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The eQRm Framework

Credential Recognition for International Engineering Graduates

Instructor’s Name | Instructor’s Organization

The eQRm Framework

Presentation Objectives

• Explain the underlying issue

• Trace the evolution of eQRm

• 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 SessionIntroduction

IEEQ Origins and Development

C O F F E E

eQRm Conceptual FrameworkEssential Partnerships

L U N C H

Afternoon SessionProgram Creation Process

C O F F E E

An Early Adopter: RyersonThe Business Case

Review and Conclusion

The eQRm Framework

Introductions

• Who are you?

• Why are you here?

• What would you like to accomplish?

The eQRm Framework

Why eQRm Programs Make Sense

• IEEs are an important resource

• There are current shortages of licenced engineers

• Tried and tested models already exist

• Engineering graduates become generous alumni

• Resources are available

Questions? Comments?

2. Foundations

2.1 The Issue

The Issue

Foundations

• Origins and Development of the Internationally-Educated Engineers Qualification (IEEQ) Program

The Issue

• How to accommodate international engineering graduates who immigrate to Canada?

The Issue

How Big is the Challenge?

• Engineering Immigrants

– 1986-91: 12,000

– 1992-97: 35,000

• Immigrant % of Engineering Workforce

– In BC: 19%

– In Ontario: 30%

• 2006 Engineering Registrants having received their engineering degrees from outside of Canada: 50%

2.2 Engineers Canada’s response: FC2I

Engineers Canada’s response: FC2I

An Agenda for Change

• The profession should work together to:

– facilitate the integration of international engineering graduates into the profession,

– ensure that they can obtain their P.Eng. more quickly and efficiently,

– avoid lowering admission standards or compromising public safety.


Credentials Recognition

• Foreign Credentials Recognition (FCR)

• Qualifications Recognition (QR)


Federal Government Perspective

• Foreign Credentials Recognition should be:

– Fair

– Accessible

– Coherent

– Transparent

– Rigorous


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


FC2I Phases

Phase 1:

• understand the IEG experience

• examine provincial and territorial engineering licensing procedures

• learn from those who work with and employ IEGs


FC2I Phases

• Phase II:

• Analyze Phase I information

• Identify areas for improvement

– Labour market study

– Employment

– Communications

– Licensing

• Build consensus


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)


IEEQ

• One-year U of M program

• Available to IEGs assigned 5 exams or fewer after assessment by APEGM

• IEGs take courses with other engineering students over an 8-month period

• Special Practicing Engineering in Manitoba course also required

• Four-month paid work term


FC2I Recommendations Addressed by IEEQ

• studying the feasibility of alternative evaluation systems

• creating a “Working in Canada” seminar

• promoting cross-cultural training

• studying best practices for integrating IEGs into the workplace

• developing a mentoring program.

2.4 The Working in Canada Course

The Working in Canada Course

Practicing Professional Engineering in Manitoba 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



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



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 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



Use of Guest Speakers

• Helps to address diverse content

• Reinforces and validates challenging messages

• Expands opportunities for students to meet Canadian practicing engineers



Industry Tours

• 3-4 tours of typical Canadian engineering environments

• Tours limited to 10 participants to encourage interaction between students and the hosts



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



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



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



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

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

• 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

• Foreign Credentials Recognition

• External Partnerships

• Alignment with Access Programs

3.2 Licensure Paths

Licensure Paths

• Need to be considered Academically Qualified

• Need 48 months of acceptable engineer work experience (at least 12 months in Canada)

Licensure PathsWhere Assessment of Academic Credentials is Required

Proficiency Exams RequiredDETAILS

Confirmatory Exams RequiredDETAILS

Assessment of Academic CredentialsThis is a review of the transcript and course syllabi (course outlines)

from the original bachelor degree in engineering

The two most likely outcomes are:

1. Complete the Proficiency Exams

DETAILS

3. Complete the Confirmatory

Exams

DETAILS

4. Oral Interview

DETAILS

2. Take the Courses at the University of Manitoba

DETAILS

6. Internationally Educated Engineers Qualification (IEEQ)

Program

DETAILS

5. Take the Courses at the University of

Manitoba

DETAILS


CONTINUE PRESENTATION

Proficiency Exams RequiredDETAILS

Confirmatory Exams RequiredDETAILS

Assessment of Academic CredentialsThis is a review of the transcript and course syllabi (course outlines)

from the original bachelor degree in engineering

The two most likely outcomes are:


DETAILS

3. Complete the Confirmatory

Exams

DETAILS

4. Oral Interview

DETAILS


DETAILS

6. Internationally Educated Engineers Qualification (IEEQ)

Program

DETAILS

5. Take the Courses at the University of

Manitoba

DETAILS



Proficiency Exams Required

(Upgrading to the level of a bachelor-level engineering degree from an accredited Canadian program).

BACK




List of Examinations is provided by APEGM based on academic review.

BACK



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



Confirmatory Exams Required

(Confirmation of academic background; possibly addressing an identified gap in academic background)

BACK



3.Complete the Confirmatory

Exams

List of Examinations is provided by APEGM based on academic review.

BACK



4.Oral Interview

If applicant has more than ten years engineering experience in their field of

engineering they may request an interview

BACK




Equivalent courses are determined by APEGM. Often one exam = two courses at

the university.

BACK



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

4. eQRm – Essential Partnerships

4.1 Key Partners and Their Roles

eQRm – Essential Partnerships

Partners and Their Roles

• Provincial Regulator

• Degree-granting institution

• Industry

• Immigrant Support Agencies

• Funding Agent


eQRm Partnership Concept University

Regulator

Settlement

COMMUNICATIONSKILLS

MEMBERSHIPIN PROFESSION

MENTORSHIP

ACADEMIC REVIEW CO-OP

JOB SKILLS

Industry


Regulator’s Role

• Guidance

• Forwards participants

• Assesses academic qualifications

• Accepts qualifications on successful completion of the eQRm program


The University’s Role

• 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.)


Industry’s Role

• Provides input on committees

• Makes co-op placements available

• Bursaries and grants

• Hires graduates


Community Partners

• Immigrant support services

• Settlement agencies

• Language skills training

• Cultural awareness instruction


Funding for:

• Salary

• Office costs

• Classroom space

• Administrative support

• Services in kind

• Paid co-op placements

4.2 The eQRm Leadership Organization

eQRm Leadership Organization

• Usually a university

• Usually a Faculty of Engineering


Reasons for Centering eQRm

Programs at Universities

• 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


The Need for Logistical Support

• 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

Questions/Comments

Essential Partnerships


eQRm Partnership Concept University

Regulator

Settlement / Immigration

COMMUNICATIONSKILLS

MEMBERSHIPIN PROFESSION

MENTORSHIP

ACADEMIC REVIEW CO-OP

JOB SKILLS

IndustryPROJECTFUNDINGPROJECTFUNDING

5. Process for Establishingan eQRm Program

5.1 Core Functions and Deliverables

Core Functions and Deliverables

Topics This Afternoon:

• 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

• essential lines of communications between partners

• an assessment and reporting regime with the University, Regulator and Funding Agent

• Protocols for course functions


• 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


• 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


• 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


The Licensure Process

• 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

Should the Regulator be involved in “the education business?”



Recommended Procedures:

• Temporary staff increase to handle additional academic assessments



• Coordination and Timing – eQRm and ARC



• Modifications to the Course Load



• Thesis Quality



• Development of an ARC / IEEQ Liaison Committee



• Communication with ARC



• Dealing with Perception of IEEQ among IEGs



• 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



The Working in Canada course provides:

- An introduction to Canadian engineering culture

- A meeting place

- Access to support services

- IEEE, CSCE, ASHRAE …



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


The IEEQ Student Handbook


Engineers in Residence


IEEQ Staffing

• Program Director

• Academic Coordinator

• Culture & Communications (Consultant)

• Program Assistant

• Co-op Coordinator (Part Time)

• Continued Engineers in Residence input (occasional)


IEEQB Staffing (Ryerson)

• Program Director and Academic Advisor

• Student (Social) Counselor

• Administrative Coordinator

• Director of Co-op and Internship

• Administrative Assistant


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


Co-op Placement: Recruiting Industry Partners

IEEQ EMPLOYERS BY SECTOR

•Engineering Consulting (5)

•Manufacturing (4)

•Aerospace (1)

•Agri-business (1)

•Public Sector (2)


Co-op Placement: A Shared Responsibility


Mentoring


Long-Term Employment Tracking


Sustaining Industry and Employer Support

• 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


English as a Second Language (ESL)

• Build written and spoken language skills in English

• Deliver to individuals and small groups

• Link to soft skills training


Delivering ESL Training

• Delivered by experienced ESL teacher

• No charge

• 3-hour commitment over 8 months

• Focused on meeting specific student needs


Engaging with Employers


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

Funding for eQRm through theForeign Credentials Recognition Program (FCR).

www.hrsdc.gc.ca/en/workplaceskills/credential_recognition/index.shtml

The Federal Government Role

The Government Role

The Provincial Government Role

• 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 eQRmProgram 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

• A Study in eQRm Flexibility


The IEEQB Program

• Launched in 2007

• Hosted by Faculty of Engineering, Architecture and Science

• Established specifically for IEGs

• Funded jointly by Federal and Ontario provincial governments


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


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


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


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


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.


IEEQ / IEEQB

Conclusion:

• More similarities than differences between the two programs

• The eQRm model demonstrates flexibility to accommodate local needs

Discussion

IEEQ / IEEQB

7. The Business Case for Adoption

7.1 The Business Case

The Business Case

Key Questions

• 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

• 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

• The Britton Proposal

The Business Case

• Annual increase in income: $15,000

• Additional taxes paid: $6,000

• Provincial tax take: $3,000

The Business Case

• 40 IEEQ grads per year

• Today: 10 IEG graduates would contribute $120 K

• IEEQ grads would contribute $2,700,000

The Business Case

• 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

• 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

• 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

• 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