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ERIC Number: ED376862
Record Type: Non-Journal
Publication Date: 1994-Jan
Pages: 66
Abstractor: N/A
Reference Count: N/A
The Generic Skills Subcommittee Final Report to the Academic Plan Steering Committee. General Education Task Force.
George Brown Coll., Toronto (Ontario).
Ontario's College Standards and Accreditation Council (CSAC) devised a plan to enhance three dimensions of college education: general education, generic skills; and vocational or professional education. The CSAC designates generic skills as practical life skills essential for both personal and career success, defining these practical, portable skills as: (1) communications, including language and literacy; (2) mathematics, including numeracy and mathematical concepts; (3) computer literacy; (4) interpersonal skills; and (5) analytical skills, including critical thinking and problem solving. George Brown College (GBC) has invested considerable effort into developing its own understanding of three-dimensional education, including the formation of task forces and subcommittees to address each dimension. The Generic Skills Subcommittee made recommendations as to what those skills should encompass and how instruction and skill development should be carried out. This report on the Generic Skills Subcommittee's discussions and recommendations begins by providing background on the CSAC's province-wide plan for college education, including a discussion of who determined the five skill areas and why; whether outcome-based education is the best approach for generic skills; the purpose of generic education; how generic skills relate to equity issues; what constitutes post-secondary levels for generic skills; and problems associated with the short timeline provided in the CSAC's plans. After part 2 explores the process used by GBC to develop a new "academic architecture" for the college, part 3 presents GBC's definition of generic skills, part 4 presents the recommendations of the fall 1993 Generic Skills Subcommittee, and part 5 discusses the implementation of recommendations common to the generic skills focus groups. Parts 6 through 10 focus on each cluster of generic skills, including lists of outcomes, measurement tools, evaluation criteria, essential skills, and recommendations. Finally, part 11 presents the Subcommittee's list of items for further attention. Contains 15 references. (KP)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: George Brown Coll., Toronto (Ontario).