Presentation Outline

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Presentation Outline

• Diagnostic Survey of Universities FCR Policies
  and Practices
• Objectives and Research Methodology
• Key Observations and Findings
• Case Studies Highlighting Universities FCR
  Activities and Services
• Scoping FCR Engagement at Five Canadian
  Universities
• Exploring Potential for FCR Commitment in Others
• Main Learning Outcomes of FCR Delivery in the
  University Context
• Whats Working and Best Practices
• Key Considerations in Moving Forward

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FCR in the University Context
Diagnostic Survey
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Diagnostic SurveyObjective and Research
Methodology

• To determine current processes, practices and
  activities related to FCR in the university
  context, with a particular emphasis on academic
  recognition for the purposes of workplace entry
• Scope of Survey Instrument
• Policies and Practices
• Tracking IEPs access to institutions programs
  and services
• Assessment and Recognition of Foreign Credentials
• Language testing processes for assessing
  equivalency institutional distribution of
  responsibilities qualifications/training of
  personnel use of guidelines and principles use
  of international credit transfer tools
• Mentorships and Bridge Training
• Working with Other Organizations and Overseas
  Partnerships
• Opportunities, Challenges and Ideas for Change

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Diagnostic SurveyKey Observations and Findings

• Internationally-Educated Professionals vs.
  International Students
• Differentiating between these cohorts
  Identifying and tracking IEPs
• Delivery of FCR Programs and Services
• Professional faculties and registrar and
  admissions most involved in FCR services and
  activities
• Resources
• Significant barrier to further institutional
  engagement in FCR
• Overseas provision and capacity
• Greater understanding required of role
  universities can play here
• Linkages with COU-OPAS FCR project findings

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FCR in the University Context
Case Studies
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Scope of FCR EngagementDalhousie University

• Doctor of Dental Surgery (DDS) Qualifying Program
  (QP) since 1998
• Intensive 16 week module final two years of the
  regular DDS
• IEPs earn Dalhousie degree upon completion
• FCR for applicants rests with Association of
  Canadian Faculties of Dentistry (ACFD) who
  administer eligibility examination
• Program features include
• Strong faculty engagement in program delivery
• Sufficient space for QP participants to
  demonstrate manual skills
• Pairing of IEPs with regular student for clinical
  training
• Theatre department voice teacher coaching of
  participants with accents

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Scope of FCR EngagementÉcole Polytechnique de
Montréal

• Upgrading Programs in Engineering for Foreign
  Engineering Graduates
• Certificate of Professional Integration for
  Immigrant Engineers
• Short Upgrading Program for Foreign Engineering
  Graduates
• Candidates have their portfolios assessed by
  lOrdre des ingénieurs du Québec and submit with
  their application a list of the OIQ exams they
  must write
• Program features include
• Provincial government support
• Individual learning plans to effectively prepare
  IEP for OIQ exams
• Close links with Cégeps
• Modules on professional ethics, multiculturalism,
  cross-cultural communication, conflict resolution
  and teamwork
• Director of Academic Affairs sits on OIQ
  examination committee

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Scope of FCR EngagementUniversity of Manitoba

• Internationally-Educated Engineer Qualification
  (IEEQ) Pilot Program
• International Medical Graduate (IMG) Program for
  Family Practice
• Academic and Professional Bridging Program for
  Internationally-Educated Teachers (IET)
• International Dentist Degree Program (IDDP)
• Ancillary services supporting these programs
  include
• Admissions Office
• Director of Recognition of Prior Learning
• Specialized English language programs through
  Continuing Education and Red River College

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Scope of FCR EngagementUniversity of Manitoba
(contd)

• Overall program features include
• Development of an affirmative action or
  facilitation approach to admissions to bridging
  programs
• Appointment of Director of Prior Learning to
  assist units within the university to develop
  capacity for assessing experiential, non-formal
  and informal learning
• Use of a holistic approach in the design and
  delivery of bridging programs
• Cross-discipline collaboration
• Support from senior-level administration and
  faculty
• Support from professional and regulatory/licensure
  bodies

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Scope of FCR EngagementMcMaster University

• Engineering Degree Completion Program and
  Bachelor of Technology Degree
• International Medical Graduates (IMG) Program
• Specialized Bridging Program for
  Internationally-Trained Nurses
• Other related initiatives
• School of Rehabilitation Sciences on-line and
  face-to-face preparatory exam proposal for a
  transition program for immigrant occupational
  therapists and physiotherapists
• School of Graduate Studies common database of
  international academic qualifications project

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Scope of FCR EngagementMcMaster University
(contd)

• Overall program features include
• strong commitment of faculty members, coupled
  with high-level support from the university
  administration
• particular attention to the complexity and
  importance of language and communication in
  professional environments
• respect for the professional status of
  internationally-educated workers, and the
  consequent value they can add to the educational
  experience of regular stream students
• collaboration / partnership with other
  institutions and with regulatory bodies

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Scope of FCR EngagementYork University

• Internationally-Educated Nurses (IEN) Program
• Four month Qualifying Pre-Session (QPS)
  modified, four term Post-RN BScN
• Ancillary services supporting IEPs include
• York University English Language Institute
  (YUELI)
• Student Resources Centre, Faculty of
  Environmental Studies
• Admissions Office
• Program features include
• Provincial government support
• Individualized assessment of language and
  clinical proficiency and individual integration
  plans
• Professional mentorship
• Full-time or part-time study option
• Hospital and community clinical placements

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Exploring FCR Potential Athabasca University and
UNBC

• Athabasca University
• Potential overseas capacity for delivery of
  certain FCR-related information and services to
  internationally-educated professionals
• Possible platform School of Business Grouped
  Study International Project
• As distance education provider, has extensive
  experience with a range of assessment and
  articulation processes
• Centre for Learning Accreditation
• University of Northern British Columbia
• Potential for design and delivery of programs
  tailored to different cultural and professional
  circumstances
• Possible platform Nursing program or continuing
  studies department
• Well-established links with potential FCR
  partners in community, i.e. colleges, immigrant
  settlement organizations, regional authorities
• Senior leadership support

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FCR in the University Context
Main Learning Outcomes
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Universities FCR Best Practices

• Foreign credential assessment and recognition
  processes
• Coordinated efforts to ensure an accurate
  estimate is made of the potential of each IEP to
  succeed
• Preservation and enhancement of IEPs unique
  education and experience (acknowledging the value
  of this)
• Role of admissions
• Close coordination between admissions and
  bridging program directors
• Admissions processes that reflect a flexible
  approach using a combination of written tests,
  interviews and individual judgment by experienced
  professionals
• Training in language and communication skills
• Design and delivery of profession-specific
  language and communication modules

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Universities FCR Best Practices

• Role of continuous formative assessment
• Tailoring subsequent stages of an IEPs program to
  adjust for individual learning so that each can
  complete in the most effective and efficient
  manner
• Collaboration among all stakeholders
• Strong cooperation and collaboration as
  illustrated by relationships such as with
  professional and regulatory bodies e.g. ACFD and
  CCPE
• Work experience
• Inclusion of practical work experiences as well
  as specific co-op placements within bridging
  program structure
• Promoting early-on linkages with employers
• Leadership
• Moral, administrative and financial commitments
  made by universities

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Key Considerations Moving Forward

• Resources
• Assessing the costs and resources required, both
  for universities to deliver FCR programs and
  services and for IEPs to participate in them, in
  order to lay the groundwork and capacity for
  future delivery, sustainability and access
• Streamlining the role of assessment among FCR
  stakeholders
• Finding the most optimum means to ensuring
  consistency, timeliness and reliability of
  assessments
• Overseas delivery of pre-immigration information
  and services
• Seeking to better understand how universities can
  contribute to this function

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Key Considerations Moving Forward

• Developing professionally-relevant and sector
  specific language benchmarking assessments
• Finding ways to ensure IEPs are initiated into
  the dialect and culture of their profession
• Provide more mentoring opportunities
• Identifying a roadmap to guide universities
  ongoing FCR engagement. Essential components
  include
• Flexible stepped assessment
• Collaboration with licensing bodies, employers
• Graduate movement towards awarding standard
  Canadian qualifications
• Emphasis on communicative proficiency
• Provision of work experience
• Complete assessment of costs