Blog - 3/7 - C21 Canada

Exclusive Podcast With Al Reyner C21 Canada National Leadership Award Recipient

By admin On October 8, 2014 · Add Comment · In Blog, C21 News

Al Reyner is a veteran of the teaching and learning environment, a graduate of the Mount’s Master of Education program in Educational Psychology, and a former high school principal. As an instructor in the Mount’s Faculty of Education, Al encourages students to take an active and leading role in their own learning, while embedding technology in a strategic and sensible way. It’s an approach that has earned him a national award: the C21 Shifting Minds Individual Leadership Award for distinctive achievement in the field of 21st century learning and innovation.

PROVINCE ANNOUNCES SISLER HIGH SCHOOL RECOGNIZED AS A NATIONAL LEADER, RECEIVES C21 AWARD FOR LEARNING AND INNOVATION

By admin On September 18, 2014 · Add Comment · In Blog, C21 News, Press Release

Sisler High School Receives C21 Shifting Minds Award for Excellence in Learning & Innovation
(L-R) David Roberts, C21 Canada; Dr. George Heshka; students receiving on behalf of the school (Stephanie and Gerrin); Karen Yamada, C21 Canada; Manitoba Minister of Education, Hon. James AllumManitoba, James Allum.

Education and Advanced Learning Minister James Allum was at Sisler High School today to congratulate students and staff being awarded the Shifting Minds National Award for Educational Technology from C21 Canada, a national not-for-profit organization that recognizes innovative leaders in education.

Today’s Spotlight on 21st Century Learning in Canada

By admin On April 10, 2014 · Add Comment · In Blog, CMEC/ C21 Canada, Events

L-R: David Roberts, C21 Canada; Robert Martellacci, C21 Cansda; John Kershaw, C21 Canada; David Dorward, MLA – Edmonton Gold Bar; Hon. Jeff Johnson, Minister of Education Alberta; Gord Hanna, Calgary Chamber; Naomi Johnson, former Chief Superintendent, Calgary Board of Education; and Andrew Parkin, Director General, CMEC

The 21st Century learning movement is gaining strength in Canada, although many staunch advocates will debate the depth of commitment. With the release of Achieving Excellence on April 7th Ontario joins British Columbia and Alberta incorporating 21st century competencies (e.g. creativity, critical thinking, entrepreneurialism, collaboration, communication, digital literacy) into their curricula.

Achieving Excellence also commits to enhancing the province’s level of investments in technology for learners and teachers; time will tell what these commitments entail in terms of classroom resources. The 1:1‎ student to computer model remains the nirvana of true 21st Century learning believers, whether this model is achieved through the “bring your own device” approach or through the government’s public provision of the tool, a far more expensive option for taxpayers. Personalized access to information on the internet for students would more closely mimic today’s reality outside of the classroom so the call for individualized access is growing. As the cost of such devices decreases the opportunity for ubiquitous technology access for learners and teachers grows. With this growth come both opportunities and challenges. One of the challenges of the teaching profession in this digital era is to educate students on how to discern what information on the internet is relevant, and real. The penultimate goal however is to encourage students to create new knowledge and be innovative with the plethora of information now available to them.

Alberta remains Canada’s leader in its commitment to substantive change in public education to ensure learning is relevant to its students. The process of curricula renewal is comprehensive and inclusive of stakeholders outside the system.‎ A review of teacher competencies to align with the plan will soon be released and while contributing to Alberta’s Inspiring Education plan for education could also prove a significant contribution to other provinces and territories.

On April 8th Jeff Johnson, Alberta’s Minister of Education and current Chair of the Council of Ministers of Education Canada (CMEC) chaired a Roundtable of business leaders in Calgary. Co-hosted by C21 Canada, Calgary Chamber, Calgary Board of Education and CMEC, the Roundtable was designed to provide Minister Johnson with input on priorities for Canada’s learning and skills agenda, in his role as CMEC’s chair. Participants complimented Johnson on his vision for education, urged him to hold the course, and highlighted that a priority their companies was to find people proficient with the soft skills (i.e. 21st century competencies). Minister Johnson noted that it was his seventh such event and the call for education to embrace the teaching of 21st century competencies has been a constant theme. The views of the Calgary business delegates to the Roundtable echoed the findings of a recent survey of its members by the Canadian Council of Chief Executives. The survey clearly demonstrated that soft skills trumped technical knowledge as the attributes Canada’s senior executives considered essential from an employability perspective.

Nova Scotia will likely be the next province to join the 21st Century learning journey in Canada. The province’s new government has launched a major overhaul of its public education systems and has appointed to panel to assist the process. The Province is also seeking a new Deputy Minister to guide them ‎in designing a 21st Century model of learning.

Meanwhile, the topic of 21st Century learning ‎has become the centre of political debate in New Brunswick, once the recognized leader in Canada’s 21st Century learning movement. The Opposition Liberals have begun questioning the Conservative government’s decision on why they have failed to produce a plan for public education after four years in government. During a recent Question Period the Liberal education critic questioned the current Minister of Education on why the Conservatives abandoned the provinces 21st Century learning agenda entitled NB321C: Creating a 21^st Century Learning Model of Education.

The Liberals are arguing that the government has been too preoccupied with the theme of inclusion, to the exclusion of all other education priorities. It is clear that the political battle lines are being drawn in New Brunswick for the impending fall election.

The fact remains that the 21st Century learning model ‎is now centre stage in the political and public discourse on public education in Canada. With declining levels of student engagement, the benefits of digital learning, the demand for people with soft skills, and a growing recognition that 21st Century learning model is more aligned with the social and economic realities of the knowledge and digital age, the advancement of this new model in Canada will undoubtedly continue.

The issue is whether Canada is able to keep pace with other countries in positioning its youth for success in the knowledge and digital age, and whether the public will provide politicians with the social license to be bold and undertake the level of transformation required. Clearly, engaging the public in the debate on why change is required and what needs to be done is the only way this is going to happen.

John Kershaw
President
C21 Canada

New Ontario Study Calls for Provincial Digital Learning Strategies

By admin On April 1, 2014 · Add Comment · In Blog, Member News, Uncategorized

Is the Digital Divide Impacting the Skills and Employment Gap Amongst Our Youth?

By Robert Martellacci, Co-founder and Vice-president, C21 Canada

It was a fascinating opportunity to participate in the People for Education: Digital Learning in Ontario Schools – The New Normal news conference yesterday at Queen Elizabeth P.S. in the TDSB. One of the highlights of the morning was observing grade 4 students highly engaged in small teams collaborating with technology; blogging, creating websites and programming Lego Robotics. This is the “New Normal.”

The challenge facing schools in Ontario is scaling Mr. Kiel’s grade 4 class beyond the pilot mode and into the mainstream classroom, thus getting beyond pockets of innovation. While the study acknowledges greater access to technology and free digital resources, Ontario has yet to announce its long awaited digital strategy framework which may be in part due to the rumoured provincial election. In the meantime, school districts face the challenge of addressing the equity issue around technology access for students and teachers. BYOD (Bring Your Own Device) policies should help address this, however, a clear and concise vision from the Ontario Ministry of Education backed up with the infusion of funding will be most welcomed by parents, students and teachers alike. Industry also has a role to play in forging strategic partnerships with education when it comes to providing cost-effective and appropriate digital resources and tools.

(Left to Right) Robert Martellacci, Vice-president & Co-Founder C21 Canada, Annie Kidder, Executive Director, People for Education, Kelly Gallagher-Mackay, Research Director, People for Education

Kudos to People for Education for illuminating the “New Normal” in public education in Ontario. Innovation is no longer an option in preparing Ontario’s learners and future leaders for the 21^st century global digital world. The education ecosystem needs to be nurtured by all to stakeholders to level the playing field with technology enhanced learning in order for Ontario to be a global leader and strive for excellence. It takes a connected digital village to raise a child in the 21^st century.

Ontario Highlights Education as Foundation of Future Economic Success

By admin On March 20, 2014 · Add Comment · In Blog

On March 18^th, 2014 Ontario’s Premier Kathleen Wynne convened over 200 education and business leaders in Toronto to discuss the topic Talent and Skills in the New Economy. Interested readers can find commentary at #ONjobs.

The focus of the event was clearly post secondary education, with most participants hailing from Ontario’s university and college systems. A limited number of business leaders were also present, largely as part of the three panels.

While the keynotes and panels varied in focus, the central theme was how best to position Ontario in the 21st century knowledge economy. Premier Wynn’s speech was the event highlight, and her passion for education as the vehicle to reposition Ontario as the economic power in Canada was clearly evident. The Honourable Brad Duguid, Minister of Training, Colleges and Universities, shared the Premier’s passion and assuming the current government remains in power, Ontario’s focus on and investments in education will likely continue at a brisk pace.

Notwithstanding the post secondary focus, the majority of speakers highlighted the fact that the K-12 system in Ontario was an essential element to future success. In this context, perhaps it was unfortunate that the K-12 system was not more in evidence at the event. Although the Honourable Liz Sandals, Minister of education for Ontario was in attendance for a short time, the event was clearly a post secondary show. Fortunately, a number of speakers highlighted the fact that as a feeder system to the post secondary system, nurturing of the talents and skills required in the new economy must start in the early grades. Premier Wynn acknowledged these observations when she noted that it is far too late to start talking about innovation at Grade 12.

According to public education officials, Ontario’s eagerly awaited vision statement (strategy) on its K-12 public education system is near completion. If Minister Sandals’ ongoing public statements are any indication, Ontario will soon join Alberta and British Columbia with a public commitment to a 21^st century model of learning. However, this is not to say that Ontario is trailing these other two provinces in transforming its system. Large investments have already been made by the province in prototyping and evaluating what the changes would look like in advance of a public and systemic call for change. The outcomes of these investments will hopefully be released in a report in early spring.

If all speakers at Premier Wynn’s event had one thing in common it was recognition that if Ontario was to position itself for success in the global knowledge economy, unified action is required. Premier Wynn committed to reconvene the participants in three months time to continue the dialogue. Hopefully the next event will allow for more active engagement by participants in identifying the way forward. There was a lot of talent in the room, with many participants eager to contribute to building the strategy and framework to match Premier Wynn’s vision. We would also encourage the organizers to bring together representatives from both Ontario’s K-12 and PSE communities, as both are as essential as the other in moving a 21^st century learning agenda forward.

It is also clear that a growing number of provinces are actively pursuing learning and skills strategies rooted in the vision and principles of the global 21^st century learning movement. C21 Canada continues to call on CMEC Ministers to show national leadership and issue a vision statement calling on all provincial and territorial jurisdictions to modernize their public education systems consistent with the 21^st century learning model. We recognize that provinces and territories will find their own way forward on this path, but it would help if Canadians were told that CMEC Ministers shared a vision for the future. It would also serve to support those provinces and territories brave enough to move forward, and encourage the others to move in the same direction.

As noted at the event by Pat Horgan, Vice President of Manufacturing, Development and Operations for IBM Canada, we can all decide to work collaboratively, or all be outcompeted in the global marketplace.

21st Century Learning in the Media

By admin On March 11, 2014 · Add Comment · In Blog

The 21^st century learning debate has finally gone public in Canada.

In one corner we have those Canadians who question whether our nation should stick to the 19^th century inspired “industrial model” of learning. Hats off to Margaret Wente for articulating this point of view. Wente’s article, published in the Globe and Mail March 4^th 2014 likely reflects many Canadian’s concerns with what she calls the “the faddish, fuzzy notion called “21st Century Learning.”

Meanwhile, in Alberta, the Minister of Education, the Honourable Jeff Johnson, is championing what he calls “an informed transformation” of that province’s education system to a “21^st century model of learning”. Entitled “Inspiring Education”, the Alberta learning agenda embraces the principles of the 21^st century learning movement. In an article published March 5^th 2014 in the Calgary Herald Minister Johnson highlights the rationale for the changes and points out the fallacies of those suggesting Alberta is risking their “international success status” in student performance.

We applaud both Wente and Johnson for taking on this important debate. Of course, as an organization whose mandate is to advocate for 21^st century models of learning through-out Canada, C21 Canada is clearly on Johnson’s side of the argument. However, we welcome Canadians engagement on the fundamentally important question of the future of education in Canada.

The critical question Canadians must ask themselves is: “Will the industrial model of learning, developed in the 19^th century, continue to serve young Canadians and the country, or do we need to modernize our model of learning to reflect 21^st century realities?”

The second question we must ask is: “Is 21^st century learning really a “faddish, fuzzy notion?” In 2012, C21 Canada released “Shifting Minds: A 21^st Century Vision of Public Education for Canada”. Shifting Minds is founded on a vast array of both national and international research and offers a vision and framework for Canadians to understand “why” a 21^st century learning model is needed in today’s knowledge and digital era, “what” constitutes a 21^st century learning model, and “how” to make the changes required. The OECD, UNESCO, European Union and Partnership for 21^st Century Skills in the United States are just some of the international organizations calling for countries to modernize their learning systems. And many jurisdictions are responding, including some of the top PISA performing countries in the world. A growing number of thought leaders around the world are joining the call for change and much has been written on what has been coined the global 21^st century learning movement. Interestingly, within this growing body of knowledge, there is a high convergence of thinking around what must be done to position today’s youth for success in “their” future. To suggest that the 21^st century learning is a fuzzy, faddish notion is an injustice to the global research and evidence behind the principles and concepts.

If Wente and others are to continue to be the voice of maintaining the 19^th century industrial model of learning in the 21^st century in this country, we encourage all Canadians to become more informed of what this would really mean for our youth, and for Canada as a whole. If you believe the world around you has changed remarkably in the 21^st century with the advancements of new technologies and access to the world’s body of knowledge, you may begin to wonder why our education systems should remain the same.

On February 19^th, 2014 C21 Canada presented Minister Jeff Johnson with a Shifting Minds Award to recognize his work in advancing a 21^st century model of learning in Alberta. While C21 Canada will likely never present Margaret Wente with a Shifting Minds Award, we appreciate her contribution to the debate on whether education in Canada needs to be modernized. In our view, this debate needs to be public, and is the most important topic Canadians should be engaged on at this time.

Inspiring Education Symposium in Alberta

By admin On February 24, 2014 · Add Comment · In Blog

This week’s Inspiring Education Symposium in Alberta showcased a province with a clear vision and a committed leadership to an informed transformation of its education system. Convening 1200 educators in Calgary, the Alberta Minister of Education and his team offered presentations and workshops and welcomed feedback on the province’s Inspiring Education agenda. Andreas Schleicher of the OECD offered delegates an insightful overview of the OECD’s research on student and adult competencies that can be viewed at: http://education.alberta.ca/department/ipr/inspiringeducation/inspiringeducationsymposium.aspx.

Rooted firmly in 21st century learning principles the province’s education strategy is designed to position Alberta’s youth with the competencies and skills they will need for success in today’s innovation driven society and economy. Redesigning curriculum, investing in learning technologies, and reviewing teacher competencies are all part of the mix. Alberta is also being smart by creating innovative models of collaboration among both educators and stakeholders outside the system to get these jobs done.

On the same day as Alberta was hosting its symposium, ‎the Nova Scotia government declared its intent to overhaul and modernize its education system. ‎In announcing the panel that will oversee the review, Karen Casey, the NS education minister declared that “The government is committed to a new direction for the education system.” Given that government’s search for a new deputy minister of education highlights the need for the province to engage in the 21st century learning movement, it appears Nova Scotia is poised to join Alberta on the 21c learning journey.

We are, in fact, beginning to witness a trend across Canada. BC is redesigning it’s curriculum to infuse 21st century competencies into its curriculum, Alberta is well into implementing Inspiring Education and Ontario is on the verge of announcing a new education plan.

In Ontario, the Ontario Public School Board Association released A Vision for Learning and Teaching in a Digital Age, calling for the province to launch an education strategy reflecting the knowledge and digital reality of the 21st century. If Minister Liz Sandals’ recent public remarks on needing to infuse 21st century competencies into Ontario’s curriculum, the OPSBA are likely to get the plan they desire.

This would mean three of Canada’s top performing provinces on international assessments of student (PISA) and adult (PIAAC) competencies have determined that being atop an old paradigm of learning is not good enough. They are in fact acknowledging that the knowledge and digital age has ‎shifted the societal and economic ground under their feet, and education needs to be shifted in response.

The OECD, UNESCO, the European Union, Partnership for 21st Century Skills and a growing array of global thought leaders have been calling for the informed transformation of public education for some time. C21 Canada was created in 2011 to advocate for modernizing Canada’s education systems and released Shifting Minds, a vision and framework for public education in this country that reflects Canadian values and principles (www.c21caanda.org).

 A number of jurisdictions around the world have already responded to the multiple calls for change, notably Singapore, Finland and New Zealand. And now, some of Canada’s provinces are finally beginning to join the 21st century learning movement.

In Nova Scotia, the new government ‎received an economic wake-up call from the NS Commission Nova Scotia Commission on Building Our New Economy. The Commission’s report, coupled with the government’s announcement on modernizing the NS learning agenda, is a breath of fresh air in the Maritime, where weak economies and declining government revenues have people talking about bold new solutions and the nurturing and pursuit of knowledge sector opportunities. Connecting the dots between pursuing an innovation rich economy and redesigning education systems and investing in learning technologies to nurture the talent to create and support innovation is unfortunately still elusive for some politicians. In New Brunswick, once at the leading edge of the 21st century learning movement in Canada, ‎many are awaiting the fall election to see if the current malaise in education and preoccupation with inclusive education will continue, or whether a new government will breathe renewed life into the educators ‘mothballed 21st century learning agenda NB321C‘. (http://www.youtube.com/watch?v=bDM3D4MNQBs). As one New Brunswick education official noted at a recent national conference “We were leading the 21st century learning parade. Now we are on the sidelines watching the parade pass us by.”

At the pan Canadian level there are hints that the Council of Ministers of Education Canada (CMEC), under the enlightened chair of 21st century learning believer Jeff Johnson (Minister of Education for Alberta) will soon pronounce itself on the need for all provinces and territories to collaborate in the modernization of Canada’s learning systems. A statement from CMEC would certainly breathe life into those jurisdictions struggling to find their own 21st century inspired vision for education.

C21 ‎applauds jurisdictions serving their youth by modernizing their education systems. At the Alberta Inspiring Education symposium held February 19 C21 surprised Minister Jeff Johnson with a Shifting Minds Award to recognize his leadership in Alberta. C21 also remains hopeful that Minister Johnson will lead a pan Canadian effort as Chair of CMEC.

The 21st century learning movement is global in nature, and the old adage about you can pay me now or you can pay me later applies. We are in a 21st century skills race, a position supported by a report commissioned by the Canadian Council of Chief Executives. Much like the Olympics, those countries that invest in nurturing talent will see the results on the podium. Except in this case we are talking about giving our youth the skills they need for their future, and the podium is our collective future prosperity as a nation.

C21 Canada would also like to take this opportunity to extend our congratulations to all the athletes, their coaches, families and friends who represented Canada so well at the Sochi Olympic Games!

C21 Framework Provides the Foundation for Sun West School Division Policy

By admin On February 19, 2014 · Add Comment · In Blog, Uncategorized

C21 Canada – Guest Blog
Jade Ballek, Learning Consultant for Sun West School Division

Sun West School Division in rural Saskatchewan has embraced the seven guiding principles of C21’s vision for Canadian public education through the adoption of a Board Policy centred on the 21^st Century Competencies. C21’s nationally recognized framework forms the foundation of Sun West’s belief that “students need to be competent in literacy, numeracy and science. Today’s knowledge and digital reality means that changes occur at an astronomical rate. This reality requires our students and staff to have additional competencies and skills.” –Sun West Board Policy 18

Policy 18 solidifies Sun West’s commitment to teaching and learning in the digital age. And as we work to ensure our rural students have equal opportunities to high quality instruction, Sun West continues to put in place a number of initiatives to move our Division forward on this promise.

21^st Century Competency Workshops –

Professional development for all educators around the competencies continues to be a priority. Throughout the 2013-14 school year, 100% of Sun West teachers are currently participating in four half-day workshops focusing on deepening their understanding of two of the seven competencies: critical thinking and collaboration. While none of the competencies are new in education, what is different is how educators develop these skills in their students. As such, computer and digital technologies have been threaded into classroom practice to better prepare students for the reality of living in a digital age.

Facilitated by regionally-based Learning Coaches, the workshops have been designed to allow educators to explore research-based teaching practices and reflect on what it means to be a 21^st century educator. Online supports are provided as well as a Sun West 21^St Century Competency Learning Guide and corresponding Workbook.

Sun West supports professional collaboration in a variety of ways. Teachers meet face-to-face in small school-based groups, virtually using online meeting software, and asynchronously through collaborative online workspaces such as Google Docs and SkyDrive. The 21^st Century Competency workshops will culminate with the sharing of classroom experiences through the creation of individual artifacts. These artifacts will be collected and published in an iBook format so that we can celebrate our successes and inspire further growth.

21^st Century Educator Role –

Additional release time has also been granted in each school to allow one educator to delve more deeply into the competencies. Through this newly created 21^st Century Educator role, these teachers focus on the pedagogy behind the competencies through a series of online modules. Throughout the year, these educators discuss and share ideas asynchronously in an online forum, and reflect on their own learning journey through professional blogs. By exploring various topics related to the competencies, the 21^st Century Educators transfer their learning to the classroom. Inquiry learning, project-based and problem-based learning, and active learning opportunities provide students with opportunities to develop skills needed to better prepare them for a changing future.

Online Learning and Partnerships –

Providing equitable learning opportunities for rural students is also a priority for Sun West. The Sun West Distance Learning Centre has been a pivotal part of this success as students can now access over 100 online courses to meet their individual needs. By developing partnerships with universities and colleges, students in Sun West now have access to learning opportunities that enable them to earn dual credits at both the high school level and post-secondary level. A partnership with the University of Saskatchewan’s Edwards School of Business is just one example of how Sun West students are benefitting from the shift in focus throughout the Division.

Undoubtedly, the C21 framework has allowed Sun West School Division to support the competencies in our planning and thereby put our learners in the lead. The guiding principles of the Shifting Minds paper form a foundational piece of our Division’s vision for teaching and learning. Our national focus has ensured that what we are doing in Sun West connects with what is happening across Canada in terms of public education.

It is indeed an exciting time to be an educator!

Jade Ballek received her Masters in Educational Design and Technology from the University of Saskatchewan and has worked in education for over 20 years as a classroom teacher, Lead technology teacher, and Learning Coach. She currently works as a Learning Consultant with the Sun West School Division.

I Will Not Let An Exam Result Decide My Fate – Spoken Word

By admin On February 3, 2014 · Add Comment · In Blog, Uncategorized

“I Will Not Let An Exam Result Decide My Fate” picks up on the education topic but takes a different stance and angle from “Why I Hate School But Love Education”. This poem talks about how we have been made to think about how education and getting university degrees can give us opportunities to have a better chance in making our dream careers a reality.

The Canadian Skills Mismatch: DEMOGRAPHIC IMPLICATIONS

By admin On December 11, 2013 · Add Comment · In Blog, C21 News, CMEC/ C21 Canada

By: Dr. Rick Miner on behalf of C21 Canada

INTRODUCTION

According to David Foot and Daniel Stoffman, two internationally renowned demographers, “Demographics explain about two-thirds of everything.” (Boom, Bust & Echo, page 2). Yet, in the case of Canada’s labour market future, one might reasonably push that estimate into the 80^th percentile using the 2010 and 2012 reports published by Miner, in the People Without Jobs Jobs Without People series, as the basis for the change. These reports investigated the impact of the baby boomer generation exiting the workforce resulting in significant labour force shortages.

DEMOGRAPHIC PROFILE

Using Statistics Canada projections, Figure 1 provides a visual image of how Canada’s demographic profile will change as the number and proportion of the population 65 and older increases while the primary working age group (25-44) remains relatively stable.

LABOUR FORCE BALANCE 2010

Assuming our labour force size will need to increase in rough proportion to our overall population growth, we will soon experience significant labour force shortages resulting from the fact that retired baby boomers have significantly lower labour force participation rates, and, given current trends, will not be able to be replaced fast enough by members of the younger generations.

These earlier reports projected a Canadian labour force shortage of 2.7 million and a skills shortage of 4.2 million by 2031 (Figure 2).

CHANGES SINCE 2010

Since the publication of these reports a number of dramatic shifts have occurred that warrant a re-analysis of the earlier findings. While the ultimate impact of some changes may not be known for a while, it is worth considering their implications. The changes of most significant note are:

Labour force participation rates for those 55 and older have increased (largely attributed to our recent economic difficulties).
The Federal Government has established a number of new immigration programs (Canadian Experience Class, Foreign Skilled Trade Worker Program and the Foreign Skilled Worker Program) targeting younger immigrants who have employment skills and/or Canadian education and training specifically geared to our labour market needs which should increase their labour force participation rates.
Labour Force demand projections have decreased.

Recent Statistics Canada data, using 2011 census results, show Canada has achieved educational attainment levels higher than previously projected (Figure 3).

Proposed changes in retirement benefit provisions, moving eligibility from 65 to 67, should keep people in the work force longer.

New investments have been made in increasing the educational opportunities for aboriginals and persons with disabilities which should result in a larger and more skilled work force.

LABOUR FORCE BALANCE: A RE-ANALYSIS

Considering these changes and other more current information, a re-analysis of the data was completed and the results are shown in Figure 4. As can be seen, we still have both a labour and a skill shortage, but the situation has improved.

Table 1: Labour Force Projection Comparisons: 2010 -2013 provides a comparison between the earlier and this new data. The projected labour force shortages, skill shortages and projected increased levels of unemployment have improved. However, shortages still exist and they are far from trivial.

Rather than needing an additional 2.7 million workers by 2031 the shortage is now forecasted to be a little less than 2 million. Similarly, projected skills shortages drop significantly from 4.2 million to 2.3 million because of increased educational attainment levels. While the changes are encouraging, we must understand that we have major skill and labour force shortages forthcoming.

In fact, we have a two-headed problem to address in that we not only need more workers, but we need them to have the right skill sets. To increase the size of our work force, it is best to look for employment growth opportunities among those who have historically been under represented in the work force. These are immigrants, aboriginals, persons with disabilities, women, youth and older workers. Yet, we must be cognizant of the fact that these increases need to correspond to areas where skill shortages exist not in areas where there is a surplus. It was earlier assumed that simply having an educational attainment level beyond high school would be sufficient to meet businesses skill requirements. However, as will be discussed later, this assumption was far too simplistic, and will not resolve the skills mismatch problem that does and will exist.

SKILLS MISMATCH

While the debate over the existence or non-existence of a skills mismatch (skills shortage) is taking on epic proportions, many are asking a far too simplistic question (Do supply-demand mismatches currently exist?). Those on the “yes side” include IBM, Canadian Chamber of Commerce, CIBC, a majority of the sector councils, and Engineers Canada to name a few. They support their position by providing estimates showing large projected labour shortages that far exceed existing supply.

Those on the “no side”, tend to concentrate on existing economic data looking at unemployment rates compared to job vacancy rates that show significantly fewer vacancies than those who are unemployed. The assumption here is that if there were shortages then the number of job vacancies would be significantly higher, in proportional terms, to the number of unemployed. Alternatively, they look at occupations in high demand and determine the extent to which wages have increased using the hypothesis that large wage growth indicates a labour shortage (law of supply and demand). While there has been some wage growth in high demand areas the numbers have not been huge. Both approaches are fairly classical economic analysis techniques. Using them one could conclude that there is not now a labour/skills shortage.

It is less clear that these two economic approaches are able to get at the dynamics of our labour market situation for the following reasons. First, the orientation is focused more on the here and now and less so on the future. As has been shown earlier in this report (Table 1), we have experienced some short term labour force relief but our demographic reality will get progressively worse as more and more baby boomers enter retirement.

Second, a here and now analysis must consider the significant increase in the entry of temporary foreign workers to Canada, reported to be over 300,000 in 2012, which, in part, masks the labour shortage. Third, the Labour Force Participation Rate of workers 55 and older has increased which lowers the labour force shortage, which is good, but they will not stay in the work force “indefinitely”, and this reality must be considered.

Given the shortage projections provided by industry and the results of this analysis, one is inclined to accept that in 2011 there was not a major labour shortage but now (2013) one exists and evidence shows that the situation will get progressively worse. In fact, we actually have multiple skill mismatches.

These are

Supply-demand mismatches which tends to be the focus of the current debate.
A geographical mismatch (skills in the wrong place) which is becoming increasingly evident as mega projects emerge (oil sands in Alberta, LNG terminals in Northern BC, mine expansions in BC, the Yukon and Ontario, natural resource projects in Manitoba and Saskatchewan, energy projects in Labrador and Quebec, ship building in Vancouver, Halifax and Montreal, and an Eastern pipeline headed to Saint John, NB).
An underemployment (over skilled) reality particularly among our youth. A recent study by the Certified General Accounts of Canada found that 24.5% of recent university graduates were underemployed. A similar study in the United States found the rate to be 48%.
Finally, we have another mismatch where the skills of the workers are less than those required of their positions (under skilled/overemployment).

So, in reality, we have multiple mismatches requiring a variety of solutions. First and foremost, we need to increase the overall size of our work force. To do this, as mentioned previously but worth repeating, we need to concentrate our efforts on increasing Labour Force Participations Rates (LFPRs) among under represented groups. Using a “what if analysis”, fully detailed in a forthcoming report by Miner (The Great Canadian Skills Mismatch: People Without Jobs Jobs Without People and MORE), Table 2: By the Numbers shows that with even modest levels of growth in each designated group, we could add another 1.1 million people to the work force by 2031 thus reduction our labour shortage to 858 thousand.

To achieve this would necessitate success in implementing the new immigration programs, improving aboriginal LFPRs to the national average by 2031, reducing the LFPR gap for persons with disabilities by 25% by 2031, reducing the female LFPR gap by 50% by 2031, achieving LFPRs for older workers equal to the current United States averages by 2026, and improving post-secondary efficiencies by 5% by 2016.

The labour force shortfall could be reduced to almost a breakeven point if we were to increase our immigration quota by 50,000, concentrating on younger better skilled workers.

Table 2: By the Numbers also shows the impact of more aggressive objectives in each area of interest. Admittedly these changes will not be automatic and will require some investments, but we need to make them or the consequences will be dire.

RECOMMENDATIONS

So our numerical shortage is solvable but we still need to avoid the skills mismatches by having more of the right people with the right skills in the right place at the right time. To do this, to get the right skill matches, we need to make a number of significant changes. Of particular note are the following:

We need to drastically improve our Labour Market Information System. The movement to the National Household Survey appears to have had a negative effect on the validity of our data given the significantly lower response rate (68% to 93%). Even without this problem, we face poor educational achievement data which makes it impossible to accurately tie educational attainment to economic outcomes. This makes it difficult to know what resources we have available and how much we need.
We need a national education and training strategy. To assume that all provinces will engage in educational and training initiatives that are in the best interest of the country is somewhere between naïve and simplistic. The original federal-provincial agreement around educational responsibilities in 1867 had little to do with the value of post-secondary education but rather the role of religion. Being the only G-7 country without a national education strategy should be instructive.

Career Counselling, assuming we have some good data to convey, should be “mandatory” for all high school students (perhaps even earlier), their parents, teachers and administrators. In addition, it should be used and widely available at colleges, universities and polytechnics.

A variety of college, polytechnic and university changes need to occur. Of particular note are:

1) An increase in coop and intern positions,

2) a restructuring of academic programs such that the applied portion of the program occurs at the end.

3) Redesigning programs so students can delay their specialization (concentration/major) as long as possible to better align their studies to labour market demands.

4) Increase college/polytechnic enrolments by “redirecting” university enrolments to better align the educational/training requirements projected in the future.

5) The establishment of more joint university-college programs with the applied (college/polytechnic) portion of the program occurring at the end.

6) Dissuade enrolment in programs that have limited employment potential given existing labour force demand projections.

7) Grow apprenticeship programs and enrolments.

Business need to get off the sidelines and become more active participants in the whole area of education and training. Aside from supporting more coop and intern opportunities, they need to:

1) provide targeted financial support in areas where they expect increased job growth.

2) Improve hiring practices concentrating more on competencies than credentials.

3) Begin expanding on-the-job training programs to help individuals transition from school to work.

4) Be more forthcoming about actual and anticipated job growth. It is recognized this may require some form of confidential “disclosure” to improve data validity.

Governments, aside from also being an employer, also have a critical role to play. They need to:

1) disproportionally invest in PSE institutions that are providing the educational/training needed for the economy to expand,

2) “force” institutions to realign the balance between their research and teaching mandates which now , disproportionally, favour research,

3) work with educational institutions to help the public better understand that we do not have an educational hierarchy but rather complementary educational systems that provide different but equally valuable educational/training outcomes, and

4) finally, invest in significantly better LMI systems both nationally and provincially.

Space limits a full discussion of the geographical and under/over employment mismatches but most of the solutions, except for some unique geographical challenges, are covered by variations of the suggestions made to address the supply-demand mismatch. A fuller discussion of all options can be found in the forthcoming report.

CONCLUSION

In conclusion, demographic changes, along with increased skill requirements, are the origin of our current and future labour force problems. We will need to BOTH increase the size of our workforce and also insure that we avoid a skills mismatch by aligning our educational attainments to the work force needs that will arise.

While a number of possible solutions have been proposed, it will ultimately require a concerted and cooperative effort between business, government and educational institutions to address and resolve these problems. Resistance to change will be encountered but a solution to these problems will give Canada a significant economic and social advantage as more and more baby boomers enter retirement.