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Human capital of immigrants
Human capital content
Immigrant "quality" in Canada: more direct evidence of human capital content, 1956-1994
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=12294978&dopt=Abstract
Educational attainments of new arrivals in Canada over the period 1956 to 1994... Results show that, in the total immigrant inflows of any subperiod since 1956, the percentages of those with high school education or less have been declining and have been lower than those for the Canadian-born population, while the percentages of those with university degrees have been rising and have been higher than those for the Canadian-born population.Human Capital Content of Canadian Immigrants: 1967-1987
http://econpapers.repec.org/article/cppissued/v_3A19_3Ay_3A1993_3Ai_3A4_3Ap_3A357-366.htm
Over three major policy periods; 1967-73, 1974-79, and 1979-87, total human capital flows from all countries declined. Developed countries sent the majority (66 %) of this declining total over the period. The large decline in human capital flows is a result of changing immigration policies that restricted the total flow of skilled immigrants and favored other entry classes.Education, Credentials and Immigrant Earnings
http://www.cerforum.org/conferences/200305/papers/S5FerrerRiddell.pdf
This study examines how the human capital of immigrants is rewarded in the Canadian labour market. In order to focus on the recognition of immigrants' credentials, we distinguish between two dimensions of educational attainment: years of completed schooling and degrees, diplomas or certificates received. Doing so allows us to estimate "sheepskin" effects -- the gain in earnings associated with receipt of a degree or diploma, controlling for years of completed schooling.Does a Rising Tide Lift All Boats? The Labour Market Experiences and Incomes of Recent Immigrants, 1995 to 1998
http://www.ccsd.ca/pubs/2002/risingtide/risingtide.pdf
The large gaps in earnings between recent visible minority immigrants and other Canadians cannot be explained by inferior levels of formal education… The point system used for selecting immigrants brings many highly educated people to Canada. In 1998, 72% of immigrants in the “skilled workers” category had a university degree. The overall proportion of university graduates among all categories of immigrants – including refugees, family-class immigrants and independents – was substantially higher than that for Canadians in the same core working-age group: for immigrant men, it was 36% versus 18% for Canadian men; among immigrant women, 31% were university graduates compared to 20% of Canadian women. To some degree, higher levels of education among recent immigrants may reflect their relative youth, but they are striking nonetheless.Explaining the Deteriorating Entry Earnings of Canada’s Immigrant Cohorts: 1966-2000
http://www.statcan.ca/english/research/11F0024MIE/pdf/abstracts/series2/2-g.aydemir.pdf
Our results indicate that no more than one-third of the deterioration can be explained by compositional shifts in the knowledge of an official language, mother tongue and region of origin of recent immigrant cohorts. We also find little or no evidence that declining returns to foreign education are responsible... Summary, Statistics Canada’s Economic Conference, 2004Building Human Capital, A 21st Century Priority
http://www.innovation.gc.ca/gol/innovation/site.nsf/en/in02265.html
An educated work force is perhaps the most critical asset in the global, knowledge-based economy… However, the human capital challenge is not simply about raising the general level of education in society. It is about "gearing education and skills to meeting the ever growing, very focused needs of the economy." It is about "addressing the differing needs of workers across the education and skills spectrum"… Canadian Community Economic Development Network (CCEDNET)Changing Employers' Behaviour About Training
http://www.conferenceboard.ca/documents.asp?rnext=1503
Training and skills development is critical to increasing Canada's productivity and performance. This paper looks at employers' role in workplace training and the role of other stakeholders in helping them achieve their goals. Conference Board Report, December 2005Capitalizing on Canada's diversity is key to nation's future prosperity
http://www.rbc.com/newsroom/20051020diversity.html
If immigrants and women were employed at their level of education and skills training, earning equal pay to men born in Canada, personal incomes in Canada would increase by 21 per cent or $174 billion, and 1.6 million more working-age Canadians would be employed… A key issue in the report is immigration. Canada has been successful integrating immigrants into mainstream society; however, it has not truly capitalized upon the talents that immigrants bring with them. Many struggle when entering the workforce with their lack of employment experience in Canada, difficulties in transferring foreign qualifications and language issues, with only 40 per cent finding employment that matches their skill set. By addressing and providing solutions to each of these challenges, immigrants can be successful and productive in the Canadian workforce… RBC Special Report, October 20, 2005Immigrants still face experience gap
http://www.findarticles.com/p/articles/mi_m0LVZ/is_3_21/ai_n15794318
The Longitudinal Survey of Immigrants (2003) to Canada: Two years after they arrived in Canada, of those who found employment, about 4 in 10 found a job in their intended occupation. The situation was somewhat better among principal applicants in the skilled worker category who were aged 25 to 44. These individuals are selected based on a number of criteria including their education, language ability and employment skills and are deemed to be more likely to succeed in the labour market and contribute to the Canadian economy. Among this group, the vast majority, 90% or about 45,000, found employment during their first two years in Canada. Of those who did, just under half (48%) found a job in their intended occupation. The most serious problem or difficulty for prime working-age immigrants in finding employment was their lack of experience in the Canadian workforce. This was still the case after two years. Community Action, October 24, 2005Foreign-Trained Immigrants and Access to Regulated Trades and Professions
http://www.micc.gouv.qc.ca/publications/pdf/AccesProfessionsMetiers_Summary200502.pdf
The mandate of the Task Force on Access to Regulated Trades and Professions was to outline the difficulties involved in recognizing competencies and training, and to propose solutions to eliminate some of these problems. In order to fulfill this mandate, it consulted the people of Québec and those affected by the question of prior learning assessment and recognition. The opinions of the people and groups involved in this consultation have fostered a better understanding of the question and a discussion of possible solutions.A System in Crisis - 2004 Inter-Provincial Report Card on Language and Settlement Services in Canada
http://www.immigrantsandrefugees.ca/research_reports/Report_Card-_Exec_Summary-Feb_2_version.pdf
CIC’s current investment in immigration and in particular, language services and settlement services is increasingly failing to adequately support immigrants in their settlement process. Since 2002 there has been a further erosion of the infrastructure, community capacity and support systems to facilitate the integration of 225,000 immigrants annually… Unless the Government of Canada through the Department of Citizenship and Immigration Canada (CIC) acts decisively to re-invest in Canada’s Immigrant Settlement programs, the current waste of human capital will continue to grow along with increasing economic challenges in this country. The Government of Canada through CIC must take immediate preventative measures to ensure immigrants will be able to actively participate and contribute to Canada’s labour market and economy, regardless of where they reside.Brain Gain - The Economic Benefits of Recognizing Learning and Learning Credentials in Canada
http://www.conferenceboard.ca/press/documents/Brain_Gain_Detailed_Findings.pdf
There is a major learning recognition gap in Canada today. If eliminated, it would give Canadians an additional $4.1 billion– $5.9 billion in income annually… More than 540,000 Canadians stand to gain an average of $8,000–$12,000 each year from improved learning recognition… Three groups stand to gain the most: immigrants, people with prior learning gained through work and training, and transferees between post-secondary institutions or, in the case of licensed occupations, between provinces… An improved system for recognizing the learning of immigrants would result in a brain gain to offset the brain drain to the United States… Governments, employers and credential-granting institutions have options for action that can significantly improve learning recognition in Canada.How Much is Too Much?
http://www.atlantic.metropolis.net/index_e.html ; How Much is Too Much?
Immigrants can not be sent back if they fail to successfully integrate into Canadian society. Hence, Canada must err on the side of caution under any expanding programme. After all Canada admitted 50,000 high tech workers in the 1990’s just before the “IT” bubble burst which explains most of the current credentials crisis to any economist. How do we avoid similar problems as we expand to 350,000 immigrants? In short, I would subject all the 100,000 additional immigrants to a probationary period of three to five years. During this period I would require evidence of employment, adequate language acquisition and residence outside of Canada’s three major cities. Most would pass these tests and I would award citizenship with family reunification privileges after this three year successful period. For those who failed the tests I would not renew their visas or award family reunification privileges. (Speech to Atlantic Metropolis Atlantique, 2005)Are the targets appropriate to ensure that Canada has a skilled work force to participate effectively in the new economy?
http://www.innovation.gc.ca/gol/innovation/site.nsf/en/in02406.html
The targets are an unrealistic approach at increasing the numbers of immigrants, post-secondary students, and master’s students. Canada needs to address the present state of our skilled work force by endorsing proactive strategies that follow current career/educational trends. For example, women presently outnumber men at the university level. While there are over 300,000 female university students enrolled in Canadian universities, the vast majority of them are not planning to enter key fields such as engineering, computer science, trades etc. A key target that is missing is the effective development of the female demographic toward careers that will help to fill the skills shortage… This educated female demographic provides far more opportunity to fill the skilled labour shortage than the recruitment of foreign talent. In Canada, there is no national platform that effectively reaches this demographic toward encouraging them to pursue careers in these fields. Women in Leadership Foundation.
Migration, Human Capital and Skill Redistribution Across Canadian Provinces
http://strategis.ic.gc.ca/epic/internet/ineas-aes.nsf/en/ra01975e.html
Results suggest that the quality of education, in terms of skills acquired, received by international immigrants to Canada in their home country is typically lower than in Canada. Interprovincial migrants typically have a higher skill intensity than the Canadian-born non-migrant population. Overall, the two migration channels have opposite effects on skill disparities across the 10 Canadian provinces. International immigration tends to reduce provincial disparities whereas interprovincial migration tends to increase them. However, the net effect of the two channels on provincial disparities is clearly negative since in absolute value, the alleviating effect of international migration is more than twice as great as the effect of interprovincial migration.Getting Canada ready for work
http://www.cna.nl.ca/alumni/ReadyForWork.pdf
'We are moving into the decade of the colleges."… The skills shortage is one reason why community colleges and institutes, which operate in 900 communities, employ 70,000 people and serve over two million full-time and part-time students, are flexing their muscles in the world of post-secondary education… Indeed, in many fields colleges offer very sophisticated career education programs that universities cannot match… "Colleges are at the top of the vocational education hierarchy, in areas such as manufacturing and industrial design. By becoming more specific, colleges can be more advanced than anything the universities are providing."The Brain Drain is Real and It Costs Us
http://www.irpp.org/po/archive/sep99/devoretz.pdf
Lots of Canadians are always ready to move to the United States. When US immigration policy lets them, they go. Since 1989, the US border has been much more open to skilled Canadians, and they have started to move in substantial numbers. In economic terms they generally outperform both US natives and predecessor Canadian migrants. The flow of bodies is offset by a more than equal inflow of skilled migrants from the rest of the world, but such immigrants are not as productive as those who have left, and their resettlement here is costly. We urgently need policy that will both keep people from going to the US and persuade those who have already gone to come back.Reversing Africa's 'Brain Drain'
http://www.un.org/ecosocdev/geninfo/afrec/vol17no2/172brain.htm
The UN Economic Commission for Africa and the International Organization for Migration (IOM) estimate that 27,000 Africans left the continent for industrialized countries between 1960 and 1975. During the period 1975 to 1984, the figure rose to 40,000. It is estimated that since 1990 at least 20,000 people leave the continent annually… The UN Development Programme (UNDP) notes that in Africa, the loss of medical doctors has been the most striking. At least 60 per cent of doctors trained in Ghana during the 1980s have left the country… The phenomenon "is putting a huge strain on the continent… To fill the gap created by the skills shortage, African countries spend an estimated $4 bn annually to employ about 100,000 non-African expatriates. It is high time programmes and policies are put in place to reverse the devastating effects of the brain drain…Are Immigrants’ Human Capital Skills Discounted in Canada?
http://www.cerforum.org/conferences/200205/
papers/immigrants%20hk_word%20conversion.pdf
This study assesses the economic value of immigrants' human capital. Labour market experience and education obtained in foreign countries are significantly discounted in Canada. The economic return to a year of foreign experience is about one-third the value of a year of domestic experience, and the return to foreign education, while positive, is worth about twenty-five percent less than a year of education for a native-born Canadian. The differences in incomes between native and foreign-born Canadians can be fully explained by different returns to human capital.Are There Racial Barriers to Access to Professions and Trades for the Foreign-trained in Ontario?
http://www.ohrc.on.ca/english/consultations/race-policy-dialogue-paper-js.shtml
In setting the policy related to access to professions and trades for the foreign trained, there is no explicit reference to race as a factor. If one is using the strict definition of race, i.e., skin colour and features, then there are no barriers to access to professions and trades for the foreign educated. However, the issues involved are complex, multifaceted and political. Also, the effectiveness of a policy is found not only in the policy itself, but also in the practices in order to answer the questions posed. Let us therefore examine the entities to be mentioned below and their practices: the federal government, the Ontario government, accreditation agencies, and immigrants in the foreign trained professions and trades.Productivity and Building Human Capital for the “Bottom Third”
http://www.csls.ca/events/Andrew_Jackson.pdf
Despite all of the rhetoric on the need for lifelong learning in a knowledge-based economy, real opportunities to learn are very limited for the vast majority of workers in low paid/low skilled jobs. Lack of access to training means that the working poor are trapped in low productivity jobs, many of which are to be found in private consumer services. At the same time, low productivity jobs are a significant drag on the overall level of labour productivity and on productivity growth in the business sector… While no single policy lever is the answer to raising productivity and job quality in low paid/low skill work, paid training leaves under EI have the potential to help build more effective workplace and sector level training institutions of the kind which have worked well elsewhere... This proposal has the potential to move the rhetoric of lifelong learning for all much closer to reality.Human Capital, Productivity and Growth
http://economics.uwo.ca/centres/cibc/wp2005/Bowlus_Liu_Robinson02.pdf
Much of the difference in standard of living that opened up between Canada and the United States, particularly in the 1990's is found to be due to the different paths that the price of human capital took in the two countries. In particular, while the price of human capital fell in both countries throughout the 1980's and early 1990's, the price in the United States subsequently began a substantial recovery, in contrast to the continued decline in Canada. Since the wage a worker receives is the product of the (rental) price of human capital and the amount of human capital he or she has for rent, the change in the wage can be decomposed into price and quantity changes. The average Canadian worker fell behind the average United States worker mainly due to the fall in the relative price received for the human capital rented, rather than from any deficiency in the quantity of human capital.The Top Ten Symptoms of Immigration (US)
http://www.cis.org/articles/1999/back1199.htm
The worsening economic performance of immigrants is partly due to a decline in their relative skills across successive waves. The newest immigrants arriving in the country in 1960 were better educated than natives at the time of arrival; by 1998 the newest arrivals had almost two fewer years of schooling. As a result of this growing disadvantage in human capital, the relative wage of successive immigrant waves also fell. At the time of entry, the newest immigrants in 1960 earned 13 % less than natives; by 1998, the newest immigrants earned 34 % less.2004: The Year We Should Get Serious About The Potential of Immigrants
http://www.wes.org/ca/hotnews.asp?id=31&show=archive
Key stakeholder speaks to the waste of immigrant talent at Human Resources conference, 2003: Timothy Owen, Director of World Education Services, gave stark evidence of the wasted opportunity that employers may face by not recognizing Canada’s hidden pool of talent: immigrants with the skills to fill Canada’s looming skill shortage... Owen’s remarks reflect the growing frustration of a wide-ranging group of stakeholders, employers, and foreign-trained applicants. The gap between our immigration policies and on-the-ground hiring practices result in skills shortages, employment underutilization, and the growing economic cost of ignoring our human resource potential.
Recognition of International Experience and Credentials of Immigrants
http://www.crehs.on.ca/downloads/Summit%20submission%20to%20standing%20committee.pdf
The purpose of the Immigrant Skills Summit is to gain cross-sectoral input and commitment to a comprehensive regional strategy for attracting and integrating immigrant skills into the labour market. This strategy will form the basis for launching a Waterloo Region Immigrant Employment Council. Approximately 175 community leaders from diverse sectors will be attending the Summit. 2005Programs and Services for Immigrants
http://www.accc.ca/english/services/i-services/bt_programs.htm
Assessment and Foreign Credential Recognition; Education and Training Programs: LINC, ELSA and Francisation, English and French as a Second Language, Occupation-specific ESL; Bridging and Transition Programs: Applied Degree Programs, University Transfer Programs; Advisory and Counseling Services. The bridging and transition programs currently offered by colleges and institutes across the country focus on the following professions: nursing and health care workers, engineering and the trades. Colleges and institutes in Alberta, Ontario and Quebec are delivering these programs with special funding from provincial governments.Recognition of the International Experience and Credentials of Immigrants
http://www.accc.ca/ftp/briefs-memoires/immigration_brief_0505.pdf
The Association of Canadian Community Colleges recommends: The creation of a Pan-Canadian Network of Immigrant Knowledge, Skills and Credential Assessment and Recognition Centres in Canadian Colleges and Institutes - Developed in collaboration with and linked to local/regional Immigrant Serving Agencies, Linked nationally through the Association of Canadian Community Colleges;
Using the resources of the credential evaluation agencies and the standards/ credential evaluation frameworks of regulatory bodies and industry sector councils; Developing and implementing standard language assessment processes to meet the Canadian Language Benchmarks, including sector specific assessments; Referring immigrants to appropriate services to help them address skills and
experience gaps; Sharing knowledge, exemplary practices, tools and techniques across the country.Foreign Credentials
http://www.sdc.gc.ca/en/gateways/nav/top_nav/program/osi.shtml
The Program will improve the integration of internationally trained workers into the work force by working with key stakeholders to implement projects that will facilitate the assessment and recognition of qualifications acquired outside of Canada. Government of Canada, Human Resources Partnerships DirectorateInformation on assessment of qualifications
http://www.cicic.ca/professions/4141en.asp
Assessment of qualifications for foreign-trained teachers are done by each provincial or territorial office. However, these offices are not set up to assess foreign qualifications prior to your arrival in Canada… For immigration purposes only, you may contact any of the evaluation services for expert advice on how qualifications obtained abroad compare with credentials obtained in a Canadian province or territory.Canadian Information Centre for International Credentials (CICIC)
http://www.cicic.ca/indexe.stm
Information on Foreign Credential Recognition for further studies or professional qualification in Canada; What's New in Foreign Credential Assessment in Canada; The Alliance of Credential Evaluation Services of CanadaCredential Evaluation Services
http://www.cicic.ca/evaluation/services.en.stm
Province/Territory Basic Evaluation Detailed Evaluation Processing Time
Academic Credentials Assessment Service (ACAS)
Manitoba Free for MB residents Free for MB residents 4 to 6 weeks
International Credential Evaluation Service (ICES)
British Columbia CAD$125 CAD$225 4 to 8 weeks
International Qualifications Assessment Service (IQAS)
Alberta, Saskatchewan and Northwest Territories
CAD$100 CAD$200 3 to 5 weeks
Service d'évaluation comparative (SEC)
Quebec CAD$105 not applicable 45 days to 9 weeks
World Education Services Canada (WES)
Ontario CAD$115 CAD$200 7 daysCompetency Based Assessment Programs for Internationally Trained Professionals
http://www.maytree.com/HTMLFiles/ComBsdAssPrgIntTrnPro.htm
“The objective of these meetings was to begin a dialogue among regulatory bodies around challenges, successes and possible strategies in access to professions and trades (APT)…”Canadian Labour Force Development Board
http://www.onestep.on.ca/resource/files2/Reaching%20our%20full%20potential.pdf
Reaching our full potential: prior learning assessment and recognition for foreign-trained CanadiansExam failures upsetting to foreign doctors
http://thechronicleherald.ca/NovaScotia/468523.html
Of 12 foreign-trained doctors living in Nova Scotia who entered the Clinician Assessment for Practice Program offered by the College of Physicians and Surgeons of Nova Scotia in June, only one passed… Foreign-trained doctors can enter the Canadian Resident Matching Service for placement in such programs around the country, but are only eligible for selection in a second round after all graduating Canadian students have gone through the process… Apart from that very difficult route, there’s little else foreign-trained doctors can do to brush up on their skills… It’s a sin at this point of physician shortages… Chronicle Herald, December 2, 2005Career Bridge for internationally qualified professionals
http://overview.careeredge.ca/index.asp?FirstTime=True&context=0&FromContext=1&language=1
“Innovative internship program designed to address the dilemma of - no Canadian experience, no job; no job, no Canadian experience - that prevents many skilled immigrants from contributing to Canada’s economy.”Towards an enhanced knowledge base of Canadian university engagement in and key issues related to foreign credential recognition in Canada
http://www.aucc.ca/_pdf/english/reports/2005/credentials_05_22_e.pdf
An essential first step is to undertake a comprehensive environmental scan with a view to informing options for further next steps…. This exercise will culminate with a winter 2006 roundtable aimed at promoting policy dialogue among key stakeholders … and identify key issues. - A brief submitted to the House of Commons Standing Committee on Citizenship and Immigration Canada by the Association of Universities and Colleges of Canada (AUCC), March 2005Canada’s Youth: An Underemployed and Untapped Resource
http://www.conferenceboard.ca/education/reports/pdfs/Youth%20Sounding%20Board%20Report%20DRAFT.pdf
In Canada, we have a double-sided employment problem. On one hand, employers are reporting shortages of labour. On the other, 340,000 youth are currently looking for work in Canada and are unable to find it. The youth unemployment rate is 12.8 per cent, over twice the adult unemployment rate… Canadian youth are not reaching their potential, and consequently, the Canadian economy is not, either. This is largely because Canada is not properly leveraging its human capital in youth. Canadian youth face serious challenges when trying to break into the labour market. They have educational qualifications but lack crucial work experience… They stress their academic achievements at a time when, more than ever, employers are emphasizing appropriate workplace attitudes and behaviours… Canadian youth are staying in school longer, but are not necessarily returning to the labour market with the right mix of skills to succeed.Students Answer Skill Shortage
http://www.scoop.co.nz/stories/BU0511/S00202.htm
Students are the ideal people to fill employment gaps. They are affordable and very accessible. From skilled, technical positions to clerical, hospitality and retail positions, full-time, part-time or casual, they are able to find the ideal student to fill the gap... You might think you’ve got ages to beat the Christmas rush in your business but with only a few weeks to go it makes sense to organise extra help now... A student employee could be the perfect solution to help you over the next few weeks. NZForeign Credential Recognition
http://www.hrsdc.gc.ca/en/ws/programs/fcr/faq.shtml
Human Resources and Skills Development Canada (HRSDC) is implementing the Government of Canada’s FCR Program. FCR is a complex subject. It requires a variety of stakeholders and both the federal and provincial levels of government to work together. For example in the area of foreign credential recognition, there are 13 jurisdictions, more than 50 regulated occupations; more than 400 regulatory bodies; a vast employer community; and a large and active NGO community. Credential recognition for regulated occupations is a provincial responsibility that has been delegated in legislation to regulatory bodies. Regulated occupations account for approximately 15% of Canada’s labour market. The Government of Canada is also playing a role in facilitating foreign credential recognition in non-regulated occupations, which make up about 85% of the labour market. Non-regulated occupations are in sectors such as tourism, textiles, software technology and aviation maintenance.The Discounting of Immigrants’ Skills in Canada: Evidence and Policy Recommendations
http://www.irpp.org/choices/archive/vol11no2.pdf
The results correspond to our earlier finding that immigrants receive lower returns than the native-born, regardless of where their education was obtained… Existing assessment procedures are inconsistent and diffuse, they are under-used. This diminishes the value of the evaluations in terms of their final use. Assessment procedures are also handicapped by the difficulties that arise when immigrants come to Canada without the original documents from their home-country universities or colleges, which are needed for their educational attainment to be recognized in this country; these documents are often difficult to obtain once the immigrant has arrived in Canada.Strategies for Challenging Discriminatory Barriers to Foreign Credential Recognition
http://www.cavalluzzo.com/publications/newsletters/access_website.PDF
This paper argues that many of these barriers constitute systemic discrimination against foreign-trained individuals on the basis of at least their place of origin and arguably also, depending on the facts, on the basis of their ethnic origin, ancestry, race, colour and/or gender. Such discrimination is unlawful under both the governing provincial\territorial\federal human rights legislation and under section 15(1) of the Canadian Charter of Rights and Freedoms.History of Canada's Business Immigration Program (BIP) - Symposium on Immigration and Integration (1996)
http://artsci-ccwin.concordia.ca/geog/course_notes/bmigration.htm
The leading sectors for investor immigrant investment between 1986 and 1991 have been the accommodation, food and beverage industries (with 41 % of investment), construction (25 %), with the manufacturing sector only receiving 12 % of funds… The inability of some entrepreneur immigrants to establish a business in Canada, even after some period of residence, is as much a reflection of poor advice or monitoring by government officials as it is a reflection of a weak economy in parts of Canada or the dishonesty of the business migrant… A second problem concerns the lack of good publicly-available data to examine thoroughly the program's economic achievements. To date, most of the literature on the BIP has had to use data based on the business migrants' intentions and this does not permit the measurement of actual performance… The mobility of many BIP migrants within Canada has made it very hard to follow their progress, even over the few years of observation that are required for program compliance.Recognition of International Experience and Credentials of Immigrants
http://www.crehs.on.ca/downloads/Summit%20submission%20to%20standing%20committee.pdf
Opinions expressed in this brief were collated as part of the planning process for the upcoming Immigrant Skills Summit in Waterloo Region (2005). The purpose is to gain cross-sectoral input and commitment to a comprehensive regional strategy for attracting and integrating immigrant skills into the labour market. This strategy will form the basis for launching a Waterloo Region Immigrant Employment Council. Approximately 175 community leaders from diverse sectors will be attending the Summit.Immigrant Attraction Immigrant Skills Summit - Waterloo Region, 2005
http://www.crehs.on.ca/downloads/Immigrant%20Attraction%20Discussion%20Paper.pdf
Summary of recommended Action Plan – Analysis; Recruitment; RetentionNew Canadian Perspectives: Economic Approaches to Language and Bilingualism
http://www.canadianheritage.gc.ca/progs/lo-ol/perspectives/english/economic/index.html#3
An Economic Analysis of Language
The Economics of Language in a Virtually Integrated Global Economy
Speak and Ye Shall Receive: Language Knowledge as Human Capital
Bilingualism and Earnings: A Study Based on 1971, 1981 and 1991 Census Data
Bilingualism in Employee Recruitment and the Role of Symbolic Analysts in Leading Export-Oriented Firms
The Contribution of a Minority to its Region: The Case of the Acadians in New Brunswick's South East
Acadian Women and Business: A Recent Match, The University: Focus of Acadian Socio-Economic EmancipationLanguage Knowledge as Human Capital
http://www.canadianheritage.gc.ca/progs/lo-ol/perspectives/english/economic/ch3_01.html
At an individual level, the ability to speak an additional language adds to the store of human capital by increasing the number of possible trade partners an individual can have and thus should have a positive effect on labour market performance. However, at the other extreme, it is also possible that language knowledge could indirectly act as a barrier, particularly in the case of immigrants, because it acts as a marker by which the majority can label a minority. Thus, prospective employers can use accent and language to define "the other". This can then result in fewer opportunities within the work force. Polyglots may thus be in a rather unique position of having a piece of human capital which can both help and hinder employment opportunities.CIBC Human Capital and Productivity Project
http://economics.uwo.ca/centres/cibc/
An important background fact is that Canada's productivity levels have increasingly lagged those of the United States, coinciding with an increasingly lower standard of living in Canada relative to the United States. Human capital is widely viewed as intimately related to overall productivity levels, though the precise relationship is not well understood. The project seeks to improve our understanding of the nature of human capital and its relationship to productivity. It also seeks to provide analyses of important questions concerning Canada's productivity performance and the role played by government policy, including education policy. (UWO)Prepared to Teach: Teacher Preparation and Student Achievement in Mathematics
http://www.air.org/news_events/documents/AERA2004PreparedtoTeach.pdf
The model controlled for state licensing requirements, teacher undergraduate and graduate major, teacher experience, and the student’s family background. After controlling for these variables, they found no difference in the achievement gain between tenth and twelfth grades among students whose teachers had standard, probationary, or emergency certification. They argue that this result should, at the very least, cast doubt on the claims of the educational establishment that standard certification should be required of all teachers. American Educational Research Association 2004.Credential Evaluations for Licensing or Certification
http://www.wes.org/ca/evaluations/certification.asp
Occupational regulatory bodies require a credential evaluation prior to determining eligibility to write exams for admission. A WES evaluation can help expedite this process. Links to services.Responding to the Needs of Immigrants
http://www.accc.ca/english/publications/reports/for_immigrants.htm
Under the federal government’s initiative to develop an Immigration Internet Portal, ACCC conducted a diagnostic survey. The results of it provide a snapshot of how colleges and institutes are meeting the needs of immigrants within their communities, including initiatives that facilitate foreign credential recognition. This report also provides an overview of the barriers faced by colleges and institutes in delivering these services, the barriers faced by immigrants trying to access these programs and services, and the lessons learned.