2017 SECTOR PARTNERSHIP - Ottawa Employment Hub

This program is funded in part by the Government of Canada and the Government of Ontario

2017 SECTOR PARTNERSHIP PLANNING GRANT

Connecting community, culture and curriculumto engage First Nations, Inuit and Métis in Ottawa in the health and childcare sectorsSubmitted to Ministry of Advanced Education and Skills Development by Ottawa Employment Hub (LEPC) on behalf of our community partners

Le financement pour ce projet n’inclut pas de translation. Malheureusement, le rapport n’est disponible qu’en anglais. Merci de votre compréhension.

FINAL REPORTLabour Market Analysis & Strategic Plan

Connecting community, culture and curriculum to engage First Nations, Inuit and Métis in Ottawa in the health and childcare sectors

SPPG Final Report (LEPC) – November 28, 2017 1

Table of Contents

Executive Summary 2

Project Background and Methodology 4

Labour Market Analysis 7

Strategic Plan 13

List of Appendices 13

Sources Cited 19

ACKNOWLEDGEMENTS Ottawa Employment Hub would like to acknowledge the invaluable contributions of our community partners who originally approached us and who helped us develop this full concept. We look forward to continuing to forge our partnerships and bringing these ideas to fruition. Your generous sharing of knowledge and expertise is much appreciated and will drive community collaboration and capacity-building. A broad group of more than 37 employers, stakeholders and service providers generously shared their time and views through numerous consultations.

We would especially like to thank our Steering Group, who came together numerous times during a short timeframe, to drive community collaboration and capacity-building:

Amanda Kilabuk and Caleb MacDonald, Tungasuvvingat Inuit

Carolyn McDonald, Kagita Mikam

Claire Ramsay, Algonquin College

Gaye Moffett, GEM Health Care Services

Irene Compton, Minwaashin Lodge

Lisa Ambaye, Ottawa Community Coalition for Literacy

Marie-Eve Coghlan, YMCA/YWCA Employment Access Centre

Michelle McConkey, Ottawa Inuit Children's Centre

Shirley Graham, Ottawa-Carleton District School Board Ottawa Employment Hub - the Local Employment Planning Council (LEPC) - facilitated this consultation process, led by Ingrid Argyle, Program Manager and a project team including Wendy Lanouette, Karen Butterfield, Brent Moore, and Eric Cappon. Dr. Linda Manning served as a Project Advisor and facilitated the consultation process.

Finally, we would like to acknowledge the support of the Ontario Ministry of Advanced Education and Skills Development who funded this project for Ottawa’s health and childcare sectors.



Executive Summary

Background & proposed approach The initial group of community partners who submitted the proposal in July was expanded to include

Indigenous community partners and two employers, one each representing the health care and child

care sectors. As the project evolved, the working title was refined to read Connecting community,

culture and curriculum to engage First Nations, Inuit and Métis in Ottawa in the health and childcare

sectors.

PROJECT METHODOLOGY A researcher, Dr. Linda Manning, and project coordinator, Wendy Lanouette, were retained to guide

project deliverables. This project used a combination of methodologies to conduct the labour market

analysis and identify strategic priorities and recommendations. These included:

Primary research (key informant interviews, dialogue and planning sessions, surveys) and

Secondary research (data, literature review, and environmental scan of programs and services).

PROJECT TIMELINES & KEY DATES

CONSULTATION PROCESS Through project activities, consultations were completed with a total of 37 individuals, including 14

employers, 13 non-Indigenous service providers, 10 Indigenous service providers (Employment Ontario,

LBS, ES, and educators).

Labour market analysis An analysis of labour market issues affecting the Health care and social assistance sector and, more

specifically, the local personal/home support and early childhood education labour markets was

undertaken. The analysis shows strong and growing employment prospects in the target occupations

and the sector in which those occupations are concentrated; the positive outlook is attributable to

demographic trends, relative protection of these jobs against automation, and government investment

in the sector.

Week of Nov 06Week of Sep 18 Week of Sep 25 Week of Oct 02 Week of Oct 09 Week of Oct 16 Week of Oct 23 Week of Oct 30

Steering GroupSep 20, 230-400Project Kick-off

Demand SideResearch & Data Collection Tools

Demand Side InputsCollect Data (Employer survey/ focus group/

interviews)

EMPLOYER DIALOGUE

SESSION Oct 19, 230-400

Steering GroupOct 02, 230-400

Session Planning

Supply SideResearch & Data Collection

Tools

Supply Side InputsCollect Data (Service provider survey/focus

group/ interviews)

SERVICE PROVIDER DIALOGUE


Programs & Services

Ottawa data

Programs & ServicesExplore best practices in approach and content to inform equipping and matching supply to demand

Steering GroupOct 30, 230-400Session Planning

Project Lead and partners draft Strategic Plan

PLANNING & PARTNERSHIP

SESSIONNov 09,

830-1100

Inputs to Strategic Plan,

Partners & Roles

NOVEMBER 13 to 28

DELIVERABLESStrategic Plan & Partnership Agreements provided to

MAESD(Nov 28)

Steering GroupNov 22

Strategic Plan



Other communities have validated demand from Indigenous (First Nations, Inuit and Métis) peoples for

health care/ECE education with training programs, while some common Indigenous job seeker qualities

identified by service providers align well with the client-centered traits employers highlighted as being

in-demand. Interested members of the young and growing population of Indigenous peoples in Ottawa

could be well-positioned to find work in these high demand jobs, especially if good job fit, wage

prospects, and career opportunities can be demonstrated.

Increased demand due to sector trends:

aging population whose personal care and home care needs will continue to rise;

the increases in the number of child care facilities and number of children being served.

Growing labour market demand for all three occupations related to the four target positions:

net employment growth locally, provincially, and nationally from 2017 to 2019;

well-insulated from the disruptive effects of automation.

Strategic plan

GUIDING PRINCIPLES & APPROACH Culture and community is central to Indigenous people and shall be reflected throughout all

recommendations, by adhering to these guiding principles:

We acknowledge and respect the

culture, traditions, and diversity of

the Indigenous (First Nations, Inuit

and Métis) community residing in

this urban centre.

We will be mindful of those cultural

and traditional values that are

similar among Indigenous people,

while honouring the distinctiveness

of First Nations, Inuit and Métis

cultures when we, as Indigenous

and non-Indigenous partners,

move forward collectively to create

curricula anchored in culture.

We will honour, respect, and

acknowledge the expertise of those

Indigenous partners that sit at the

table in partnership with us.

Culture and Community

First Nations,Inuit & Métis

Early Childhood Educator

Personal Support Worker

Home Helper

CH

ILD

CA

RE

JOB

S

HE

ALTH

CA

RE JO

BS

IndigenousService Providers

LBS Curricula

PATH TO POST-SECONDARYEDUCATION

Non-IndigenousService Providers

Childcare Assistant

Employment Support

PATH TO DIRECTEMPLOYMENT

Employers Employers



STRATEGIC PRIORITIES & KEY RECOMMENDATIONS

Establish a governance structure that allows for collaborative leadership through cognitive and

cultural diversity

Identify cultural awareness training and provide to Steering Group and Employer Advisory

Group

Increase knowledge-sharing and information exchange

Develop shared project goals and consider a phased approach in project planning

Ensure that the knowledge-sharing and exchange between partners translates into curriculum

design

Engage employers to inform learner assessments and curricula content and to provide

experiential learning opportunities

Engage Indigenous service providers and role models in program delivery

Structure program delivery in a modular format that can be adapted to specific learner needs

Ensure that cultural awareness training is incorporated into all employment supports

Develop promotion and recruitment strategies that facilitate connecting Indigenous job seekers

to employment in the health and childcare sectors

Engage employers to actively recruit, hire and onboard program participants/alumni and to

inform effective employment supports post-employment

LETTERS OF COMMITMENT / INTENT TO PARTNER MOVING FORWARD Based on consultations and the recommendations put forward, the project team received letters of

commitment from 18 key project participants. This includes all nine members of the Steering Group

supporting the recommendations and agreeing to partner moving forward, as well as one key provincial

stakeholder, and eight key Ottawa employers in the health and childcare sectors.

Invest time and resources necessary to develop partnerships based on cultural

awareness and a mutual understanding of desired approach and outcomes.

Develop culturally-informed contextualized essential skills curricula, incorpo-

rating “talent-to-role” psychometric assessments and experiential learning

opportunities, structured and delivered to enhance success of all learners.

Provide employment supports to both the learner/job seeker and the

employer to promote successful transitions to the workplace.

1

2

3



Project Background & Methodology

PROJECT BACKGROUND & APPROACH

Project inception and initial partners In July 2017, Ottawa Employment Hub, the Local Employment Planning Council, worked with Algonquin

College Academic Access Centre, Ottawa-Carleton District School Board, and YMCA-YWCA Employment

Access Centre to develop and submit a proposal in response to the Ministry of Advanced Education and

Skills Development’s Call for Proposals for Sector Partnership Planning Grants. In August, the Ministry

informed us that our proposal was selected as a successful applicant, and contracting was in place in

early September. The support of key Indigenous (First Nations, Inuit and Métis) community

organizations, as shown in the letters of support, was key to a successful submission. The core partners

met on September 7th to determine next steps and create a high level project plan.

Initial proposed project objective(s) and rationale (proposal excerpt) This initial concept was refined through the SPPG dialogue and partnership engagement.

Two-way capacity building to successfully connect Indigenous learners and job seekers with

employment in high-demand, low and middle-skilled occupations in the Health care and social

assistance sector.

This objective focuses on Literacy and Basic Skills (LBS) and Employment Service (ES) providers in Ottawa

assisting in capacity building initiatives of Indigenous service providers by providing agencies with tools

and supports to enhance the services needed by Indigenous clients and provided by the Indigenous

community. The intention is to modify existing tools and resources for Indigenous use by incorporating

culturally significant elements.

At the same time, LBS and ES providers in Ottawa will incorporate culturally significant elements more

broadly into their program offerings to ensure that Indigenous clients who access their services reap as

much benefit as possible. This will also enhance learning for non-Indigenous learners and job seekers

and will ultimately help service providers and those employed better serve Indigenous populations

across the city.

The increasing Indigenous population in Ottawa and resulting demand for childcare and homecare

services for this population, coupled with current labour demand in the Health care and social assistance

sector create an ideal scenario for partnerships to stream Indigenous job seekers into appropriate

pathways. We will validate proposed occupations, explore options for assessing client

aptitude/suitability, and adapt curricula for:

• Childcare Assistant (upgrading to direct employment) or Early Childhood Educator (post-

secondary program preparation)

• Home Helper (upgrading to direct employment) or Personal Support Worker (post-secondary

program preparation)

Employment supports will be identified to promote employment readiness and retention in addition to

training.



Project governance and definition The lead organization and initial proposal partners met on September 7th and agreed on next steps and

an overall project plan. This group included:

• Ingrid Argyle, Program Manager, Ottawa Employment Hub (LEPC)

• Claire Ramsay, Chair, Academic Access Centre, Algonquin College

• Shirley Graham, Education Officer, ESL/LIN/LNS, Ottawa-Carleton District School Board

• Marie-Eve Coghlan, Senior Director of Employment and Immigrant Services, YMCA-YWCA

The decision was made to invite supporting organizations (those who provided a letter of support or

confirmed support) to join the Steering Group and/or participate in consultations and Dialogue

Sessions. During the first Steering Group session, the decision was made to also invite Ottawa Inuit

Children’s Centre to join as an Indigenous employer in the childcare sector.

• Amanda Kilabuk, Manager, Employment Services, Tungasuvvingat Inuit

• Caleb McDonald, Skills and Partnership Fund Coordinator, Tungasuvvingat Inuit

• Carolyn McDonald, Community Developer, Kagita Mikam

• Claire Ramsay, Chair, Academic Access Centre, Algonquin College

• Gaye Moffett, Founder, CEO, & President, GEM Health Care Services

• Irene Compton, Acting Executive Director, Aboriginal Women’s Support Centre

• Lisa Ambaye, Executive Director, Ottawa Community Coalition for Literacy

• Michelle McConkey, ECE Project Coordinator, Ottawa Inuit Children’s Centre

Ottawa Employment Hub also retained Wendy Lanouette as the Project Coordinator, and Dr. Linda

Manning as Project Advisor and Facilitator. Karen Butterfield, Eric Cappon and Brent Moore rounded

out the Ottawa Employment Hub team.

The project working title was refined to read as Connecting community, culture and curriculum to

engage First Nations, Inuit and Métis in Ottawa in the health and childcare sectors.

PROJECT METHODOLOGY This project used a combination of methodologies to conduct the labour market analysis and identify

strategic priorities and recommendations. These included:

Primary research (key informant interviews, dialogue and planning sessions, surveys) and

Secondary research (data, literature review, and environmental scan of programs and services).

PROJECT TIMELINES & KEY DATES

Week of Nov 06Week of Sep 18 Week of Sep 25 Week of Oct 02 Week of Oct 09 Week of Oct 16 Week of Oct 23 Week of Oct 30

Steering GroupSep 20, 230-400Project Kick-off

Demand SideResearch & Data Collection Tools

Demand Side InputsCollect Data (Employer survey/ focus group/

interviews)

EMPLOYER DIALOGUE


Steering GroupOct 02, 230-400

Session Planning

Supply SideResearch & Data Collection

Tools

Supply Side InputsCollect Data (Service provider survey/focus

group/ interviews)

SERVICE PROVIDER DIALOGUE


Programs & Services

Ottawa data

Programs & ServicesExplore best practices in approach and content to inform equipping and matching supply to demand

Steering GroupOct 30, 230-400Session Planning

Project Lead and partners draft Strategic Plan

PLANNING & PARTNERSHIP

SESSIONNov 09,

830-1100

Inputs to Strategic Plan,

Partners & Roles

NOVEMBER 13 to 28

DELIVERABLESStrategic Plan & Partnership Agreements provided to

MAESD(Nov 28)

Steering GroupNov 22

Strategic Plan



Consultation process and partnership engagement Dr. Linda Manning was retained to guide the consultation process. This process sought to validate the

initial labour market analysis and to inform the recommendations for addressing labour market

opportunities and challenges in the health and childcare sector. In consultation with the Steering Group

and the Project Coordinator, Wendy Lanouette, Dr. Manning developed the consultation tools,

conducted interviews, and facilitated the three sessions. Through project activities, consultations were

completed with a total of 37 individuals, including 14 employers, 13 non-Indigenous service providers,

10 Indigenous service providers (Employment Ontario, LBS, ES, and educators). This included:

Key Informant Interviews – 21 participants

Service Provider Dialogue Session – 15 participants

Employer Dialogue Session – 17 participants

Partnership & Planning – 16 participants

Survey for Service Providers and Employers – 10 respondents

Appendix A includes a list of all participants in the process, while Appendix B provides a summary of Dr.

Manning’s consultation approach and key findings.

Based on these consultations and the recommendations put forward, the project team received letters

of commitment from key project participants. This includes all members of the Steering Group

supporting the recommendations and agreeing to partner moving forward, as well as key employers in

the health and childcare sectors. The following organizations provided letters of commitment:

Letters of Commitment – Community Partners (Steering Group Members) 1. Academic Access Centre, Algonquin College

2. GEM Health Care Services

3. Kagita Mikam

4. Minwaashin Lodge

5. Ottawa Community Coalition for Literacy

6. Ottawa Inuit Children's Centre

7. Ottawa-Carleton District School Board

8. Tungasuvvingat Inuit

9. YMCA/YWCA Employment Access Centre

10. Ontario Native Literacy Coalition (key provincial stakeholder; not on Steering Group)

Letters of Commitment - Employers 1. Champlain Local Health Integration Network

2. Children’s Hospital of Eastern Ontario

3. City of Ottawa Child Services

4. GEM Health Care Services

5. Global Child Care Services

6. Ottawa Inuit Children's Centre

7. Pinecrest-Queensway Community Health Centre (primarily childcare employer)

8. The Ottawa Hospital

These letters are included as separate attachments supporting this Strategic Plan.



Labour Market Analysis An analysis of labour market issues affecting the Health care and social assistance sector and, more

specifically, the local personal/home support and early childhood education labour markets was

undertaken. The analysis shows strong and growing employment prospects in the target occupations

and the sector in which those occupations are concentrated; the positive outlook is attributable to

demographic trends, relative protection of these jobs against automation, and government investment

in the sector.

Other communities have validated demand from Indigenous (First Nations, Inuit and Métis) peoples for

health care/ECE education with training programs, while some common Indigenous job seeker qualities

identified by service providers align well with the client-centered traits employers highlighted as being

in-demand. Interested members of the young and growing population of Indigenous peoples in Ottawa

could be well-positioned to find work in these high demand jobs, especially if good job fit, wage

prospects, and career opportunities can be demonstrated.

OCCUPATIONS & SECTOR OVERVIEW

Target occupations The four target occupations for this initiative –

Personal Support Worker (PSW), Home Helper,

Early Childhood Educator (ECE), and Childcare

Assistant – can be categorized according to three

distinct National Occupational Classification

(NOC) system codes. According to the Ontario

Network for Internationally Trained Professionals,

PSWs are best represented by NOC 3413 – Nurse

aides, orderlies and patient service associates,

who are employed to assist in the basic care of patients in health care establishments.1 Those who

provide home-based services might be included under NOC 4412 – Home support workers,

housekeepers and related occupations, which is also the category in which Home Helpers are found.

ECEs and Childcare Assistants both fall under NOC 4214 – Early childhood educators and assistants.

Sector growth Employment in each of the target NOC occupations is highly concentrated in the NAICS 62 – Health care

and social assistance sector. NOC 3413 and NOC 4412 workers are employed mainly in the NAICS 621 -

Ambulatory health care services, NAICS 622 - Hospitals, and NAICS 623 - Nursing and residential care

facilities subsectors, while NOC 4214 workers are predominantly found in the NAICS 6244 - Child day-

care services industry group. These NOC and NAICS codes provide the basis for quantitative analysis

below that is supplemented by literature review and consultations findings in subsequent sections.

Statistics Canada data shows that the Health care and social assistance sector has experienced growth

locally, provincially, and nationally since the early 2000s and is projected to continue to expand (see

Figure 1). A Director at Conference Board of Canada predicts that this sector will account for one in

three jobs created nationwide over the next six years.



Figure 1: NAICS 62 – Health care and social assistance

Region 2017 Jobs 2019 Jobs (Projected) Change % Change

● Ottawa 66,422 68,950 2,528 3.8%

● Ontario 812,634 841,397 28,763 3.5%

● Canada 2,206,884 2,282,318 75,434 3.4%

Source: Emsi Analyst

PSW and Home helper - opportunities & challenges

Highlights from secondary research Just over 20% of Ottawa’s population in 2016 was over the age of 60 (Figure 2), while many were in their

50s. The aging population whose personal care and home care needs will continue to rise will drive

increases in demand for home/personal care for many years. In 2015, CBC reported the personal care

service system is overstretched and that underpaid workers are expected to handle more and more

residents, with increasingly complex care issues.2 And despite a recent drop in the wait list for home

care services, the Champlain Local Health Integration Network (LHIN) reports that they are experiencing

shortages in PSWs. The LHIN CEO also notes that the drop in wait list numbers for home care is partly

attributable to some people on the list moving into hospitals or long-term care facilities. 3 This in turn

will lead to increased demand for personal care services in these facilities.

Nurse aides, orderlies and patient service associates was recently assigned Good (3 out of 3 stars)

short-term employment prospects in Ottawa by ESDC, while Home support workers, housekeepers and

related occupations received a Fair outlook. Both were projected to see net employment growth

locally, provincially, and nationally from 2017 to 2019, based on past growth trends (see Figures 3 & 4).

The President of jobpostings.ca singles out PSWs specifically as an occupation projected to have many

job openings. Both occupations have been identified in recent reports from the Chronicle of Higher

Education, Ryerson University, and McKinsey as being well-insulated from the disruptive effects of

automation, due largely to their human-centric, relationship-based job tasks.4

Figure 2: Ottawa population breakdown by age group, 2016




Figure 3: NOC 3413 - Nurse aides, orderlies and patient service associates


● Ottawa 6,470 6,771 301 4.7%

● Ontario 94,996 98,299 3,303 3.5%

● Canada 277,359 286,948 9,589 3.5%


Figure 4: NOC 4412 – Home support workers, housekeepers and related occupations


● Ottawa 2,743 2,959 216 7.9%

● Ontario 30,157 31,631 1,474 4.9%

● Canada 85,623 88,452 2,829 3.3%


Key consultation findings Home health care organizations spoke, across the board, to challenges in meeting hiring demand,

especially for PSW certified roles. For roles in hospital settings, new hires generally come in through the

casual pool due to seniority-based promotions. Hospitals also reported more difficulty in filling bilingual

positions.

If the trend of providing more in-home and community care continues, the need for PSWs will continue

to increase. Hospitals also expect to see growth due to demographic changes in their workforce and

patients. 50% of one local hospital’s support services staff, which includes RPNs and PSWs, are over the

age of 50.



ECEs/Childcare assistants – Occupation opportunities & challenges

Highlights from secondary research Early childhood educators and assistants was assigned Good (3 out of 3 stars) short-term employment

prospects in Ottawa by ESDC. The occupation was projected to see net employment growth locally,

provincially, and nationally from 2017 to 2019, based on past growth trends (Figure 5). Outlooks are

supported by local demographic trends. When Ottawa’s population is broken down into five-year

groupings, the largest age group is 25 to 29 year olds (Figure 2). Many members of this group need or

will soon need childcare, and the provincial government’s expansion of child care spaces for young

children is intended to provide parents with more options and less time on waiting lists. In January 2017,

the government announced its plan to create 100,000 new licensed child care centres across the

province over the next five years5. The occupation is also identified as being well-insulated from the

disruptive effects of automation, due largely to its human-centric, relationship-based job tasks.6

The Minister responsible for Early Years and Child Care stated in October 2017 that government

investments will reduce the local subsidy waitlist for the 0 to 6 age group and provide subsidies to help

1,000 more children access child care in Ottawa.7 With the increases in the number of child care

facilities and number of children being served comes an opportunity for ECE workers to fill the

increased demand. As stated by a Ministry of Education official: "There will be a number of employment

opportunities that become available [through the investments announced in January]”.8

Figure 5: NOC 4214 – Early childhood educators and assistants


● Ottawa 9,020 9,237 217 2.4%

● Ontario 87,817 91,217 3,400 3.9%

● Canada 261,721 270,066 8,345 3.2%


Key consultation findings Employers felt that there would not be enough ECEs to meet future demand; there was also some

concern around not having enough Childcare Assistants. They cited a higher demand for ECEs than

Childcare Assistants, sometimes due to school/funder requirements for certification. There is some

sense that being an Assistant opens door to supply work to get idea of whether ECE certification is

something you want to pursue.

Employers serving Indigenous clients cited a shortage of Indigenous ECEs in particular. Some employers

cited language requirements related to serving immigrant/newcomer clients.



HIRING CHALLENGES & OPPORTUNITIES During consultations with employers, a set of common challenges and desired traits emerged across the

four occupations.

Challenges Employers feel a stigma exists around these types of jobs (e.g., that they are seen as low-paying and

undesirable) that keeps away some potential applicants; they also recognize the need to find new ways

to attract applicants and state that finding motivated, well-trained employees with strong interpersonal

skills can be a challenge. A commonly perceived con of working in these occupations is that the work

can be precarious and under-compensated. This may contribute to the ‘stigma’ identified by employers

that often turns potential candidates away from these occupations. Indigenous and non-Indigenous job

seekers alike could be impacted by this perception, whether or not it is true, and thus employers must

clearly demonstrate how they offer secure, fair compensation in relation to the tasks being performed

by the worker.

Opportunities to identify traits and required skills Personal fit is important in these occupations that require an especially dedicated, engaged workforce

with the traits and skills required to succeed. Consultations pointed to key qualities and required skills

that will be important to assess and develop.

Common qualities Common qualities they look for revolve around being client-centered – someone who will develop trust

with clients, work hard, be fearless and flexible, and be willing to share their culture with their clients

and others. In addition to these general traits, employers identified some more occupation-specific

traits that are highlighted in the sections below. Having an “active presence” during the interview

process was also seen as important.

Occupation-specific qualities/skills Personal / Home Support Worker Like the work; empathetic Able to work alone and in unsupervised

settings Able to think on feet Willingness to do the tough work; some

clients haven’t had help for years Fearless, because some places may be

scary for some Some have to like animals Be ready to be flexible; every day of

week is a different set of clients Increasingly complex home care requires

additional skill sets and problem solving abilities

Physical requirements

ECE/Childcare Assistant Raw talent; natural aptitude Good interpersonal skills; approachable Friendly and welcoming (e.g., smiles) Capable of being empathetic with parents, even if

they’re not parents themselves People who are drawn to work with children and

families; love of children; engaged with children Flexibility; understanding of high needs families Initiative Ability to work on a team (ECEs work very closely

and are a team of equals) Understanding need for support and guidance Dedication to the early learning contribution Physical requirements Computer skills



Increased demand for culturally relevant services While demand is strong generally in the target occupations, there is also a growing demand for

culturally relevant services that Indigenous peoples could be well-positioned to fill. One of the calls to

action made by the Truth and Reconciliation Commission is for governments to develop culturally

appropriate early childhood education programs for Indigenous families.9 This need was reiterated

locally by Clara Freire, manager of partner and stakeholder initiatives for the City of Ottawa, who told

CBC in September 2017: “The demands for both childcare and early years services that are culturally

appropriate far exceed what is available in the system right now."10 The City’s recognition of this gap

suggests that they may look to address it by supporting more culturally relevant services.

Looking at personal support/home health care, a 2016 report by the Ontario Federation of Indigenous

Friendship Centres (2016)11 indicated: “As the urban Indigenous population ages, they will need

increased access to equitable home and community care services. Understanding the root causes of the

poor health of urban Indigenous seniors is complex and requires examination of historical circumstances

as well as contemporary systemic issues. The approaches taken by both the CCACs and the Local Health

Integration Systems (LHIN) are failing to provide equitable health care services to Ontario’s urban

Indigenous people.” This passage underscores the importance of existing local programs, such as the

Seniors Program delivered by Wabano Centre for Aboriginal Health, and the need to expand these types

of programs.

All employer interviewees and participants of dialogue sessions for this project indicated that increasing

their ability to hire First Nations, Inuit and Métis employees would grow their capacity to serve these

respective clients. This represents an acknowledgement of the value of Indigenous members of the

labour force in helping to meet this growing demand for culturally relevant services.

AN “UNDERTAPPED” TALENT POOL

Having identified strong local demand for home/personal care and early childhood education workers

generally, as well as demand for culturally appropriate services that Indigenous workers could help to

fill, there are three key questions to address on the supply side:

Does the available data on labour market participation and population suggest that Indigenous

peoples in Ottawa can help fill demand?

Is there a pool of prospective workers who are actually interested in pursuing these careers?

What are potential opportunities and challenges for job seekers?

A growing Indigenous labour pool in Ottawa

Population growth 25,035 people in Ottawa identified as having Indigenous identity in 2016, a 93% increase from 10 years

ago. While some of this growth may be attributable to an increasing willingness to self-identify as

Indigenous in the census, it is significant in comparison to the 15% growth seen in the non-Indigenous

population over the same time period.

The data also shows that the Indigenous population is quite young – 37% of the Indigenous population

in Ottawa was under 25 years old in 2016, versus 30% of the non-Indigenous population.



Figure 6: 2016 Census, Aboriginal Population, Ottawa

Source: 2016 Census

Data underestimates actual Indigenous population in Ottawa It is widely agreed that the Census still significantly undercounts the Indigenous population, with Inuit

being especially underrepresented. A 2017 CBC article points specifically to this issue in Ottawa.12

According to a 2011 CBC article, Ian Cross, the manager of the city's planning and forecasting

department, estimated about 40,000 people who identify themselves as aboriginal in ancestry live in

Ottawa.13 “In 2006, that number was just over 29,000, and in 2001 it was about 21,000.The data at hand

can also be confusing, as … Statistics Canada also tracks what it calls the Aboriginal identity population:

that is, people who identify specifically as a North American Indian, Metis or Inuit. So while 2006 Census

data list the number of people identify themselves as aboriginal in ancestry at 26,000, the aboriginal

identity population is less than 13,000. But Cross and many people … say even the higher numbers likely

underestimate the true numbers, as many aboriginal people living in cities either don't self-identify to

census officials or cannot be reached to take the census.”

Labour market participation 2011 National Household Survey (NHS) data shows a relatively high unemployment rate for the

Indigenous population residing in Ottawa (Figure 7). 2016 Census data is more recent and widely

acknowledged as being more statistically sound than the 2011 NHS. While waiting for the 2016 labour

data release, the best comparable indicator is percentage of population with employment income. The

data reveals disparity between different Indigenous identity groups in Ottawa, with only 61% of the Inuit

population earning employment income in 2015, versus 76% for the Métis population and 71% for the

First Nations population (vs. 72% for the non-Indigenous population). The median income of non-

Indigenous people in Ottawa is about 11% greater than the Indigenous population, while prevalence of

low income is greater amongst the Indigenous population across all age categories (Figure 8).

Figure 7: 2011 Unemployment rate, Ottawa

Source: 2011 NHS

20% 17%

45%

12% 7%17% 13%

42%

13% 15%

0%

20%

40%

60%

0 to 14years

15 to 24years

25 to 54years

55 to 64years

65 yearsand over

Age breakdown, Aboriginal vs. non-Aboriginal identity population, Ottawa

Aboriginal identity Non-aboriginal identity

10.3%20.2%

6.8%17.9%

0%

50%

All ages Under 25

Indigenous population Non-Indigenous population

12,16010,455

1,175565 685

FirstNations

Métis Inuk(Inuit)

Multipleresponses

Other

Aboriginal identity, Ottawa



Figure 8: 2016 Median employment income and Prevalence of low-income

Source: 2016 Census

Given the untapped potential of those unemployed and the fact that the Indigenous population in

Ottawa is young and growing, a strong case can be made from a numbers-based perspective for the

need to support the entry of Indigenous job seekers into one of Ottawa’s largest and expanding sectors.

Supply-side interest and similar programs

PSWs/Home helpers

Existing programs across the country show that interest amongst segments of the Indigenous population

living in Canada has already been validated. Last year, Anishinabek Employment and Training Services

partnered with St. Joseph’s Care Group and Confederation College in Thunder Bay to offer a program

enabling Indigenous participants to complete a 1-year PSW certificate in 21 weeks. In a knowledge-

sharing discussion with the program coordinator, she expressed high demand to participate in the

upcoming second cohort. The first cohort saw approximately 17 of 22 participants graduate.

Anishinabek Educational Institute in North Bay is another example of a service provider offering

targeted programming for Indigenous peoples, via the PSW certificate program.

Likewise, Assiniboine Community College in Manitoba delivers an Aboriginal Comprehensive Health Care

Aide certificate program, while the Native Women’s Association of Canada has published a culturally

relevant guidebook to help Aboriginal women pursue their goals of becoming a PSW. Furthermore, the

Ontario Federation of Indigenous Friendship Centres’ Urban Aboriginal Labour Force and Training

Strategy Framework identifies Health Services as the top sector to engage with in order to move forward

on their recommendations. Thus the OFIFC has highlighted this as a sector of interest and suitability for

urban Indigenous job seekers.

ECEs/ECE assistants

On the early childhood education side, Oshki-Pimache-O-Win Education and Training Institute in

Thunder Bay and Canadore College partner to offer a culturally relevant ECE diploma program. En’owkin

Centre, in partnership with Nicola Valley Institute of Technology and the Native Education Centre, offers

three courses in an intensive one-month format that train participants to become Early Childhood

Education Assistants in BC. Anishinabek Educational Institute has a Native Early Childhood Education

Diploma Program, while College of the Rockies, North Island College and Northwest Community College

in BC each offer Indigenous-focused early education training.

$37,282

$41,290

$35,000

$40,000

$45,000

Ottawa

Median Employment Income for Population age 15+, Ottawa

Indigenous population

Non-Indigenous population

21.1%25.6%

15.7% 14.9% 13.1%15.3%

19.4%

10.3% 10.2% 9.3%

0%

10%

20%

30%

0 to 17years

18 to 24years

25 to 54years

55 to 64years

65 yearsand over

Prevalence of low income, Ottawa Low-income measure, after tax (LIM-AT)

Indigenous population Non-Indigenous population



Potential opportunities and challenges for job seekers Consultations pointed to potential opportunities and challenges for this pool of Indigenous job seekers.

Opportunities Discussions with Indigenous service providers led to the identification of a number of common

attributes and strengths of First Nations, Inuit and Métis job seekers. They include skills as caregivers in

one’s family/community, loyalty, work ethic, empathy, resilience, and survival skills. Many of these

qualities could serve job seekers well in the target occupations, which are human-centered. While many

Indigenous job seekers have one or more of these qualities, they often developed them as part of their

culture, traditions, and strong family/community ties. As such, service providers noted that job seekers

do not always recognize these traits as being employable skills. Thus it is important that job seekers who

possess these qualities be made aware of the value they offer to employers.

Potential Challenges Logistics is a broad category that includes finances, transportation and child care. First Nations, Inuit and Métis job seekers do not have access to the same financial resources as others, and even among these populations, there is inconsistency in financial supports for education and training, and access to work. Further, much of the work in these fields is part time and underpaid. Transportation is not just a lack of a driver’s license or financial means to buy a car. There is also an unappreciated culture shock inherent in driving in an urban area like Ottawa that makes driving an insurmountable obstacle in some cases, which can be a barrier for child care and health service careers. The cost of public transportation for those who are trying to get training or go to work sites can also be a barrier. Lack of child care while in class or at work can make such activities impossible.

Skills/Qualifications requirements was a common theme. Everyone supports and respects educational and professional registration requirements are generally supported. Lots of skills and qualifications that embody their clients go beyond the credential qualification, yet are often overlooked and undervalued. For example, informal work experience is not recognized by employers or educational institutions. There can also be language barriers that are not considered. For many First Nations, Inuit and Métis job seekers, English is a second language. Indigenous English dialects are nonstandard varieties of English used by Indigenous people to communicate in their specific cultural community (Peltier, 2010)14. This is an often overlooked and underappreciated barrier for many Indigenous job seekers and employees.

There is often a knowledge gap in how things work in the workplace. There are procedures and practices in the workplace that may need to be learned, and employers may overlook this need, especially when a new Indigenous employee comes with considerable informal experience. The Indigenous job seeker or new employee is not always aware of resources available or how to access them. Some job seekers do not have the formal education requirements to get into the training programs they need in order to be qualified – perhaps because their academic skills are not at the grade twelve level – and they may need guided upgrading. Even when there are strong academic skills, lack of soft skills can be a critical issue, both because this can cause unintentional conflict in the classroom/workplace and also because of the damage to confidence and self-efficacy. All of these issues can be associated with another difficult barrier—job seekers who have a criminal record. And finally, in Ottawa, lack of French can be a barrier.

Personal challenges were mentioned by most of the interviewees, speaking of undiagnosed learning disabilities and mental health issues. Self-efficacy issues have already been mentioned concerning lack of soft skills, but there is also a tendency for the Indigenous job seekers to undervalue their own informal work experience and learning. When there are learning disabilities and mental health issues, and when resources are not known or easily accessible, it is even more difficult to advocate on their behalf, or for them to advocate for themselves. And yet that is what is often expected of them.



PROGRAMS & SERVICES The key to connecting labour supply to labour demand is having the appropriate programs and services

in place, marketed, and well-used by job seekers, service providers, and employers. Part of the labour

market analysis includes a scan of Ottawa supports for Indigenous people, as well as a review of

promising approaches from elsewhere in Ontario and Canada.

Highlights of Ottawa supports Ottawa Employment Hub has updated its Quick Reference sheet that highlights available programs and

services for Indigenous job seekers in Ottawa, including both employment and other community

programs. This sheet was a key input into the SPPG process design and forming of the Steering Group.

Key Indigenous employment programs and services available to First Nations, Métis and Inuit in Ottawa

include:

Kagita Mikam Aboriginal Training & Services - Extends employment and training services, including

employment counselling, access to computers and a job board, to all eligible Aboriginal peoples in

their catchment area - between Ottawa and Oshawa.

Métis Nation of Ontario Education and Training (MNOET) - An ESDC ASETS

Agreement Holder, provides a full range of employment training programs and supports for the

educational success of all Métis across Ontario.

Minwaashin Lodge Employment Unit - Has 3 programs for Aboriginal women to increase their job

skills and take action to increase education, training, and career development. Traditional Aboriginal

Program delivers career counselling, groups, work placements, coaching and training.

Tungasuvvingat Inuit (TI) Employment Support Program - An ESDC ASETS Agreement Holder, TI's

Employment and Learning Centre offers assistance with finding financial assistance for education,

résumé writing, developing cover letters, and practising interview; also assists in removal of barriers

to long-term employment success.

One Ottawa training program was also cited as a promising model for our upgrading curricula:

Courage To Soar Program - A partnership with Willis College and Minwaashin Lodge, offers training

and career development opportunities in Office Administration for Aboriginal women who are

survivors/at risk of domestic violence. Willis College includes a 4-week “transition to academic

learning” module.

The full Quick Reference Sheet is included as Appendix C.

http://www.kagitamikam.org/content/index.php

http://www.metisnation.org/programs/education--training

http://minlodge.com/index.cfm?PageName=Employment%20And%20Training%20Program%20-

http://www.tungasuvvingatinuit.ca/

http://www.tungasuvvingatinuit.ca/

http://minlodge.com/index.cfm?PageName=Courage%20To%20Soar%20Program%20-



Promising approaches and programs outside Ottawa

Health care training and jobs (Canada)

Personal Support Worker Certificate Program Anishinabek Educational Institute (North Bay, ON) 2 semester certificate program

AEI provides education and training programs for First Nation Anishinabek community members.

Students in this program gain the skills to use lift machines and the body mechanics to ensure clients are

moved safely and effectively. Students also learn the appropriate skills to provide emotional, social and

spiritual supportive care for clients and their families. Includes a field placement.

Aboriginal Comprehensive Health Care Aide certificate Assiniboine Community College (Brandon, MB) Half-year certificate program

Tuition-free program for First Nations and Métis people.

NOTE: Tuition-free program for Aboriginal peoples may no longer be running but College still offers a

Comprehensive Health Care Aide program.

Personal Support Worker program Native Education & Training College of Business, Healthcare, Human Service & Technology (North Bay, ON) 3 semester diploma program Prepares graduates to provide supportive care to individuals across the lifespan including clients

experiencing cognitive impairment, physical disability and mental health challenges, by assisting them

with their activities of daily living.

Personal Support Worker Training Program Partnership between Anishinabek Employment and Training Services, Confederation College, St.

Joseph’s Care Group (Thunder Bay, ON) 21 week certificate program

Open to Aboriginal participants only; a 1 year certificate completed in 21 weeks. Program includes: Job

readiness training; Pre-employment life skills; Development of an effective resume and cover letter;

Interview preparation; Computer training (if required). Upon completion of the in-class portion,

participants have a placement at a long-term care facility. Second cohort of the program is upcoming.

Seniors program Organization: Native Canadian Centre of Toronto (Toronto, ON) Support program for Aboriginal

population

Designed to provide a supportive environment for Aboriginal people residing in the Toronto area though

the delivery of client centered services enabling them to live independently in their homes. The Seniors

Program is committed to addressing the physical, mental, emotional and spiritual needs of Aboriginal

people. Delivered by certified Personal Support Workers and includes coordinated efforts and linkages

with various existing programs and services within Toronto.



Childcare Training & Jobs (Canada)

Native Early Childhood Education Diploma Program Organization: Anishinabek Educational Institute (North Bay, ON) Type: 4 semester diploma program Curriculum provides the student with the opportunity to develop the knowledge and skills needed to

organize and maintain a safe and stimulating learning environment. The program, which meets all the

standards in the provincial Early Childhood competency guidelines, incorporates additional Aboriginal-

specific components throughout the curriculum and recognizes Aboriginal culture and language.

Includes a field placement.

Aboriginal Education Support Worker Organization: College of the Rockies (Cranbrook, B.C.)

Type: 2-year, 6 semester diploma program

Designed for individuals interested in working with and supporting Aboriginal students in public,

Aboriginal or private K-12 schools. Those already working as Aboriginal Support Workers can undergo a

flexible assessment process at College of the Rockies that may credit their existing experience and/or

credentials toward the diploma. Includes a practicum.

Teacher Education – Aboriginal Education Organization: Brock University (St Catherines, ON) Type: Bachelor of Education specialization Incorporates Aboriginal learning preferences and cultural diversity. The community-based curriculum

model relies on qualified local Aboriginal educators to facilitate the learner’s educational journey. All

candidates must take the five Aboriginal adult education credits.

Early Childhood Education diploma program Organization: Partnership between Oshki-Pimache-O-Win Education and Training Institute (Thunder Bay, ON) and Canadore College (North Bay, ON) Type: 5 semester diploma program Blended delivery model that consists of fourteen days of on-campus sessions two times per semester, as

well as independent study. The delivery and content of the full-time ECE diploma program is culturally

relevant and specific to Aboriginal communities. Offers field placement experiences in early childhood

education settings in Thunder Bay as well as community placement hours in the students’ home

communities. Upon successful completion of the program, graduates can apply to the College of Early

Childhood Educators to become a registered Early Childhood Educator (RECE).

Aboriginal Teacher Certification Program Organization: Nipissing University (North Bay, ON) Type: 2-year Certificate of Qualification program Open to those with Aboriginal ancestry and one of the following completed certifications from an

accredited university or college: Early Childhood Education (ECE); Native Classroom Assistant Diploma

Program (NCADP); Native Special Education Assistant Diploma Program (NSEADP); Native Language

Teaching Certificate (NLTC); an undergraduate degree from an accredited university. Teaches the

necessary pedagogical skills and knowledge combined with a strong personal understanding of

Aboriginal traditions, culture and heritage to build strong learning environments for Aboriginal and non-



Aboriginal children. Graduates earn a Certificate of Qualification and Registration from the Ontario

College of Teachers, in the Primary and Junior division.

Early Childhood Care & Education Certificate & Diploma Organization: Northwest Community College (Terrace, B.C.) Type: 2-year, 4 semester diploma program Focused on transforming students’ thinking about the education of young children - away from the

provision of set content to the process of nurturing creative thinking, problem solving and relationships

with and between children. The program challenges learners to co create curriculum with children and

to design learning environments which embrace the diversity of all children and families including local

First Nations, Aboriginal and Inuit peoples. Includes experiential learning.

Human Services Certificate - Educational Assistant / Community Support, Indigenous

Focus Organization: North Island College (Port Alberni, B.C.) Type: 1-year certificate program Trains students to become specialized education assistants or community support workers who can help

mediate Aboriginal cultural and curricular content. Designed for both Aboriginal and non-Aboriginal

learners and includes opportunity for a work placement.

Introduction to Aboriginal Child and Youth Care Practice Organization: Douglas College Type: College course Provides an introduction to Aboriginal child and youth care practice. Students gain an understanding of

the history of colonization and the impact of residential schools on Aboriginal peoples and the

implications of this for their work. Students observe and discuss child and youth care practice and

develop observation and assessment skills in an Aboriginal context. They also explore values and ethics

in relationship to working with and for Aboriginal families and communities.

Certified Early Childhood Education Assistant Program Organization: Partnership between En’owkin Centre, Nicola Valley Institute of Technology, and Native Education Centre (British Columbia) Type: 1-month intensive program Three courses which qualify students to apply as an Early Childhood Education Assistant. Students may

then apply to the Early Childhood Educator Registry. This ensures employability within registered

daycares in BC.



Other Training & Employment Programs (Canada)

LBS e-Channel literacy – Aboriginal stream Organization: Sioux Hudson Literacy Council

Type: Online LBS training for Aboriginal peoples

e-Channel literacy is a web-based way to deliver LBS training that improves access for Ontarians who

choose or are in need of independent distance learning. e-Channel services are currently available for

learners in four cultural streams: Aboriginal, Francophone, Deaf and Anglophone. e-Channel services are

also available for learners preparing for apprenticeship and postsecondary education.

Ontario Native Literacy Coalition Organization: Umbrella organization that includes many member organizations and that produces shared resources for these organizations to use (see lists below) The Ontario Native Literacy Coalition (ONLC) is a non-profit, charitable organization funded by MAESD.

Incorporated since 1988, and operating under the guidance of an elected Board of Directors, the ONLC is

a provincial networking and field development organization supporting and serving Native Literacy

Service Providers and learners in Ontario.

The Summary of Promising Approaches is included as Appendix D.



Strategic Plan Based on the labour market analysis and consultations, and guided and approved by the Steering Group,

the Guiding Principles, Strategic Priorities, Key Recommendations, and Proposed Actions outlined in

this section comprise a key output of the SPPG process. We also include Expected Outcomes.

GUIDING PRINCIPLES

Culture and community is central to Indigenous people and shall be reflected throughout all

recommendations, by adhering to these guiding principles:

We acknowledge and respect the culture, traditions, and diversity of the Indigenous (First

Nations, Inuit and Métis) community residing in this urban centre.

We will be mindful of those cultural and traditional values that are similar among Indigenous

people, while honouring the distinctiveness of First Nations, Inuit and Métis cultures when we,

as Indigenous and non-Indigenous partners, move forward collectively to create curricula

anchored in culture.

We will honour, respect, and acknowledge the expertise of those Indigenous partners that sit at

the table in partnership with us.

Project concept & approach This graphic reflects the

importance of the guiding

principles as core to the

partnerships, curriculum

development and employment

supports that comprise the key

project elements for engaging

the Indigenous population in

Ottawa in the health and

childcare sectors.

The graphic also depicts the

project focus on creating

pathways for those who require

academic upgrading or other

supports to continue to move

toward their employment and

education goals. We recognize

that not all Indigenous students

and job seekers will require this

additional support to enter the

labour market or post-secondary

education.





Home Helper

CH

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CA

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JOB

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HE

ALTH

CA

RE JO

BS


LBS Curricula



Childcare Assistant

Employment Support


Employers Employers



STRATEGIC PRIORITIES & KEY RECOMMENDATIONS

Establish a governance structure that allows for collaborative leadership through cognitive and

cultural diversity

Identify cultural awareness training and provide to Steering Group and Employer Advisory

Group

Increase knowledge-sharing and information exchange

Develop shared project goals and consider a phased approach in project planning

Ensure that the knowledge-sharing and exchange between partners translates into curriculum

design

Engage employers to inform learner assessments and curricula content and to provide

experiential learning opportunities

Engage Indigenous service providers and role models in program delivery

Structure program delivery in a modular format that can be adapted to specific learner needs

Ensure that cultural awareness training is incorporated into all employment supports

Develop promotion and recruitment strategies that facilitate connecting Indigenous job seekers

to employment in the health and childcare sectors

Engage employers to actively recruit, hire and onboard program participants/alumni and to

inform effective employment supports post-employment






Provide employment supports to both the learner/job seeker and the

employer to promote successful transitions to the workplace.

1

2

3





KEY RECOMMENDATIONS & PROPOSED ACTIONS

RECOMMENDATION Proposed Actions Who

1.1 Establish a governance structure that allows for collaborative leadership through cognitive and cultural diversity (consider these potential roles)

1.1.1 Review and enhance the SPPG Steering Group membership as determined by existing members to ensure appropriate “voices” are at the table.

SPPG Steering Group

1.1.2 Identify appropriate lead organization(s) in consultation with the Steering Group.

Steering Group

1.1.3 Establish an Indigenous Advisory Group to ensure the core of culture and community is at the centre of this initiative (consider leveraging existing umbrella group).

Project lead Steering Group

1.1.4 Establish an Employer Advisory Group to inform project deliverables and approach.


1.1.5 Establish a joint LBS Curriculum and Employment Support Working Group to ensure experiential learning opportunities, contextualized essential skills and employability skills are embedded.


1.2 Identify cultural awareness training and provide to Steering Group and Employer Advisory Group

1.2.1 Share and discuss what is available around “cultural awareness training”, including First Nations, Inuit, and Métis specific modules.

Project lead All groups

1.2.2 Provide cultural awareness training to Steering Group, Employer Advisory Group and Joint Working Group members.

Indigenous trainer

All groups

1.2.3 Offer cultural awareness training to service providers and employers as the initiative is rolled out.

Indigenous trainer

1.3 Increase knowledge-sharing and information exchange

1.3.1 Review and update initial findings with Indigenous and non-Indigenous partners to identify current and effective programs and services for Indigenous learners and job seekers.

Project lead Steering Group Joint Working

Group

1.3.2 Review and update initial findings with Indigenous and non-Indigenous partners to identify current and effective programs and services for learners and job seekers in health and childcare sectors.


Group

1.3.3 Consult with employers to ensure a shared understanding of sector opportunities and challenges and occupation-specific requirements.


Employers

1.3.4 Consult with Indigenous partners to ensure a shared understanding of key success factors for programs and services for Indigenous learners and job seekers.


Group

1.4 Develop shared project goals and consider a phased approach in project planning

1.4.1 Clearly identify and articulate the goals of the project in terms of target learners.

Steering Group Joint Working

Group

1.4.2 Consider a phased approach to curricula development (e.g., do we want to focus on one of the two sectors first, one program in each sector, etc.).

Steering Group Joint Working

Group

1.4.3 Attempt to incorporate “quick wins” into the project plan to maintain the early momentum gained through the SPPG process and to ensure that all key groups see the value for them.




1






ffggf

RECOMMENDATION Proposed Actions Who

2.1 Ensure that the knowledge-sharing and exchange between partners translates into curriculum design

2.1.1 Create curricula anchored in Indigenous culture, respecting the culture, traditions, and diversity of First Nations, Inuit and Métis.

Indigenous AG

Joint Working Group

2.1.2 Consider First Nations, Inuit and Métis learning styles in all aspects of program design.

Indigenous AG

Joint Working Group

2.2 Engage employers to inform learner assessments and curricula content and to provide experiential learning opportunities

2.2.1 Consult with employers to create a benchmark for a “talent-to-role” fit assessment for learners that points to personal suitability and areas for skill development.

Project lead

Employer AG

2.2.2 Ensure that employers are providing input on curricula and employment support elements.

Employer AG

Joint Working Group

2.2.3 Incorporate training to ensure that learners understand general workplace expectations and their responsibilities as an employee.

Employer AG

Joint Working Group

2.2.4 Identify suitable opportunities for experiential learning, such as site visits, job shadowing, “job tasting”, and sharing the employer perspective in-class.

Employer AG

Joint Working Group

2.3 Engage Indigenous service providers and role models in program delivery

2.3.1 Strive for curricula delivery by Indigenous trainers and instructors; essential for cultural components.

Steering Group

Indigenous trainer

2.3.2 Include Indigenous role models (e.g., employees and employers in target occupations and sectors) in training delivery.

Project lead

Steering Group

Joint Working Group

2.3.3 Consider including Indigenous coaches and mentors in order to further enhance First Nations, Inuit, and Métis individual experiences and positive outcomes.

Steering Group

Indigenous AG

Joint Working Group

2.4 Structure program delivery in a modular format that can be adapted to specific learner needs

2.4.1 Ensure that program delivery is flexible enough to accommodate different learning styles and levels of support required.

Steering Group

Joint Working Group

2.4.2 Look to include multiple entry and exit points to accommodate individual pathways and emerging interests, with certificates of achievement earned along the way.

Steering Group

Joint Working Group



2



Provide employment supports to both the learner/job seeker and the employer

to promote successful transitions to the workplace.

ffggf

RECOMMENDATION Actionable Items Who

3.1 Ensure that cultural awareness training is incorporated into all employment supports

3.1.1 Provide the broader employment and training service provider community with cultural awareness training for both program effectiveness and capacity-building.

Indigenous trainer

Service providers

3.1.2 Provide employers engaged in the program, and their staff as appropriate, with cultural awareness training for increased likelihood of workplace success and community capacity-building.

Indigenous trainer

Employers and staff

3.2 Develop promotion and recruitment strategies that facilitate connecting Indigenous job seekers to employment in the health and childcare sectors

3.2.1 Ensure that employers are aware of, and can easily navigate, programs and services that connect them to Indigenous job seekers.

Steering Group

Indigenous AG

Employer AG

3.2.2 Provide recruitment and matching tools that remove early bias in hiring and allow employers to purposefully recruit Indigenous job seekers.

Project lead

Employer AG

Indigenous AG

3.2.3 Equip service providers with sector-specific knowledge to appropriately guide learner and job seeker career decision.

Steering Group

Employer AG

Indigenous AG

3.2.4 Identify and develop sector-specific supports for Indigenous learners/job seekers to help navigate pathways to employment.

Employer AG

Indigenous AG

Joint Working Group

3.3 Engage employers to actively recruit, hire and onboard program participants/alumni and to inform effective employment supports post-employment

3.3.1 Create a Toolkit for Employers to equip them with the information and resources to successfully recruit and retain Indigenous employees.

Steering Group

Employer AG

Indigenous AG

Joint Working Group

3.3.2 Ensure that employers know how to look for and recognize non-traditional and transferable strengths/skills/education.

Steering Group

Employer AG

Indigenous AG

Joint Working Group

3.3.3 Engage employers in the development of post-employment supports for the hiring manager, new hire, and existing staff to create a positive work environment.

Steering Group

Employer AG

Joint Working Group

3.3.4 Consider learners that emerge from this initiative as potential job candidates with specialized training and skills.

Steering Group

Employer AG

Employers



3



LONG-TERM GOALS & EXPECTED OUTCOMES

Indigenous job seekers will be equipped with the skills and supports to

succeed in the Health and Childcare sectors in Ottawa

Addressing identified barriers and needs in key recommendations and proposed actions The Ontario Federation of Indigenous Friendship Centres’ Urban Aboriginal Labour Force and Training

Strategic Framework15 published in 2013 identifies many of the barriers that we are trying to address.

This report explores ways to better include urban Indigenous people in the Ontario labour force and is

intended to provide direction for the Ontario Federation of Indigenous Friendship Centres when working

with public and private sectors to improve urban Indigenous labour market outcomes. Below we check

which barriers/needs cited in their report are addressed, at least in part, by our proposed approach. A

checkmark indicates that we will be addressing directly while an arrow indicates that we are

aware of the barrier/need and will strive to increase capacity to engage and leverage community

partners as required.

Barriers The education to employment continuum presents a number of challenges within the urban Aboriginal

population, namely, racism, lack of culturally relevant curriculum, and the lack of access to positive Aboriginal role models, low literacy, and low educational attainment, which results in high incidence of disengagement.

Urban Aboriginal people face a variety of barriers, namely poverty, racism, violence against women, housing, and health that impede their ability to successfully transition into education and employment.

Needs

Cultural-based and [holistic] approaches to decrease disengagement and increase re-engagement will ensure urban Aboriginal peoples are better able to transition along the education to employment continuum.

Youth, as the fastest growing segment of the urban Aboriginal population, require additional supports to enhance their ability to obtain the education and training required for Ontario’s labour force as it shifts to a skilled knowledge economy.

Address barriers to successfully transitioning to education and employment (poverty, racism, violence against women, housing, and health)

Private sector organizations can contribute to the development of [an] educated and trained Aboriginal labour force in a variety of ways, however they are often unaware of partnering opportunities and lack specific knowledge to address the challenges around attracting, recruiting, and retaining urban Aboriginal employees. Through the development of relationships and strategic partnerships Friendship Centres and the private sector can foster successful transition of urban Aboriginal people from education to employment.

Strategic Priorities

Greater access to cultural-based adult literacy and basic skills programming within Indigenous community service providers (specifically citing Friendship Centres).

Access to experiential learning and summer work opportunities in a variety of sectors related to educational training.

Greater access to cultural-based pre-employment healing and training for Aboriginal youth and women.

Collaboration with industry and educational institutions to develop experiential and workplace-based training programs, including co-op placements, internships, pre-apprenticeships, and apprenticeships.



Aligning SPPG guiding principles and proposed approach with report recommendations “OFIFC believes that a cultural approach should form the basis of an Urban Aboriginal Labour Force

and Training Strategic Framework.” This is reflected in our Guiding principles and approach.

OUR GUIDING PRINCIPLES Culture and community is central to Indigenous people and shall be reflected throughout all recommendations, by adhering to these guiding principles:

We acknowledge and respect the culture, traditions, and diversity of the Indigenous (First Nations, Inuit and Métis) community residing in this urban centre.

We will be mindful of those cultural and traditional values that are similar among Indigenous people, while honouring the distinctiveness of First Nations, Inuit and Métis cultures when we, as Indigenous and non-Indigenous partners, move forward collectively to create curricula anchored in culture.

We will honour, respect, and acknowledge the expertise of those Indigenous partners that sit at the table in partnership with us.

Key issues in framework and our approach

The underlying discrimination, lack of

awareness of Aboriginal culture

among the non-Aboriginal

population, and lack of culturally

relevant spaces make it difficult for

urban Aboriginal people, especially,

youth, to foster positive Aboriginal

identities, which impacts the

transition to employment and

retention within employment.

When addressing the inter-related

challenges of the education to

employment continuum,

mechanisms need to be integrated

to address the barriers of urban

Aboriginal people who have

disengaged, at various points, from

the continuum, for example adults

who struggle with illiteracy.

Urban Aboriginal youth benefit greatly from

the ASSPs in Friendship Centres across the province. ASSPs support

urban Aboriginal students who deal with multiple challenges affecting academic achievement by providing

access to supports that include culturally relevant curriculum and traditional healing.

Urban Aboriginal youth sometimes lack awareness regarding admission requirements to postsecondary

programs and the skills or education required for different careers. As such, many urban Aboriginal youth

do not have the necessary credentials to pursue post-secondary education and training.

Compounding the inter-related systemic barriers is the lack of urban Aboriginal-specific employment

programs and services under Employment Ontario, Ontario Works, and the Ontario Disability Support

Program (ODSP). Do not necessarily have staff with the training, resources or capacity to provide culturally

sensitive and appropriate services to the urban Aboriginal population nor is the urban Aboriginal context

taken into consideration in the development of services.





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LBS Curricula



Childcare Assistant

Employment Support


Employers Employers

OUR PROPOSED APPROACH



Employers are able to recruit and retain members from a “under-

tapped” pool of talent to address workforce needs

Curricula and program designed with both the Indigenous learner and specific employer

requirements in mind We have identified workforce needs based on our

Labour Market analysis and have designed the

program to create a pipeline and pool of qualified

candidates in the Health and Child care sectors

for four key occupations. The inclusion of a

“talent-to-fit” assessment will help to ensure that

the learners: a) are aware of which occupations

they show the most aptitude for, and b) can

develop the most appropriate skills, as informed

by employers throughout the project steps.

Enhanced community partner engagement with employers The Urban Aboriginal Labour Force and Training Strategic Framework also outlines some key

recommendations around employer engagement that we embrace in our Strategic Plan. Indigenous

community partners have driven the process to date and have committed to continue to engage and

lead next steps. We also included small employers from both health and childcare in our consultations.

While there has been Friendship Centre engagement with business and industry, it has typically been

short-term and unsustainable. Friendship Centres have established working relationships with

universities, colleges and industry, however there is little in the way of formal partnership agreements

that have been strategically pursued to benefit the training and employment of urban Aboriginal clients

in ways that meet community needs. Few Friendship Centres are actively engaging small businesses in

their community.

The corporate sector needs to be shown the benefits of investing in the urban Aboriginal workforce.

Additionally, while the private sector needs to recognize the potential in partnering with Friendship

Centres, Friendship Centres themselves need to also recognize the potential in engaging with the

private sector.

Building employer capacity with cultural awareness training and employer supports Our approach embeds cultural awareness training and employer supports, and engages employers in

program and curricula design. Our third strategic priority speaks specifically to employment supports

for both employers and job seekers to increase recruitment and retention success.

Ensure that cultural awareness training is incorporated into all

employment supports

Develop promotion and recruitment strategies that facilitate

connecting Indigenous job seekers to employment in the health and

childcare sectors

Engage employers to actively recruit, hire and onboard program

participants/alumni and to inform effective employment supports

post-employment

STRATEGIC

PRIORITY #3

Provide employment

supports to both the

learner/job seeker and

the employer to promote

successful transitions to

the workplace.



List of Appendices A - List of Consultation Participants

B - Key Consultation Findings, Dr. Linda Duxbury

C - Ottawa Indigenous Programs & Services (Quick Reference Sheet)

D - Summary of Best Practice Research



Sources and Endnotes SOURCES CITED CBC News. (Nov 12 2017). 'Woefully inaccurate' Inuit population data overwhelming local agencies.

Retrieved from http://www.cbc.ca/news/canada/ottawa/woefully-inaccurate-inuit-population-ottawa-

1.4391742.

CBC News. (Sept 23 2017). Not enough resources for new Indigenous parents, city finds. Retrieved from

http://www.cbc.ca/news/canada/ottawa/indigenous-inuit-childcare-parents-playgroup-province-

1.4303375.

CBC News. (Jun 15 2016). 42% of Canadian jobs at high risk of being affected by automation, new study

suggests. Retrieved from http://www.cbc.ca/news/business/automation-job-brookfield-1.3636253.

CBC News. (Dec 6 2015). Ontario long-term care 'a system in crisis,' workers say. Retrieved from

http://www.cbc.ca/news/canada/ottawa/long-term-care-ontario-1.3352550.

CBC News. (Aug 19 2011). 5 things to know about Ottawa's aboriginal community. Retrieved from

http://www.cbc.ca/news/canada/ottawa/5-things-to-know-about-ottawa-s-aboriginal-community-

1.1000724.

McKinsey & Company. (Jul 2016). Where machines could replace humans—and where they can’t (yet).

Retrieved from https://www.mckinsey.com/business-functions/digital-mckinsey/our-insights/where-

machines-could-replace-humans-and-where-they-cant-yet

OFIFC. (Jul 2016). A Report on Home and Community Care in Ontario – an Urban Indigenous Population

Report, for Minister of Health and Long-Term Care, Government of Ontario. Retrieved from

http://ofifc.org/sites/default/files/docs/2016%20OFIFC%20Home%20and%20Community%20Care%20R

eport%20.pdf.

ONIP Online. Personal Support Worker (PSW) in Canada. Retrieved from http://www.onip.ca/personal-

support-worker/.

Ontario Federation of Indigenous Friendship Centres. (Jan 2013). Urban Aboriginal Labour Force and

Training Strategic Framework: Identifying Our Potential. Retrieved from

http://ofifc.org/sites/default/files/docs/2013-04-

17%20Labour%20Force%20and%20Training%20Strategy%20-%20FINAL.pdf.

Ontario Government – Newsroom. (Oct 13 2017). Ontario and Canada Boosting Child Care Programs for

Ottawa-Area Families. Retrieved from https://news.ontario.ca/edu/en/2017/10/ontario-and-canada-

boosting-child-care-programs-for-ottawa-area-

families.html?utm_source=digest&utm_medium=email&utm_campaign=p.

Ottawa Citizen. (Oct 30 2017). Home care wait list drops by more than three-quarters in Ottawa region.

Retrieved from http://ottawacitizen.com/news/local-news/home-care-wait-list-drops-by-more-than-

three-quarters-in-ottawa-region.

http://www.cbc.ca/news/canada/ottawa/woefully-inaccurate-inuit-population-ottawa-1.4391742

http://www.cbc.ca/news/canada/ottawa/woefully-inaccurate-inuit-population-ottawa-1.4391742

http://www.cbc.ca/news/canada/ottawa/indigenous-inuit-childcare-parents-playgroup-province-1.4303375

http://www.cbc.ca/news/canada/ottawa/indigenous-inuit-childcare-parents-playgroup-province-1.4303375

http://www.cbc.ca/news/business/automation-job-brookfield-1.3636253

http://www.cbc.ca/news/canada/ottawa/long-term-care-ontario-1.3352550

http://www.cbc.ca/news/canada/ottawa/5-things-to-know-about-ottawa-s-aboriginal-community-1.1000724

http://www.cbc.ca/news/canada/ottawa/5-things-to-know-about-ottawa-s-aboriginal-community-1.1000724

https://www.mckinsey.com/business-functions/digital-mckinsey/our-insights/where-machines-could-replace-humans-and-where-they-cant-yet

https://www.mckinsey.com/business-functions/digital-mckinsey/our-insights/where-machines-could-replace-humans-and-where-they-cant-yet

http://ofifc.org/sites/default/files/docs/2016%20OFIFC%20Home%20and%20Community%20Care%20Report%20.pdf

http://ofifc.org/sites/default/files/docs/2016%20OFIFC%20Home%20and%20Community%20Care%20Report%20.pdf

http://www.onip.ca/personal-support-worker/

http://www.onip.ca/personal-support-worker/

https://news.ontario.ca/edu/en/2017/10/ontario-and-canada-boosting-child-care-programs-for-ottawa-area-families.html?utm_source=digest&utm_medium=email&utm_campaign=p



http://ottawacitizen.com/news/local-news/home-care-wait-list-drops-by-more-than-three-quarters-in-ottawa-region

http://ottawacitizen.com/news/local-news/home-care-wait-list-drops-by-more-than-three-quarters-in-ottawa-region



Peltier, S. (2010). Facilitating Language and Literacy Learning for Students with Aboriginal English

Dialects. Canadian Journal of Native Education, Suppl. Aboriginal Englishes and Education: Edmonton.

32(114-142).

Sudbury.com. (Jan 31 2017). Province to create 100,000 more child care spaces. Retrieved from

https://www.sudbury.com/local-news/province-to-create-100000-more-child-care-spaces-524706.

The Chronicle of Higher Education. (Feb 5 2017). How Robots Will Save Liberal Education. Retrieved from

https://www.chronicle.com/article/How-Robots-Will-Save-Liberal/239113?utm_campaign=1f7e67c6a8-

EMAIL_CAMPAIGN_2017_02_07&utm_medium=email&utm_source=Academica+Top+Ten&utm_term=0

_b4928536cf-1f7e67c6a8-51936377.

Truth and Reconciliation Commission of Canada. (2015). Calls to Action. Retrieved from

http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf.

ENDNOTES

1 ONIP Online. Personal Support Worker (PSW) in Canada.

2 CBC News. (Dec 6 2015). Ontario long-term care 'a system in crisis,' workers say.

3 Ottawa Citizen. (Oct 30 2017). Home care wait list drops by more than three-quarters in Ottawa region.

4 McKinsey & Company. (Jul 2016). Where machines could replace humans—and where they can’t (yet); The Chronicle of Higher Education. (Feb 5 2017). How Robots Will Save Liberal Education; CBC News. (Jun 15 2016). 42% of Canadian jobs at high risk of being affected by automation, new study suggests.

5 Sudbury.com. (Jan 31 2017). Province to create 100,000 more child care spaces.

6 McKinsey & Company. (Jul 2016). Where machines could replace humans—and where they can’t (yet); The Chronicle of Higher Education. (Feb 5 2017). How Robots Will Save Liberal Education; CBC News. (Jun 15 2016). 42% of Canadian jobs at high risk of being affected by automation, new study suggests.

7 Ontario Government – Newsroom. (Oct 13 2017). Ontario and Canada Boosting Child Care Programs for Ottawa-Area Families.

8 Sudbury.com. (Jan 31 2017). Province to create 100,000 more child care spaces.

9 Truth and Reconciliation Commission of Canada. (2015). Calls to Action.

10 CBC News. (Sept 23 2017). Not enough resources for new Indigenous parents, city finds.

11 OFIFC. (Jul 2016). A Report on Home and Community Care in Ontario – an Urban Indigenous Population Report,

for Minister of Health and Long-Term Care, Government of Ontario.

12 CBC News. (Nov 12 2017). 'Woefully inaccurate' Inuit population data overwhelming local agencies.

13 CBC News. (Aug 19 2011). 5 things to know about Ottawa's aboriginal community.

14 Peltier, S. (2010). Facilitating Language and Literacy Learning for Students with Aboriginal English Dialects.

Canadian Journal of Native Education, Suppl. Aboriginal Englishes and Education: Edmonton. 32(114-142).

15 Ontario Federation of Indigenous Friendship Centres. (Jan 2013). Urban Aboriginal Labour Force and Training Strategic Framework: Identifying Our Potential.

https://www.sudbury.com/local-news/province-to-create-100000-more-child-care-spaces-524706

https://www.chronicle.com/article/How-Robots-Will-Save-Liberal/239113?utm_campaign=1f7e67c6a8-EMAIL_CAMPAIGN_2017_02_07&utm_medium=email&utm_source=Academica+Top+Ten&utm_term=0_b4928536cf-1f7e67c6a8-51936377



http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf

2017 SECTOR PARTNERSHIP - Ottawa Employment Hub

Documents