i. Acknowledgements

This study was made possible thanks to the teamwork of numerous collaborators and partners, whom we sincerely thank for their commitment, expertise, and the time they generously dedicated to this project.

Project Coordination Committee

• Jacinthe Lemire (principal consultant) and Linda Lowther (associate consultant), Solutions Eurêka experts-conseils;
• Kathleen Couture (national co-coordinator of the project), executive director, Association des centres de la petite enfance francophones de l’Île-du-Prince-Édouard;
• Leslie Larbalestrier (national co-coordinator of the project), assistant director, Garderie du petit cheval blanc, Yukon;
• Marie-Andrée Asselin, executive director, Commission nationale des parents francophones (CNPF);
• Richard Vaillancourt, program director, CNPF;
• Nathalie Lachance (support for the committee), head of communications , CNPF.

Sub-beneficiary organizations of the project within the CNPF network and the Table nationale sur les services d’apprentissage à l’enfance

• Association des centres de la petite enfance francophones de l’Île-du-Prince-Édouard (ACPEFIPE);
• Association des parents fransaskois (APF);
• Association francophone à l’éducation des services à l’enfance de l’Ontario (AFESEO);
• Association francophone des garderies éducatives du Nouveau-Brunswick (AFGENB);
• Association francophone du Nunavut (AFN);
• Centre d’appui à la petite enfance de la Nouvelle-Écosse (CAPENE);
• Fédération des parents de la francophonie manitobaine (FPFM);
• Fédération des parents francophones de Colombie-Britannique (FPFCB);
• Fédération des parents francophones de l’Alberta (FPFA);
• Fédération des parents francophones de Terre-Neuve et du Labrador (FPFTNL);
• Fédération franco-ténoise (FFT);
• Garderie du petit cheval blanc, Yukon.

Collaborators within the Groupe de travail sur le recrutement international en petite enfance (GTRIPE)

• Association des centres de la petite enfance francophones de l’Île-du-Prince-Édouard (ACPEFIPE);
• Association francophone à l’éducation des services à l’enfance de l’Ontario (AFESEO);
• Association francophone des garderies éducatives du Nouveau-Brunswick (AFGENB);
• Centre Le Petit Voilier, Nova Scotia;
• Centre Les P’tits Cerfs-Volants, Newfoundland and Labrador;
• Commission nationale des parents francophones (CNPF);
• Fédération des parents de la francophonie manitobaine (FPFM);
• Fédération des parents francophones de Colombie-Britannique (FPFCB);
• Garderie du petit cheval blanc, Yukon;
• Department of Education and Early Childhood Development of New Brunswick.

Partners contacted as part of the study

• Association of Early Childhood Educators of Newfoundland and Labrador (AECENL);
• Ministry of Education, Culture and Employment of the Northwest Territories;
• Ministry of Education of Saskatchewan;
• Department of Education of the Yukon;
• Department of Education and Early Childhood Learning of Manitoba;
• Ministry of Education and Childcare of Alberta;
• Ministry of Education and Child Care of British Columbia;
• Department of Education and Early Childhood Development of Nova Scotia;
• Department of Education and Early Years of Prince Edward Island;
• Department of Education and Early Childhood Development of Newfoundland and Labrador;
• Department of Education and Early Childhood Development of New Brunswick;
• College of Early Childhood Educators (CECE) of Ontario;
• International Organization for Migration (IOM);
• World Education Services (WES).

ii. Disclaimer

The information contained in this study has been carefully verified and was, to the best of our knowledge, accurate as of April 1, 2026. However, it is subject to change, based on modifications to current policies and practices.

Please note that this study does not replace the official guidelines and information of Immigration, Refugees and Citizenship Canada (IRCC). It is essential to consult the official Government of Canada website (Canada.ca) to find the most up-to-date requirements. Immigration laws and procedures are complex and subject to change; therefore, any actions or steps must comply with the official information published by IRCC. Only IRCC officers or authorized representatives are authorized to provide immigration guidance.

Furthermore, the information presented in this study regarding recognition of qualifications in the provinces and territories is provided as a guide only. It is essential to consult the relevant provincial or territorial authorities to obtain the most up-to-date requirements and procedures. Regulatory frameworks, evaluation criteria, and practices can vary and change between jurisdictions, and any actions and steps must comply with current official information. Only the responsible provincial or territorial authorities and relevant regulatory organizations are authorized to provide accurate and current information regarding the recognition of qualifications.

This project is funded in part by the Government of Canada. The ideas and opinions expressed in this publication are those of the authors. They do not necessarily reflect those of the Government of Canada.

1. Introduction

1.1 Context and rationale of the study

The recognition of qualifications in early childhood education (ECE) is a significant issue for Francophone minority communities (FMCs) in Canada. These communities face a persistent shortage of qualified staff in the child care sector.

To meet this challenge, the Commission nationale des parents francophones (CNPF) started a project, originating from an idea from the Groupe de travail sur le recrutement international en petite enfance (GTRIPE), aimed at facilitating international recruitment of early childhood educators.

This project is part of a global context where international labour mobility and the recognition of international professional qualifications are becoming key levers for addressing local shortages. However, the recognition of international qualifications in early childhood education presents several challenges, including the standardization of training content, assessment criteria, and standards of practice, which vary from one country to another and even between Canadian provinces and territories.

Project Objectives and Structure

The CNPF project is being rolled out in three complementary phases:

Phase 1 – Analysis of pools of candidates and potential candidates (completed)

This phase aims to identify source countries that offer strong recruitment potential for ECE, based on several criteria (level of education, language, recognition, accessibility, etc.). It includes, in particular:

• making contact with those responsible for the recognition of ECE qualifications in each Canadian province and territory (excluding Quebec);
• consultation with agencies that evaluate international qualifications;
• comparative analysis of ECE training programs in different target countries.

Phase 2 – Writing a study (completed)

The second phase of the project is dedicated to writing a study. This study aims to document, structure, and synthesize information about the systems of international training and qualifications in ECE in the six target countries: Belgium, Cameroon, Côte d’Ivoire, France, Morocco, and Tunisia. It seeks to establish a reliable, clear, and operational reference framework. This framework will serve as the basis for developing a guide for Canadian employers and partners to support them in their future efforts in recruitment and in recognition of professional qualifications.

Phase 3 – Creation of a guide and a code of conduct (to come)

The third phase involves developing an official guide for Francophone employers in Canada to facilitate the analysis, recognition, and integration of internationally recruited workers. This guide will present comparisons between international training programs and Canadian requirements; practical advice; and recommendations to simplify the hiring process. It will be published by the end of 2026.

A code of conduct will accompany the guide in order to establish an ethical and responsible framework for the international recruitment of early childhood educators, taking into account the realities of the source countries, best practices, and recommendations expressed by Canadian embassies abroad.

Expected outcomes

The success of this project will lead to the following benefits:

• Strengthen the recruitment capability of Francophone child care centres nationwide;
• Improve the consistency of processes for the recognition of ECE qualifications;
• Support the strength of Francophone minority communities by ensuring that they have better access to quality child care services in French.

The guide and the code for employers will become essential reference tools for the recruitment and smooth professional integration of workers trained abroad.

1.2 General and specific objectives

General objective

The objective of this study is to enable a better understanding and a more accessible way to recognize international ECE qualifications, in order to support international recruitment efforts and the integration of qualified staff into Francophone child care centres in Francophone minority settings in Canada. The study also aims to contribute, in a concrete and sustainable way, to reducing staff shortages in this sector, which is essential for Francophone communities.

Specific objectives

1. Analyze the frameworks for the recognition of ECE qualifications in Canada:

• Identify the basic recognition requirements in each Canadian province and territory (excluding Quebec);
• Gather information about the practices of agencies that evaluate international qualifications.

2. Assess international talent pools in early childhood education:

• Identify the countries where recruitment is the most advantageous (based on the degrees offered, the linguistic context, international mobility, etc.);
• Select 5 to 6 priority countries for in-depth analysis.

3. Document ECE training programs in the target countries:

• Obtain course outlines, curricula, and admission criteria for officially recognized qualifications or certificates in early childhood education;
• Compare this content to the requirements of the provinces and territories.

4. Write an official guide:

• Write an official guide for Francophone employers to support them in their international recruitment efforts.

5. Promote national consistency:

• Support better interprovincial coordination in the recognition of international ECE skills;
• Help inspire the creation of a national reference framework.

1.3 Scope of the study and limitations

The study conducted by the CNPF aims to provide a comparative overview of ECE training in a set of countries identified as relevant recruitment pools for Francophone minority communities in Canada.

Scope of the study

• The analysis of study programs offered in selected countries, including degrees, duration, skills targeted, and internships;
• The identification of training institutions (colleges, universities, professional training centres) and officially recognized qualifications in each country;
• The analysis of the conditions for the recognition of these qualifications by the Canadian provinces and territories (excluding Quebec) by consulting regulatory authorities, agencies that evaluate qualifications, and regulatory organizations;
• The establishment of recommendations to facilitate the recognition of international ECE qualifications in Canada;
• The creation of practical tools, including a guide for Francophone employers.

Limitations of the study

Despite its national and international scope, the study has certain limitations:

• Focus on Francophone minority communities (FMCs): The project specifically targets the needs of FMCs in Canada and therefore does not include procedures specific to Quebec;
• Partial data: In some target countries, institutional information, detailed curricula, or contact details are not available online or are difficult to obtain;
• Language and terminology: The diversity of names, training structures, and educational requirements sometimes makes comparisons complex or imprecise;
• Interprovincial and interterritorial variability: Recognition criteria vary greatly from one Canadian province or territory to another, which limits the possibility of proposing a single or unified solution;
• Access to local authorities: In several cases, cultural, diplomatic, or administrative issues may limit access to ministries or representatives of training institutions in the source countries.