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Conceptual Framework For The Internationally Educated Engineers Qualification Pilot Program, University Of Manitoba, Canada

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Convergence of Quality Assurance Systems Around the Globe

Tagged Division

International

Page Count

10

Page Numbers

11.348.1 - 11.348.10

DOI

10.18260/1-2--34

Permanent URL

https://peer.asee.org/34

Download Count

173

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Paper Authors

biography

Marcia Friesen University of Manitoba

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Marcia Friesen, P.Eng., M.Ed., is Director of the Internationally-Educated Engineers Qualification Pilot Program at the University of Manitoba, Canada.

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Myron (Ron) Britton University of Manitoba

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M.G. (Ron) Britton, Ph.D., P.Eng., is Associate Dean of Design Education at the University of Manitoba, Canada.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Conceptual Framework of the Internationally-Educated Engineers Qualification Pilot Program, University of Manitoba, Canada

Abstract

This paper presents the conceptual framework of the Internationally-Educated Engineers Qualification Pilot Program (IEEQ) at the University of Manitoba, Canada, highlighting the role that engineering schools can play in facilitating the cultural and labor market integration of foreign-trained engineers in North America. IEEQ is a 12-month program combining academic study and a paid work placement, and key structural features are that it leads to foreign credentials recognition, it relies on external partnerships with government and industry, and it shares common features with Minority Engineering Programs. Assessment and evaluation of IEEQ is characterized by a mixed methods approach, gathering both qualitative and quantitative data.

Introduction

This paper presents the conceptual framework of the Internationally-Educated Engineers Qualification Pilot Program (IEEQ) at the University of Manitoba, Canada. IEEQ addresses foreign credentials recognition (FCR) for engineers recently immigrated to Canada. These internationally-educated engineers hold engineering credentials obtained in their home country (engineering degrees, professional work experience), wish to continue their engineering career in Canada, and need to qualify for a Canadian engineering license in order to do so.

The purpose of the paper is to outline the background and regulatory context, motivations and goals, structural features, delivery features, and assessment and evaluation of the IEEQ program. This conceptual framework provides the reader with an understanding of the underlying features and characteristics of the program in order to discern similarities, differences, and potential applicability to other jurisdictions. While regulatory requirements vary between jurisdictions, this paper highlights the role that engineering schools can play in facilitating the cultural, language, and labor market integration of foreign-trained engineers in North America.

Societal Context

Increasingly, the immigration of skilled workers is considered a powerful demographic and economic force to address labor market needs and to facilitate the current and continued strength of the U.S. and Canadian economies1-3. In Canada, immigrants made up 70% of labor force growth in the 1990s and are expected to make up 100% of labor force growth by the year 20111,4. In the US, immigrants made up almost 47% of labor force growth in the 1990s and were expected to make up 60-62% of labor market growth of labor market growth between 2000 and 20042.

Friesen, M., & Britton, M. R. (2006, June), Conceptual Framework For The Internationally Educated Engineers Qualification Pilot Program, University Of Manitoba, Canada Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--34

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