Colleges Integrating Immigrants to Employment. CAPLA Fall Focus Workshop & Annual General Meeting Toronto, Ontario November 25, 2005

Transcription

1 Colleges Integrating Immigrants to Employment CAPLA Fall Focus Workshop & Annual General Meeting Toronto, Ontario November 25, 2005

2 Purpose Project Background and Context Barriers for Immigrants Role for Colleges CIITE Project Rationale and Vision Benefits of the Project Recap of Phase 1 Phase 2 Projects and Participating Colleges Implementation Plan Contact Information Colleges Integrating Immigrants to Employment 2

3 Ontario receives over 100,000 immigrants each year 74% of immigrants ages are highly educated and trained Of these, 23% testify to being qualified in a regulated profession or trade Given the Federal government emphasis on points for education and work experience this trend will continue Percent 74.0% 72.0% 70.0% 68.0% 66.0% 64.0% 72.5% 74% 71% 67.8% Year Source: LIDS data (landed immigrants only) Citizenship and Immigration Canada. Figures obtained by: Ontario Ministry of Citizenship, Immigration and Settlement Unit. Based on immigrants aged Colleges Integrating Immigrants to Employment 3

4 Immigrants coming to Ontario have post-secondary education and/or training A greater percentage of newcomers have post-secondary education Of those with postsecondary education, over half have a bachelor degree Bachelor Doctorate Non-University Dip. M a s te r's Some University Trade Cert. Colleges Integrating Immigrants to Employment 4

5 Most Serious Difficulties Experienced When Pursuing Education or Training, Immigrants Aged 15 and Older, Ontario, 2001 Not enough money Language barrier Not enough time Not enough courses/full courses Foreign Qualifications not accepted 0% 5% 10% 15% 20% 25% 30% 35% Source: Statistics Canada, LSIC, 2003 Colleges Integrating Immigrants to Employment 5

6 Barriers for Immigrants Information labour market and types of jobs in sector, licensing requirements in occupation, how to look for work, resumes and interviews Credentials assessed Both academic degrees/diplomas and professional credentials Language Training (mostly available for low level speakers, settlementbased) and testing/assessment (usually academic in nature) Recognition for previous work experience Recognition for previous work experience Employers look for Canadian Experience how does immigrant translate what they know and can do so Canadian employers understand their capacity? Bridging Education Most need some upgrading (i.e. technical language, skills training, employment preparation) Colleges Integrating Immigrants to Employment 6

7 Plans to Obtain Further Education/Training by Educational Attainment, Immigrants Aged 15 and Older, Ontario, 2001 Highest Level of Education High School or Less Some Post-Secondary Proportion with plans to attain further education (%) 61.8% 77.8% Formal Qualification Non-University Certificate or Diploma Bachelor's Degree or Above 66.3% 64.0% 66.7% Total 65.8% Source: Statistics Canada, LSIC, 2003 Colleges Integrating Immigrants to Employment 7

8 Stakeholders with Responsibility to Address Barriers Federal Government -Promotes, recruits, selects -Information provision Language training and employment programs Other Stakeholders -Employers -Advocates (i.e.) Maytree -Municipal government Post-Secondary Colleges/ Universities -Provide upgrading/training courses Immigrants Provincial Government - Education/training - Licensure of trades - Funding for bridging programs, WES - Employment programs and language training - Settlement programs Occupational/ Regulatory Bodies -Set entry-to-practice standards Community Groups -Provide language training and employment preparation Colleges Integrating Immigrants to Employment 8

9 Role Colleges can play Approximately 60,000 immigrants per year bring professional or technical qualifications and other degrees, diplomas or certificates. The vast majority will need some type of training/upgrading in order to find work in which they were trained overseas. Recent survey of immigrants indicated that two-thirds of new immigrants had planned to pursue further education or training upon arrival in Canada. 43% of immigrants had enrolled in at least one training program in Ontario, including language training (68%), post-secondary courses (23%) and job-related courses (9%). Providing appropriate training for this potential student population is a role colleges are ideally poised to undertake. Source: Stats Canada: LSIC: Process, Progress, and Prospects, September Colleges Integrating Immigrants to Employment 9

10 CIITE Project Rationale Individual programs designed to meet immigrant needs are encountering the same systemic issues Build on the knowledge gained to date and collaborate on an integrated, systemic approach Potential gain is huge: estimated impact of the project will be on 8,400 immigrants annually Colleges Integrating Immigrants to Employment 10

11 CIITE Vision Vision Internationally trained immigrants have access to programs and services enabling them to identify and navigate a pathway in the Ontario college system that builds on their qualifications and expedites employment in their field of expertise Colleges Integrating Immigrants to Employment 11

12 Key Features of the Vision Internationally trained immigrants have access to: Information, advice and services tailored to their specific education and employment needs Assessments of their academic credentials, prior learning, and language in a standardized, transparent and timely manner College programs, which build on their existing skill and add only the components they require such as language and other supports as needed Specialized bridging opportunities to upgrade their skills or fill gaps where regular programs of instruction are not appropriate Language programs which assist them in attaining the level of English or French proficiency required for success in the workplace Colleges Integrating Immigrants to Employment 12

13 Key Features of the Vision Employers recognize, value and have confidence in the skills and abilities of internationally trained immigrants who have successfully completed a college process Educators, employers, regulators, community groups, service providers and governments work in partnership on solutions to improve access to employment for internationally trained immigrants College funding sources, financial assistance programs, and government policies reflect the importance of access to colleges and the labour market by internationally trained immigrants Colleges adopt system-wide and customized solutions to serve internationally trained immigrants based on local needs Colleges Integrating Immigrants to Employment 13

14 Benefits of the Project To Government: Reduced time from immigrant arrival to integration into the provincial economy will reduce social costs and benefit the economy Potential increase in student seats as a result of improved processes (eg. elimination of unnecessary training) To College System: Improved service levels and education pathways that better meet student needs Better prepared and informed college faculty and staff Increased efficiency in identifying optimal learning paths will result in less duplication of effort and reduced processing times Colleges Integrating Immigrants to Employment 14

15 Benefits of the Project To Individuals: Improved postsecondary systems that assist individuals in appropriately recognizing and utilizing previous education and experience Elimination of duplication of training and unnecessary programs Reduced time from immigrant arrival to integration into workplace at a level commensurate with previous education, skills and experience Colleges Integrating Immigrants to Employment 15

16 Phase 1 Results Ministry agreed to fund five projects for a total budget of $5 million: 1. Admissions 2. Advisement Models 3. Credential Assessment and Advanced Standing 4. Language Proficiency (Assessment) 5. Employment Preparation The following project areas recommended in Phase 1 are currently on hold at the request of the Ministry, pending further discussions: Prior Learning and Assessment and Recognition Language Proficiency (Delivery) Program Delivery Workplace Experience Colleges Integrating Immigrants to Employment 16

17 Phase 2: Participating Colleges Admissions Project Advisement Project Credential Assessment and Advanced Standing Project Language Proficiency Project Employment Preparation Project Algonquin, Cambrian, Fanshawe, Seneca, St. Clair, OCAS Algonquin, Centennial, George Brown, St. Clair Algonquin, Centennial, Fanshawe, Seneca, WES Algonquin, Centennial, George Brown, La Cité, Mohawk, Seneca, Sheridan Fanshawe, Mohawk, Niagara, Sheridan Colleges Integrating Immigrants to Employment 17

18 Implementation Plan Project Oct 05 Nov 05 Dec 05 Q Q Q Q Q Q Q Q Admissions START-UP Advisement START-UP Credential Assessment & Adv. Stdg START-UP Language Proficiency START-UP Employment Preparation START-UP Colleges Integrating Immigrants to Employment 18

19 Communications For project updates please go to our website: Project Office Contacts: Executive Director Bill Radford ext Entry & Employment Project Manager April Lim ext Language Proficiency Project Manager Eva Kowara ext Language Expert Maria Glass ext Coordinator Leah Teklemariam ext Executive Assistant Luba Pazyuk ext Colleges Integrating Immigrants to Employment 19