1. Immigrants Views BC Internationally Trained Professionals Network BC Internationally Trained Professionals Network http://bcitp.net/downloads/site2/ BCITPNET_Surrey_summary.p df http://bcitp.net/downloads/site2/ BCITPNET_Surrey_summary.p df http://bcitp.net/downloads/site2/ BCITPNET_Surrey_summary.p df http://bcitp.net/downloads/site2/ BCITPNET_Surrey_summary.p df Look at what they perceive to be the barriers to the right employment: Look at what they perceive to be the barriers to the right employment:

2. Immigrants Views Poor info in home country: misleading Poor info in home country: misleading Not the right Canadian experience Not the right Canadian experience Perception that credentials were fake Perception that credentials were fake English and communications English and communications Costs Costs Time, income Time, income Discrimination Discrimination References not recognized References not recognized Long wait periods Long wait periods Changing requirements Changing requirements Poor feedback Poor feedback

3. Pathways 1: Regulated Professions : CSMLS Issues include time, costs and fees, complexity Issues include time, costs and fees, complexity How much cost should the profession itself bear? How much cost should the profession itself bear? Link language assessment to the profession Link language assessment to the profession Link to colleges and universities for bridging programs and PT studies Link to colleges and universities for bridging programs and PT studies Liability? Liability? http://www.csmls.org http://www.csmls.org http://www.csmls.org

4. Pathways 1: Regulated Professions: U of T Pharmacists Pharm Ed, June 2003, Vol3(2) pp87- 96 Pharm Ed, June 2003, Vol3(2) pp87- 96 50% of those licensed in ON are ITIs 50% of those licensed in ON are ITIs Go beyond credential-based evaluation and paper exams and portfolios Go beyond credential-based evaluation and paper exams and portfolios PLA is more holistic and robust for skill trades where knowledge in action is the key. PLA is more holistic and robust for skill trades where knowledge in action is the key.

5. Pathways 1: Regulated Professions : U of T Pharmacists Developed a direct assessment, competency based PLA program Developed a direct assessment, competency based PLA program Identified competency standards, developed the model, designed test stations, then measured competencies against the standards. Identified competency standards, developed the model, designed test stations, then measured competencies against the standards. Communicative competency formed an overarching superordinate category for assessment Communicative competency formed an overarching superordinate category for assessment

6. Pathways 1: Regulated Professions : U of T Pharmacists Logistics and costs were daunting ($1800 per candidate) Logistics and costs were daunting ($1800 per candidate) Inadequacy of TOEFL: need pharmacy-specific linguistic, communicative and cultural competency assessment... Inadequacy of TOEFL: need pharmacy-specific linguistic, communicative and cultural competency assessment... Quickly identified gaps in procedural knowledge expected in a Canadian pharmacy Quickly identified gaps in procedural knowledge expected in a Canadian pharmacy (B.C. process: 1,000 hours needed in Canadian/US setting). (B.C. process: 1,000 hours needed in Canadian/US setting).

7. Pathways 1: Regulated Professions Solution: build networks to help each other Solution: build networks to help each other Citizens who immigrated must help the newcomers along: give them experience, allow them to volunteer Citizens who immigrated must help the newcomers along: give them experience, allow them to volunteer Lobby for a minimum wage while they are going through the process Lobby for a minimum wage while they are going through the process Professional specific ESL, plus bridging programs Professional specific ESL, plus bridging programs

8. Pathways 2: non-regulated professions: Tourism Canadian Tourism Human Resource Council: a national sector council: Canadian Tourism Human Resource Council: a national sector council: http://www.cthrc.ca Uses a comprehensive system of competencies based on occupational standards, and common benchmarks to assess skills and abilities: Uses a comprehensive system of competencies based on occupational standards, and common benchmarks to assess skills and abilities: http://www.emerit.ca Model for other sectors? Model for other sectors?

9. Recognizing the Best What employers expect, need, and look for... K EP KnowledgeExperiencePerformance Multiple-choice exam

10. Recognizing the Best What employers expect, need, and look for... K EP KnowledgeExperiencePerformance 30% = Multiple-choice exam Evidence of practical experience

11. Recognizing the Best What employers expect, need, and look for... K EP KnowledgeExperiencePerformance = TCP TCS TCM Multiple-choice exam Evidence of relevant experience Practical assessment of performance

12. Pathways 2: non-regulated professions: Tourism Needs to map onto the educational system: we need a national credit transfer system among colleges to link with the employer driven system Needs to map onto the educational system: we need a national credit transfer system among colleges to link with the employer driven system Skills gaps: how do you handle the gaps? Colleges vary in how they can handle the gaps and provide PT learning. Skills gaps: how do you handle the gaps? Colleges vary in how they can handle the gaps and provide PT learning.

13. Pathways 2: non-regulated professions: Tourism For immigrants we then add the language and cultural issues For immigrants we then add the language and cultural issues CTHRC has a successful bridging program: Read-to-Work to support immigrants CTHRC has a successful bridging program: Read-to-Work to support immigrants Mis-match of skills levels required by immigration and those needed by the industry Mis-match of skills levels required by immigration and those needed by the industry

14. Pathways 3: Community Colleges Colleges are particularly well placed to help ITI They are focused on education that leads to work They are focused on education that leads to work They often have strong ESL offerings They often have strong ESL offerings They do PLAR They do PLAR They have strong links with many other community agencies: settlement agencies, governments, other providers etc. They have strong links with many other community agencies: settlement agencies, governments, other providers etc. So, they are positioned to play a central role… So, they are positioned to play a central role…

15. Big Issue: ITIs are people Complex Complex Unique Unique Have diverse backgrounds and experiences Have diverse backgrounds and experiences Have diverse needs Have diverse needs Each has the ability to succeed and prosper Each has the ability to succeed and prosper Each has the right to try Each has the right to try

16. Colleges are not…… We are not organized around a whole student of any sort: Program/ESL/Admissions/PLAR/Reg istration/Financial Aid/Counseling are all separate Program/ESL/Admissions/PLAR/Reg istration/Financial Aid/Counseling are all separate Externally, 3 levels of government/ occupational and regulatory bodies/employers/advocates/settlem ent agencies Externally, 3 levels of government/ occupational and regulatory bodies/employers/advocates/settlem ent agencies Each ITI needs a unique integration of a multitude of units Each ITI needs a unique integration of a multitude of units

17. Examples? Not easy to find examples, even in colleges, of where immigrants have received recognition for experiential learning Not easy to find examples, even in colleges, of where immigrants have received recognition for experiential learning VCC: Provincial Instructor Diploma VCC: Provincial Instructor Diploma

18. Provincial Instructor Diploma Each PID course has a description of the elements that a person has to submit as proof of equivalent competency: he/she submits documents that give evidence that they have, for example, developed a curriculum or actual teaching tools and instruments as evidence that they have the skill sets that are provided in the course. Each PID course has a description of the elements that a person has to submit as proof of equivalent competency: he/she submits documents that give evidence that they have, for example, developed a curriculum or actual teaching tools and instruments as evidence that they have the skill sets that are provided in the course.

19. Provincial Instructor Diploma But, few come with their course materials, and corroboration is needed to of the documents and tools that are submitted. But, few come with their course materials, and corroboration is needed to of the documents and tools that are submitted. Many such educators enjoy taking the courses because they provide a window into the culture of education here; and they are not overly concerned about getting recognition for their past experience. Instead, they enjoy the comparisons our courses provide into what and how they did the job in their homelands. Many such educators enjoy taking the courses because they provide a window into the culture of education here; and they are not overly concerned about getting recognition for their past experience. Instead, they enjoy the comparisons our courses provide into what and how they did the job in their homelands.

20. GOLETA program at UNL http://www.ulster.ac.uk/lll/resear chcentre/publications/pdf/apel_a nd_ll.pdf http://www.ulster.ac.uk/lll/resear chcentre/publications/pdf/apel_a nd_ll.pdf http://www.ulster.ac.uk/lll/resear chcentre/publications/pdf/apel_a nd_ll.pdf http://www.ulster.ac.uk/lll/resear chcentre/publications/pdf/apel_a nd_ll.pdf Section 2.3: Helen Peters Portfolio building for APEL Portfolio building for APEL An 8 week program for those with higher level English levels An 8 week program for those with higher level English levels Obtain a Certificate in PD Obtain a Certificate in PD

21. GOLETA program at UNL Personal development and Communication sessions Personal development and Communication sessions Weekly portfolio building sessions Weekly portfolio building sessions Group interaction very important Group interaction very important Each participant considered all aspects of their lives: skills, abilities and knowledge gained Each participant considered all aspects of their lives: skills, abilities and knowledge gained Principle benefit was self confidence and self knowledge, and the ability to analyze and describe gains form experience Principle benefit was self confidence and self knowledge, and the ability to analyze and describe gains form experience

22. GOLETA program at UNL This article is a good source of discussion about the challenges of the portfolio process for the immigrant This article is a good source of discussion about the challenges of the portfolio process for the immigrant Role of the tutor/counsellor is crucial Role of the tutor/counsellor is crucial Integration of theory/practice and personal experience is hard: the process of deriving the learning is as valuable as the learning itself: both parts should be valued formally in the portfolio process Integration of theory/practice and personal experience is hard: the process of deriving the learning is as valuable as the learning itself: both parts should be valued formally in the portfolio process

23. Contact Alan Davis VP Education Vancouver Community College adavis@vcc.ca