The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada

To better recognise foreign qualifications, many OECD countries have promoted liberal fairness epitomised by universal standards and institutional efficiency. This paper departs from such a managerial orientation towards recognition. Building on recognitive justice, it proposes an alternative anchoring point for recognition practices: the standpoint or everyday experiences of immigrants. This approach is illustrated with a qualitative study of the credential recognition practices of the engineering profession in Canada. From the standpoint of Chinese immigrants, the study identifies a disjuncture between credential recognition practices and immigrants’ career stage post-migration. Taking this disjuncture as problematic, it further pinpoints recognition issues such as redundancy and arbitrariness, a narrow focus on undergraduate education, and a deficit view of training from other countries. While some of these issues may be addressed by improving administrative procedures, others demand a participatory space allowing immigrants to become partners of assessment, rather than merely its objects. (DIPF/Orig.

Indirect Pathways Into Practice: Philippine Internationally Educated Nurses and Their Entry Into Ontario’s Nursing Profession

Social connectedness to social support systems and communities highly affect the transitioning success of Philippine Internationally Educated Nurses (IENs). These networks are especially critical during the first year upon arrival. The fragmented, indirect pathways to professional practice, (including barriers to foreign credential recognition, lengthy and costly examination, licensing and retraining result in direct devaluation of IENs and the possibility of permanent (de)skilling. Female IENs endured more financial and emotional hardship, compared to their male counterparts, with regard to family obligations and deeper financial burden. While many of the male IENs experienced the same challenges as women, the latter experienced longer unemployment as they stayed home to take care of children, while their husbands found work first. More research on gendered discrepancies among IENs is recommended

Mental health and addiction credential in primary care

This report is an evaluation of a demonstration coordinated by Health Workforce New Zealand. The credential aims to recognise and boost the skills and knowledge of registered nurses who work with patients with mental health and addiction needs. This evaluation report finds credentialing: improves the competence and confidence of primary care nurses working with patients with mental health and addiction issues aids understanding of the integration of physical and mental health encourages closer collaboration with secondary care and community practitioners. Barriers for wider implementation include: limited understanding of the value credentialing can add to staff competency difficulty obtaining release time for nurses to attend education and training lack of available education resources

An evaluation of the implementation of Georgia's Pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03)

After ten years, Georgia continues to lead the nation in providing full day, publicly subsidized Pre-K to four-year-olds whose parents choose to enroll them. In this report, we assess the extent to which differences in the way Pre-K is implemented affect children's development. Do teachers with higher levels of education have more positive impacts on children's development? Do teaching styles make a difference in terms of children's outcomes by the end of kindergarten? Do children taught using certain curricula fare better than those taught using others? Answers to questions such as these can assist Pre-K administrators in refining Georgia's program and inform those in other states who are developing or expanding their prekindergarten programs

Labour market performance of immigrants in smaller regions of western countries: some evidence from Atlantic Canada

Despite recent interest in regionalization of immigration in host nations, most studies have analyzed immigrants’ economic performance by largely focusing on their overall national performance. A regional analysis is necessary because changing geographic distribution of immigrants can affect their economic performance positively or negatively. Present paper focuses on Atlantic Canada whose share in annual Canadian immigrant inflows has been traditionally low, but where recent policy initiatives have resulted in greater attraction and retention of immigrants. Immigrants are found performing better than non-immigrants in regional labour market. The importance of regional analysis of immigrants’ economic performance and contribution in host nations is highlighted

The Evaluation of Immigrants' Credentials: The Roles of Accreditation, Immigrant Race, and Evaluator Biases

Theories of subtle prejudice imply that personnel decision makers might inadvertently discriminate against immigrant employees, in particular immigrant employees form racial minority groups. The argument is that the ambiguities that are associated with immigrant status (e.g., quality of foreign credentials) release latent biases against minorities. Hence, upon removal of these ambiguities (e.g., recognition of foreign credentials as equivalent to local credentials), discrimination against immigrant employees from minority groups should no longer occur. Experimental research largely confirmed these arguments, showing that participants evaluated the credentials of black immigrant employees less favorably only when the participants harbored latent racial biases and the foreign credentials of the applicants had not been accredited. The results suggest the importance of the official recognition of foreign credentials for the fair treatment of immigrant employees.Labour Discrimination, Immigrants, Racial Minorities, Prejudice, Credential Recognition, Experiment

The Road Map Project: 2014 Results Report

The Road Map Project's annual report card shows data on 29 indicators of student success, which are important measures related to student achievement from cradle through college. Data in the report are often disaggregated by district, student race/ethnicity or income level to illustrate the region's challenges and progress.The Road Map Project is a region-wide collective impact effort aiming to dramatically improve education results in South King County and South Seattle, the county's areas of greatest need. The project's goal is to double the number of students who are on track to graduate from college or earn a career credential by 2020, and to close opportunity gaps. Seven school districts -- Auburn, Kent, Federal Way, Highline, Renton, Seattle (south-end only) and Tukwila -- are among the hundreds of partners working together toward the Road Map Project's 2020 goal. The 2014 results report includes a special focus on whether the region is on track to reach the goal

"Skills and Qualifications at the Core of the Relationship between Resources and Employment"

This chapter examines the relations between training, skills, credentials and the wage in France, Spain and the United Kingdom. It focuses on recent changes in the different systems of vocational training and certification and their connections with the occupational classifications and remunerative systems of each country. From a perspective considering the total reproduction of labour, we concentrate on the articulation between the processes shaping the productive characteristics of labour and the processes resulting in the purchase of labour by companies.skills; credentials; wage; Spain; France; United Kingdom; occupational hierarchy;

Academic Recognition of Military Experience in STEM Education

Recent calls for increases in science, technology, engineering, and math (STEM) education attainment and veterans' education success have created a platform for examining how veterans with military experience in STEM fields can more efficiently complete postsecondary education and training.The American Council on Education (ACE) military evaluation program provides credit recommendations for military courses that align servicemembers' training with postsecondary curricula and competencies. These recommendations,if accepted as transfer credit, can decrease the time it takes servicemembers and veterans to complete STEM certificates and degrees.Numerous challenges exist in considering military credit recommendations for postsecondary courses and degrees. The process is complex, requiring an acute understanding of military transcripts and the resources and tools available to assist institutions of higher education in awarding credit for military training. Additionally, misinformation and lack of awareness regarding the content, scope, and rigor of the ACE review process and resulting credit recommendations create resistance to awarding credit.Successfully increasing acceptance of military credit recommendations at institutions of higher education can be achievedthrough public-private partnerships between colleges and universities, federal agencies, workforce development experts, and other key stakeholders using available resources and tools to build degree pathways that accurately map military training to STEM courses.An education campaign about the ACE review process and the value of the resulting credit recommendations will also help eliminate the stigma surrounding credit awarded for prior learning, and boost support among leaders and institutions for increased acceptance of military credit recommendations. This approach will lead to the developmentof best practices and, ultimately, increases in both STEM attainment and veterans' education success