copyright © 2000 centre for research and education in human services making a change together...
TRANSCRIPT
Copyright © 2000 Centre for Research and Education in Human Services
Making a Change Together
Working for Better Access to Professions and Trades for Foreign Trained People in Ontario.
Centre for Research and Education in Human Services
Skills for Change
Copyright © 2000 Centre for Research and Education in Human Services
Action Research Program Evaluation
Centre for Research and Education in Human Services
Community Consultations Educational Workshops
Copyright © 2000 Centre for Research and Education in Human Services
A bit of market research....1. How easy or difficult do you think it is for foreign trained people to access their professions and trades in Ontario?
2. How easy or difficult do foreign trained people think it is to access their professions and trades in Ontario?
3. How easy or difficult does the general public think it is for foreign trained people to access their professions and trades in Ontario?
4. How have you worked for the better access to professions and trades of foreign trained people?
Much too Somewhat too Just right Somewhat too Much too Unsure easy easy difficult difficult
Much too Somewhat too Just right Somewhat too Much too Unsure easy easy difficult difficult
Much too Somewhat too Just right Somewhat too Much too Unsure easy easy difficult difficult
Copyright © 2000 Centre for Research and Education in Human Services
A Resource Handbook Funded By...
Copyright © 2000 Centre for Research and Education in Human Services
The Issue
Canadian immigration favours those with higher education and skills.
Yet many educated and skilled immigrants have difficulty finding work.
The unemployment rate of immigrant professionals is 18.2% compared to the 5.4% Ontario average.
60% of foreign trained immigrants who took jobs unrelated to their training when they first came to Canada held the same job three years later.
Less than one-quarter of foreign trained professionals who were employed were working in their exact field, and 47% were doing something irrelevant to their field.
The facts are in! Newcomers’ experiences in accessing regulated professions in Ontario
(Ministry of Training, Colleges and Universities, 2000)
Copyright © 2000 Centre for Research and Education in Human Services
The responsibility for changing the system rests on many shoulders.
The Handbook focuses on the role of foreign trained people themselves. In the past foreign trained people have:
Lacked understanding of professions and trades system in OntarioWorked mostly in isolation from each otherFocused on own individual situation, not the system
Copyright © 2000 Centre for Research and Education in Human Services
Purpose of Handbook
Give foreign trained people the tools they need to work together to change the professions and trades system in Ontario.
Changing systems, not helping individuals move through the system.
Copyright © 2000 Centre for Research and Education in Human Services
A Shift of Thinking
Not only.… But also....
Helping individuals through the system
Changing the system together
Individually frustratedby barriers
Collectively workingtowards solutions
Copyright © 2000 Centre for Research and Education in Human Services
Assumptions
Better access benefits individuals and society
Changing systems is possible
Involving all groups in the system is important
Democratic principles must guide work
Copyright © 2000 Centre for Research and Education in Human Services
How will the Handbook help?
Teach you about professions and trades system in Ontario
Energize you to play a leadership role
Focus you in being strategic and well planned
Motivate you to mobilize others
Inspire you to build on efforts of those who went before
Encourage you to work in partnership with others
Stimulate you to come up with creative solutions
Copyright © 2000 Centre for Research and Education in Human Services
Scope of the Handbook
Targeted for foreign trained people and their supporters
Targeted for use across Ontario
Crosses all professions and trades
Copyright © 2000 Centre for Research and Education in Human Services
People Consulted for the Handbook
Foreign trained professionals and their advocacy groups Settlement and employment service providers Policy makers at different government levels Occupational regulatory bodies Employers Education institutions Unions Funders Media Researchers/academics Literature review
Copyright © 2000 Centre for Research and Education in Human Services
Sections of the Handbook A brief history of promoting access to
professions and trades in Ontario The nature and ways of making system
changes How the professions and trades system
works in Ontario A step-by-step guide Case studies
Copyright © 2000 Centre for Research and Education in Human Services
Milestones in Promoting Access to Trades and Professions Across Ontario
Formation of a few provincial foreign trained advocacy groups (e.g. Engineers, nurses, veterinarians, physicians)
Founding of the Access to Trades and Professions Unit in the provincial Ministry of Citizenship in 1992 (moved to the Ministry of Training, Colleges and Universities in 1999)
Development of the Access Program at Skills for Change (1996)
Formation of the Ontario Network of Access to Professions and Trades (1999)
National Qualifications Recognition Conference held in Toronto (1999)
Copyright © 2000 Centre for Research and Education in Human Services
What is the System?How the professions and trades system
works in Ontario
1. Name the people or groups that foreign trained people see when trying to access their profession or trade.
2. Name the people or groups that foreign trained people do not see but still influence their accessing a profession or trade.
Copyright © 2000 Centre for Research and Education in Human Services
Human Resources Development Canada (Federal Government)
Web of Stakeholders Involved with Foreign-Trained Professionals in Ontario
Foreign-Trained professionals
Access to Professions and Trades Unit (Provincial Government)
Educational Institutions
Occupational Regulatory Bodies
Groups of foreign-trained tradespeople
Service Providers
Embassies/Consulates/Immigration
Employers
Visible Stakeholders
Influence
Behind-the-Scenes Stakeholders
Influential Background Stakeholders
Citizenship and Immigration Canada (Federal Government)
Media
Coalition organizations OCASI and Ontario NetworkFunders (Private
and public)Politicians (Federal, Provincial, Municipal)
Ministry of Training Colleges and Universities (Provincial Government)
General Public
Potential Resources: Municipal Government Human Rights Commission Courts
Professional Associations
Academic Credential Assessment Services
National Professional Organizations
Regulating Ministries (Provincial Government)
Copyright © 2000 Centre for Research and Education in Human Services
Web of Stakeholders Involved with Foreign-Trained Tradespeople in Ontario
Foreign-Trained Tradespeople
Access to Professions and Trades Unit (Provincial Government)
Educational Institutions
Apprenticeship and Client Services Office (Ministry of Training, Colleges and Universities)
Groups of foreign-trained tradespeople
Service Providers
Embassies/Consulates/Immigration
Employers
Visible Stakeholders
Influence
Behind-the-Scenes Stakeholders
Influential Background Stakeholders
Human Resources Development Canada (Federal Government)
Citizenship and Immigration Canada (Federal Government)
Media
Coalition organizations OCASI and Ontario Network
Funders (Private and public)
Politicians (Federal, Provincial, Municipal)
Ministry of Training Colleges and Universities (Provincial Government)
General Public
Potential Resources: Municipal Government Human Rights Commission Courts
Copyright © 2000 Centre for Research and Education in Human Services
Foreign Trained ProfessionalApproaches OccupationalRegulatory Body
Assessment ofAcademicCredentials
LanguageRequirement
ProfessionalTraining
WorkExperience
Examination
Successful Completion ofall requirements
Appeal
Abandonment oflicensing effort
Registration
Inability tocomplete one ormore requirement
The Licensing Process for Professions in Ontario
Copyright © 2000 Centre for Research and Education in Human Services
Provincial Ministry Regulating ProfessionMinistry of Health -- Ministry of Attorney General -- Ministry of Agriculture, Food and Rural Affairs -- Ministry of Natural Resources
Ministry of Consumer and Corporate Relations -- Ministry of Education -- Ministry of Community and Social Services -- Ministry of Finance
Registrar / Executive DirectorPresident / Chairperson
CommunicationsDepartment
StaffDepartments
PolicyDepartment(LargerColleges only)
RegistrationDepartment(Associate / deputyRegistrar orDirector ofRegistration)
Staff Council Elected and appointed members Professional and lay members
College (Regulatory Body)
Sub- Committees
Registration Committee Most significant for issues
of foreign-trained Sets policy, Reviews registration cases Appeals
Various Other Committees Discipline Committee Quality Assurance
Committee
General Professional MembershipProfessionalAssociations
Council --Staffinteractiondepends onprofession andsize of College
Occupational Regulatory Bodies in Ontario
Copyright © 2000 Centre for Research and Education in Human Services
Entry to Trades in Ontario FlowchartMinistry of Training, Colleges,and Universitiesadministers to trade certification in Ontarioruns offices across Ontario
•provide information•administer to apprenticeship programs•administer to Certificate of Qualification Exams•issues Certificate of Qualification
Those with qualifications from home country must provide evidence of qualificationsources of evidence are flexible
• Based on sufficient foreign qualifications obtain a 3 month provisional certificate
• Considered to be qualified and may obtain employment under supervision of trades person and maintain virtually all of the rights of a fully qualified tradesperson
Those who lack credentials to prove qualifications and those who lack full range of required competencies
•May vary in age and amount of experience
May write Certificate of Qualification Exam
Fail examination Pass examination
• Provisional certificate can be renewed only after written test is attempted and failed
•Provisional certificate can be reissued
• Must renew certification every three years
• No further testing is required
Must enroll in apprenticeship program
• Must meet schooling requirements (grade 12 for those trades adhering to the New Act and Grade 10 for those following the old Act
• Must privately arrange apprenticeship with licensed tradesperson
•Must write Certificate of Qualification exam, based on hours completed in apprenticeship or in some trades according to realized qualifications
• Unable to obtain provisional certificate
Copyright © 2000 Centre for Research and Education in Human Services
Federal Government
Nationalgovernment inOttawa
Prime Minister ishead executiveofficial
Responsibleforeign affairs,Immigration, andnational economicdevelopment
Provides fundingfor many programsin areas ofprovincialresponsibilityincluding health,education, andwelfare
Key Ministries foraccess toprofessions andtrades issues areCitizenship andImmigrationCanada (CIC) andHuman ResourceDevelopmentCanada (HRDC)
Provincial Government
Government ofProvinces
Ontario legislature inToronto
Responsible forseveral areas includingeducation, health,Natural Resources
Direct responsibilityfor regulation of tradesand professions
Several key Ministriesfor access toprofessions and tradesissues
Oftencompetitive andtense relations
Municipal Government Local government of city or region Created by provincial regulation Powers determined by provincial
government Have no direct powers regarding professions
and trades
Federal-ProvincialAgreements andnon-agreements
Shared andover-lappingResponsibilities
Levels of Government
Copyright © 2000 Centre for Research and Education in Human Services
Queen’s AppointeeGovernor General (Federal)Lieutenant Governor (Provincial)
Senate Approve legislation
from House Review House
activities throughCommittees
Only on FederalLevel
Senators appointedon the PrimeMinister’sRecommendation
House of Commons Passes legislation Monitors government activity through
Committees and House Question Period Members of Parliament elected by public
from various political parties Member of Parliament (MP) - Federal Member of Provincial Parliament (MPP)
- provincial)
Legislative Branch
Executive Branch
GovernmentMembers(Largestpolitical partyin House)
OppositionMembers(otherpoliticalparties)
Prime Minister (Federal)/Premier (Provincial)
Leader of Governingparty of the House ofCommons
Cabinet Ministers appointed
by Prime Ministerfrom governingparty to headvarious ministries
Ministries Various government
administrativedepartments
Staffed by civilservants includingdeputy ministers,associate deputyministers, departmentheads, frontlineworkers etc.
General Public Elect Members to House Members of political parties Consumer of government services Form groups to lobby government
Judicial Branch
Supreme Court ofCanada Judges appointed by
Prime Minister Final Court of
Appeal on all legalmatters
Federal Courts Judges upon
federal law
ProvincialCourt Judges upon
provinciallaws
Structure of Government in Canada: Federal & Provincial
Copyright © 2000 Centre for Research and Education in Human Services
ADMINISTRATIVE FILTERS
Outputs
Priorities Decisions Policies Procedures Statutes Legislation
Inputs from government and
society
Issues Problems Concerns Needs Wants Goals
Governmentplatform (developedby political party inpower)
Interestgrouppressure
Economicand socialcontext
Established powerbrokers (businesscommunity,lobbyists)
Media Crises anddisasters
PollsIdeology ofruling party
Feedback
EXTERNAL PRESSURES
Personality andinterests of cabinetministers
POLITICAL PRESSURES
KNOW
HOW
COSTS
EXPEDIENCY
How Government Administrations Make Decisions
Copyright © 2000 Centre for Research and Education in Human Services
So You Want to Change the System The nature and ways of making system changes
What does systemic change mean? How does systemic change happen? What different roles do people need to play? How do you involve others? What are the barriers preventing change and
how do you overcome them?
Copyright © 2000 Centre for Research and Education in Human Services
What does Systemic Change Mean?
A whole new way of thinking for everyone involved
Change in attitudes, opinions, and behaviours of all people involved
Make peaceful changes in official policy and legislation
Bring together those affected by the issue, and those who have the power to do something about it
Copyright © 2000 Centre for Research and Education in Human Services
How does Systemic Change Happen?
Over a long time, with small steps Many disappointments and successes along
the way Take advantage of trigger events Majority of people in society are aware a
problem exists and are willing to do something about it
Copyright © 2000 Centre for Research and Education in Human Services
The Four Long Term Stages
of Systemic ChangeThe Big Picture
Stage 1: Steady State Stage 2: Build-up of Stress in the System
The system is OK Not all agree the system is OK, but most still do
Business as usual Normal channels fail Conditions ripenTrigger event and take off!
Initial trigger event
The problem exists but it is not on the social and political agenda. Public not aware of the problem.
People begin to point out that there is a problem. Opposition directed to existing decision-makers.
Growing conditions for change. Some people become increasingly frustrated with the problem and the inability of power-holders to make the needed changes.
A trigger event puts spotlight on a problem that violates widely-held values, sparking public attention and upset. A crisis atmosphere follows with many direct action campaigns
Based on Moyer, 1990
Stages 1 & 2
Copyright © 2000 Centre for Research and Education in Human Services
The Four Long Term Stages
of Systemic ChangeThe Big PictureStages 3 & 4
Stage 3: Seen as a General Problem Stage 4: Resolution
Most think the system is not OK The system starts changing
Perception of failure Majority of public opinion
Achieving alternatives Moving on
Many people working for change become disillusioned with lack of real change. Unrealistic hope of quick success is unmet. Some ”Burnout”, some turn more militant acting on anger and despair (threatening to alienate movement).
Movement transforms from protest in crisis to long-term struggle/negotiations with power holders. Focus on winning public support and begin proposing alternatives. Movement's position increasingly adopted as mainstream.
A long process of proposing alternatives. Shift from “opposing” to “suggesting”. More costly for power-holders to continue old policies than to adopt new ones. Broad- based coalitions of support formed.
Movement needs to protect and extend successes that were achieved. Long term goal is to achieve a paradigm shift. People mostly work within the “new system” to push change forward.
More trigger eventsBased on Moyer, 1990
Copyright © 2000 Centre for Research and Education in Human Services
The Little Picture Reaching Short Term Goals in 3 Stages
ReflectingStage #3
ImplementingStage #2
PlanningStage #1
Copyright © 2000 Centre for Research and Education in Human Services
Defining your group
Researching the system
Identifying the problem
The Planning Steps
Involving other people & resources
Setting your action plan
Setting goals, objectives and indicators
Copyright © 2000 Centre for Research and Education in Human Services
Identifying the Problem
How you define problems determines action Identify problems in the system, not by
individuals Problems should be written in ways that are
solvable Problems should be written in ways that
show how real people are affected
Copyright © 2000 Centre for Research and Education in Human Services
Implementing Your Plans
Groups look beyond themselves and start interacting with others in the system
Carry out short term action plan
Use the media strategically
Monitor and document what is being done
Copyright © 2000 Centre for Research and Education in Human Services
Reflecting on Your Accomplishments
Revisit your goals, objectives and indicators
Reflect on your short term steps often
Activists should evaluate their movement by how well it is moving along the road of success, not by whether it has achieved its long-term goals.” Moyer, 1990
Copyright © 2000 Centre for Research and Education in Human Services
What Roles are Needed to Make Change?
Very familiar with how the present system works
Relates well to existing power-holding officials (such as government officials or politicians)
Suggests solutions to change the present system
Uses official routes to challenge the structures of the system
Lobbies and negotiates directly with officials of the system
Brokers deals between what the group wants and what the power-holders offer
Needed most when the group is trying to entrench their agenda into official policy or law
Increasingly more active over the long term
Very familiar with how the issue impacts people’s lives
Relates well and inspires the people most affected by the issue
Says “no” to the injustices of the present system
Uses nonviolent means outside of the official routes of the system (e.g., rallies, civil disobedience)
Uses a variety of media and public avenues to indirectly communicate with officials of the system
Focuses on getting the group’s message out ot he general public
Needed most at critical moments of opportunity
Active at “trigger point” bursts, usually at the beginning and middle of a movement’s life
Profile of the Diplomat Profile of the Radical(Making change from without the system)(Making change from within the system)
Copyright © 2000 Centre for Research and Education in Human Services
How Do You Involve Others?
1. Assess the present group composition and its gaps
2. Identify potential people or groups to contact (natural and unnatural allies)
3. Make initial contact with individual people or groups
4. Publicly advertise the issue and how people can become involved
5. Give people something meaningful to do
Copyright © 2000 Centre for Research and Education in Human Services
Barriers to Change
Lack of perspective Over ambitious Lack of short term
goals Culture of failure Lack of documenting Lack of holistic
approach
Time Limited roles Resistance of power
holders Lack of public
awareness Lack of constructive
alternatives
Copyright © 2000 Centre for Research and Education in Human Services
Small Group Questions
What do you see as the major problems with the access to professions and trades system in Ontario?
What have advocacy groups done in order to effectively address these problems?
What have advocacy groups not done so far?
Copyright © 2000 Centre for Research and Education in Human Services
Evaluation
What was the most interesting part of the presentation?
What was the least interesting part of the presentation?
What, if anything, is missing in the Handbook? Would you make use of this Handbook? Would you recommend this Handbook to others?
Copyright © 2000 Centre for Research and Education in Human Services
How You Can Get Involved
Contact the Ontario Network for Access to Professions and Trades (ONAPT) (Asha Chakkalakal, 416-658-3101)
Order a copy of the Resource Manual (due in Fall) and get organized