OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 13

7. Drive the transformation of engineering education.

To rebuild the Ontario economy in the years to come, the province will require engineering talent that possesses the skills to innovate
and succeed in new market realities. Engineering is changing, and the requirements for engineers to demonstrate new competencies is
needed. As such, the learning objectives and outcomes need to shift to recognize this reality. However, while engineers are highly
competent and ready to perform in today's economy, engineering training and education has been constrained by an outdated
accreditation system, which impacts the ability for higher educational institutions (HEIs) to adapt curriculum and train the engineers
of the future.
Canada has an inputs-based (time allocated to learning) and not outcomes-based (what students have learned) accreditation system.
Assessment is based on a measure of curriculum content and quality by Accreditation Units (AU). AUs are an inputs-based metric which
measures in-class learning time, instead of focusing and organising programs around clearly defined outcomes students should
demonstrate when they leave school.
Engineering Deans Canada (EDC) has been requesting that the accreditation model be changed from an inputs-based to an
outcomes-based model, allowing HEIs increased flexibility to be innovative, creative, and inclusive with their curriculum.
Changes to the accreditation model have focused on increasing the curriculum requirements that must be met by university programs,
without improving the learning outcomes and skills acquired by students. This has placed an increased burden on students to acquire
knowledge that does not reflect current engineering practices. An outdated model means that engineering students are graduating
without the skills needed by employers.
To address this the Ontario Government should:

a) Convene a meeting with OSPE, and other stakeholders including but not limited to Engineering Deans Ontario (EDO), and

Professional Engineers Ontario (PEO) to discuss this issue and ensure that the appropriate actions are taken to improve

student outcomes.

b) Upon a better understanding of the key issues, convene a meeting with their provincial counterparts and other key

stakeholders, including but not limited to Engineering Deans Ontario (EDO), Engineering Deans Canada (EDC), Engineers

Canada, and the engineering regulators, to ensure that all provinces are taking action to improve student outcomes.

13

OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government

Table of Contents for the Digital Edition of OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government

OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - Cover1
OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 1
OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 2
OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 3
OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 4
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OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 6
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OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - 13
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OSPE - COVID-19 Economic Recovery Recommendations - Provincial Government - Cover4
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