVELOPMENT 2.1 Ensures the existence, articulation and use of clear statements of program vocational learning outcomes as a starting point for any program of instruction regardless of the location or method of delivery; and that they are consistent with the program’s intended purpose. Examples of components of the requirement: • program vocational learning outcomes exist for all programs of instruction; • program vocational learning outcomes are measurable and relevant; • program vocational learning outcomes are aligned with standards, professional bodies requirements, expectations of the institution and the labor market. Mechanisms: Processes that put VLOS at the centre of program development; Structures that review VLOS and ensure they are measurable, relevant and align with standards and professional bodies. Tools: program development, review or maintenance templates. Bodies: responsible for reviewing VLOs for

Workshop PROGRAM DEVELOPMENT 2.2 Ensures that program requirements (courses, work placements, admission requirements) stated for each program of instruction are derived from, and flow coherently from, the program's vocational learning outcomes. Examples of components of the requirement: • admission requirements, progression of courses, and work placements enable the objectives and program learning outcomes to be achieved. Mechanisms: Processes for program frameworks; Structures that review program sequence and ensure the leveling and progression are adequate and properly scaffold to meet the VLOs. Tools: program maps, program guides. Bodies: responsible for reviewing program progression. Some of the Structures and Bodies: in some of these are the same

Workshop PROGRAM DEVELOPMENT 2.3 Ensures that program vocational learning outcomes are operational in that they provide a sound basis for curriculum development and the design of teaching and learning activities and student learning assessments; are internalized and used in the day-to-day work of program faculty; and are used in prior learning assessments. Examples of components of the requirement: • objectives and content clearly define competencies to be acquired; and program standards establish college-level competencies; • programs include comprehensive and varied learning activities that enable the objectives and program standards to be achieved; • learning activities are organized in a logical and sequential fashion to facilitate acquiring an in-depth and comprehensive understanding of program content; • requirements related to each learning activity (course load, laboratory work, student work) are set clearly and realistically; these requirements are accurately represented in course outlines, as well as in the course weighting and the calculation of credits; • teaching methods are aligned with both the program objectives and each of the learning activities, and take into account student characteristics, facilitating the achievement of these objectives in compliance with set standards. Mechanisms: Processes for course frameworks; Structures that review program/course activity and ensure the learning activities aligned with the VLOs. Tools: program maps, course outlines, syllabus. Bodies: responsible for reviewing program and course instructional design. DACUM

Workshop CONFORMITY WITH GOVERNMENT REQUIREMENTS 3.3 Ensures that programs of instruction are consistent with the current workplace expectations (i.e. essential vocational skills, attitudes, knowledge, and competencies). Examples of components of the requirement: • program advisory committee’s exist for every program/cluster of programs; • program advisory committee’s provide information on trends and current workplace expectations. Mechanisms: Processes for PAC creation and terms of reference; Structures that review programs and their alignment with the credential validation framework. Tools: guidebooks, templates. Bodies: responsible for reviewing that program development, review, maintenance includes PAC input.

For discussion Timelines Preferred level of implementation at each phase Documentation required to support the work of the colleges (e.g. templates, guidelines, training).

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