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PRESENTATION HEADER Presentation Title Placeholder. The eQRm Framework. Credential Recognition for International Engineering Graduates Instructor’s Name | Instructor’s Organization. The eQRm Framework. Presentation Objectives Explain the underlying issue Trace the evolution of eQRm

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  1. PRESENTATION HEADER Presentation Title Placeholder

  2. The eQRm Framework Credential Recognition for International Engineering Graduates Instructor’s Name | Instructor’s Organization

  3. The eQRm Framework Presentation Objectives • Explain the underlying issue • Trace the evolution of eQRm • Present the conceptual framework • Identify key players • Explain the program creation process • Highlight an early adopter • Establish the business case for eQRm adoption • Share the participant experience

  4. Today’s Agenda Morning Session Introduction IEEQ Origins and Development C O F F E E eQRm Conceptual Framework Essential Partnerships L U N C H Afternoon Session Program Creation Process C O F F E E An Early Adopter: Ryerson The Business Case Review and Conclusion

  5. The eQRm Framework Introductions • Who are you? • Why are you here? • What would you like to accomplish?

  6. The eQRm Framework Why eQRm Programs Make Sense • IEEs are an important resource • There are current shortages of licenced engineers • Tried and tested models already exist • Engineering graduates become generous alumni • Resources are available

  7. Questions? Comments?

  8. 2. Foundations 2.1 The Issue

  9. The Issue Foundations • Origins and Development of the Internationally-Educated Engineers Qualification (IEEQ) Program

  10. The Issue • How to accommodate international engineering graduates who immigrate to Canada?

  11. The Issue How Big is the Challenge? • Engineering Immigrants • 1986-91: 12,000 • 1992-97: 35,000 • Immigrant % of Engineering Workforce • In BC: 19% • In Ontario: 30% • 2006 Engineering Registrants having received their engineering degrees from outside of Canada: 50%

  12. 2.2 Engineers Canada’s response: FC2I

  13. Engineers Canada’s response: FC2I An Agenda for Change • The profession should work together to: • facilitate the integration of international engineering graduates into the profession, • ensure that they can obtain their P.Eng. more quickly and efficiently, • avoid lowering admission standards or compromising public safety.

  14. Engineers Canada’s response: FC2I Credentials Recognition • Foreign Credentials Recognition (FCR) • Qualifications Recognition (QR)

  15. Engineers Canada’s response: FC2I Federal Government Perspective • Foreign Credentials Recognition should be: • Fair • Accessible • Coherent • Transparent • Rigorous

  16. Engineers Canada’s response: FC2I From Consideration to Integration (FC2I) An initiative of Engineers Canada and Engineering Licensing Bodies to: • Develop new and improved processes to help IEGs obtain their license • Assist IEGs to find engineering employment

  17. Engineers Canada’s response: FC2I FC2I Phases Phase 1: • understand the IEG experience • examine provincial and territorial engineering licensing procedures • learn from those who work with and employ IEGs

  18. Engineers Canada’s response: FC2I FC2I Phases • Phase II: • Analyze Phase I information • Identify areas for improvement • Labour market study • Employment • Communications • Licensing • Build consensus

  19. Engineers Canada’s response: FC2I FC2I Phases Phase III (current): • Implement the recommendations

  20. 2.3 A parallel response in Manitoba: IEEQ

  21. A parallel response in Manitoba: IEEQ Internationally-Educated Engineers Qualification program (IEEQ) engineering Qualifications Recognition model (eQRm)

  22. A parallel response in Manitoba: IEEQ IEEQ • One-year U of M program • Available to IEGs assigned 5 exams or fewer after assessment by APEGM • IEGs take courses with other engineering students over an 8-month period • Special Practicing Engineering in Manitoba course also required • Four-month paid work term

  23. A parallel response in Manitoba: IEEQ FC2I Recommendations Addressed by IEEQ • studying the feasibility of alternative evaluation systems • creating a “Working in Canada” seminar • promoting cross-cultural training • studying best practices for integrating IEGs into the workplace • developing a mentoring program.

  24. 2.4 The Working in Canada Course

  25. The Working in Canada Course Practicing Professional Engineering in Manitoba Course Working in Canada Course

  26. The Working in Canada Course Working in Canada Course Why at University? • IEGs are already well integrated into the student body • Keeps all course activities at one location • Facilitates development of a cohort network • Provides a venue for information sharing • Creates a sense of belonging

  27. The Working in Canada Course Working in Canada Course Alternatives to On-Campus Delivery • Continuing Education course • Immigrant Serving Agency delivery • Workshops delivered by the Regulator or Engineering Society • Distance Education • Delivery by a specific Industry or Sector group

  28. The Working in Canada Course Working in Canada Course Background • 90-120 minute timeslot, once per week over two university terms • 26 classes in all, divided into four modules: • Understanding Culture and Cultural Differences • The Organization & Regulation of Professional Engineering in Canada • Employability & Employment Maintenance • Engineering Law & Engineering Ethics • Participants are typically between 30 and 50 years of age • Course is continually evaluated and modified

  29. The Working in Canada Course Working in Canada Course The Primary Instructor • Registered as a P.Eng. • Background in industry • Formal education in post-secondary teaching and curriculum development • Personal experience with immigration and foreign residency

  30. The Working in Canada Course Working in Canada Course Use of Guest Speakers • Helps to address diverse content • Reinforces and validates challenging messages • Expands opportunities for students to meet Canadian practicing engineers

  31. The Working in Canada Course Working in Canada Course Industry Tours • 3-4 tours of typical Canadian engineering environments • Tours limited to 10 participants to encourage interaction between students and the hosts

  32. The Working in Canada Course Working in Canada Course English Language Support • Participants are required to take the Canadian Language Benchmark Assessment (CLBA) • Provincial CLBA locations available at: http://www.tcet.com/clba/locs.aspx • Access provided to an on-going English language training program • Access to up to 10 hours of an ESL tutor’s time

  33. The Working in Canada Course Working in Canada Course Approach to Course Instruction • Value placed on participant knowledge • Sage on the Stage approach to instruction is avoided • Class interaction is encouraged • Attention given to cognitive, behavioural, and affective outcomes • Learning built on and reinforced over time • In-class activities complemented by personal readings and assignments

  34. The Working in Canada Course Working in Canada Course Evaluation • The individual’s participation in class • Quizzes • Grading of critiques, papers and presentations • Personal reflections on learning assignments • Interviews with the instructor and counsellors

  35. The Working in Canada Course Working in Canada Course Results to Date • 9-24 months after taking the course, participants believe they would not be in the same career position without having attended IEEQ • Participants perceive IEEQ to be a time-effective alternative to Confirmatory Exams • Two of the three cohorts identified support mechanisms within IEEQ as a program strength. • Participants perceive IEEQ as a vehicle to transition and integration into Canadian professional engineering • The Working in Canada course model is a best practices in recognition and integration programs for immigrant professionals

  36. Questions? Comments?

  37. Coffee Break

  38. 3. eQRm Conceptual Framework 3.1 Guiding Principles

  39. Guiding Principles The Next Step: eQRm

  40. Guiding Principles The Regulatory Context P.Eng. = Academic Qualifications + Four years’ supervised experience

  41. Guiding Principles Assigned Exams • Generally a long process • The IEG normally undertakes the process alone • Exams are a one-shot opportunity • None of the immigrant’s other needs are addressed

  42. Guiding Principles Recommended Structural Features • Foreign Credentials Recognition • External Partnerships • Alignment with Access Programs

  43. 3.2 Licensure Paths

  44. Licensure Paths • Need to be considered Academically Qualified • Need 48 months of acceptable engineer work experience (at least 12 months in Canada)

  45. Licensure PathsWhere Assessment of Academic Credentials is Required Assessment of Academic Credentials This is a review of the transcript and course syllabi (course outlines) from the original bachelor degree in engineering The two most likely outcomes are: ProficiencyExams Required DETAILS Confirmatory Exams Required DETAILS 1. Complete the Proficiency Exams DETAILS 3. Complete the Confirmatory Exams DETAILS 4. Oral Interview DETAILS 2. Take the Courses at the University of Manitoba DETAILS 5. Take the Courses at the University of Manitoba DETAILS 6. Internationally Educated Engineers Qualification (IEEQ) Program DETAILS

  46. Licensure PathsWhere Assessment of Academic Credentials is Required Assessment of Academic Credentials This is a review of the transcript and course syllabi (course outlines) from the original bachelor degree in engineering The two most likely outcomes are: ProficiencyExams Required DETAILS Confirmatory Exams Required DETAILS 1. Complete the Proficiency Exams DETAILS 3. Complete the Confirmatory Exams DETAILS 4. Oral Interview DETAILS 2. Take the Courses at the University of Manitoba DETAILS 5. Take the Courses at the University of Manitoba DETAILS 6. Internationally Educated Engineers Qualification (IEEQ) Program DETAILS CONTINUE PRESENTATION

  47. Licensure PathsWhere Assessment of Academic Credentials is Required Licensure PathsWhere Assessment of Academic Credentials is Required Proficiency Exams Required (Upgrading to the level of a bachelor-level engineering degree from an accredited Canadian program). BACK

  48. Licensure PathsWhere Assessment of Academic Credentials is Required Licensure PathsWhere Assessment of Academic Credentials is Required 1. Complete the Proficiency Exams List of Examinations is provided by APEGM based on academic review. BACK

  49. Licensure PathsWhere Assessment of Academic Credentials is Required Licensure PathsWhere Assessment of Academic Credentials is Required 2. Take the Courses at the University of Manitoba Equivalent courses are determined by APEGM. Often one exam = two senior level courses at the university. BACK

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