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RTCC Language-competency Assessment Phase II: Results of the Pilot-Testing Process FINAL REPORT

The provinces and territories, which have jurisdiction over education, do not have methods to determine language proficiency specific to the demands of teaching. The Registrars of Teacher Certification Canada (RTCC) sought an English or French language proficiency assessment that would be common to all provinces and territories and that would help to meet their obligations for labour mobility in Canada. A review of existing assessments showed that none were sufficiently focused on the language competencies required for teaching. Therefore, the RTCC developed a teaching-specific assessment in French and in English.

Categories: Foreign credential recognition, Teachers and teaching

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Business Case and Implementation Plan of a Pan-Canadian Credential Assessment Centre for Internationally Educated Teachers

During the course of 2020-21, under the leadership of the Registrars for Teacher Certification Canada (RTCC), members from participating provincial and territorial regulatory bodies for the teaching profession, met several times to develop a pan-Canadian approach for assessing the credentials and the language competency of internationally educated teachers. These discussions and pan-Canadian approaches served as the foundation for developing a business model that would sustainably support operations of the pan-Canadian qualifications assessment centre for internationally educated teachers

Categories: Foreign credential recognition, Teachers and teaching

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²»Á¼Ñо¿Ëù Commission of the 39th Session of the UNESCO General Conference - Report of the Canadian Delegation

This report contains the main outcomes of the 39th Session of the UNESCO General Conference held in November 2017, along with the interventions made by the Canadian delegation to the ²»Á¼Ñо¿Ëù Commission.

At the 39th ²»Á¼Ñо¿Ëù Commission meeting, members set priorities and adopted the 2018–19 education budget. The commission also addressed other issues, including a global convention for the recognition of higher-education qualifications, and UNESCO’s role in the implementation of the SDG4-²»Á¼Ñо¿Ëù 2030 Agenda.

Categories: Adult ²»Á¼Ñо¿Ëù, Civic and Citizenship ²»Á¼Ñо¿Ëù, Foreign credential recognition, Inclusive ²»Á¼Ñо¿Ëù, International Organizations and Meetings, Lifelong learning, Technical and vocational education, Priorities and goals in education

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Assessing the Qualifications of Refugees - Best Practices and Guidelines

Published by the Canadian Information Centre for International Credentials (CICIC), this report introduces a set of best practices and guidelines that can be used by organizations to put in place an alternative qualifications-assessment procedure without access to verifiable documentation. Such a procedure could be made available to refugees and those in refugee-like situations who may not have access to the documentation normally required for these procedures.

Categories: Credit Transfer, Diversity, Enrolment and graduation, Foreign credential recognition, Inclusive ²»Á¼Ñо¿Ëù, International students, Postsecondary education, Student and teacher mobility

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²»Á¼Ñо¿Ëù Commission of the 38th Session of the UNESCO General Conference, Paris, France, November 4–7, 2015

This report contains the main outcomes of the 38th Session of the UNESCO General Conference held in November 2015, along with the interventions made by the Canadian delegation to the ²»Á¼Ñо¿Ëù Commission. The 38th session focused on a variety of issues, including the commission's 2016–17 budget; the ²»Á¼Ñо¿Ëù 2030 agenda; preparation of a global convention on the recognition of higher-education qualifications; and two recommendations: one on adult education and one on technical and vocational education and training.

Categories: Adult ²»Á¼Ñо¿Ëù, Civic and Citizenship ²»Á¼Ñо¿Ëù, Foreign credential recognition, Inclusive ²»Á¼Ñо¿Ëù, International Organizations and Meetings, Lifelong learning, Technical and vocational education, Priorities and goals in education

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Establishing a Pan-Canadian Credential Assessment Centre for Internationally Educated Teachers

This report describes the findings from a feasibility study on establishing pan-Canadian centres for the assessment of the credential of internationally educated teachers (IETs). The study developed summary profiles for each Canadian province and territory, identifying commonalities and differences in the current processes and practices for IET credential assessment across Canada and evaluated best practices in other contexts of credential assessment. It then drew upon previous reports, as well as focus groups, to synthesize its findings into a proposed model for the country. The study was designed to provide recommendations for a pan-Canadian method of assessing the credentials of IETs.

Categories: Foreign credential recognition, Information and Communication Technologies, Quality assurance, Teacher education and professional development, Teachers and teaching

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²»Á¼Ñо¿Ëù Commission of the 37th Session of the UNESCO General Conference, Paris, France, November 7–9, 2013

This report contains the main outcomes of the 37th Session of the UNESCO General Conference held in November 2013, along with interventions by the Canadian delegation at the ²»Á¼Ñо¿Ëù Commission. The 37th session focused on a variety of issues, including the 2014-17 budget for the commission, ²»Á¼Ñо¿Ëù beyond 2015, the potential global standard-setting instrument on the recognition of higher-education qualifications, and the United Nations Decade of ²»Á¼Ñо¿Ëù for Sustainable Development post-2014 – Global Action Programme.

Categories: Adult ²»Á¼Ñо¿Ëù, Civic and Citizenship ²»Á¼Ñо¿Ëù, ²»Á¼Ñо¿Ëù data and research, ²»Á¼Ñо¿Ëù for sustainable development, Foreign credential recognition, International Organizations and Meetings, Literacy, Technical and vocational education

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Certification and Workforce Integration: Experiences of Internationally Educated Teachers

This report describes the findings from a series of six focus groups conducted throughout Canada to identify the barriers to certification and workforce integration of internationally educated teachers. The focus groups examined four specific stages of the integration process: the preparation prior to coming to Canada, the process of obtaining teaching licences in a given province or territory, the experience of securing a teaching position, and the transition into a provincial or territorial school system.

Categories: Elementary and secondary education, Foreign credential recognition, Human resources in education, Inclusive ²»Á¼Ñо¿Ëù, Postsecondary education, Student and teacher mobility, Teacher education and professional development, Teachers and teaching

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Bringing ²»Á¼Ñо¿Ëù in Canada to the World, Bringing the World to Canada: An International ²»Á¼Ñо¿Ëù Marketing Action Plan for Provinces and Territories

At the meeting of the Council of the Federation in July, 2011, provincial and territorial Premiers endorsed an International ²»Á¼Ñо¿Ëù Marketing Action Plan. The Action Plan identifies opportunities for federal-provincial-territorial collaboration on marketing aiming. In 2008, international students spent $6.5 billion in Canada and created over 83,000 jobs. By 2025, the global demand for international education is predicted to quadruple from 1.8 million to 7.2 million students.

Categories: Elementary and secondary education, Foreign credential recognition, International students, Postsecondary education, Quality assurance, Student and teacher mobility, Technical and vocational education

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Speaking for Excellence: Language Competencies for Effective Teaching Practice

This report examines the language competencies that research indicates are important for elementary and secondary teachers in English and French first-language schools to have for effective professional practice and teaching excellence.

Categories: Elementary and secondary education, Foreign credential recognition, Human resources in education, Postsecondary education, Quality assurance, Student and teacher mobility, Teacher education and professional development, Teachers and teaching