The CIITE Project

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Metropolis Conference Calgary March 20, 2009
The CIITE Project Advancing Immigrant
Integration through Systemic Change The
Collaborative Experience of 24 Ontario
Colleges Trevor Massey, Executive Director
Funded by the Government of Ontario
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What is CIITE?

• What Is The CIITE project is a critically
  important sector strategy for strengthening the
  capacity of colleges to help internationally
  trained immigrants (ITIs) get the training and
  services they need to move quickly into
  employment that is consistent with their
  education and experience.
• College Engagement 21 of Ontarios 24 colleges
  are actively engaged in the CIITE program. All 24
  colleges are represented in CIITEs governance
  model and all have access to programs and
  services developed by CIITE.
• 2008-09 CIITE is currently completing the first
  year of its program-implementation-plan (called
  CIITE 3.1) and is now planning to transition into
  the second year (called CIITE 3.2).
• Funding CIITE is funded by the Ministry of
  Citizenship and Immigration, Government of
  Ontario

CIITE Colleges Integrating Immigrants to
Employment
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Why CIITE?

• Ontario has long been a magnet for the largest
  share of immigrants to Canada.
• Unfortunately, many highly educated and skilled
  immigrants experience barriers that delay or
  prevent their entry into the labour market at a
  level commensurate with their education and work
  experience .
• The Conference Board of Canada predicts that
  Ontario could be short 350,000 skilled workers by
  2025 and 560,000 by 2030
• Ontario can mitigate this skills shortage by
  engaging the talents of the immigrant population.
  
• Ontario colleges can be part of the solution

Problem Analysis CIITE Phase 1
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Why CIITE?

• In 2003 CIITE was established to identify the
  barriers within the college system for ITIs and
  to make recommendations for improving pathways
  from pre-entry through employment transition and
  into the workforce. This process engaged college
  leaders (including presidents), professional
  associations (e.g. OACETT), settlement agencies
  (e.g. COSTI) , employers (e.g. CIBC), academics
  (e.g. Naomi Alboim) and representatives from
  Ontarios Ministry of Training Colleges and
  Universities (MTCU).

Problem Analysis CIITE Phase 1
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Why CIITE?

• After extensive consultation, CIITE
  identified (December 2004) the following barriers
  faced by ITIs in the college system and commented
  on the capacity of colleges to address them
• Information and Advisement
• Assessment of Credentials and Prior Learning
• Language Proficiency
• Program Delivery
• Transition to Employment

Barriers to ITIs Discovered in the College
System
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Why CIITE?

• Through the CIITE Project, a plan was developed
  to address the barriers and increase the capacity
  of colleges to improve and expand programs and
  services to help ITIs expedite their pathways to
  employment .
• CIITE Phase 2 was launched in 2005 to explore
  and test ways to remove the barriers to
  employment for ITIs and to develop
  recommendations for change across Ontarios
  colleges.
• CIITE Phase 2 projects and findings culminated in
  establishment of CIITE Phase 3, the
  implementation phase. CIITE Phase 3 which is
  currently underway.

About CIITE Phase 2
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Why CIITE?

• The CIITE Phase 3 Project began April 2008 and is
  the subject of this presentation.
• CIITE Phase 3 is premised on the position that
  Ontarios colleges are well situated to provide
  programs and services to help internationally
  trained immigrants (ITIs) expedite their pathways
  to suitable employment
• CIITE Phase 3 is also premised on the judgment
  that a well-resourced central coordinating unit,
  working in collaboration with colleges and
  partners, is an effective way to bring about
  significant systemic change within Ontarios
  college system.

About the Current Phase 3
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About CIITE

• The CIITE Phase 3 Project is currently examining
  the following issues
• Has CIITE met its deliverables for 2008-09?
• Has CIITE enhanced capacity within colleges to
  better integrate the skilled immigrant into the
  workforce?
• Has CIITE been an agent for systemic change?
• As a central agency for coordinating the planning
  and implementation of programs that are to be
  delivered by colleges, has CIITE brought value to
  colleges?
• How will CIITEs newly introduced tools, programs
  and content be sustained by colleges?

Leading Systemic Change Some Questions
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CIITES Programs Mapped to ITI Barriers

• ITI Barrier Information and Advisement
• CIITE Programs
• ITI Advising and Referral services
• Pathway to Employment model for advisors
• Client Relationship database for improved
  advising
• ITI Barrier Assessment of Credentials
• CIITE Programs
• Credential Recognition/Record of Education and
  Experience (REE/My Record)
• Competency Assessment
• ITI Barrier Language Proficiency
• CIITE Programs
• Language Benchmarking (CLB)
• Interface with the Occupation Specific language
  Training (OSLT) program.

• ITI Barrier Program Delivery
• CIITE Programs
• Flexible/Modular Delivery of programs
• Competency Assessment
• Credential Recognition
• ITI Barrier Transition to Employment
• CIITE Programs
• ITI Employment Support
• Participation in employment programs with
  community partners
• ITI Barrier Discrimination
• CIITE Programs
• Cultural Competence Training
• Plans for training hiring managers of SME
  (Talent Development for Organizational
  Effectiveness TDOE)

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Advising Services

• Purpose To provide advising to ITIs, referring
  them to relevant college programs and services
  both inside and outside the college system
• Adviser Corp 20 FTE advisors at 15 colleges
• Definition ITI defined as an immigrant with
  academic credential and/or work experience
  obtained outside Canada
• ITIs Served Advisers served 4214 clients between
  July 2008 and February 28, 2009. 3748 (89) were
  ITIs.
• Success Measures Being developed
• Satisfaction 87 rated service good or excellent
  
• CRM New CRM application being installed to track
  and organize ITI relations/care
• Pathways to Employment Framework for advising
  being developed
• Acceptance Service embraced by colleges.

ITI-Specific College-Based Advising Highlights
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Advising ServicesPathway-to-Employment Framework
COMMUNITY PATHWAY
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Advising Services

• Purpose Colleges Advisement System is a new
  application that provides the data management and
  workflow capabilities required to support ITI
  Advisors.
• Functionality Provides ITI Advisers with the
  ability to manage and track data relating to
• ITIs (Contacts)
• Referral Agencies Organizations (Accounts)
• Referrals (Cases)
• Advisement (Service Activities)
• Functionality Workflows implemented to automate
  communication between ITIs and Advisors.
• System Advisement System was built on the
  Microsoft Dynamics CRM 4.0 Platform a flexible,
  robust, industry leading software platform.
• Acceptance CRM tool embraced by colleges

College Advising System New Application
for Tracking and Organizing ITI Relationships and
Client Care
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Advising Services
Sample CRM Screen Screen used by ITI Advisers to
Manage Service Activities
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Credential RecognitionRecord of Education and
Experience (REE/My Record)

• Purpose The Credential Recognition activity
  provides a systemic approach for recognizing the
  international education and work experience of
  ITIs. It focuses on streamlining the recognition
  of international credentials in the Ontario
  College system through the design and
  implementation of My Record and the Record of
  Education and Experience (REE).
• Features
• My Record is a web-based application which
  leads to the creation of a Record of Education
  and Experience (REE).
• Database developed and now in pilot phase
• Integrates with Ontario College Application
  Centre (OCAS)
• The REE is a report which captures an ITIs
  international education and work experience.
• Employer version of the REE will be created in
  the next phase (i.e. 09-10)

Record of Education and Experience (REE/ My
Record)
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Goals of the REE/My Record
Contribute to improved workforce integration of
ITIs and address the shortage of skilled labor in
Ontario.
Improve recognition of international education
and work experience by Ontario colleges
Streamline college-admissions and advanced
placement processes
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Credential Recognition
Sample REE/ My Record Contact Details
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Credential Recognition
Sample REE/My Record Validated Educational
History and Credentials Obtained
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Credential Recognition
Sample REE/My Record Detailed Credential
Analysis
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Competency Assessment

• General Competency Assessment is a process in
  which 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 he/she apply this knowledge and skills to
  a particular standard?).
• Purpose Competency assessment may be used for
  two purposes.
• 1. Assessment of prior learning to determine
  which components of a particular college program
  are lacking for graduation (competency assessment
  for education).
• 2. Provision of a credential to accompany formal
  degrees, diplomas, and certificates which attests
  to practical abilities (competency assessment for
  employment).

• About CIITEs Competency Assessment
• Program

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Competency Assessment

• The Pilot Program CIITEs Competency Assessment
  program developed process models and tools to
  assess the skills and knowledge of ITI against
  college program learning outcomes. Models and
  tools were developed for both regulated and
  unregulated professions and pilots are currently
  underway at 11 Ontario colleges.
• Two programs were piloted
• Mechanical Engineering Technology (unregulated),
  and
• Respiratory Therapy (regulated by the CRTO)
• Acceptance The concept is accepted by colleges
  but its large-scale implementation is impeded by
  costs issues and the need to resolve the role of
  government, licensing bodies and employers.

• CIITEs Competency Assessment
• The Pilot Program

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Language Benchmarking

• General Language proficiency is a key factor in
  the ITIs academic achievement as well as a
  major determinant in the ITI ability to
  successfully secure meaningful employment upon
  completing a college program
• Purpose CIITEs Language Benchmarking program
  called for
• 1. the systematic measurement and evaluation of
  the language demands of college programs with
  traditionally high ITI enrolment, and
• 2. a program to communicate the benefits of
  adopting Canadian Language Benchmarks (CLBs) in
  Ontarios colleges.
• Acceptance College faculty, primarily
  instructors in English language, supported the
  CLB as a benchmarking tool. However, acceptance
  of a CLB assessment tool still requires
  agreement.

• About CIITEs Language Benchmarking
• Program

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Flexible/Modular Delivery of Programs

• Purpose The Flexible/ Modular Delivery activity
  was designed to scan the range of flexible and
  modular programs across Ontarios colleges and
  evaluate the relevance of this programming to the
  specific needs of ITIs. The findings were to be
  shared with colleges with the hope of inspiring
  increased delivery of these programs.
• Program Concepts (selection)
• Condensed Programs e.g. offering 4 semesters in
  3
• Fast-track e.g. A program of reduced-length
  designed to accommodate a cohort of
  advanced-placed students.
• Weekend College e.g. Scheduling program delivery
  during weekends (e.g. Friday, Saturday and
  Sunday)
• Hybrid Delivery e.g. A mix of in-class and
  on-line delivery
• Acceptance Colleges are keen to deliver more
  explore flexible and modular programs but this
  activity seems limited by logistical challenges
  and government funding models.

About CIITES Flexible/ Modular
Program Activity
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Employment Support

• Purpose Audit 15 colleges on their provision of
  employment supports to ITIs and make
  recommendations for improvement.
• Process
• 430 ITIs participated in a bilingual online
  survey that benchmarked ITI employment needs and
  service experience.
• 126 community agency participants completed a
  bilingual online survey on college-community
  linkages.
• Consultations with colleges, Employment Ontario,
  TRIEC, CAPE and others provided valuable
  information.
• Over 100 college staff participated in a
  bilingual audit.
• Outcome 27 recommendations outlined to enhance
  employment supports to ITIs at Ontario colleges
  by combining knowledge obtained from surveys and
  audit tool. Report provides useful knowledge for
  all organizations providing employment supports.

About CIITEs Employment Support Activity
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Employment Support

• Select recommendations that can impact all
  organizations
• Embed ITI employment into strategic plans and
  multi-year agreements to ensure prioritization.
• Ensure all ITI programs provide a suite of
  meaningful, outcome based, occupation-specific
  services such as interview preparation, work
  placements, individualized career coaching,
  communication/language supports and mentoring.
• Ensure effective consultation of clients in new
  program development to validate the need for
  programming.
• Develop and deliver module-based training
  initiatives to build capacity to serve ITIs. ITIs
  report some dissatisfaction with service
  experiences across the board.
• Review existing service delivery and explore
  possibilities of integrating ITI programming
  within traditional frameworks to ensure
  sustainability and quality of service.
• Systemic collaboration initiatives between
  college system, employers, community agencies,
  ITI professional associations and ITIs necessary
  to develop effective solutions.

About CIITEs Employment Support Activity
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Cultural Competency

• Purpose CIITE has developed special tools and
  content to facilitate enhanced cultural
  competency at colleges and to allow colleges to
  gain the benefits of diversity and inclusion.
• CIITE-Delivered Cultural Competency Tools
• 1. A Cultural Competence Training package for
  college staff
• 2. A Facilitators Kit to enable college staff
  to build their
• capacity to lead training sessions
• 3. A Checklist for assessing Institutional
  Cultural
• Competency
• 4. A DVD depicting various case situations that
  augments
• training
• Training To model exemplary cultural competency
  training, CIITE has facilitated training sessions
  at some 13 Ontario colleges. To date, over 500
  college staff have participated in training.
• Acceptance Colleges have embraced this program
  and are acting to enhance institutional cultural
  competence.

About the CIITE Cultural Competency program
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Cultural Competency

• Purpose The Six Cylinders Framework was
  developed by DiversiPro to help Ontario colleges
  manage and develop diversity, inclusion, and
  cultural competence initiatives and strategies.
  The framework is one way of examining six key
  functions of an organization this is where
  diversity can be leveraged for greatest impact
  inside and outside the organization. Conversely,
  if these six areas are overlooked, the diversity
  initiative will have limited success or fail.
• The Six Cylinders of institutional cultural
  competency are
• 1. Leadership
• 2. Curriculum/Services
• 3. Hiring/Staffing/Contracting
• 4. The Workplace Environment
• 5. Community Connections
• 6. Marketing/Communications
• The Six Cylinders Developed by DiversiPro
  www.diversipro.com

About CIITEs Tool for Assessing Institutional
Cultural Competency
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College Action Plans

• Purpose The College Action Plan aspect of the
  CIITE Project is aimed at supporting colleges in
  their change process. Instituting a culture of
  organizational change, especially as it applies
  to addressing barriers to ITI integration,
  requires colleges to include the ITI agenda in
  their planning and priority setting, at the most
  senior and strategic levels.
• Process
• 1. CIITE developed tools and process for
  colleges to self-audit their ITI services and
  program delivery.
• 2. CIITE provided planning expertise and support
  resources so that participating colleges could
  create their own unique Action Plans.
• 3. CIITE created sustainable processes for
  addressing the needs of ITIs that can be
  replicated across the college system.
• Acceptance 11 colleges participated in the
  self-audit exercise. All are expected to complete
  Action Plans.

Integrating Immigrants to Employment About
College Action Plans
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QA
Trevor Massey Executive Director Colleges
Integration Immigrants to Employment (CIITE Phase
3.1, 2008-2009) Contact massey_at_collegeconnect.on.
ca www.CIITE.ca The CIITE Project is
delivered under the corporate umbrella of
CONNECT Strategic Alliances 210 Adelaide
Street West, Toronto, Ontario, M5H 1W7