Competency-Based Pathways for Recognition of Skills

 

“Canadian experience is another term for racism and discrimination.” 

– Survey respondent

A series of consultations and public engagement were conducted earlier this year with more than 1,450 people representing internationally trained professionals, educational institutions, immigrant-serving organizations, business associations, health-care associations, regulatory authorities, and members of the public. The objective of this engagement was to gather feedback on the Canadian international credential recognition process for internationally trained professionals. Over the next decade, 387,000 newcomers are expected to enter the B.C. workforce, filling 38% of job openings.

The results of this engagement were shared in a report released by the Ministry of Post-Secondary Education and Future Skills in July that identified several priorities to improve credential recognition and identified 8 themes:

• Theme 1: Streamlining complex processes and shortening timelines
• Theme 2: Improving the accessibility, consistency, and transparency of information about the licensure process and requirements
• Theme 3: Exploring alternative pathways for credential recognition
• Theme 4: Exploring more flexible approaches to demonstrate language proficiency
• Theme 5: Introducing performance standards for data and reporting
• Theme 6: Increasing financial and other supports for internationally trained professionals and regulatory authorities
• Theme 7: Improving coordination between government and regulatory authorities at the provincial and federal levels
• Theme 8: Strengthening collaboration between regulatory authorities, educational institutions, employers, and immigrant serving organizations to support licensure and integration

Each of the themes is described in detail in the report.

I work in the areas of competency development and competency-based assessment and specialize in designing alternative pathways using recognition of prior learning, knowledge, and skills. Given my background and expertise, I can say that theme 3 is perhaps one of the most critical pieces of the puzzle in improving the credentialing process. This theme recognizes the need to adapt to the changing landscape of skills and qualifications, especially in a world where individuals may have gained their knowledge and expertise through other non-traditional means.

For Theme 3, the report highlights how the feedback from virtual roundtable discussions and online surveys indicated that the current Canadian work experience prerequisites are ineffective in recognizing international experience and are perceived as biased against internationally trained professionals. They recognized the complexity of having just one route to licensure given the diverse pool of applicants with varying backgrounds. Overall, regulatory bodies involved in the discussions expressed support for transitioning away from uniform Canadian work experience prerequisites in favor of an approach that assesses competencies.

The report concludes that "There is a strong need for alternative, competency-based pathways to demonstrate skills and knowledge."

Competency-based pathways are approaches that focus on the demonstration of specific skills and knowledge rather than traditional and formal measures such as time spent in a classroom or the completion of a course or curriculum. Using competency-based pathways and by recognizing prior learning acquired through non-formal approaches, internationally trained professionals can feel more empowered to prove their competence and readiness for a particular job role. With competency-based pathways, the emphasis is on the demonstration of knowledge and skills through portfolios, assessments, interviews, projects, and real-world applications rather than traditional exams or coursework. Competencies can also be stacked to build qualifications and certifications progressively therefore making the process more flexible and adaptable to the current needs.

Overall, Theme 3 highlights the importance of reevaluating and modernizing the recognition of skills and qualifications to better align with the realities of the modern workforce. By exploring and implementing competency-based alternative pathways for credential recognition, the province (and the country) can utilize a more inclusive and flexible approach to credential recognition, benefiting both individuals seeking to utilize their skills and the broader community and economy.

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As a result of this engagement, the Premier of British Columbia, David Eby, recently made an announcement about introducing legislation this fall to help regulatory bodies improve the credential recognition process and make it easier for people to use their skills to work in B.C. Upcoming legislation will outline new responsibilities for professional regulatory bodies under the core themes of accountability, fairness, transparency, and efficiency.

References:

Press Release: https://news.gov.bc.ca/releases/2023PSFS0055-001564

Report on credential recognition: https://engage.gov.bc.ca/app/uploads/sites/121/2023/07/What-We-Heard-Report-International-Credential-Recognition-2023-07-24.pdf

 

Always Assume Competence

 What do these words mean to you?

I work in the areas of recognition of prior learning (RPL) and prior learning assessment & recognition (PLAR), and to me, this phrase is the core philosophy around which the idea of prior learning & recognition is built. As much as this phrase speaks about staying away from assuming inability, it says so much more about choosing inclusivity.

Image by Gerd Altmann from Pixabay

Assuming competence means giving people the benefit of the doubt and starting with the supposition that they possess the underlying skills and knowledge required for a particular qualification or credential. It reflects a learner-centered and inclusive approach where we acknowledge the diverse backgrounds and experiences of learners, including those with non-traditional learning paths.

Needless to say, we don't want to award qualifications or credentials to individuals who may not meet the required standard as it can undermine the credibility of the RPL program. So, the best way to do this is "to assume competence, and then assess for evidence of that competence."

Designing effective and efficient RPL programs means striking a balance between assuming competence and assessing competence. We have to balance the idea of maintaining high standards and the idea of recognizing prior learning and existing competencies. Rather than starting with an assumption of incompetence, a more constructive approach is to begin with an open mindset that acknowledges the diverse backgrounds, experiences, and skills of learners. We then complement this mindset by designing valid, reliable, fair, and rigorous assessment processes that evaluate competence objectively, without bias.

As an RPL practitioner, I often recommend to my clients to use a combination of methods, including self-assessments, exams, interviews, portfolio assessments, skills tests, and evidence-based assessments, to make informed judgments about the individual's capabilities.

And I recommend that they always begin by assuming competence. 

Ancora Imparo - I’m Still Learning

This summer, my family and I enjoyed a beautiful vacation exploring some of the vibrant art and culture of France and Italy. We saw the work of some of the most important painters, sculptors, and architects who have left an incredible mark on history.

Michelangelo was considered the greatest living artist in his lifetime and we were thrilled to see his masterpieces, including the Doni Madonna, the statue of “David”, The Bearded Slave, and the ceiling of the Sistine Chapel (not pictured).

Ancora imparo or "I’m still learning" were (supposedly) the parting words of Michelangelo who died at the age of 88. One might imagine that at 88, one has everything figured out. What more might be left to learn? However, these two words encapsulate a profound philosophy that no matter how skilled or accomplished one becomes, there is always more to learn. That, at 88, Michelangelo expressed his eagerness to learn and remain open to new experiences and ideas is incredibly inspiring!

These are the joys of learning, of loving what you do, of being an amateur.