OEG programs aim to provide students with opportunities to learn more about how to relate positively with themselves, others and the natural world.
Drawn from these three domains of human relationships, OEG’s Educational Framework consists of the 3 core competencies and 13 specific competencies, as illustrated below:
OEG EDUCATIONAL FRAMEWORK
| CORE CURRICULUM Facilitated on all OEG programs. |
Value
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Definition
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| Respect & Responsibility for Self | A person values, respects, cares for, and takes responsibility for him/herself. | |
| Respect & Responsibility for Others | A person values, respects, helps, and cares for other people. | |
| Respect & Responsibility for the Environment | A person values, respects, cares for, and takes responsibility for the natural environment. | |
| SELF An individual’s personal life skills, psychological health and behavioural management. |
Specific Competency
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Definition
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| S1. Accepting Challenge | A person seeks out, thrives and benefits from taking on challenges. | |
| S2. Emotional Resilience | A person is able to effectively manage his/her emotional responses to difficult and stressful situations. | |
| S3. Goal Setting | A person is able to set appropriate goals and work towards achieving them. | |
| S4. Spirituality | A person has a sense of personal meaning and seeks a deeper understanding of him/herself and his/her life. | |
| S5. Physical Well-Being | A person has a sense of personal meaning and seeks a deeper understanding of him/herself and his/her life. |
|
OTHERS An individual’s capacity, skills, and behaviour with regard to cooperation and productive interaction with others. |
Specific Competency
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Definition
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| O1. Conflict Resolution | A person is able to find effective strategies for resolving conflicts he/she has with other people. | |
| O2. Community Action | A person actively cares for and fosters positive communities. | |
| O3. Followership | A person respects and supports his/her leaders and follows group rules. | |
| O4. Group Problem Solving | A person contributes positively to team work and solving group problems. | |
| O5. Leadership | An effective leader is a person who empowers others to get a job done. | |
| NATURAL WORLD An individual’s capacity to connect to and take care of the natural world. This may include awareness of, sensitivity to, and knowledge about the natural environment and human impact. |
Specific Competency
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Definition
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| NW1. Environmental Connection | A person experiences a positive and meaningful relationship with the natural environment. | |
| NW2. Environmental Understanding | A person is knowledgeable about the natural environment and local ecosystems. | |
| NW3. Environmental Action | A person attempts to reduce environmental damage and to take positive environmental action. | |
For each program, an OEG Senior Manager will work with our partner Schools to select a number of target learning outcomes from the Educational Framework.
OEG’s Learning Journey is an online survey system that invites students to reflect on their level of ‘competency’ in each of these target learning areas. The self-evaluation surveys allow students to rate themselves from 1 to 10 against a number of statements that relate to each target competency. These evaluative statements have been developed in collaboration with Canberra University and have been tested by ACER (The Australian Council for Educational Research).
Students can complete a pre-course survey and a post course survey. The Learning Journey survey system calculates the difference between the pre and post course self-ratings and generates a report per student, per group and per program. In addition to the numeric ratings, students are able to record their subjective pre program expectations, hopes, fears and goals and then, in the post-course survey, to record their subjective experiences and achievements.
This process and the reports it generates can enhance the value of OEG Learning Programs in three key ways:
- The Learning Journey forms an Evaluation Based Learning tool that, by engaging students in the learning process before and after a program, increases the likelihood and depth of the intended learning.
- Learning Journey reports provide Schools and OEG administrators with valuable data for maintaining and improving the quality and educational effectiveness of programs.
- The accumulation of data across many programs and Schools allows OEG to inform the effective development and continuous improvement of Outdoor Educational practice.
