1. Foreign Qualifications Recognition Alberta, Canada
The Swedish Council for Higher Education
(ENIC-NARIC Sweden)
Nordic Council of Ministers Conference
Swedish Ministry of Education and Research
October 2013 1

2. Developing a Plan
Objective: Immigrants will have the opportunity to fully utilize their education, skills and work experience for the benefit of themselves and the Alberta economy. Process: Engage and consult stakeholders – Roundtable discussions held with immigrants, immigrant serving organizations, post-secondary institutions, professional regulatory organizations (PROs) & employers. Outcome: Using the information gathered, a Foreign Qualification Recognition Plan for Alberta (FQR Plan) was developed.
Objective
The Government of Alberta recognized the importance of successful labour market integration of newcomers.
It was essential for Alberta’s workplaces to embrace diversity and expand the utilization of international talent to increase the province’s economic advantage in world markets as a result of economic globalization and global competition. At this time, (2007) Alberta welcomed 20,860 immigrants (permanent residents). (In 2012, Alberta welcomed 36,092.)
In order to facilitate immigrant integration and retention, the Alberta government recognized the need to work collaboratively with stakeholders such as immigrants, immigrant-serving organizations, post-secondary institutions, professional regulatory organizations and employers, to ensure programs and services are in place to support the seamless transition and integration of immigrants. (notes continue on next page)
Process
As a result, eight roundtable discussions were held in May 2007 with 70 representatives from the 5 key stakeholder groups (immigrants, immigrant serving organizations, post-secondary institutions, professional regulatory organizations and employers).
During the roundtable discussions all stakeholders identified that in order for there to be success in FQR, there needs to be a high level of collaboration between and across stakeholder groups. Although stakeholders indicated that government needs to take leadership and coordination roles in improving FQR, all stakeholders expressed the importance of having an ongoing consultative and collaborative process.
Outcome
Input received from stakeholders during the roundtables informed the development of Alberta’s FQR Plan. The FQR Plan was released in November The implementation of the Plan would be collaborative in nature, and not regulated in legislation as is practiced in some other Canadian jurisdictions (the provinces of Ontario, Manitoba and NS.)

3. Alberta’s FQR Plan: 2008
The Government of Alberta developed A Foreign Qualification Recognition Plan for Alberta (FQR Plan) to address foreign qualifications recognition challenges. The FQR Plan was announced in November Its objective is to ensure immigrants will have the opportunity to fully use their education, skills and work experience for the benefit of themselves and the Alberta economy, as mentioned earlier.
The FQR Plan is a government wide initiative.
There are a number of ministries (Enterprise and Advanced Education, Health, Education, Human Services)involved in the implementation of the plan as they are mandated with the responsibility to oversee professional regulatory organizations, or to govern occupations.

4. Foreign Qualifications Recognition (FQR) Issues and Challenges
Diversity and number of FQR decision makers
Assessment of foreign education and skills
Skilled immigrants coming from a greater range of countries
Consistent assessment and recognition of foreign qualifications
An open, transparent and accountable FQR process
Diversity and number of FQR decision makers – In Alberta, there are over 50 PROs, more than 25 educational institutions and numerous employers and industry councils each with their own FQR processes.
Assessment of Foreign Education and Skills – Employers, PROs and educational institutions may not have all the information or resources they need to evaluate foreign qualifications.
Skilled immigrants coming from a greater range of countries – Employment outcomes are more favourable for skilled immigrants coming from English speaking countries and from countries where educational systems are similar to that in Canada. Canada, similar to other western countries, is increasingly welcoming immigrants from countries such as China, India and the Philippines where the education and occupational systems may not be as well understood.
Consistent Assessment and Recognition of Foreign Qualifications – Stakeholder inconsistency in the assessment and recognition of foreign qualifications. There is a need for improved FQR processes, information sharing and coordination among FQR decision makers. (…notes continue on next page)
An Open, Transparent and Accountable FQR Process – To ensure immigrant qualifications are evaluated appropriately, the concepts of fair, open and transparent processes are written directly into the professional regulatory statutes and regulations. However, because FQR is an internal assessment process that occurs within an organization (employer, PRO or educational institution), the standards and methodology used are often not clearly understood by or made available to outside groups. This has resulted in the perception by some that the process is not transparent, biased and unfair…

5. FQR PLAN: 3 Strategic Themes
Specialized Information:
Immigrants have easy access to information regarding recognition of their foreign credentials
Assessment Standards and Resources:
Ensure transparent and fair assessment of foreign credentials
Bridging the Gap
Ensure availability of appropriate programs to bridge gap between immigrant qualifications and standards required for the workplace
FQR Plan identifies three strategic areas for actions:
Specialized Information - actions that would ensure that immigrants have easy access to current, accurate and understandable information on the steps they need to go through to obtain recognition of their foreign credentials.
Assessment Standards and Resources - actions that will help ensure that the assessment of foreign qualifications is transparent, fair and accountable and is based on current and accurate information.
Bridging the Gap - actions that ensure that there are appropriate programs to bridge gaps between qualifications presented by immigrants and the standards required to enter the workplace, professional regulatory organizations and educational institutions.

6. Highlights of FQR Initiatives
Specialized Information:
Developed FQR resources posted on the Alberta-Canada Immigration portal
Developed 65 accreditation guides for regulated occupations, which describe the process to become licensed or registered to practice in these occupations; guides are available at:

7. Highlights of FQR Initiatives (cont’d) Immigrate to Alberta web portal:
The Alberta Government has an ‘Immigrate to Alberta’ web portal which contains information on immigrating, living, and working in Alberta and provides new and prospective immigrants with essential pre and post arrival information.

8. Highlights of FQR Initiatives (cont’d)
Developed How to work in your Occupation in Alberta brochure, which can be downloaded at:

9. Highlights of FQR Initiatives (cont’d)
Assessment Standards and Resources:
Provided over $3.5 million (CDN) to professional regulatory organizations for 41 projects to improve assessment and recognition processes for internationally educated applicants
Organized forums and roundtable discussions with all key stakeholders
Delivered information workshops on how to evaluate foreign credentials
Some of the PROs that received grant funding include:
Institute of Chartered Accountants of Alberta
The Law Society of Alberta
The Alberta Association of Architects
College of Licensed Practical Nurses of Alberta
College of Physical Therapists of Alberta
College of Physicians and Surgeons of Alberta
Association of Professional Engineers and Geoscientists of Alberta
Association of Science and Engineering Technology Professionals of Alberta
Certified Management Accountants of Alberta
College of Alberta Psychologists
Alberta College of Speech-Language Pathologists and Audiologists
Alberta Veterinary Medical Association
Some of the PRO projects that were funded include:
Online self-assessment tools
Competency-based assessment tools… (..notes continue on next page)
Upgrading information management system and database to expedite the registration process for international applicants
Online and in-person examination preparation courses
Online resources that assist foreign-trained professionals to complete the registration process
Improved/enhanced PROs’ websites for easier navigation and enhanced information for international applicants on the assessment and registration processes.

10. Highlights of FQR Initiatives (cont’d)
Bridging the Gap
Provided over $400,000 (CDN) in contracts for innovative projects that support successful integration of skilled immigrants
Developed an interactive online diversity training for employers, Diversity and Inclusion in the Workplace.
Sponsored 77 workshops on workplace diversity and two FQR employer forums.
Provided over $2 million (CDN) to the Immigrant Access Fund
Developed a policy framework for bridging programs and funded bridging programs in various occupations
*(Right click on link for tool to open hyperlink)

11. FQR Progress Report 2010/2011
Available at:

12. Stakeholder Engagement
Professional regulatory organizations forums
Roundtable discussions with key stakeholders (post-secondary institutions, employers, immigrant serving organizations)
Professional regulatory organizations forums are held annually to:
Maintain positive relationships with PROs.
Provide PROs with the opportunity to showcase some of their projects funded through the Alberta Government.
Provide updates on provincial FQR initiatives.
Identify future priorities and discuss any remaining FQR challenges and opportunities to address them.
Some of the PROs we work with include: Association of Professional Engineers and Geoscientists of Alberta (APEGA), College of Physicians and Surgeons of Alberta (CPSA), College and Association of Registered Nurses of Alberta (CARNA), Association of Science and Engineering Technology Professionals of Alberta (ASET), and the Institute of Chartered Accountants of Alberta (ICAA).
As follow up to the consultations held in 2007 during the development phase of the FQR Plan for Alberta, a set of roundtable discussions were held this year with key stakeholders to gauge the impact/awareness of the implementation phase of the FQR Plan. It provided a chance to present the FQR Plan progress to date and allowed stakeholders to provide feedback, advice and recommendations for moving the FQR Plan forward. Input from these sessions informed our work moving forward and will guide our priorities in the coming years.

13. Professional Regulatory Organizations Forums
At the most recent forum in 2012, PROs identified the following FQR priorities for future work:
Continue support of FQR projects through government grants
Strengthen cross-organizational collaboration between key stakeholders
Increase opportunities for training to develop PROs’ assessment capacity in FQR
Improve sharing of assessment best practices
Support national coordination of FQR
Key themes and information gathered from the forums help inform government FQR activities for upcoming years. At the most recent forum in 2012, PROs identified the following priorities:
Continue support of FQR projects through government grants.
Strengthen cross-organizational collaboration between key stakeholders (post-secondary institutions, employers, immigrant serving organizations, etc.).
Increase opportunities for training to develop PRO staffs’ knowledge, expertise, and assessment capacity in FQR.
Improve sharing of assessment best practices through more frequent and targeted specialized forums focused on particular subject areas (e.g. online assessment tools).
Support national coordination of FQR through increased awareness, facilitation of information sharing and partnerships between governments and FQR stakeholders.

14. Roundtable Discussions with Key Stakeholders
At the 2013 roundtable discussions with employers, immigrant-serving organizations and post-secondary institution, the following priority areas were identified for future work:
Continued collaboration and improved communication is needed between governments and stakeholders
Improve pre-arrival information
Enhance employer awareness and participation
Central repository of FQR information
Key themes and information gathered from the roundtable discussions help inform government FQR activities for upcoming years. Stakeholders identified the following priority areas to focus on:
Continued collaboration and improved communication is needed between all orders of government and stakeholders.
Improve pre-arrival information for prospective immigrants
Enhance employer awareness and participation
Provide a central repository of information related to all stakeholder groups.

15. Annual Reporting and Analysis of Alberta’s Professional Regulatory Organizations
Collaborated with 30 PROs to develop reports describing the assessment outcomes for foreign trained professionals applying for registration/licensure.
Informs government’s work:
to improve FQR and assessment processes
to identify FQR programs, resources, and tools
to identify gaps and barriers in FQR processes
To date, the Government of Alberta has collaborated with 30 PROs to develop and provide reports describing the assessment outcomes for foreign-trained professionals applying for registration/certification/licensure in Alberta.
By reviewing and analyzing the data/information available in the reports, initiatives to further improve assessment outcomes and workforce participation are being identified. This informs the government’s work in the improvement of foreign qualifications assessment and recognition, as well as identify programs, resources, and tools to support the implementation of the FQR Plan.

16. Annual Reporting and Analysis of Alberta’s Professional Regulatory Organizations
New applicants are represented by the bars, and approval rates by the lines.
During our analysis of the annual PRO reports, we were able to identify certain trends and patterns from the data provided.
One interesting finding was that while in the non-health sector there does not seem to be a distinct difference in the approval rate of applicants from certain countries, in the health sector, (next slide)
Country clusters:
1 = UK, Ireland, Germany, US
2 = Philippines, Mexico, India, France, Netherlands
3 = Poland, South Korea, China, Ukraine, Czech, Venezuela, Brazil, Argentina, Singapore, Colombia
4 = All other

17. Annual Reporting and Analysis of Alberta’s Professional Regulatory Organizations
Country cluster 3 seems to be the least successful at getting licensed in the health professions. Much of this might be attributed to English language skills, but also educational system compatibility etc.
Another interesting finding we are able to look at is which specific countries are the least and most successful in certain occupations. This can be very useful to help inform our pre-arrival information and resources as well as develop strategies to target FQR initiatives for certain regions.
Country clusters:
1 = UK, Ireland, Germany, US
2 = Philippines, Mexico, India, France, Netherlands
3 = Poland, South Korea, China, Ukraine, Czech, Venezuela, Brazil, Argentina, Singapore, Colombia
4 = All other

18. Annual Reporting and Analysis of Alberta’s Professional Regulatory Organizations
In this graph we can see the average acceptance rate by country in both health and non-health professions. As was seen in the previous slides, there is a significant difference in successful acceptance between health and non-health professions and then again depending on country.
Although the data we have received from the annual PRO reports has provided some rich and interesting findings, we also learned that we could have a much richer more representative and accurate analysis if we could improve the data quality. While we have achieved the goal of getting a large number of PROs to work collaboratively with us and provide us with reports and information on their international applicants, the next step will be to work with them on improving the quality of this data by creating a consistent template which will be used by all PROs and which will provide us with a more useable, stable data set to continue our research.

19. Framework can be found at:
Provincial, territorial and federal governments made a public commitment towards improving qualifications assessment and recognition practices, and creating positive change for immigrants in Canada
Alberta served as co-chair of the national working group that developed the Framework and plays an active role in its implementation
Framework Principles
Fairness
Transparency
Timeliness
Consistency
Framework can be found at:
Following the release of the Alberta FQR Plan in 2008, the Canadian federal government began work on a national level framework for the assessment and recognition of foreign qualifications. Alberta provided input on the development of this framework and has been instrumental in its implementation.
A Pan-Canadian Framework for the Assessment and Recognition of Foreign Qualifications (Framework) was launched on November 30, It is a principles based framework.
The Framework is a public commitment toward improving the assessment and recognition processes of foreign-earned qualifications.
Since the release of the Framework, F/P/T governments have demonstrated the value of taking a pan-Canadian approach to Framework implementation.
The Framework will not replace initiatives already underway, but will publicly express the common principles and priorities that governments share as we move forward. (notes continue on next page)
Framework Principles:
Fairness – criteria for determining recognition of qualifications are objective, reasonable and without bias. Canadians and internationally trained applicants will be treated equally. Clear communication of assessment results and rationale. Assessment processes are efficient and avoid duplication.
Transparency – Requirements for applying to a specific occupation are fully described, easily understood, and widely accessible. Applicants are informed of all options when full recognition does not occur.
Timeliness - assessment recognition and communication of decisions is prompt and efficient.
Consistency – methods for assessments and criteria used for specific regulated occupations are mutually acceptable across jurisdictions in Canada and results are mutually recognized.

20. A Pan-Canadian Framework: Pathways to Recognition

21. Pan-Canadian Framework: Target Occupations for 2010-2012
First Set of Target Occupations by December 31, 2010
Second Set of Target Occupations by December 31, 2012
Architects
Engineers
Financial Auditors and Accountants
Medical Laboratory Technologists
Occupational Therapists
Pharmacists
Physiotherapists
Registered Nurses
Dentists
Engineering Technicians
Licensed Practical Nurses
Medical Radiation Technologists
Physicians
Teachers (K-12)
The lists were developed based on reported priorities and labour market needs
Alberta supports and continues to take a strong interest in the implementation of the Pan-Canadian Framework to ensure that there is a complimentary and collaborative relationship between the Framework and Alberta’s FQR Plan.
Alberta assumed a critical role of co-leading the physician task team with Health Canada (July 2011-Dec 2012), and was an active member on the Teacher task team and the Engineering Technician/Dentist/Medical Radiation Technologist task team (Jan 2011-Dec 2012)
Consultations have been held with all target occupations. These consultations have resulted in the development of occupational action plans that identified current and future priorities to make FQR processes more timely, transparent, fair and consistent. (notes continue on next page)
As FQR is a long term initiative, a collaborative national effort is required to improve the recognition of foreign qualifications of internationally trained workers in Canada and to address labour mobility issues.
Initial engagement planning with new target occupations (will be announced in the next few months) is currently underway. As implementation of the Framework continues with the new occupations, national effort will be undertaken in the following key areas:
Promoting policy alignment with changes to the federal immigration system
Continuous FQR improvement with the first 14 target occupations
Implementation of a monitoring and evaluation strategy to evaluate Pan-Canadian FQR changes to FQR systems (licensing processes) and internationally trained worker outcomes (licensing and labour market integration)

22. Some highlights of the progress report include:
Strategic policy frameworks or implementation plans designed to encourage systemic changes that lead to better outcomes for internationally-trained workers have been established in Saskatchewan and Alberta, and a similar approach is under development in British Columbia.(pg5)
(Reporting and Data Improvements): Examples of efforts to improve the availability of data are occurring in Manitoba and Alberta.  Governments in those provinces are partnering with regulatory authorities to implement applicant tracking systems that allow for the collection of information on the number of applications received from internationally-trained workers, the time it takes to reach key decision points, and the general experience faced by international applicants as they move through the process. (pg9)
(Pathway: Preparation and Pre-Arrival Supports): Nova Scotia, Ontario, Manitoba, Saskatchewan and Alberta have made their fact sheets available through the Working in Canada Tool and/or other sources.(pg11)
(Pathway: Preparation and Pre-Arrival Supports): Some provinces such as Alberta and Nova Scotia are now providing specific provincial information to the CIIP participants who have indicated their intentions to reside in that province. (pg11)
(Did you know?): The International Qualifications Assessment Service (Alberta) has developed International Education Guides with detailed information about education systems and credentials abroad. These guides are designed to assist regulatory authorities, post-secondary institutions and employers to better understand international credentials. (pg11)… (notes continue on next page)
(Pathway: Preparation and Pre-Arrival Supports): In Alberta, the College and Association of Registered Nurses of Alberta (CARNA), has developed an on-line Internationally-Educated Nurses (IEN) Self-Assessment Tool.  CARNA recommends that IENs complete this online self-assessment before applying to register with CARNA.  In addition, the Institute of Chartered Accountants of Alberta (ICAA) has developed an FQR Pre-Assessment Questionnaire (PAQ), which is a brief questionnaire that is to be completed by internationally-trained accounting professionals before requesting official assessment of their international credentials.  Based on the preliminary information provided in the PAQ, the ICAA will provide applicants with guidance and accurate assessment information. (pg12)
(Pathway: Recognition - Pathway to Certification): Recognition of Prior Learning / Prior Learning Assessment and Recognition frameworks have been developed and are being implemented in Nova Scotia, Saskatchewan and Alberta. These frameworks provide guidance for implementing practical ways to assess and recognize prior learning. They encourage processes that recognize knowledge and skills gained through a combination of work experience, education and training. (pg14)
(Pathways: Supporting Workforce Participation – Individual & Employer Supports): In Alberta, the Centre for Race and Culture provides workplace diversity and cultural competency training to employers and employees across the province. This sort of professional development contributes to more inclusive workplaces that welcome the skills and innovations of internationally-trained workers. (pg18)
(Pathways: Supporting Workforce Participation – Individual & Employer Supports): In Alberta, the Immigrant Access Fund is a low interest micro-loan program that allows individuals to cover education costs and some living expenses while undergoing professional skills upgrading. (pg18)
(Pathways: Supporting Workforce Participation – Individual & Employer Supports): For example, immigrant employment councils (IECs) in Ottawa, Toronto, Niagara, Kitchener-Waterloo, London, Edmonton, Calgary and Vancouver currently have programs in place that help immigrants expand their networks and gain valuable Canadian work experience. (pg18)
The Progress Report can be found at:

23. Future FQR Priorities
Engage and work with employers to recognize foreign qualifications.
Support the development of tools and resources to help employers integrate immigrants into workplaces
Work with PROs to support improvements of assessment and recognition outcomes
Work with PROs to develop assessment and recognition procedures specific to the registration of foreign-trained professionals such a provisional registration/licensure.
To ensure success, government and stakeholders will continue to work together in streamlining FQR assessment and recognition processes for regulated and unregulated occupations, and measure progress.
Some of the priorities identified for the coming years in the implementation of the FQR Plan include:
Engage and work with employers to understand and better recognize the credentials, skills and work experience of foreign-trained professionals.
Support the development of tools and resources that help employers integrate immigrants into their workplaces.
Continue to support PROs to streamline their foreign qualifications assessment and recognition processes.
Continue to support PROs to increase their assessment capacity and encourage them to develop assessment and recognition procedures specific to the registration of experienced foreign professionals, such as development of alternative certification levels (i.e. provisional registration/licensure).

24. Future FQR Priorities (cont’d)
Continue to develop pre-arrival preparation and assessment tools
Develop opportunities for immigrants to access bridging programs aimed at minimizing unnecessary re-training
Continue to actively participate in the implementation of the Pan-Canadian FQR Framework
Continued…
Some of the priorities identified for the coming years in the implementation of the FQR Plan include:
Advancing the development of pre-arrival preparation and assessment tools.
Developing opportunities for immigrants to access bridging programs that are targeted to their needs and aimed at minimizing unnecessary re-training; and
Actively participating in national initiatives, particularly the implementation of A Pan-Canadian Framework for the Assessment and Recognition of Foreign Qualifications, to ensure mutual alignments between the Framework and Alberta’s FQR Plan.

25. International Qualifications Assessment Service (IQAS)
The Government of Alberta established IQAS in 1994.
IQAS issues Educational Assessment Certificates that indicate how international educational credentials compare to educational standards in Alberta.
Assessments are designed to support entry into employment, professional licensing or further
education.
In 2012/13, IQAS issued 7,438 assessment
certificates.
From April 2010 – March 2011, IQAS issued 6,631 Educational Assessment Certificates
From April 2011 – March 2012, IQAS issued 6,850 Educational Assessment Certificates

26. Who Benefits from IQAS Services?
Employers
Professional Regulatory Organizations
Educational Institutions
Individuals:
Immigrants
Temporary Foreign Workers
People planning to immigrate to Canada
Canadians who have studied abroad
A person does not need a specific immigration status to apply for an IQAS assessment

27. Benefits of having an IQAS assessment
Individuals:
can use an IQAS assessment to support the recognition of their credentials and help them gain employment, obtain professional licensure or enter further education.
The recognition is dependent on the individual employer and institution, and not mandated province-wide.

28. Benefits of having an IQAS assessment (cont’d)
Employers:
Can use an IQAS assessment to inform their hiring decisions and have confidence that educational credentials presented by applicants are valid and meet Canadian educational standards.
Employers indicated that they have difficulty understanding international educational systems and many have neither the time nor the capacity to assess international education within their organizations.

29. Benefits of having an IQAS assessment (cont’d)
Professional Regulatory Organizations:
can use IQAS assessments as part of their process of assessing international applicants for professional licensing. IQAS assessments provide regulatory organizations confidence in the authenticity of foreign educational credentials that were assessed.
Some of the larger PROs have their own assessment capacity don’t make use of IQAS.

30. IQAS Top Ten Countries for Credential Evaluation (2012)
Philippines
23%
India
16%
China 5%
Pakistan
Nigeria
United Kingdom 4%
United States 3%
Bangladesh 2%
Ukraine
Nepal
Other Countries (n=138)
33%

31. Types of Assessment
Service Requests
(2012/2013 Fiscal Year)

32. Top 5 Countries of Assessment
The top 6 countries from which credentials are most frequently assessed slightly changed, China was the third top country in 2012, but is the sixth country in 2013 (3.5% of all assessments issued).
The 2013 top 5 countries are: Philippines (23%), India (16%), Pakistan (6.5%), Nigeria (6%), and UK (4%).

33. IQAS Expertise
International credential assessment is the core area of expertise and competence within IQAS
Extensive staff training in international credential assessment
Capacity to read 14 languages for the verification of documents
Database containing evaluations of over 100,000 credentials
Reference library containing over 2,500 related publications/articles
Access to several online information and
verification sources
Member of global professional network
Some of the languages are:
Spanish
Mandarin Chinese
Dutch
Korean
Thai
Ukrainian
Russian
French
Etc.

34. How IQAS Evaluates Credentials
Authenticity Review
Accuracy of Translations
Recognition Status of Institutions
Description of Educational Programs
General Statement of Comparability
(notes are on following slide)

35. Authentication Steps:
Ensure that all documents are included with application: degree certificates, transcripts, syllabi, etc.
The overall appearance, format and content is checked.
Check for any evidence of tampering or alteration of documents.
The consistency of biographical data (i.e. names, birthdate, etc.) is checked across all documents submitted.
Verify that documents were issued by the proper authority.
Verify that the institution was appropriately authorized to award the credential issued.
Where there is doubt of the authenticity, documents are confirmed directly with the issuing body.
Some educational documents have built-in security features that are revealed under ultraviolet light (e.g. visible watermark) which helps us verify authenticity.

36. Identifying Unauthentic Documents
Less than 1% of documents received by IQAS are determined as fraudulent.
In Canada, the act of using falsified academic credentials is not a specific crime.
The Alliance of Credential Evaluation Services of Canada provides a national platform for assessors to communicate and share information including fraudulent document information.
For IQAS, the submission of fraudulent documentation is not a common occurrence. When IQAS suspects a document has been tampered with or altered, the client will be contacted for an opportunity to provide a rationale, if this proves to be inadequate, the document is determined fraudulent, then file is cancelled and IQAS retains all records of the client and their submitted documents.
IQAS will then submit the name of the client to The Alliance to share with all other credential evaluation services across Canada to prevent this person from re-submitting anything for future assessment.

37. Accuracy of Translations
IQAS requires literal word-for-word translations as opposed to interpretation.
Assessments are based as much as possible on the original documents and not the translations.
When IQAS receives documents for which there is no in-house expertise, the translations are sent for verification to a contracted translator.
Word for word ensures the translator is not making a judgement. Using the translations, assessors still look at the wording on the original documents.
IQAS have in-house expertise in 14 different languages.

38. Recognition of Institutions
A recognized institution is one which has been formally approved by a designated competent authority within the country through a process incorporating quality assurance. The institution must also be widely accepted by other institutions and agencies inside and/or outside the country.
IQAS only evaluates credentials from recognized institutions.
This is IQAS’ definition of recognition.
The terms recognition and accreditation are often used incorrectly and interchangeably. Accreditation refers to the recognition of an institution by the ministry of education, etc. Processes vary by country and educational system. Many countries do not have an educational accreditation process.
Recognition is do we accept the credential.
In certain countries successful completion of the accreditation process represents IQAS’ standard for recognition. However, in other countries it doesn’t, or it may only represent a part of the recognition process.

39. Online universities such as this one will offer ‘accredited’ degrees that lure prospective students into enrolling by advertising ‘no studies’, ‘no attendance’ and ‘no exams’ necessary. This is not an accredited institution under any jurisdiction and is considered to be a ‘diploma mill’. A small amount of research will reveal its lack of credibility . (it is not located in Rochville, and in fact operates out of Pakistan)

40. Description of Educational Programs
IQAS describes the educational program in terms of:
level of education
length of the study
general content of study
function of the program
This step in the assessment process involves considerable research.
Analysis of the information collected in the above step supports the establishment of the comparative outcome.

41. General Statement of Comparison
IQAS uses researched information to arrive at a fair and accurate comparison to educational
standards in Alberta.
Assessments are advisory only and do not provide the assessment of occupation specific content.
IQAS always uses the language “generally compares to…” on all assessments. The terms “equal to” or “equivalent to” are not used to avoid misinterpretation. Even within the same country and jurisdiction, two similar degrees will never be exactly the same or equal as there is such variation in course content, material and teaching methodology particular to each institution.
IQAS will confirm authenticity of education and will provide a focus of study where-ever possible if sufficient information is available from the documents provided. E.g. “four year bachelor’s degree with a focus in economics and accounting”

42. Assessments
Basic Assessment provides a general statement about the comparative levels of achievement in Canada.
For example: The Licentiate Diploma generally compares to the completion of a four-year Bachelor’s degree with a focus in economics and accounting.
The information provided on a Basic assessment is sufficient for those seeking general employment as well as for entry into certain post-secondary and professional regulatory organizations.

43. Basic Assessment Sample

44. Additional Assessments
Educational Assessment:
Includes a table that indicates the level of achievement in specific high school courses required for admission into an educational program.
Specialized Assessment:
Includes a list of subjects completed and comparable credits.
For organizations or educational institutions that require a more detailed assessment of credentials there are two other types available: the educational assessment and the specialized.
These assessments are for advisory purposes only and are usually supplementary to a full assessment of course content by subject experts at the post-secondary institutions or professional regulatory organizations.

45. Online Resources
To help navigate the application process, the following resources are available on our website at:
List of the educational institutions using IQAS
List of the professional organization using IQAS
Sample Assessments Certificates

46. IQAS Website www.eae.alberta.ca/iqas

47. Online Resources
International Education Guides (IEGs) - An information tool designed to help decision makers (employers, professional licensing bodies, educational institutions and others) make informed and timely decisions.
Educational Overview Guides (EOGs) - Designed to support an understanding of foreign-earned credentials for those who have no training or experience in the field. The EOGs are easy to use and accessible online.

48. EOGs can be accessed at:
Online Resources
EOGs can be accessed at:
Right click, ‘open hyperlink’. Scroll down and select a country to demonstrate the EOGs online.

49. International Education Guides
International Education Guides (IEG’s) are a comprehensive information resource on the educational system and credentials for a specific country
Guides developed in response to consultations (2005 and 2007) with stakeholders who identified a number of challenges including:
Increasing volume of international credentials from a broader range of countries
Difficulties in finding the information on international credentials to make decisions quickly and efficiently
Lack of information developed from a Canadian perspective (e.g., publications are from other countries)
Multiple research efforts across institutions/organizations and no mechanisms to share this information

50. International Education Guides
IEGs are available for the following countries:
China
South Korea
United Kingdom
Philippines
Russia & former USSR
India
Colombia
Pakistan
Nigeria
Poland
U.S.A.
Major strategic objectives are to:
Promote accurate assessments of international credentials
Promote consistency and increased timeliness and efficiency in the international credential recognition process
Major initiative undertaken by IQAS to produce comprehensive, up-to-date information guides on international education systems
Comprehensive - First in Canada
Up-to-date (most publications date back to 1990s or earlier)
References and draws upon existing publications, as well as original research
Available in printed form as well as electronic on the internet
Mexico currently being produced

51. International Education Guides
There is much detail about the education system in the country and a quick reference section of general placement recommendations as you can see in this slide (India IEG).

52. For more information, please contact: Gail Sarkany-Coles Director, International Qualifications Assessment Services (IQAS) Phone: