3.1 Survey of associations

Observations

• The countries best suited to meet the needs are France, Belgium, Morocco, Cameroon, Côte d’Ivoire, Algeria, Tunisia, Mauritius, and Haiti;
• Destination Canada seems to be the best recruitment tool, but there are many other effective methods;
• The recognition of qualifications is the biggest challenge, with a strong demand for consistent recognition across the Canadian provinces/territories;
• The slowness, complexity, and cost of the process exacerbate this challenge;
• Online guides and resources would be helpful, as well as support for orienting and training new staff.

Overall picture

The survey collected 51 responses (26 complete and 25 partial), primarily from administrators, coordinators, and educators, spread across 11 provinces and territories. (Quebec and Nunavut were not included in the study.)

Among the respondents, 38% have already recruited internationally, for an estimated total between 87 and 120 people over the past five years, or about 25 people recruited per year.

Preferred source countries

The countries most targeted for recruitment are primarily Francophone and include:

• France, Morocco, and Belgium (the three most frequently mentioned);
• Tunisia, Côte d’Ivoire, Algeria, Haiti, Cameroon, and Mauritius;
• some African and Asian countries (e.g., the Democratic Republic of Congo, Lebanon, and India).

These countries are valued for the quality of their training, their pool of qualified labour, and their linguistic and cultural proximity to Francophones in Canada.

Recruitment channels

The most frequently used recruitment methods are:

• Destination Canada (the method mentioned most often);
• social networks, the Government of Canada Job Bank, and job websites (e.g., Indeed);
• the trade shows of the Réseau de développement économique et d’employabilité (RDÉE Canada) and specialized platforms (e.g., Connexion PEF);
• the recruitment of people already in Canada (study permit or working holiday).

Main challenges

The biggest obstacle identified is the recognition of international qualifications (70%). This challenge is compounded by:

• the slowness, cost, and complexity of administrative procedures;
• the lack of clarity and consistency across the provinces/territories;
• limited access to the College of Early Childhood Educators in Ontario;
• the lack of information on the regions receiving new staff, and their requirements;
• language, résumé screening, and lack of funding or recruitment expertise.

Recruitment intentions

Among the respondents, 74% plan to recruit internationally over the next five years, confirming a strong desire to continue the internationalization of the educational workforce.

Recognition of qualifications

Detailed comments highlight:

• significant variability from one province or territory to another;
• a lack of transparency and resources;
• countries considered close to Canadian standards: Belgium, France, Morocco, Switzerland, and Côte d’Ivoire.

Suggestions for improving the recognition of qualifications

• Clarification of recognition criteria;
• Practical guides and online resources;
• Targeted upgrade training;
• Harmonized pathways across provinces/territories;
• Orientation sessions in the regions receiving new staff;
• Creation of registries of recognized international institutions;
• Improved collaboration with ministries and evaluation organizations.

Other key comments

• The importance of meeting with provincial and territorial governments to clarify procedures;
• The need to reduce costs for international students and recognize professional experience;
• The desire to train current educators in cultural diversity to promote inclusion.

3.2 Survey of child care centres

Observations

• The responses come from centres of different sizes;
• Previous hiring experiences strongly influence country suggestions;
• The countries best suited to meet the needs are France, Belgium, Morocco, Cameroon, Algeria, and Tunisia;
• Destination Canada is considered the best recruitment tool, but other methods also work;
• The recognition of qualifications is the biggest challenge, with strong demand for consistent recognition across Canadian provinces and territories, particularly in Ontario;
• The slowness, complexity, and cost of the process exacerbate this challenge;
• Online guides and resources, or a designated contact person, would be helpful, as would support for orientation and training.

Responses and statistics

Among those approached, the surveys reported 53 complete responses and 26 partial responses, for a total of 79 responses.

The main challenges encountered during international recruitment include the recognition of qualifications (73%), résumé screening (35%), the region’s capacity to welcome new staff (32%), funding (30%), competitive salary (18%), and expertise in recruitment (18%).

Relevant countries for recruitment

The most relevant countries for the recruitment of international educators are France (72%), Morocco (65%), Belgium (51%), Cameroon (41%), Mauritius (30%), and Haiti (26%).

Suggestions to facilitate the recognition of international qualifications, recruitment, and integration of international workers

• Clarify the criteria for the recognition of qualifications;
• Provide online guides and resources;
• Collaborate with evaluation organizations;
• Offer supplementary training;
• Organize information sessions about the host region;
• Train local educators on newcomers’ culture;
• Establish a clearer and more unified pathway across provinces/territories;
• Develop a guide or registry that lists institutions in various countries and their level of recognition by province/territory.