TESL Ontario 2013 Conference

Transcription

1 TESL Ontario 2013 Conference Integrating Pathways to Language Learning Ontario Ministry of Citizenship and Immigration October 25, 2013

2 Outline 1) Ontario s Immigration Strategy 2) Ontario s vision for adult language training 3) Profile of Adult ESL and FSL Learners 4) Coordinated Language Assessment and Referral System (CLARS) 5) Federal/Provincial Program Coordination 6) MCI s Adult Non-Credit Language Training Program 7) Specialized Language Training and Bridge Training Projects 8) Learner Goals and Integrating Learner Pathways

3 % 55.7% 55.0% 54.6% 53.0% 51.5% 54.6% 52.5% 52.4% 54.5% 53.0% 54.5% 53.0% 54.8% 58.7% 59.3% 58.3% 54.1% 53.0% 53.6% 50.0% 47.0% 44.8% 42.4% 42.1% 40.0% 38.4% Admissions (#) Admission to ON (% of CA) Decline in Immigration to Ontario Continues 300,000 Permanent Resident Admission to Ontario and Canada, 1986 to % 250, % 200, % 40.0% 150, % 100, % 50, % - 0.0% ON as % of CA Ontario Canada Source: CIC, PRDS 2012 Since 2001, annual immigration to Ontario has declined by 34%; 148,639 (2001) to 98,826 (2012). In 2012, Ontario received the lowest share of immigration to Canada in over 30 years (38%). All other regions of the country (other than BC) have increased their share over the same time period. 3

4 Ontario Landings (Permanent Residents) in 2012 In 2012, Ontario s 98,826 permanent residents: 45,930 were in the Economic Immigrants (19,231principal applicants) 31,963 were in the Family Class 12,556 were Refugees 5,377 were from the "Other" class Among the 19,231 principal applicants arriving through the Economic Class, there were: Top 10 countries of birth of Ontario s Permanent Residents in 2012 were: Country # % (Principal Applicants) # Skilled workers 12,525 Canadian Experience Class 3,167 Live-in caregivers 1,938 Provincial/territorial nominees 988 Investors 528 Entrepreneurs 56 Self-employed 29 Total 19,231 India 15,768 16% People's Republic of China 13,441 14% Philippines 9,057 9% Pakistan 6,046 6% Iran 3,823 4% United States of America 3,184 3% Iraq 2,683 3% Egypt 2,529 3% Sri Lanka 2,426 3% United Kingdom and Colonies 1,674 2% 4

5 Ontario s Immigration Strategy Vision: A new direction for immigration attracting highly skilled workers and their families, supporting diverse communities and growing a globally connected economy. Goals: 1) Attracting a skilled workforce and building a stronger economy. 2) Helping newcomers and their families achieve success. 3) Foster welcoming and diverse communities. 5

6 Ontario s Immigration Strategy: (Selected) Implementation Activities to Date Target Enhance labour market forecasting, including consultation with employers and municipalities. Activity Developed 10 year forecast of projected job openings and in demand occupations/skills by Ontario s economic regions. Establish the Minister s Employers Table to better understand employer immigration needs and challenges, and to solicit employer feedback on issues of mutual interest. Enhance employer engagement in integration of immigrants, including recognition of champions. Launched the Minister s Employers Table in June 2013 (ongoing). Created an Ontario Award for Leadership in Immigrant Employment. Undertake an external review and evaluation of gaps and opportunities in foreign qualification recognition and determine the effectiveness of Ontario s interventions and investments in these areas. Commissioned KPMG to review FQR practices to make improvements and help immigrants achieve success. The evaluation report is expected to be released by June Enhance information and referral tools for attracting and recruiting immigrants to communities across Ontario. Continued funding for Municipal Immigration Information Online expansion projects focusing on international student supports, employer engagement and economic development initiatives. Explore and develop initiatives, including opportunities to partner with the Government of Canada, to increase Francophone immigration to Ontario and reach 5% Francophone immigration. Launched a Francophone immigration site to highlight and promote Francophone communities, as well as provide information on French language services. 6

7 Ontario s Vision for Adult Language Training A four-way partnership: 1. Ministry of Citizenship and Immigration (MCI) 2. Ministry of Education (EDU) 3. Ministry of Training, Colleges and Universities (TCU) And EDU MCI CIC TCU 7

8 Ontario s vision for adult language training I am an adult who wants to learn English or French as a Second Language. Coordinated Language Assessment and Referral Accessible Language Training Language Training Classes Adult Non-Credit Specialized Language Training Bridge Training LINC ELT OSLT Where am I going next? Post-secondary Accreditation Work Community 8

9 Demographic Profile of Adult ESL and FSL Learners Both English and French as a Second Language (ESL and FSL) learners share in common these key characteristics: they are mainly women, between years of age, with previous employment in white-collar occupations. Top source country is China. However, there continue to be notable differences in the demographic profile and learner needs of ESL and FSL respondents: ESL FSL Education 26% Completed university 61% Completed university Immigration Status (Selected Categories) 44% Permanent residents 34% Canadian Citizens 14% Refugee Claimants 3% Convention Refugees 63% Canadian citizens 32% Permanent residents 1% Refugee Claimants 1% Convention Refugees Length of Time in Canada 53% Less than 3 years 48% More than 10 years Currently Working 10% Working full-time 10% Working part-time 39% Working full-time 19% Working part-time FSL learners are more likely to have completed a university degree, working a full-time or parttime job, attained citizenship status and have lived in Canada for more than 10 years compared to ESL learners.

10 Program Eligibility To be eligible for ESL or FSL training, a learner must be an individual: 1. Whose first language is not English or French; and 2. Who is eighteen years old, or an early school leaver, or has completed his/her high school diploma and is not a day school pupil enrolled in any publicly supported day school in Ontario; and 3. (a) Who is a Canadian citizen, permanent resident, Convention refugee or a refugee claimant; or (b) (c) (d) Who is a provincial nominee, or their dependant, who has been approved through the Opportunities Ontario: Provincial Nominee Program but has not yet been processed to receive permanent resident status; or Who is a temporary foreign worker, or their dependant, who has been approved through the Canadian Experience Class but has not yet been processed to receive permanent resident status; or Who is approved as a foreign domestic worker admitted under the Live-In Caregiver program. 10

11 CLARS A key program enhancement currently underway is the development of a Coordinated Language Assessment and Referral System (CLARS), as a joint initiative with the federal government. CLARS will provide a single-point of access and a consistent approach to language assessment and referral for adult immigrants accessing both federal and provincial, English and French language training programs. Pilot testing of the new system has been underway in three regions (London, Kitchener/Waterloo/Cambridge, and Belleville/Kingston) since As of early Fall 2013, the piloting has been expanded into a number of additional regions, including Brantford, Cornwall, Peterborough, Hamilton, Niagara, Guelph, Peel-Halton, Durham, Sarnia, Guelph, Toronto, and York Region. Based on the results of the expanded pilots, preparation for further CLARS expansion will be made for the remaining regions of Windsor, the Northern regions (Thunder Bay, Sault Ste. Marie, Sudbury, North Bay), and Ottawa. The piloting is being reviewed and closely managed to ensure ongoing tweaks and improvements to CLARS are made throughout the phased implementation of CLARS. The CLARS annual volume of assessment covering both federal and provincial language training programs is estimated at 75,

12 Federal/Provincial Program Coordination FEDERAL COORDINATION Developing a Coordinated Language Assessment and Referral System (CLARS) with the federal government. MCI is also adopting a common, shared learner and course database (called HARTs - History of Assessment Referral and Training System) with CIC. HARTs will help provide up-to-date information on CLB / NCLC levels of all learners taking language training as well as a consistent course information template for all federal and provincial language training programs. Implementation of National Language Placement and Progression Guidelines providing consistency in the use of Speaking/Listening/Reading/Writing CLB/NCLC levels. Piloting Portfolio Based Language Assessment (PBLA) and working closely with CIC on the implementation plans Using Tutela.ca ESL/FSL resources repository Introducing Provincial Language Training Certificates similar to federal ones in all ESL/FSL courses. The certificates can also be used for citizenship applications where applicable. More initiatives to come Accessible Language Training 12

13 Federal/Provincial Program Coordination PROVINCIAL COORDINATION MCI works with the Ministries of Education and Training, Colleges and Universities to improve the coordination of programs and services for adult learners across the provincial government. This collaboration follows the recommendations of the Ontario Learns review of Adult Education programs (2005). Improved ministry coordination will help to improve access and better meet learner needs by: Accessible Language Training Following the no wrong door approach through the coordination of intake, initial needs assessment and referral services; and Clarifying the adult learning pathways for learners who may need to transition between programs funded by the three ministries. Working jointly on detailed PIAAC research analysis to help inform future program development 13

14 Adult Non-Credit Language Training Program The Adult Non-Credit Language Training program is part of the Adult Continuing Education programs offered by Ontario District School Boards, and is designed to help immigrants improve their language skills in English or French. The program has served as many as120,000 learners annually, in over 300 locations, with full-time / part-time courses offered at many levels of language ability, from beginner to more advanced ESL/FSL levels and include a variety of customized courses. Comprised of 2 main components: English as a Second Language (ESL) French as a Second Language (FSL) Language Training Classes Adult Non-Credit Specialized Language Training Bridge Training We have seen a significant decline in enrolment since the peak in , likely due to changing economic conditions and immigrant landings. FSL is a growing segment of language training program, with an approximate 25% increase in learners enrolled between the 2006/07 and 2011/12 school years and school boards delivering Adult Non-Credit FSL has doubled from 3 to 6 over the same timeframe. We will be introducing new ESL/FSL Curriculum Guidelines and online instructor resources to support the design and development of courses. We will also be looking into additional piloting to test online / blended models to further enhance learner access to ESL/FSL programs. 14

15 Specialized Language Training and Bridge Training Projects MCI funded Specialized Language Training (SLT) pilot projects provide occupationspecific language training at varying levels of language ability, both in and for the workplace. Projects have targeted over 7,000 learners and have developed a range of new courses. With over 40 new course resources available, many school boards have introduced these specialized and labour market geared courses in their programs. Language Training Classes Adult Non-Credit Specialized Language Training Bridge Training MCI has more than 100 active Bridge Training projects across the province, including three bilingual projects and seven in French. They are intended to help internationally trained immigrants to integrate and to quickly find jobs which match their skills, training and professional experience. These projects are organized into three categories (Getting a License; Getting a Job; Changing the System) and are delivered by a range of partner organizations (e.g., regulatory bodies, professional associations, community agencies, colleges and universities). All projects are unique and may include: occupation-specific language training; cultural competencies in the workplace; labour market orientation; professionspecific courses; work placements; and any other component considered necessary in the field. 15

16 Learner Goals and Integrating Learner Pathways Depending on their goals, learners who eventually complete their training in ESL/FSL may use their improved language skills for everyday life in their community, to access the labour market or training programs, or to pursue further education. To better help learners achieve their goals, through improved inter-ministry and intergovernmental coordination, we are: Following the no wrong door approach through the coordination of intake, initial needs assessment and referral services; and Clarifying the adult learning pathways for learners who may need to transition between programs funded by MCI, and the Ministries of Education and Training, Colleges and Universities. Where am I going next? Post-secondary Accreditation Work Community 16

17 Ontario s vision for adult language training I am an adult who wants to learn English or French as a Second Language. Coordinated Language Assessment and Referral Accessible Language Training Language Training Classes Adult Non-Credit Specialized Language Training Bridge Training LINC ELT OSLT Where am I going next? Post-secondary Accreditation Work Community 17