Broadcasting – Radio Program Standard

The approved program standard for four-semester Broadcasting – Radio Programs approved by the Ministry of Education and Training (MCU Code 51903) for delivery by Ontario Colleges of Applied Arts and Technology

© 1997, Ontario Ministry of Education and Training

ISBN 0-7778-7389-3

Ce document est aussi disponible en français

Acknowledgments

Table of Contents

1. Introduction
   
   
   • Development of System-Wide Program Standards
   • Program Standards
   • The Expression of Program Standards as Learning Outcomes
   • The Presentation of the Learning Outcomes
   • The Accreditation of Programs
   • The Development of a Program Standard
   • Updating the Program Standard
   
   
2. Vocational Standard
   
   
   • Preamble
   • Synopsis of the Vocational Learning Outcomes
   • The Vocational Learning Outcomes
   
   
3. Generic Skills Standard
   
   
   • Synopsis of the Generic Skills Learning Outcomes
   • The Generic Skills Learning Outcomes
   
   
4. General Education Standard
   
   
   • The General Education Requirement
   • Goals and Broad Objectives

Acknowledgments

The Ministry of Education and Training acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the development of this program standard. In particular, the Ministry of Education and Training would like to acknowledge the important roles of:

• Niagara College as the lead college in the Broadcasting Pilot Project and Stu Black (Niagara College) as Pilot Project Coordinator.
  
  
• Members of the Broadcasting Pilot Project Steering Committee, program coordinators of Broadcasting – Radio college programs, and the executive of the Broadcast Educators Association of Canada (BEAC).
  
  
• The many individuals and organizations who participated in consultations with the pilot project; the writer/editor, Brian Provini, Conestoga College; and the secondee who led the development of the vocational standard: Tim Klassen, George Brown College.
  
  
• All those involved in the work of the CSAC Generic Skills Council and the development of the generic skills standard.
  
  
• All those involved in the work of the CSAC General Education Council and the development of the general education standard.

I. Introduction

This document is the Program Standard for Broadcasting – Radio Programs delivered by Ontario colleges of applied arts and technology. The program standard applies to all programs approved by the Ministry of Education and Training under MCU code 51903.

Development of System-Wide Program Standards

The Government of Ontario initiated program standards development with the objectives of bringing a greater degree of consistency to college programming offered across the province, broadening the focus of college programs to ensure graduates have the skills to be flexible and to continue to learn and adapt, and providing public accountability for the quality and relevance of college programs.

This mandate was initially carried out as the work of the College Standards and Accreditation Council (CSAC), established in 1993.

Effective September 1, 1996, CSAC was disbanded as a government agency and its standards-setting and accreditation functions were integrated into the Ministry of Education and Training. The Colleges Branch of the Ministry of Education and Training has now assumed responsibility for the development and approval of system-wide standards for programs at colleges of applied arts and technology of Ontario.

Program Standards

Program standards apply to all similar programs offered by colleges across the province. Each program standard for a postsecondary program includes the following elements:

• Vocational standard (the vocationally specific learning outcomes which apply to the program in question),
• Generic skills standard (the generic skills learning outcomes which apply to programs of similar length), and
• General education standard (the requirement for general education courses that applies to postsecondary programs).

Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program.

Individual colleges of applied arts and technology offering the program determine the specific program structure, delivery methods, and other curriculum matters to be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will be required to reflect specific local needs and/or interests.

The Expression of Program Standards as Learning Outcomes

The vocational and generic skills components of program standards are expressed in terms of learning outcomes.

Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified.

Expressing standards as learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods.

The Presentation of the Learning Outcomes

The learning outcome statement sets out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.

The elements of performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students are evaluated. The elements are indicators of the means by which the student may proceed to satisfactory performance of the learning outcome. The elements do not stand alone but rather in reference to the learning outcome of which they form a part.

In some cases, in order to ensure clarity, an explanation of the outcome is also provided.

The Accreditation of Programs

The Ministry of Education and Training will establish a process to accredit college programs, with the objective of determining whether program graduates have achieved the learning outcomes and general education requirement established in a program standard.

The Development of a Program Standard

In establishing the standards development initiative, the Government determined that all postsecondary programs should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives.

A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools, and program graduates working in the field, in addition to students, faculty, and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that all program graduates should have achieved.

Updating the Program Standard

The Ministry of Education and Training will undertake regular reviews of the vocational learning outcomes for this program, as well as a review of the generic skills learning outcomes and the general education requirement, to ensure that the Broadcasting – Radio Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, contact the Ministry of Education and Training at the address or telephone number noted on the document entitled College Program Standards – Introduction.

II. Vocational Standard

All graduates of Broadcasting – Radio Programs must have achieved the eight vocational learning outcomes listed in the following pages, in addition to achieving the generic skills learning outcomes and meeting the general education requirement.

Preamble

Radio broadcasting is a competitive industry with a demand for highly qualified professionals in all its segments. Rapid technological changes in this industry lead to an emphasis on the diversification of skills in entry-level workers. Graduates of this program have a high degree of competency that enables them to begin careers and advance within the exciting and dynamic field of broadcasting.

Graduates have gained the fundamental skills in visualization, script writing, and audio production necessary to create and produce effective products for broadcast. Their broad education will ensure their ability to fulfill the demanding requirements of employment in the communications industry and has provided pre-professional training in both production skills and presentation skills.

Digital and analog professional production facilities are the focus of the programs and the hands-on training provided through radio stations operated by the colleges demonstrate the equal importance given to creative elements and technical quality in operations.

Employment may be gained in radio stations, media production houses, media relations and training departments of companies, corporations, and government agencies as on-air personalities, writers, producers, or commercial sales staff. This is the culmination of a comprehensive approach taken to produce an employee who is well versed in the basics of production and many other aspects of the interrelated broadcast industries.

Graduates have imagination, a strong desire and ability to communicate, hold no fear of hard work, are prepared and able to work with others, demonstrate a willingness to take and give direction when appropriate, and learn from criticism of their work. This is an area where the future holds endless opportunities as the technology, the art, and the concepts of broadcasting evolve and develop and the graduates are well positioned to take full advantage of these opportunities.

Synopsis of the Vocational Learning Outcomes

The graduate has reliably demonstrated the ability to

1. collaborate in the planning and preparing of accurate radio programming.
2. produce radio programming in an efficient manner.
3. correctly operate broadcast technology software.
4. function effectively as part of a team in the delivery of radio programming.
5. apply organizational, cost control, marketing, and time management skills to complete tasks efficiently and meet deadlines in the workplace.
6. ensure that all work is completed in compliance with applicable laws, statutory obligations, regulations, and industry principles and practices.
7. develop strategies for ongoing personal and professional development to enhance work performance and maintain currency with technological changes.
8. critically evaluate the quality of product being presented for broadcast.

Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance.

The Vocational Learning Outcomes

1. The graduate has reliably demonstrated the ability to

collaborate in the planning and preparing of accurate radio programming.

Elements of the Performance

• Participate in all aspects of the pre-production of radio programming
• Develop a profile of listening audience and target materialto this audience
• Monitor current affairs and conceptualize story ideas
• Prepare for a radio show including selecting material which reflects the community, theaudience, and topical stories
• Design and format a variety of radio programs (e.g., music, news, current affairs, entertainment, drama)
• Apply knowledge of the role and function of music programmer
• Recognize differences between private and public radio
• Realize the impact of, and react quickly to, immediate changes in events
• Demonstrate flexibility in the development and delivery of programming
• Understand research reports relevant to the broadcast industry
• Extract pertinent information from a variety of sources and accurately present information
• Research and prepare scripts
• Develop a story order
• Produce scripts demonstrating an understanding of composition and direction in information programming, commercial announcing, and live and studio productions

2. The graduate has reliably demonstrated the ability to

produce radio programming in an efficient manner.

Elements of the Performance

• Operate all necessary equipment efficiently in studio and field environments
• Identify the most appropriate available technology to complete the task
• Deal with equipment, software, and tools correctly and ethically to complete routine tasks
• Edit audio content by a variety of methods (e.g., electronic, digital)
• Compare analog and digital pick-up principles
• Operate studio console and peripheral equipment proficiently to maintain acceptable levels, mix, quality, and equalization
• Create taped segments where necessary
• Write and record short documentaries and critical analyses of current topics
• Prepare, write, and produce imaginative commercial and promotional announcements
• Participate in spontaneous programming that reflects immediate changes in current events
• Enhance programming production by suggesting or developing appropriate musical selections and other sound effects
• Apply technical principles and practical solutions to operate digital audio software in programming production and on-air operations
• Operate broadcast control proficiently in both on-air and production facilities

3. The graduate has reliably demonstrated the ability to

correctly operate broadcast technology software.

Elements of the Performance

• Schedule a variety of programs in an efficient manner
• Adhere to a commercial scheduling system which demonstrates knowledge of traffic systems, regulatory requirements, and station format
• Place content in appropriate time slots
• Schedule musical content
• Manage cataloguing and scheduling systems according to workplace practices and procedures

4.The graduate has reliably demonstrated the ability to

function effectively as part of a team in the delivery of radio programming.

Elements of the Performance

• Perform on-air duties such as announcing for musical programming including the introduction and discussion of artists and songs
• Establish good rapport with guests and listening audience
• Conduct an effective interview
• Demonstrate good listening skills and appropriate responses
• Present material for various audiences that is immediate and spontaneous in both studio and live environments
• Demonstrate an understanding of the need for skills in reading and ad-libbing material, articulation, enunciation, pronunciation, emphasis, interpretation, range, and quality of voice in particular broadcast environments
• Read aloud scripted material such as news and sports reports
• Participate in spontaneous programming that reflects immediate changes in current events
• Accept and carry out all assigned responsibilities in an organized, efficient manner
• Use proper channels of authority to make suggestions and show initiative in the development, production, and delivery of programming

5. The graduate has reliably demonstrated the ability to

apply organizational, cost control, marketing, and time management skills to complete tasks efficiently and meet deadlines in the workplace.

Elements of the Performance

• Contribute to the preparation of realistic budgets for radio productions which reflect an understanding of how a broadcast-related company is funded and how it operates
• Apply knowledge of the relationship between revenue, expenses, and profit to the completion of work
• Prepare and deliver sales presentations and station promotions
• Recognize the influence of varied management styles and cultures on the production of radio programs and work within these
• Apply knowledge and understanding of the particular terminology of the work environment
• Accept and carry out all assigned responsibilities in an organized, efficient manner
• Apply effective time management skills in all aspects of the production and delivery of programming

6. The graduate has reliably demonstrated the ability to

ensure that all work is completed in compliance with applicable laws, statutory obligations, regulations, and industry principles and practices.

Elements of the Performance

• Apply industry self-regulation practices, statutory obligations, CRTC regulations, and codes set out by the industry representative associations governing both AM and FM or digital audio broadcasting (DAB) to all relevant situations
• Ensure compliance with regulatory and legal requirements as they apply to the radio broadcast industry
• Adhere to all copyright regulations as they apply to program production
• Complete all tasks in a professional manner
• Recognize the influence of varied management styles and cultures on production, while adhering to industry requirements for editorial, journalistic, and commercial integrity

7. The graduate has reliably demonstrated the ability to

develop strategies for personal and professional development to enhance work performance and maintain currency with technological changes.

Elements of the Performance

• Read current and relevant material
• Solicit constructive feedback to improve all areas of job performance
• Identify relevant courses, seminars, workshops, and related activities to update knowledge in the field
• Identify relevant professional associations that might assist professional development
• Develop personal plans for lifelong learning
• Assume responsibility and accountability in a professional manner
• Keep abreast of technological developments and trends through periodicals and other industry-related literature
• Access new sources of technical information efficiently

8. The graduate has reliably demonstrated the ability to

critically evaluate the quality of product being presented for broadcast.

Elements of the Performance

• Determine broadcast standard for quality
• Validate content
• Identify strengths and weaknesses in proposed program content
• Ensure a balance of technical and artistic skill and knowledge is present in all material being proposed for broadcast
• Provide constructive and instructive feedback related to quality of content prior to broadcast

III. Generic Skills Standard

All graduates of Broadcasting – Radio Programs must have achieved the thirteen generic skills learning outcomes listed on the following pages, in addition to achieving the vocational learning outcomes and meeting the general education requirement.

The generic skills learning outcomes listed in this program standard form part of the program standard for each two- and three-year college program. Additional information about these generic skills learning outcomes is contained in the Generic Skills Learning Outcomes for Two and Three Year College Programs in Ontario's Colleges of Applied Arts and Technology. CSAC: 1995.

Synopsis of the Generic Skills Learning Outcomes

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

The Generic Skills Learning Outcomes

1. The graduate has reliably demonstrated the ability to

communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences

Explanation

Communicating in a clear, concise, and correct manner requires producing the written, spoken or visual material that best suits the situation. Graduates will have developed their ability to analyze their audiences to identify what is required and to match those needs with the means that is most appropriate. They will have produced material according to the style and conventions required, and they will have checked their products for accuracy and clarity. Finally, graduates will have used the tools available to them to create and correct their written, spoken, and visual messages.

Elements of the Performance

• Plan and organize communications according to the purpose and audiences
• Choose the format (e.g., memo, illustration, video, multimedia presentation, diagram) appropriate to the purpose
• Incorporate the content that is meaningful and necessary
• Produce material that conforms to the conventions of the chosen format
• Use language and style suitable to the audience and purpose
• Ensure that the material is free from mechanical errors
• Use the computer technology that will enhance the production of materials
• Evaluate communications and adjust for any errors in content, structure, style, and mechanics

2. The graduate has reliably demonstrated the ability to

reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.

Explanation

Responding to messages from many sources requires the ability to receive and to comprehend what has been received. One way to demonstrate that comprehension is to reframe, or restate in other forms, the original message. This requires graduates to have developed the skills to read, listen to, and observe messages contained within narrative and visual forms. It also requires the ability to construct unique narrative and visual representations that are consistent with the original messages.

Elements of the Performance

• Develop and use strategies to read, listen, and observe effectively
• Clarify what has been read, heard, and observed
• Reproduce original information in other formats (e.g., written and spoken summaries; tables, figures, charts, diagrams, maps, drawings, photographs, and computer-generated graphics; terms represented by numbers; and values represented by letters or signs)
• Use technology, where appropriate, to aid in reframing
• Evaluate the representation for consistency of meaning with the original
• Acknowledge the use of material from other sources according to the conventions of the medium used

3. The graduate has reliably demonstrated the ability to

apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.

Explanation

Using mathematics effectively in everyday situations requires the ability to apply a wide variety of mathematical skills accurately. Graduates will have demonstrated their ability to apply the concepts of number and space to situations which include quantities, magnitudes, measurements, and ratios. They will have developed their ability to identify the need for mathematics, to apply mathematical techniques (concepts, conventions, strategies, and operations) and to check the results of their applications. This will require graduates to be flexible and creative and to be confident in their mathematical skills and abilities.

Elements of the Performance

• Recognize situations that require mathematics
• Assess potential mathematical strategies (including models, geometric representations or formulas, elementary algebraic equations, descriptive statistical methods, and mathematical reasoning) for suitability and effectiveness
• Decide on the degree of accuracy required for answers
• Estimate probable answers
• Execute mathematical operations necessary to implement selected strategies
• Use calculators or appropriate technological tools to perform mathematical operations accurately
• Check for errors in numerical answers and the appropriate fit between problems and answers
• Express answers clearly
• Transfer the use of mathematical strategies from one situation to another

4. The graduate has reliably demonstrated the ability to

use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.

Explanation

Using computers and other technologies as tools to increase productivity and to enhance tasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and other technologies contribute to completing tasks, solving problems, performing research, and creating products. They will use the technological tool most appropriate to the task and use it accurately. Finally, they will have gained confidence in continuing to learn about and cope with new technologies in the future.

Elements of the Performance

• Use basic operating system functions competently (e.g., load software, store, and retrieve data)
• Determine which tasks can best be handled by computers and other technology
• Select suitable software, equipment, and tools for the task
• Use the software, equipment, and tools effectively, correctly, and ethically
• Deal with equipment and software problems and errors in a logical and systematic manner
• Transfer concepts, knowledge, and skills from one technology to another
• Evaluate one’s own use of hardware, software, and technological tools

5. The graduate has reliably demonstrated the ability to

interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals

Explanation

Working in teams or groups in either a work or personal context requires the ability to assume responsibility for collective duties and decisions. It also requires interacting effectively with the members of the group. Therefore, in achieving this outcome, graduates will have demonstrated their ability to understand and complete the various tasks required of them as group members. They will also have demonstrated their ability to understand and respond to others.

Elements of the Performance

• Identify the tasks to be completed
• Establish strategies to accomplish the tasks
• Identify roles for members of the team/group
• Clarify one's own roles and fulfill them in a timely fashion
• Treat other members of the group equitably and fairly
• Contribute one's own ideas, opinions, and information while demonstrating respect for those of others
• Employ techniques intended to bring about the resolution of any conflicts
• Regularly assess the group's progress and interactions and make adjustments when necessary

6. The graduate has reliably demonstrated the ability to

evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.

Explanation

Solving a range of complex problems and dealing with a variety of tasks require the thinking skills and strategies that will allow graduates to identify what has to be done and to select and implement the most suitable approach. In applying thinking skills and strategies, graduates will have understood the limits as well as the potential of their own thought processes. As well, in attempting various strategies, they will have explored styles of thinking that may be new to them. This will allow graduates to understand the way they think and how they approach decisions and problems.

Elements of the Performance

• Clarify the nature and extent of problems or required directions
• Explore various thinking skills and strategies that could be used
• Identify limits as well as the potential of one's own thought processes
• Choose and apply thinking skills and strategies (e.g., inductive and deductive thinking; creative and intuitive thinking; inquiry; critical thinking; and reflection)
• Evaluate results of the thinking skills and strategies used in problem solving and decision making
• Appreciate the benefits of the use of alternative types of thinking

7. The graduate has reliably demonstrated the ability to

collect, analyze, and organize relevant and necessary information from a variety of sources.

Explanation

Making decisions and completing tasks often requires information that can be used as support. Graduates, therefore, must be able to access current, relevant, and useful information and to organize that information in understandable ways. In achieving this outcome, graduates will have developed and used strategies to locate and gather a wide range of information, most particularly through technological means. They will have learned how to select pertinent information and to sort it so that it can be displayed in useful formats like databases and spreadsheets. This information can then be used to support decisions and to assist in the completion of tasks.

Elements of the Performance

• Identify the nature of the information required
• Investigate sources of information (including people, text, databases, and the Internet)
• Gather information from the most appropriate sources using various data collection techniques, including technology
• Examine the information and select what is relevant, important, and useful
• Employ a variety of techniques to organize the information (e.g., spreadsheets, databases, graphs, and charts)
• Draw conclusions about how the information can be used
• Evaluate the processes used
• Cite sources according to the conventions of the medium used

8. The graduate has reliably demonstrated the ability to

evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others

Explanation

With the wealth of numerical and non-numerical information available, graduates must be able to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statistics and other numerical claims. Graduates also will have used their language and critical thinking skills to analyze the assumptions and evidence that others use to support more qualitative arguments and conclusions. As a result, graduates will have developed the ability to question and make decisions about what they read, hear, and observe.

Elements of the Performance

• Identify conclusions and claims made by others
• Detect any fallacies, biases, misrepresentations, and assumptions and judge their relevance to supporting arguments
• Check for accuracy and credibility of claims or arguments
• Be prepared to defend acceptance or rejection of claims or arguments

9. The graduate has reliably demonstrated the ability to

create innovative strategies and/or products that meet identified needs

Explanation

Creating strategies and products that are original and innovative will require graduates to develop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; to see unique relationships; and to practice the lateral, divergent, and intuitive thinking that will yield new approaches.

Elements of the Performance

• Analyze needs
• Generate creative ideas for strategies and products that will meet needs
• Choose alternatives to pursue based on needs and criteria of projects/plans
• Create strategies/products
• Evaluate strategies/products according to meeting needs

10. The graduate has reliably demonstrated the ability to

manage the use of time and other resources to attain personal and/or project-related goals.

Explanation

Achieving task-related goals in their personal and professional lives requires graduates to use their time, money, space, and other, often limited, resources as efficiently as possible. Graduates will have developed their ability to plan and predict ways of achieving goals. They will have developed and used tools intended to assist in the process. Finally, they will have attempted to follow their plans and use the tools, assessing regularly how realistic the goals, plans, and processes are and adapting when it is necessary.

Elements of the Performance

• Define reasonable and realistic goals
• Use planning tools (e.g., budgets and schedules) to achieve goals
• Monitor the process and goals and respond to changes
• Use resources (e.g., money, space, and time) efficiently to accomplish tasks
• Reevaluate goals and the use of resources and make appropriate adjustments

11. The graduate has reliably demonstrated the ability to

take responsibility for her or his own actions and decisions.

Explanation

Making decisions, taking positions, and completing tasks require graduates to be accountable for actions taken and to defend their convictions. Graduates will have demonstrated their ability to evaluate what they do and why they do it. They will have taken into consideration their individual values, beliefs, and opinions and the effects these have on their actions. Not only will graduates be able to justify their decisions, they will be able to advocate positively on behalf of themselves.

Elements of the Performance

• Review the results of one's actions and decisions
• Reflect on the processes and practices used
• Identify any errors and make corrections
• Identify successes for adaptation to other situations
• Account for how one's own values and beliefs affect actions and decisions
• Evaluate and act upon constructive feedback
• Be prepared to defend decisions made and actions taken

12. The graduate has reliably demonstrated the ability to

adapt to new situations and demands by applying and/or updating her or his knowledge and skills.

Explanation

Transferring skills from one context to another enables graduates to be lifelong learners. Graduates will have developed the confidence to know that their current skills are applicable to a range of changing, novel, and unexpected situations. They will have demonstrated their ability to reflect on what they can do, match those skills to the new demands, and apply previous skills or develop the additional ones that will make them as effective in the new situations.

Elements of the Performance

• Assess current skills, knowledge, and learning styles
• Identify skills and knowledge required for new situations
• Adapt current skills and knowledge to new situations
• Identify new skills and knowledge required
• Choose the most appropriate learning and working styles to acquire new skills and knowledge
• Evaluate success of the processes and actual adaptations

13. The graduate has reliably demonstrated the ability to

represent her or his skills, knowledge, and experience realistically for personal and employment purposes

Explanation

Preparing for changes in their personal and professional lives requires graduates to assess and present their accomplishments and abilities. In achieving this outcome, graduates will have developed their ability to reflect on what they have done and learned. They will also have summarized their abilities in ways that are attractive and useful to potential recipients. These ways may include portfolios and resumes. Finally, graduates will have developed the skills to present themselves and their accomplishments personally and with confidence.

Elements of the Performance

• Summarize one's own skills, knowledge, and experience realistically
• Choose formats (e.g., resume, portfolio, and interview) which best display skills, knowledge, and experiences according to the situations
• Evaluate responses to the representations and make any adjustments

IV. General Education Standard

All graduates of Broadcasting – Radio Programs must have met the general education requirement described on the following pages, in addition to achieving the vocational and generic skills learning outcomes.

The General Education Requirement

The Government of Ontario has established that each college postsecondary program shall include a minimum of one three-hour-per-week general education course of approximately 45 instructional hours per semester. Learners should experience a breadth of goals through their general education studies; and, wherever possible, they should have the opportunity to exercise choice in the selection of their general education courses.

This general education requirement is an integral component of the Broadcasting – Radio Program Standard, along with the vocational and generic skills learning outcomes.

The general education requirement shall be met consistent with the following guiding principles:

1. General education in the colleges shall identify and deal with issues of societal concern in a manner relevant to the lives of students. General education courses shall be structured in such a way as to guide students through the historical context of such issues, their theoretical bases, and application to contemporary life.
   
   
2. All general education courses offered in the colleges shall be designed to provide benefits to one or more of the three areas: learners' personal growth and enrichment, informed citizenship, and working life.
   
   
3. An essential component of the mission of Ontario's colleges is the encouragement and support of continuous learning. This commitment to lifelong learning shall be reflected in each of the general education courses offered in the colleges.

General education appropriate for Ontario colleges is defined as those postsecondary learning experiences that enable learners to meet more effectively the societal challenges which they face in their community, family, and working life. General education in the colleges provides learners with insight into the enduring nature of the issues being addressed and into their particular relevance to today and the future. It is intended to encourage and support continuous learning. It is delivered as discrete courses which are designed to address one or more of the following goals and associated broad objectives established for general education:

Goals and Broad Objectives

1. Aesthetic Appreciation

understand beauty, form, taste, and the role of the arts in society

Broad Objectives

• develop critical awareness of the arts in society
• perceive and evaluate the role of the arts
• heighten critical appreciation through development and application of personal and formal judgment factors

2. Civic Life

understand the meaning of freedoms, rights, and participation in community and public life

Broad Objectives

• develop knowledge of the structure and function of governments in Canada: legislative, judicial, and administrative arms; roles of elected officials and public servants; and a personal awareness of citizen responsibility
• develop historical understanding of major issues affecting Canadian politics and a critical awareness of related public policy
• develop awareness of international issues and their effects, and the place of Canada in international communities
• develop awareness of the history, significance, and organization of the voluntary sector in community life

3. Cultural Understanding

understand the cultural, social, ethnic, and linguistic diversity of Canada and the world

Broad Objectives

• develop an understanding of cultural identity by linking personal history to broader cultural study
• develop an understanding of the diversity of cultures and subcultures represented in Canadian society and of their interactions within the Canadian society
• develop intercultural understanding through reasoned reflection on various cultures' responses to universal human issues

4. Personal Development

gain greater self-awareness, intellectual growth, well-being, and understanding of others

Broad Objectives

• consider one's expectations and values and analyze their impact on personal goals
• apply an understanding of the individual and human development to personal life and relationships
• integrate the concept of well-being into one's lifestyle
• understand oneself as a learner and articulate one's own learning style

5. Social Understanding

understand relationships among individuals and society

Broad Objectives

• develop informed understanding of social organization and institutions and of ongoing issues in relationships between individuals, groups, and societies
• develop informed understanding of social trends, social change, and social problems and of implications for social and personal response
• develop informed understanding of contemporary social problems and issues

6. Understanding Science

appreciate the contribution of science to the development of civilization, human understanding, and potential

Broad Objectives

• develop an understanding of the history, philosophy, contributions, perspectives, and limitations of the sciences
• develop an understanding of the scientific method and its uses in measuring quantifiable entities and confirming laws of nature

7. Understanding Technology

understand the interrelationship between the development and use of technology and society and the ecosystem

Broad Objectives

• relate implications of current transformations in technological knowledge and development to our physical and biological world
• develop awareness of ethical positions on enduring issues regarding the place of the human species in the physical and biological world

8. Work and the Economy

understand the meaning, history, and organization of work; and working life challenges to the individual and society

Broad Objectives

• set personal expectations for efficiency, effectiveness, ethics, and rewards and reconcile them with the changing work environment
• apply knowledge of the organization and structure of work, its institutions, and history; and of social and cultural attitudes to work
• develop an understanding of the changing nature of work and the economy