Recreation and Leisure Services Program Standard
The approved program standard for all Recreation and Leisure Services programs of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 52203)
Ministry of Training, Colleges and Universities, January 2004
© 2004,
Ontario Ministry of Education and Training
ISBN 0-7794-6168-1
Ce document est aussi disponible en français
This publication is also available as an Adobe Acrobat file (644 KB).
Table of Contents
- Introduction
- Vocational Standard
- Generic Employability Skills Standard
- General Education Standard
Acknowledgments
The Ministry of Training, Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the review of this program standard. In particular, the Ministry of Training, Colleges and Universities would like to acknowledge the important roles of
- All those who participated in the focus groups in Thunder Bay, Ottawa, Kitchener, and Toronto, and to the many individuals and organizations who participated in the mail-based consultations.
- The coordinators of Recreation and Leisure Services Programs for their assistance throughout the project and the project officer who led the review of the vocational standard: Brian Provini, Conestoga College.
I. Introduction
This document is the Program Standard for all Recreation and Leisure Services programs of instruction leading to an Ontario College Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding code 52203). This version replaces the one released in 1997.
Development of System-Wide Program Standards
In 1993, 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.
The Colleges Branch of the Ministry of Training, Colleges and Universities has responsibility for the development, review, and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology.
Program Standards
Program standards apply to all similar programs of instruction 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 of instruction in question),
- Generic employability skills standard (the generic skills learning outcomes which apply to all programs of instruction offering similar credentials), and
- General education standard (the requirement for general education in postsecondary programs of instruction).
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 of instruction 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
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.
The Development of a Program Standard
In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction 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 Training, Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program to ensure that the Recreation and Leisure Services 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 Training, Colleges and Universities at the address or telephone number noted on the document entitled College Program Standards – Introduction.
Table of Contents
II. Vocational Standard
All graduates of Recreation and Leisure Services programs of instruction must have achieved the twelve vocational learning outcomes listed in the following pages, in addition to achieving the generic employability skills learning outcomes and meeting the general education standard.
Preamble
Leisure* is an essential part of life – a fundamental human need that is essential to every Canadian's psychological, social, physical, intellectual, and spiritual well-being and happiness. Recreation and Leisure Services practitioners work in a variety of settings to ensure leisure*, active lifestyles, and the quality of life that makes Canadian communities vibrant, unique, and attractive. These settings include among others recreation* centres, sports environments, indoor and outdoor recreation* sites, therapeutic recreation* facilities, and environmental preserves.
As a profession, the field of recreation* and leisure* services is evolving to more fully respond to the social, cultural, economic, and environmental priorities in our communities. As a result, the profession is being driven by deep commitments to:
- Leisure* Equity – ensuring that all Canadians have access opportunities in recreation* and parks, regardless of geographical location, economic position, age, gender, ethnic background, or ability level; moving toward a barrier free system;
- Holistic Personal Development – helping Canadians grow, reaching for balanced individual and social potential; nurturing the artist, the athlete, the participant, and the leader in everyone;
- Community Empowerment – a belief that community initiative and self-reliance are keys to a successful future, and that discretionary time and activity can be the catalyst that brings people together, building stronger neighbourhoods and communities of interest;
- Celebration of Diversity – uniting people of all ages, all backgrounds, and all regions of the country; strengthening community, regional, and national bonds as Canadians play, create, compete, and grow in harmony;
- Focus on Health, Wellness, and Individual Well-Being – enhancing individual, family, and community health, self-esteem, and wellness through recreation* and leisure*; promoting proactive recreation* initiative as more effective for individuals and society than merely responding to illness or dysfunction;
- The Environment/Our Ecology – a field that protects, enhances, and interprets the ecosystem, in both urban and wilderness settings, building a nation of stewards;
- Joie de vivre – an appreciation of the immense value that play, fun, and humour has for quality of life, and a knowledge that the more serious commitments above are often best approached through freely chosen, enjoyable human endeavour.
* Please see Glossary of Terms
As the result of these commitments, the vocational learning outcomes in this program standard reflect an emphasis on the skills, knowledge, and attitudes required to enter an increasingly complex and continually evolving work environment. This work environment could include not-for-profit, commercial, private, or government settings.
In addition to providing general services, graduates will have the leadership, programming, marketing, administrative, planning, and entrepreneurial skills necessary for working in entry-level positions. Once the graduate has obtained these core skills, they are well-positioned should they decide to pursue additional opportunities in the form of enhanced or more specialized learning (e.g., therapeutic recreation*, event management, sports administration, outdoor recreation*, fitness, tourism, hospitality, youth leadership).
* Please see Glossary of Terms
Table of Contents
Synopsis of the Vocational Learning Outcomes
Recreation and Leisure Services Programs
The graduate has reliably demonstrated the ability to
- create, plan, implement, and evaluate recreation* and leisure* programs and special events which respond to identified needs and maximize the delivery of the benefits of recreation*.
- apply the principles of marketing to the promotion of the benefits of recreation* and leisure* programs, special events, services, and facilities.
- generate revenue for recreation* and leisure* programs, special events, services, and facilities by applying sound business principles.
- contribute to strategies for effectively managing the performance and development of staff and volunteers in recreation* and leisure* settings.
- apply administration skills to recreation* and leisure* settings.
- contribute to the safe and effective management of recreation venues*.
- design and implement appropriate research and planning strategies.
- educate others regarding the value and benefits of recreation*, leisure*, and lifestyle enhancement*.
- apply community development* strategies for advocating and facilitating the personal, social, economic, and environmental benefits of recreation*.
- apply principles of lifespan growth and development* to individuals and groups in recreation* and leisure* settings.
- apply the concept of inclusion* to the design and delivery of recreation* and leisure* programs, special events, services, and facilities.
- develop plans for ongoing personal and professional growth and development*.
Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance.
* Please see Glossary of Terms
Table of Contents
The Vocational Learning Outcomes
Please see the Glossary of Terms
for definitions of words marked with an asterisk (*) in the
sections below.
1. The graduate has reliably demonstrated the ability to
create, plan, implement, and evaluate recreation* and leisure* programs and special events which respond to identified needs and maximize the delivery of the benefits of recreation*.
Elements of the Performance
- Establish programs and events by developing appropriate principles, purposes, goals, objectives, and time lines
- Assess proposed programs and events with respect to fulfilling the organization's vision
- Implement appropriate leadership in program delivery
- Identify facility, equipment, inventory, and supply requirements
- Identify and access individual and community resources necessary for the delivery of leisure* services
- Design and implement qualitative and quantitative evaluation techniques including performance measurement
- Use evaluation results to make recommendations for new programs and changes to existing programs
- Meet consumer needs including those of special target populations (e.g., unemployed, lone parent) by responding to trends and social issues
- Consider programs, events, facilities, and activities which could serve as alternatives to traditional direct programming while maintaining the benefits of leisure* and recreation*
- Apply entrepreneurial principles to the design and delivery of programs and special events
- Apply strategies to ensure quality in customer service and program delivery
- Use demographic information to determine that programs will meet the needs of the community
- Collaborate with other organizations and associations to plan and implement programs
* Please see Glossary of Terms
2. The graduate has reliably demonstrated the ability to
apply the principles of marketing to the promotion of the benefits of recreation* and leisure* programs, special events, services, and facilities.
Elements of the Performance
- Contribute to the development of an overall marketing plan
- Identify and assess potential markets for programs, special events, services, and facilities
- Identify and utilize appropriate resources for successful marketing
- Conduct and analyze basic market research
- Promote recreation* and leisure* services using an appropriate marketing approach
- Market the various potential capabilities of facility features
- Assist in the development of a marketing plan with a customer service orientation
- Apply strategies for effective publicity and public relations for a variety of target audiences
- Develop and utilize a variety of paper-based and electronic media resources
- Develop partnerships with government departments, recreation* organizations and other agencies that promote or offer assistance with marketing the benefits of recreation*
- Recognize how to develop effective relationships with local media
* Please see Glossary of Terms
3. The graduate has reliably demonstrated the ability to
generate revenue for recreation* and leisure* programs, special events, services, and facilities by applying sound business principles.
Elements of the Performance
- Identify revenue generation strategies appropriate to an organization (e.g., private, government, commercial, not-for-profit)
- Identify grant sources and prepare grant proposals
- Contribute to the measurement of the economic impact of recreation* and leisure* services programs and events
- Collaborate in the development of proposals and the implementation of innovative and creative strategies for revenue generation (e.g., sponsorship programs, partnership initiatives, fund raising)
- Apply strategies for developing appropriate alliances, sponsorships, and partnerships with internal and external departments, organizations, foundations, and corporations
- Apply marketing strategies to revenue generation
- Consider cost and benefits of revenue-generation proposals
- Determine merchandising techniques and their application
- Calculate appropriate prices and user fees
- Use effective interpersonal skills in soliciting fund-raising support from individuals, community groups, institutions, government, business, foundations, and industry
- Review demographic studies, trends, and issues and identify their impact
- Recognize taxation and legal issues related to revenue generation
* Please see Glossary of Terms
4. The graduate has reliably demonstrated the ability to
contribute to strategies for effectively managing the performance and development of staff and volunteers in recreation* and leisure* settings.
Elements of the Performance
- Apply knowledge of management and leadership theories and processes
- Contribute to the development of processes for recruiting, selecting, orienting, managing, educating, motivating, recognizing, and appraising appropriate staff and volunteers
- Apply knowledge of effective management techniques including those relating to empowerment, conflict resolution, group facilitation, and risk management
- Develop strategies to facilitate change and deal with stress
- Recognize the impact of the collective bargaining process on the role of a recreation* professional in a union environment
- Take into account legislation and policy which have an impact upon the supervision of staff and volunteers (e.g., Employment Standards Act, health and safety laws, human rights legislation)
- Develop, communicate, evaluate, adhere to, and implement policies and procedures
- Recognize the role and responsibilities of team members
- Apply the principles and practices of volunteerism
- Identify opportunities for the professional development of staff and volunteers
* Please see Glossary of Terms
5. The graduate has reliably demonstrated the ability to
apply administration skills to recreation* and leisure* settings.
Elements of the Performance
- Develop, present, adjust, and administer budgets that accurately forecast and assess expenditures and revenues
- Maintain paper-based and electronic records that are current, accurate, concise, and organized
- Use effectively a variety of technological tools in a recreation* setting
- Process contracts, purchase orders, and service agreements
- Plan and facilitate effective meetings
- Communicate clearly and coherently in appropriate written and spoken formats
- Apply sound decision-making and time-management techniques
- Apply creative problem-solving skills
- Apply knowledge of the structure and operation of private, government, commercial, and not-for-profit recreation* agencies and organizations
- Contribute to the development of business plans
- Apply accountability principles related to finances, quality programming, and liability
* Please see Glossary of Terms
6. The graduate has reliably demonstrated the ability to
contribute to the safe and effective management of recreation venues*.
Elements of the Performance
- Provide input for the design and development of recreation venues*
- Apply knowledge of the various functions involved in the operation and maintenance of recreation venues*
- Apply knowledge of legislation, standards, policies, and regulations that may affect the provision and maintenance of recreation venues*
- Develop schedules to optimize the use of recreation venues*
- Develop partnership agreements related to joint recreation venues* use
- Coordinate rental agreements to satisfy community, agency, policy, and client needs
- Demonstrate a knowledge of energy and environmental conservation strategies
- Assess the potential creative use of alternative facilities
- Apply knowledge of legal issues such as licensing
- Apply knowledge of informed consent, insurance, liability, and risk management
- Support the healthy and safe operation of recreation venues*
* Please see Glossary of Terms
7. The graduate has reliably demonstrated the ability to
design and implement appropriate research and planning strategies.
Elements of the Performance
- Recognize the importance of planning and research in the development and implementation of recreation* programs, special events, services, and facilities
- Recognize the potential impact of trends, social issues, research, developmental issues, and legislation in a recreation* setting
- Recognize and provide input into various types of plans (e.g., community strategic planning, master plans, feasibility studies, organizational strategic planning, operation reviews, land-use plans, project plans, event planning, funding proposals)
- Apply knowledge of visioning techniques to planning
- Design, implement, and analyze individual and/or community-based needs assessments
- Apply, in collaboration with others, an appropriate planning process (i.e., determine outcomes, goals, objectives; use planning tools and resources; develop terms of reference; monitor process; develop evaluation techniques)
- Identify opportunities for public involvement in the planning process
- Design, use, and analyze, in collaboration with others, appropriate research tools
- Access, create, and utilize computer databases to conduct research
- Present and support research findings
* Please see Glossary of Terms
8. The graduate has reliably demonstrated the ability to
educate others regarding the value and benefits of recreation*, leisure*, and lifestyle enhancement*.
Elements of the Performance
- Consider philosophies and theories of recreation*, play, and leisure* from an historical and emerging perspective
- Develop and articulate a personal philosophy of leisure*
- Explain the benefits of recreation* and their relationship to lifestyle enhancement*
- Promote the importance of recreation* and leisure* to a healthy lifestyle
- Select appropriate strategies, tools, and models for implementing leisure* education services independently and through strategic alliances
- Plan and deliver effective leisure* education presentations suitable to the audience and purpose
- Promote an awareness of available recreation* opportunities
- Relate the benefits of a holistic approach to personal well-being
- Promote an understanding of the relationship among wellness, recreation*, and leisure*
- Facilitate the education of the individual and caregivers regarding the understanding of developmentally appropriate recreation* programs
- Promote the benefits of recreation* programs in the work place
- Apply basic counselling and referral techniques
* Please see Glossary of Terms
9. The graduate has reliably demonstrated the ability to
apply community development* strategies for advocating and facilitating the personal, social, economic, and environmental benefits of recreation*.
Elements of the Performance
- Apply appropriate methodologies to the delivery of community recreation* services
- Keep abreast of development trends and strategies in other communities
- Identify and facilitate the stages of group development
- Develop strategies for becoming oriented to a community, its key stakeholders, and its resources
- Assist community groups to access support and resources
- Implement strategies for assisting individuals and groups to deal with the process of change
- Apply knowledge of community development* policies and models (e.g., advocacy and cooperative action) to assist individuals and community groups to achieve their goals
- Facilitate shared problem solving, decision making, and conflict resolution
- Apply knowledge of the structure, responsibilities, and operations of private, government, and non-profit recreation* or related organizations involved in the delivery of community recreation* services
- Encourage community involvement in the planning and delivery of recreation* programs and events
- Facilitate community partnerships and strategic alliances
* Please see Glossary of Terms
10. The graduate has reliably demonstrated the ability to
apply principles of lifespan growth and development* to individuals and groups in recreation* and leisure* settings.
Elements of the Performance
- Use appropriate motivational techniques for involving participants
- Apply knowledge of theories of personality development and human behaviour
- Assess individual group member role behaviour and determine appropriate action
- Facilitate communication among individuals and group members
- Apply appropriate leadership roles related to the situation at hand and the maturity and behaviour of group members
- Apply a variety of conflict-resolution strategies appropriate to the developmental stage(s) of the individual and/or group
- Apply the principles of human growth and lifespan development to the design and implementation of recreation* and leisure* activities
- Recognize the importance of recreation* and leisure* activities in a variety of settings including institutional settings
- Take into account the impact of demographic changes (e.g., aging population) on recreation* and leisure* services
* Please see Glossary of Terms
11. The graduate has reliably demonstrated the ability to
apply the concept of inclusion* to the design and delivery of recreation* and leisure* programs, special events, services, and facilities.
Elements of the Performance
- Identify and apply theories and models of inclusion*
- Identify the barriers (e.g., economic, discrimination, health, ability) and constraints to leisure* participation and develop strategies for positive change and inclusion*
- Support individual rights and diversity through philosophy, policy, and practice
- Develop and adapt programs by incorporating individual and group assessment information
- Provide services based on individual needs, abilities, and interests of participants
- Recognize the impact of health, social, cognitive, and spiritual factors on participants
- Apply techniques for working with special population groups
- Promote opportunities for partnerships to support special needs individuals and groups
- Incorporate strategies for encouraging and ensuring the implementation of programs, events, and services which support the inclusion* of culturally diverse populations and individuals with special needs
- Support adherence to legislation, codes, policy, procedure, and protocol related to inclusion*
- Recognize the role of the therapeutic recreation* professional
* Please see Glossary of Terms
12. The graduate has reliably demonstrated the ability to
develop plans for ongoing personal and professional growth and development*.
Elements of the Performance
- Recognize the key elements of professionalism
- Identify the purpose and value of recreation* and related professional organizations at the regional, provincial, and national levels
- Adhere to organizational codes of conduct, core values, and professional codes of ethics
- Keep abreast of trends and issues impacting recreation* and leisure* services
- Identify and access professional development resources and activities which promote professional and personal growth
- Identify and promote training, skill development, and certification opportunities for personal growth and development*
- Articulate skills within the recreation* profession that are transferable to other professions
- Apply stress management strategies for maintaining a high level of personal effectiveness
- Present oneself using a format which best identifies skills, knowledge, attributes, and experience (e.g., resume, portfolio, interview, web page)
- Develop career plans to include active participation in professional associations and the acquisition of professional certification
- Initiate and maintain networks with other recreation* professionals and service providers
* Please see Glossary of Terms
Glossary of Terms
- Community development
- local empowerment through organized groups of people acting collectively to control decisions, projects, programs, and policies that affect them as a community.
- Growth and development
- progressive improvement of one's physical, social, emotional, and cognitive maturation.
- Inclusion
- a philosophy of equity ensuring that everyone, regardless of ability level, economic position, age, gender, special needs, ethnic background is included.
- Leisure
- non-work activity; free, discretionary, or unobligated time for self-determined activity.
- Lifestyle enhancement
- that which leads to improvement of the full range of habits, choices, and behaviours that comprise the conduct of one's life.
- Recreation
- all those things a person or group chooses to do in order to make life more interesting, enjoyable, and satisfying.
- Recreation venues
- the locations where recreation activities take place including those thought of traditionally (e.g., parks, arenas, swimming pools, recreation and fitness centres) as well as those that might be considered alternatives (e.g., public thoroughfares, malls, schools, churches, private facilities)
Table of Contents
III. Generic Employability Skills Standard
All graduates of Recreation and Leisure Services Programs must have achieved the thirteen generic employability skills learning outcomes listed on the following pages, in addition to achieving the vocational learning outcomes and meeting the general education standard. In the generic employability skills learning outcomes, an « explanation » of the outcome is also provided to help ensure clarity.
Synopsis of the Generic Employability Skills Learning Outcomes
Recreation and Leisure Services Programs
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 the audiences.
- reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
- apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
- use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
- interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary information from a variety of sources.
- evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
- create innovative strategies and/or products that meet identified needs.
- manage the use of time and other resources to attain personal and/or project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
- represent her or his skills, knowledge, and experience realistically for personal and employment purposes.
The Generic Employability 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 the 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 the audiences
- Choose the format (e.g., memo, illustration, video, multimedia presentation, diagram) appropriate to the purpose
- Incorporate 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 form. 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 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, 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, schedules) to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, time) efficiently to accomplish tasks
- Re-evaluate 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, interview) which best display skills, knowledge, and experiences according to the situations
- Evaluate responses to the representations and make any adjustments
Table of Contents
IV. General Education Standard
All graduates of Recreation and Leisure Services programs must have met the general education requirement described on the following pages, in addition to achieving the vocational and generic employability skills learning outcomes.
The General Education Requirement for Ontario College Diploma and Ontario College Advanced Diploma Programs
Graduates will have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically involve students taking three to five courses (or the equivalent) designed discretely from vocational learning opportunities. This learning would normally be delivered using a combination of required and elective processes.
The general education requirement is an integral component of the Recreation and Leisure Services Program Standard, along with the vocational and generic employability skills learning outcomes.
The general education requirement is to be met consistent with the following guiding principles:
- General education in the colleges is to identify and deal with issues of societal concern in a manner relevant to the lives of students. General education courses are to 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.
- All general education courses offered in the colleges are to be designed to benefit one or more of three aims: learners' personal growth and enrichment, informed citizenship, and working life.
- An essential component of the mission of Ontario's colleges is the encouragement and support of continuous learning. This commitment to lifelong learning is to 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 that 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. This education is intended to encourage and support continuous learning and is designed to address one or more of the 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
