2.1 Research approach

The study is based on a descriptive qualitative approach aimed at documenting the mechanisms for the recognition of ECE qualifications in Canada and analyzing the training offered in certain target countries.

The methodological approach was structured around three complementary themes:

• gathering information from Canadian provinces and territories regarding the processes for recognizing ECE qualifications;
• identification of countries that have recruitment potential for Francophone child care centres in minority settings;
• literature review of ECE training systems in the target countries.

The objective is not to carry out an exhaustive theoretical analysis, but rather to produce an operational and useful synthesis for employers and partners involved in international recruitment.

The adopted approach combines:

• a document review;
• consultation with key stakeholders;
• utilization of the results of surveys carried out with associations and child care centres.

2.2 Selection of countries and partners consulted

The selection of target countries was based on several complementary sources of information:

• survey results from the associations and child care centres;
• discussions with project partners;
• international recruitment experience in Francophone communities;
• availability of structured early childhood education (ECE) training;
• linguistic and cultural potential for integration into Francophone communities.

Based on these criteria, six countries were selected for in-depth analysis:

• Belgium
• Cameroon
• Côte d’Ivoire
• France
• Morocco
• Tunisia.

These countries represent relevant recruitment pools and offer a diversity of training structures that allow for a useful comparative analysis.

The partners that were consulted include:

• provincial and territorial ministries responsible for ECE certification;
• regulatory bodies or professional registries;
• agencies that evaluate qualifications
• training institutions in the target countries;
• CNPF network partners;
• associations and child care centres that participated in the surveys;
• organizations involved in international mobility.

These consultations aimed to validate information, clarify processes, and document existing practices.

2.3 Data sources and collection tools

Data collection relied on several types of sources:

Documentary sources

• Websites of provincial and territorial ministries;
• ECE certification guides;
• Regulatory documents;
• Documents from organizations that evaluate qualifications.

Surveys

Two separate surveys were conducted in May 2025:

• Survey of Francophone associations in the early childhood sector;
• Survey of Francophone child care centres.

These surveys have allowed us to:

• identify priority countries for recruitment;
• document the challenges related to the recognition of qualifications;
• gather suggestions for improving processes;
• validate the relevance of the study.

Targeted consultations

Discussions were held with:

• provincial and territorial authorities;
• project partners;
• organizations involved in the recognition of professional qualifications;
• international recruitment stakeholders.

These consultations provided clarification on requirements, practices, and procedures.

2.4 Information analysis and validation process

The analysis took place in several stages:

Analysis of Canadian requirements

A review of certification requirements in each province and territory (excluding Quebec) was conducted, with the following objectives:

• to identify the certification levels;
• to document the evaluation processes.

Analysis of training programs in the targeted countries

For each country, the following elements were examined where possible:

• the types of qualifications in ECE;
• the duration of training programs;
• the structure of the programs;
• the inclusion of internships;
• the institutions that offer training;
• the national recognition of qualifications.

Information validation

To ensure data reliability:

• The information was cross-referenced between several sources, including specialized organizations (e.g., World Education Services [WES] and the International Organization for Migration [IOM]), the relevant ministries responsible in the provinces and territories, as well as employers in the ECE sector, in order to ensure the validation and reliability of the data collected;
• Ambiguous data was verified with the relevant authorities where possible;
• Terminology was harmonized;
• An internal review was conducted.

This approach aims to ensure that the study is based on consistent, comparable, and useful information for employers and partners.