The CIITE Project: International Credential Recognition

Transcription

1 CAPLA: October 20, 2008 The CIITE Project: International Credential Recognition Trevor Massey Executive Director, CIITE Funded by the Government of Ontario, Ministry of Citizenship & Immigration

2 Presentation Outline CIITE Historical Perspective CIITE Current Activities Focus on the Record of Education and Experience (REE) Focus on Credential Assessment Success Issues

3 CIITE The Vision Vision: That internationally trained immigrants (ITIs) have access to programs and services in the Ontario college system that build on their qualifications and expedite their securing employment in their field of expertise or in a related field

4 CIITE Purpose Objective: To improve the support structures and services colleges provide to skilled immigrants. Focus: The development and implementation of systemic solutions to address barriers to immigrants rapid entry into the workplace. Result: Improved services for skilled immigrants and more effective integration into the work force.

5 Colleges as a Pathway to Employment Immigrants choose colleges because colleges. Complement the foundational and theoretical international degrees/credentials with Canadian occupation-specific training and skill development. Provide the Canadian work experience that potential employers require through field placements/co-op/internships, etc. Are being re-structured to meet specific needs; e.g., bridging programs, fast-track, postgraduate certificates.

6 Colleges as a Pathway to Employment Immigrants choose colleges because colleges. Provide numerous supports and services along the continuum of immigrant needs, providing one-stop service Have well-established partnerships with industry, associations, employers and the community

7 CIITE: Historical Progression Phase 1: December 2003 December 2004: Identify barriers ITI's face in college system Phase 2: September 2005 December 2007: Develop and test selected immigrant focused practices and services in the college system Phase 3.1: April March 2009: Implement immigrant focused practices and services in the College System

8 History - Phase 1: Barrier Identified - Assessment of Credentials and Prior Learning Internationally trained immigrants (ITIs) are disadvantaged by the lack of consistent assessment standards and guidelines in the college system and because assessment for advanced standing or course exemption does not take place until after admission to a college program.

9 History - Phase 2: A Pilot Project on CA & AS Credential Assessment & Advanced Standing (CA & AS) Project Competency Assessment Project

10 History: CA & AS Project: Research Findings Academic credentials may not provide all relevant information needed in order to make decisions that recognize an individual s previous learning. There is inconsistency in how colleges communicate about, assess and process requests for credential recognition.

11 History - Phase 2: A Pilot Project Competency Assessment Key deliverables: Develop outlines of models that will assess the knowledge and skills of ITIs by program rather than on a courseby-course basis Design in Respiratory Therapy (regulated), Mechanical Engineering Technologist (unregulated)

12 CIITE: Phase 3 Objective Implement immigrant focused practices and services in the College System

13 CIITE : Phase 3 Current Activities ITI Advisement Credential Recognition Employment Services Cultural Proficiency

14 CIITE : Phase 3 Current Activities Francophone Issues Language Benchmarking Competency Assessment ITI Integration Plans ITI Data Collection Flexible/Modular Delivery

15 CIITE : Phase 3 Credential Recognition (The REE) REE: Implementation of the Record of Education and Experience (REE) will provide a process which places ITIs skills and knowledge into portable, web-based documents. The REE will: Improve the recognition by Ontario colleges of prior out-of-canada education and work experience and will result in more streamlined college-admissions and advanced-placement processes.

16 CIITE : Phase 3 Credential Recognition (The REE) con t Strengthen the confidence of employers in recognizing out-of-canada credentials of ITIs. By recording verified and equivalency-assessed prior education, it will facilitate employers willingness to hire ITIs for positions commensurate with their level of prior education and experience. Contribute to improved workforce integration of ITIs and address the shortage of skilled labor in Ontario.

17 Record of Education & Experience Client Centric (Owner)

18 Record of Education & Experience Secure Services

19 Record of Education & Experience Internationally Trained Immigrant View

20 Record of Education & Experience ITI View - Education

21 Record of Education & Experience ITI View - Experience

22 Record of Education and Experience Credential Evaluation Agency View

23 Record of Education & Experience College View

24 CIITE : Phase 3 Competency Assessment ITIs will have their skills and experience assessed more efficiently and effectively by colleges. Colleges will be able to provide new services to ITIs (e.g. more streamlined advanced placement). Employers and regulatory bodies considering hiring or licensing decisions will receive more detailed information on ITI candidates skills and experience.

25 What does CIITE mean by Competency Assessment? Competency assessment is a process whereby the competencies of an individual are evaluated in relation to a particular occupation, task, or process (i.e., what does a person know and can they apply their knowledge and skills to a particular standard? ).

26 What does CIITE mean by Competency Assessment? Competency assessment may be used for two purposes. The first is the assessment of prior learning to determine which components of a particular college program are lacking for graduation (competency assessment for education). The second potential application is the provision of a credential to accompany formal degrees, diplomas, and certificates which attests to practical abilities (competency assessment for employment).

27 What does CIITE mean by Competency Assessment? (cont d) The CIITE Competency Assessment Project design was based on two key assumptions of what is required to conduct viable, sustainable assessments of skills and experience in Ontario colleges. First, college competency assessments should be replicable across the Ontario college system so that ITIs can access assessment accordingly, and colleges can affordably offer appropriate assessment. Second, competency assessments should be based on program and professional requirements

28 Distinguishing PLAR and Competency Assessment PLAR Competency Assessment Purpose Identify, assess, and recognize skills that cannot be assessed through formal credentials based on the learning outcomes of college courses. Identify, assess, and recognize skills based on the learning outcomes of college programs and professional requirements. Demonstrate an individual s capability for professional employment in Canada. End Result Receive a grade for a college course. Grades for PLAR courses are included on college transcripts towards the achievement of a college diploma/degree. Receive credit for a college program or, if all competencies are demonstrated, a Letter of Achievement. Identify any skills/knowledge/values that are useful for employment/ licensure. Identify any skills/knowledge/values that require further development.

29 Phase 3.1 Overview The competency assessment activity in Phase 3.1 is developing, validating and piloting the model in two occupations: Respiratory Therapy (RT) and Mechanical Engineering Technology (MET). Teams of experts in each profession have developed the professions List of Competencies to be tested, as well as assessment tools. These will be validated by employers, regulatory bodies, and/or professional associations before being piloted in the colleges in the last three months of Phase 3.1.

30 CIITE: Phase 3 Competency Assessment Project Design Design a model that can be replicated across all programs and be applicable to all students with skills acquired domestically and/or internationally. Enable individuals to obtain a portfolio that presents their previous education and experience in a commonly recognized format. End product will be a portfolio advising individuals of: Skills and knowledge requiring further development Subject readiness for employment Referral to a regulatory body to complete certification (if applicable)