Language Training Learning Event 2018

Transcription

1 Language Training Learning Event 2018 Operational Directions in Federally-Funded Language Training PNT Region February 21, 2018 John Biles & Karen Lui

2 Issues Regional Context PNT Region comprises of Manitoba, Saskatchewan, Alberta, the Northwest Territories and Nunavut Our teams are working across multiple jurisdictions with different political realities and contexts to get to consistency in program implementation for client service delivery Landings to each area, be it province or community, informs proportion of funding investment 2

3 Annual Landings by Province/Territory (FY ) NWT: 220 NU: 30 AB: 47,205 MB: 16,440 SK: 14,600 PNT REGIONAL TOTAL: 78,495 3

4 Newcomers Accessing Language Services (FY16-17) PROVINCE/TERRITORY LANDINGS ASSESSMENT CLIENTS (#) Alberta 47,205 12,025 18,395 Saskatchewan 14,600 3,935 6,175 Manitoba 16,440 5,410 9,020 Northwest Territories Nunavut PNT TOTAL 78,495 21,375 33,620 TRAINING CLIENTS (#) 4

5 Investments in Language Training Investment in language training has increased significantly over the past 3 years in the PNT region FISCAL YEAR (Apr-Mar) PNT INVESTMENT $69.6M $83.9M $91.7M 5

6 Landings vs. Clients Landings: Clients who immigrate to Canada as permanent residents to specific areas To consider: Optimal % of newcomer clients who should be accessing language or settlement services overall that the sector should be aiming to achieve Factors to be considered in determining that % Immigration category Country of Citizenship & first language Age Other? 6

7 Funding Priorities - National CFP 2015 Funding Guidelines [p. 10]: Language placement assessments and referrals to training Language training targeted at supporting newcomer engagement in basic social interactions and acquisition of Canadian citizenship (from literacy to Canadian Language Benchmark [CLB] 4 / Niveau de compétence linguistique Canada [NCLC] 4) Language training and skills resources that support labour market entry, including occupation or job specific language training, in or for the workplace, and enhanced language training where need warrants at basic, intermediate and advanced CLB/NCLC levels Alternative or distance language training and assessment for rural, remote, northern and Arctic communities that incorporates blended and informal language learning approaches. 7

8 Funding Priorities Regional & Jurisdictional CFP 2015 Funding Guidelines [p.15-17] A wider distribution of basic language training (from literacy to CLB/NCLC 4) within major centres and into areas with growing immigrant populations Establishment of in-person and virtual language training targeted at supporting newcomers to engage in basic social interactions and acquire Canadian citizenship (from pre-literacy to CLB/NCLC 4) Language training targeted at bridging students who exit from high school to postsecondary education Advanced level language training and resources targeted at labour market entry that include targeted labour market participation outcomes Formal language training in the workplace with employer partnerships targeted at workers in the trades and high-demand occupations Language training focused on specific identified components of CLB (reading/writing skills only; speaking/listening skills only) 8

9 Issues - Overview Discrepancies in language agreements Childminding waitlists for learners Language training coverage in small centres and rural areas Language training waitlists in urban areas Substandard occupancy in existing programs 9

10 Inconsistency in language agreements A national standard of capturing language training activities was implemented on all Contribution Agreements Standard wording and clauses were implemented regionally across all language agreements to reflect priorities: Service standard of access to language training within 60 days for clients at Lit- CLB 4 levels Organizations to prioritize the offering of Lit-CLB 4 classes in order to meet service standard Essential skills and strategies for academic and workplace success will be emphasized in CLB 5 and higher level classes Topics on employment skills and labour market information will be covered in CLB 5+ classes Employment and further education outcomes for Stage 2 programs Participation in language training and language assessment clusters 10

11 Inconsistency in language agreements Acknowledged that access to professional development varied across organizations Development of a standard professional development formula that considered organizational needs and non-ircc-specific conferences Language Assessors Learning Event Hosted by WELARC in Winnipeg, October 2017 Language Training Learning Event Hosted by NorQuest and ATESL in Edmonton, February 2018 Both learning events began with the creation of an advisory committee and a participant survey that asked teachers and assessors what kind of training and development they needed For LTLE, the survey had 627 respondents across 64 organizations with a 78% completion rate The survey results were used to develop the agenda and seek out subject matter experts to deliver the sessions 11

12 Inconsistency in language agreements The region continues to assess the discrepancies in access to technology across organizations Comparison of existing capital inventories Reviewing large funding requests or slippage reinvestment for equipment and capital at a regional level Ensuring that funded equipment for new technologies are fully-utilized, which is part of professional development Ie: LearnIT2Teach In January 2018, PNT Region created a language team to continue focussing on language-specific funding priorities and maintain consistency in the management of language agreements across all 5 jurisdictions 12

13 Childminding Waitlists In March 2017, 338 clients were on a LINC waiting list not due to lack of language seats, but as a result of limited childcare spaces As of January 2018, the child care waitlist is down 32% to 232 clients Increased investment in on-site childminding at LINC providers Funding of informal language training for mothers with babies Community daycare referral pilot program 13

14 Community Daycare Referrals During Operation Syria, IRCC funded a pilot in Edmonton for a single service provider organization to offer centralized and supported referrals to community daycares for clients accessing LINC programming at any school This program at the Edmonton Mennonite Centre for Newcomers (EMCN) currently serves 177 LINC clients with 257 children in addition to the existing on-site childminding seats that are funded at SPOs across the city There are no longer child care waitlist concerns in the city Piloting in Calgary through Centre for Newcomers (CFN) Will be rolling out in other jurisdictions in the region as needed in the fiscal year 14

15 Small Centres and Rural Communities To improve access for clients in smaller centres and rural areas: Funding of additional LINC Home Study and online LINC seats Work is currently being done to consider innovative models to further improve access and maintain quality programming Staff retention Professional development Enhanced connections between schools and instructors in small centres with each other and with organizations in urban centres 15

16 Issues Waiting Lists at Literacy to CLB 4 In March 2017, at its peak, there were 5,561 clients on language waitlists across the region 2,203 (40%) clients had been waiting for over 6 months 872 (16%) of those clients had been waiting for over 1 year 3,061 (55%) clients were at the Lit to CLB 4 levels For clients waiting at Literacy to CLB 4, this was a barrier in being able to obtain Canadian citizenship 16

17 Waiting Lists at Literacy to CLB 4 - Strategy Reduce number of Stage 2 language training providers Comprehensive language file review All additional investments to fund Literacy to CLB 4 classes to meet 60 day service standard 17

18 Waiting Lists Stage 2 Providers Concentrate funding for CLB 5+ classes to a smaller number of providers in each Urban jurisdiction to ensure that more Literacy and Stage 1 classes were made available Criteria: Class sizes are able to accommodate the national standard of clients per class Classes are located in different areas of an Urban Centre to provide clients with a variety of access options Seamless client pathways through complementary academic or employment-related programming or partnerships that increase chances of being able to track outcomes 18

19 Waiting Lists PNT Language File Review A comprehensive language file review was conducted in the region Review of waiting list data, class occupancy and the icare Waitlist Management and Language Referral Guidelines with all organizations Assessment centre procedures School intake and referral practices Demand for support services Opportunity for organizations to provide valuable feedback to the region, which has helped to inform updates to the national guidelines icare data needed to be accurate and reliable in order to make informed funding decisions on new investments After the initial review, the regional icare-reported waitlist decreased by 23% [5,561 to 4,280], without adding any new seats. 19

20 Waiting Lists Investments Prioritize funding to Literacy through to CLB 4 classes Requested that organizations reprofile Stage 2 classes to Literacy and Stage 1 Objective is for clients to be able to access training within 60 days of application to the program Once that service standard is being met on a consistent basis, we will uphold it for clients at CLB 5, then CLB 6, budget permitting With the current budget, PNT is not in a position to fund general LINC classes at CLB 7 or higher if we are to commit to those service standards for all Urban and Small Centres jurisdictions across the region In the September 2017 and January 2018 semesters, IRCC invested an additional $5,994,349 to add 476 more FTE seats to reduce waitlists in PNT *1 FTE is equivalent to 25 hours per week at 50 weeks per year 20

21 Waiting Lists at Literacy to CLB 4 (Jan-Dec 2017) 2500 Waiting Lists at Literacy to CLB 4 (Jan Dec 2017) Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17 Sep-17 Oct-17 Nov-17 Dec-17 AB SK MB *No waitlists reported in icare for NWT and NU 21

22 Emerging Issues Higher Level Language Higher-level language training programs that address targeted client settlement needs According to the client s Settlement Plan, what is his/her goal for obtaining language training beyond CLB 6? Is the client better served through a language program that is more targeted to academic or employment outcomes? Would they be better served though language in the workplace? Is there a specific competency or essential skill that requires further development in a more targeted way for the purpose of settlement? How are the outcomes of that program going to be measured? Do these programs exist, or are there any worth piloting? 22

23 Emerging Issues Ongoing Investment PNT region has invested $91.7M in language and associated support services, which accounts for 44% of the settlement envelope It is imperative that investments are maximized In negotiating amendments for the fiscal year, continue to address community waitlist pressures and program occupancy to determine level of investment in each organization The occupancy standard is 80%, which is in reference to regular attendance in comparison with the maximum number of seats, not enrolment Funded classes will need to meet the occupancy criteria, while maintaining demand by way of a small waitlist to account for client turnover within a 60 day period 23

24 Emerging Issues Client Access Class location and mode of delivery will also be taken into consideration, to ensure that there is a variety of easily-accessible options available to meet client needs Heat maps are being created based on postal codes of clients who have accessed language assessment services Blended, hybrid and online delivery models are flexible alternatives for clients who may not want or are not able to attend an in-person class, or where face-to-face is not an available option in the community 24

25 Emerging Issues Ongoing Client Management Reliable waitlist data input into icare and relationships with the assessment centres will be vital in continued waitlist management Examine the client management strategy of each jurisdiction Conversations will continue on a community level with language providers and assessment centres to determine roles and responsibilities in maintaining maximum occupancy across all organizations, reducing waitlists and continuing to work on client-centred service delivery A third party evaluation of language assessment centres will be conducted in Spring

26 Emerging Issues Literacy Clients Dedicate funding resources towards centres of expertise for Literacy programming Evaluate pathways and programs currently available to Literacy clients in each jurisdiction Ensure learning needs are being adequately met through funded programming in order to maximize settlement and integration for this client group 26

27 Emerging Issues Recruitment and Retention Shortage of qualified instructors and/or instructor retention in part-time programs Possibility of current part-time instructors being able to deliver face-to-face and remote language programming to provide more flexible full-time employment options Expand on partnerships with EAL instructor training institutions with the possibility of increasing class sizes with more practicum student supports in the classroom This would serve as instructor recruitment, provide practicum hours to aspiring teachers, as well as hands-on experience with PBLA ie: LINC Summer Assistants in Edmonton 27

28 Emerging Issues Small Centres & Rural Areas Barriers in accessing classes or training due to lack of child care services and/or public or private transportation Inadequate bandwidth to support online language programs Challenges in identifying client demand for services due to lack of partners in small communities where formal settlement or language organizations do not already have a presence National Small Centre Gathering on March 26-28, 2018 in Red Deer, Alberta Another opportunity for organizations to recommend potential solutions and identify gaps specific to small centres and rural communities 28

29 Emerging Issues Ensuring proportionate funding investment to small centres and rural communities based on landings data Enhancing connections between language-only organizations and settlement service providers for improved client service delivery Light-touch on-site settlement counsellors for language schools that are not co-located or formally-affiliated with a settlement organization Assessing the complementary role of conversational circles and other forms of informal language training as part of a client s learning Need for curriculum updates and/or resources at all levels appropriate for vulnerable populations Literacy learners, LGBTQ+, clients with disabilities 29

30 Emerging Issues Need for curriculum updates and/or resources at all levels to address reconciliation recommendations Knowledge of Indigenous histories and realities Programming targeted at young adult clients transitioning out of the school system Enhanced Settlement Workers in Schools (SWIS) with a language component for those of legal school-leaving age* Need for resources at all levels that are relevant to community context My Community section Urban vs. Small Centres vs. Rural Partnerships with umbrella organizations, Local Immigration Partnerships (LIPs), other levels of government and provincially-funded language programs * AB, SK, NWT & NU: 16; MB: 18 30

31 On the Horizon Immigration levels to Canada will be increasing by 40,000 individuals per year to 340,000 This will have an impact on all regions and to newcomer-serving organizations We will continue to see a growth in learners and will need to be ever more flexible in how services are delivered to meet client needs within capacity constraints 31

32 Decrease in Annual Landings (2016 vs. 2017) Alberta 49,200 42,125 Saskatchewan 14,855 14,680 Manitoba 16,820 14,695 NWT Nunavut PNT TOTAL 81,095 71,780 32