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
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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
Today’s Agenda
Morning Session
Introduction
IEEQ Origins and Development
COFFEE
eQRm Conceptual Framework
Essential Partnerships
LUNCH
Afternoon Session
Program Creation Process
COFFEE
An Early Adopter: Ryerson
The Business Case
Review and Conclusion
The eQRm Framework
Introductions
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Who are you?
Why are you here?
What would you like to accomplish?
The eQRm Framework
Why eQRm Programs Make Sense
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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
Questions? Comments?
2. Foundations
2.1 The Issue
The Issue
Foundations
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Origins and Development of the Internationally-Educated
Engineers Qualification (IEEQ) Program
The Issue
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How to accommodate international engineering graduates
who immigrate to Canada?
The Issue
How Big is the Challenge?
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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%
2.2 Engineers Canada’s response: FC2I
Engineers Canada’s response: FC2I
An Agenda for Change
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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.
Engineers Canada’s response: FC2I
Credentials Recognition
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Foreign Credentials Recognition (FCR)
Qualifications Recognition (QR)
Engineers Canada’s response: FC2I
Federal Government Perspective
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Foreign Credentials Recognition should be:
– Fair
– Accessible
– Coherent
– Transparent
– Rigorous
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
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
Engineers Canada’s response: FC2I
FC2I Phases
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Phase II:
Analyze Phase I information
Identify areas for improvement
– Labour market study
– Employment
– Communications
– Licensing
Build consensus
Engineers Canada’s response: FC2I
FC2I Phases
Phase III (current):
• Implement the recommendations
2.3 A parallel response in Manitoba:
IEEQ
A parallel response in Manitoba:
IEEQ
Internationally-Educated Engineers Qualification program
(IEEQ)
engineering Qualifications Recognition model (eQRm)
A parallel response in Manitoba:
IEEQ
IEEQ
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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 8month period
Special Practicing Engineering in Manitoba course also
required
Four-month paid work term
A parallel response in Manitoba:
IEEQ
FC2I Recommendations Addressed by IEEQ
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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.
2.4 The Working in Canada Course
The Working in Canada Course
Practicing Professional Engineering in Manitoba Course
Working in Canada Course
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
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
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
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
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
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
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
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
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
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
Questions? Comments?
Coffee Break
3. eQRm Conceptual Framework
3.1 Guiding Principles
Guiding Principles
The Next Step: eQRm
Guiding Principles
The Regulatory Context
P.Eng. = Academic Qualifications
+
Four years’ supervised experience
Guiding Principles
Assigned Exams
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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
Guiding Principles
Recommended Structural Features
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Foreign Credentials Recognition
External Partnerships
Alignment with Access Programs
3.2 Licensure Paths
Licensure Paths
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Need to be considered Academically Qualified
Need 48 months of acceptable engineer work experience (at
least 12 months in Canada)
Licensure Paths
Where 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:
Proficiency Exams Required
Confirmatory Exams Required
DETAILS
DETAILS
1. Complete the Proficiency
Exams
DETAILS
3. Complete the
Confirmatory
Exams
4. Oral Interview
DETAILS
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
Licensure Paths
Where 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:
Proficiency Exams Required
Confirmatory Exams Required
DETAILS
DETAILS
1. Complete the Proficiency
Exams
DETAILS
3. Complete the
Confirmatory
Exams
4. Oral Interview
DETAILS
DETAILS
2. Take the Courses at the
University of Manitoba
DETAILS
5. Take the Courses
at the University of
Manitoba
DETAILS
CONTINUE PRESENTATION
6. Internationally
Educated Engineers
Qualification (IEEQ)
Program
DETAILS
Licensure Paths
Where 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
Licensure Paths
Where Assessment of Academic Credentials is Required
1.
Complete the Proficiency Exams
List of Examinations is provided by APEGM
based on academic review.
BACK
Licensure Paths
Where 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
Licensure Paths
Where Assessment of Academic Credentials is Required
Confirmatory Exams Required
(Confirmation of academic background; possibly
addressing an identified gap in academic background)
BACK
Licensure Paths
Where Assessment of Academic Credentials is Required
3.
Complete the Confirmatory
Exams
List of Examinations is provided by APEGM
based on academic review.
BACK
Licensure Paths
Where Assessment of Academic Credentials is Required
4.
Oral Interview
If applicant has more than ten years
engineering experience in their field of
engineering they may request an interview
BACK
Licensure Paths
Where Assessment of Academic Credentials is Required
5.
Take the Courses at the
University of Manitoba
Equivalent courses are determined by
APEGM. Often one exam = two courses at
the university.
BACK
Licensure Paths
Where Assessment of Academic Credentials is Required
6.
Internationally Educated
Engineers Qualification (IEEQ)
If applicant is assigned 5 or fewer exams and
has the requisite language skills, they can
apply to the IEEQ Program at the University
of Manitoba.
BACK
Questions? Comments?
4. eQRm – Essential Partnerships
4.1 Key Partners and Their Roles
eQRm – Essential Partnerships
Partners and Their Roles
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Provincial Regulator
Degree-granting institution
Industry
Immigrant Support Agencies
Funding Agent
eQRm – Essential Partnerships
eQRm
University
Partnership Concept
ACADEMIC REVIEW
Regulator
MEMBERSHIP
IN PROFESSION
CO-OP
COMMUNICATION
SKILLS
MENTORSHIP
JOB SKILLS
Settlement
Industry
eQRm – Essential Partnerships
Regulator’s Role
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Guidance
Forwards participants
Assesses academic qualifications
Accepts qualifications on successful completion of the eQRm
program
eQRm – Essential Partnerships
The University’s Role
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Program set-up
Co-ordinate stream of applicants from Regulator
Day-to-day operations (e.g. classroom instruction, guest
speaker recruitment, etc.)
Administrative support
Financial support for students (i.e. bursaries, etc.)
eQRm – Essential Partnerships
Industry’s Role
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Provides input on committees
Makes co-op placements available
Bursaries and grants
Hires graduates
eQRm – Essential Partnerships
Community Partners
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Immigrant support services
Settlement agencies
Language skills training
Cultural awareness instruction
eQRm – Essential Partnerships
Funding for:
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Salary
Office costs
Classroom space
Administrative support
Services in kind
Paid co-op placements
4.2 The eQRm Leadership Organization
eQRm Leadership Organization
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Usually a university
Usually a Faculty of Engineering
eQRm Leadership Organization
Reasons for Centering eQRm
Programs at Universities
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IEGs can be benchmarked against CEAB-accredited
programs
IEGs are already on campus
Infrastructure is in place to deliver services
IEGs can take advantage of existing co-op programs
There are opportunities for integration with peers
eQRm Leadership Organization
The Need for Logistical Support
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An eQRm program requires a full-time director / coordinator
Director must be able to draw on support staff and services
IEGs have a demonstrated need for proactive coaching and
counseling
Essential Partnerships
Questions/Comments
eQRm – Essential Partnerships
eQRm
University
Partnership Concept
ACADEMIC REVIEW
Regulator
CO-OP
PROJECT
FUNDING
MEMBERSHIP
IN PROFESSION
MENTORSHIP
COMMUNICATION
SKILLS
JOB SKILLS
Settlement / Immigration
Industry
Lunch
5. Process for Establishing
an eQRm Program
5.1 Core Functions and Deliverables
Core Functions and Deliverables
Topics This Afternoon:
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Process for Establishing an eQRm Program
Ryerson Program Profile
Review of the Business Case for an eQRm Program
The eQRm Course Student Experience
Conclusion
Core Functions & Deliverables
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essential lines of communications between partners
an assessment and reporting regime with the University,
Regulator and Funding Agent
Protocols for course functions
Core Functions & Deliverables
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Update the Exam vs. Equivalent Course matrix
Promote the program
Establish a network for Co-op employers participants
Establish a presence on campus
Customize the Working in Canada Course and fit it into your
curriculum
Core Functions & Deliverables
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Create and process applications
Participate in selection of participants
Coordinate acceptance in the faculty of engineering, and
assist in enrolment
Monitor student’s progress and provide advisory services
Develop literature, forms and materials
Core Functions & Deliverables
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Gather and publish resource information regarding “other
services”
Direct participants to student loan agents, and assist in
administering book & tuition grants
Establish bursaries for under-funded individuals
Establish networking opportunities for cohorts and their
families
5.2 Regulator Tasks and Procedures
Regulator Tasks and Procedures
The Licensure Process
Regulator Tasks and Procedures
The Licensure Process
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Applications for assessment of academic credentials is
processed by the Regulator
Application is reviewed by an Academic Review Committee
(ARC) reviewer
Exams are assigned based on the review
The recommended assessment is reviewed by the ARC
Results are forwarded to the applicant by mail
Regulator Tasks and Procedures
Should the Regulator be involved in “the education business?”
Regulator Tasks and Procedures
Recommended Procedures:
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Temporary staff increase to handle additional academic
assessments
Regulator Tasks and Procedures
Recommended Procedures:
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Coordination and Timing – eQRm and ARC
Regulator Tasks and Procedures
Recommended Procedures:
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Modifications to the Course Load
Regulator Tasks and Procedures
Recommended Procedures:
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Thesis Quality
Regulator Tasks and Procedures
Recommended Procedures:
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Development of an ARC / IEEQ Liaison Committee
Regulator Tasks and Procedures
Recommended Procedures:
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Communication with ARC
Regulator Tasks and Procedures
Recommended Procedures:
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Dealing with Perception of IEEQ among IEGs
Regulator Tasks and Procedures
Recommended Procedures:
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Adoption of the Program
5.3 University Tasks and Procedures
University Tasks and Procedures
The University’s Tasks and Procedures
Key objectives:
• Provide a route to recognition of academic qualification for
engineering
• Give participants legitimacy among peers and employers
University Tasks and Procedures
The University’s Tasks and Procedures
The Working in Canada course provides:
- An introduction to Canadian engineering culture
- A meeting place
- Access to support services
- IEEE, CSCE, ASHRAE …
University Tasks and Procedures
The University’s Tasks and Procedures
The Policy Environment
• Important to integrate eQRm policy requirements into the
university’s overall policy framework
• A special Student Handbook highlights information of
particular relevance to IEGs
University Tasks and Procedures
The IEEQ Student Handbook
University Tasks and Procedures
University Tasks and Procedures
University Tasks and Procedures
University Tasks and Procedures
University Tasks and Procedures
University Tasks and Procedures
University Tasks and Procedures
University Tasks and Procedures
Engineers in Residence
University Tasks and Procedures
IEEQ Staffing
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Program Director
Academic Coordinator
Culture & Communications (Consultant)
Program Assistant
Co-op Coordinator (Part Time)
Continued Engineers in Residence input (occasional)
University Tasks and Procedures
University Tasks and Procedures
IEEQB Staffing (Ryerson)
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Program Director and Academic Advisor
Student (Social) Counselor
Administrative Coordinator
Director of Co-op and Internship
Administrative Assistant
University Tasks and Procedures
Finances
• Staffing: 3 ½ - 4 PYs
• Plus benefits
• Plus space costs
The participant contribution:
• Normal assessed fees
5.4 Industry and Employer Support
Industry and Employer Support
Co-op Placement
Industry and Employer Support
Co-op Placement: Recruiting Industry
Partners
IEEQ EMPLOYERS BY SECTOR
•Engineering Consulting (5)
•Manufacturing (4)
•Aerospace (1)
•Agri-business (1)
•Public Sector (2)
Industry and Employer Support
Co-op Placement: A Shared Responsibility
Industry and Employer Support
Mentoring
Industry and Employer Support
Long-Term Employment Tracking
Industry and Employer Support
Sustaining Industry and Employer Support
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Emphasize the benefits to businesses
Establish a business case
Engage settlement agencies in making connections
Provide incentives such as wage assistance
Develop a marketing strategy
5.5 Immigrant Agency Support
Immigrant Agency Support
Immigrant Agency Support
English as a Second Language (ESL)
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Build written and spoken language skills in English
Deliver to individuals and small groups
Link to soft skills training
Immigrant Agency Support
Delivering ESL Training
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Delivered by experienced ESL teacher
No charge
3-hour commitment over 8 months
Focused on meeting specific student needs
Immigrant Agency Support
Engaging with Employers
Immigrant Agency Support
Career Mentoring
Focus on:
• Helping immigrants to establish rewarding lives in Canada
• Creating networking opportunities
• Developing a career-building strategy
• Providing encouragement and support
5.6 The Government Role
The Government Role
The Federal Government Role
Funding for eQRm through the
Foreign Credentials Recognition Program (FCR).
www.hrsdc.gc.ca/en/workplaceskills/credential_recognition/index.shtml
The Government Role
The Provincial Government Role
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Funding for eQRm-type programs
Support for FCR initiatives
Provision of immigrant services
Financial assistance for individuals
5.7 Communications
Communications
Essential Lines of Communication
Lines run between the eQRm program and…
• Regulator’s admissions office
• Academic Review Committee
• Mentoring contacts
• Dean of Engineering or Applied Science office
• Other university departments
• Campus Co-op Coordinator
• ESL Agency
• Engineering Employers
Communications
Guidance Materials for eQRm
Program Development
Communications
The Process for Establishing An eQRm-style
Program
• Questions / Comments
Coffee Break
6. An Early Adopter: The Ryerson
Initiative
6.1 IEEQB Program Overview
IEEQB Program Overview
The Ryerson University IEEQB Program
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A Study in eQRm Flexibility
IEEQB Program Overview
The IEEQB Program
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Launched in 2007
Hosted by Faculty of Engineering, Architecture and Science
Established specifically for IEGs
Funded jointly by Federal and Ontario provincial governments
IEEQB Program Overview
The IEEQB Program: Study Streams
Stream 1:
• Licensure applicants who have been offered a Confirmatory
Examination Program
Stream 2:
• Licensure for applicants offered a Specific Examination
Program or who may wish to pursue an accredited Bachelor
of Engineering degree
IEEQB Program Overview
The IEEQB Program: Stream 1
Candidates must
• complete successfully for entry
• complete three to four complementary courses
• enroll in a four-month paid co-op work term
In addition, candidates:
• may be required to take an ESL course
• must achieve a passing grade in each required course
IEEQB Program Overview
The IEEQB Program: Stream 2
Available to :
• applicants offered a Specific Examination Program
• IEGs with Confirmatory Examination Program who wish to
pursue an accredited Bachelor of Engineering degree.
6.2 Comparison of the IEEB and IEEQB
Programs
Comparison of the IEEB and
IEEQB Programs
IEEQ / IEEQB
Attractions of the two programs:
• Access to the required academic bridging education
• Access to career and social counselling support
• Interaction with engineering student peers
• An opportunity to learn technical terminology, economic
principles, and engineering law and ethics.
• Engineer-in-training (EIT) experience
• Eligibility for financial assistance
Comparison of the IEEB and
IEEQB Programs
IEEQ / IEEQB
Additional Similarities:
• Both programs are offered as an alternative means of
achieving licensure
• IEEQ and IEEQB-Stream 1 are for applicants who have been
assigned confirmatory exams
• Courses geared to assigned exams
Comparison of the IEEB and
IEEQB Programs
IEEQ / IEEQB
Key Differences
• IEEQB offers a second stream for IEGs who become part of
the regular engineering program
• IEEQB does not have the equivalent of the Working in
Canada course
• IEEQB is partnered with the Ryerson Continuing Education
Department
• Ryerson students can enter the IEEQB program stream in
September or January.
Comparison of the IEEB and
IEEQB Programs
IEEQ / IEEQB
Conclusion:
• More similarities than differences between the two programs
• The eQRm model demonstrates flexibility to accommodate
local needs
IEEQ / IEEQB
Discussion
7. The Business Case for Adoption
7.1 The Business Case
The Business Case
Key Questions
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Is there a need for the graduates?
Will sufficient numbers of students be attracted?
Is the regulating body likely to be supportive?
Can costs be offset by available funds?
Are there special benefits to potential program delivery
partners?
The Business Case
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What would motivate your administration to move forward?
What information would you need?
Who would have to be around the table?
What would the “deal breakers” be?
The Business Case
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The Britton Proposal
The Business Case
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Annual increase in income: $15,000
Additional taxes paid: $6,000
Provincial tax take: $3,000
The Business Case
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40 IEEQ grads per year
Today: 10 IEG graduates would contribute $120 K
IEEQ grads would contribute $2,700,000
The Business Case
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Total differential tax traceable directly to IEEQ: $2,820,000 for
each group of 40 graduates
The “cost” to the province will be paid off in: 8 1/3 years.
The Business Case
Social Responsibility
The Business Case
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No business case per se
Money was available when needed
External pressure to offer such a course
Ryerson faculty familiar with the IEEQ program
The Business Case
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What would motivate your administration to move forward?
What information would you need?
Who would have to be around the table?
What would the “deal breakers” be?
8. Conclusion
8.1 The Participant Experience
8.2 Key Points Summary
Key Points Summary
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Successful programs underway
The eQRm model is suitably flexible
A template for the creation of similar programs is now
available
The need for such programs is growing
A solid business case can be made for adoption
Partners are available to support development and
implementation
These programs produce excellent graduates who contribute
to our society
8.3 Distribute and Describe Handouts
Distribute and Describe Handouts
Your Handouts
8.4 What Should You Do First
What Should You Do First
What First?
1. report back to your institutions and seek buy-in to pursue the
next step
2. Establish a nucleus by creating a mini-steering committee.
3. Use tools already created as the basis for action.
4. Decide on a lead / champion and agree on roles for the other
participants
5. Develop a business plan.
8.5 Wrap-up and Evaluation
Thank You