Digital Skills for Prosperity and Productivity in Canada

Summary

The Information and Communications Technology Council (ICTC) is a not–for–profit sector council dedicated to creating a diverse, prepared and highly educated Canadian ICT industry and workforce. We have a clear strategy around how best to develop a digitally literate population, and how to attract, develop, retrain, and retain digitally–skilled talent so Canada can prosper in the new economy:

• All Canadians must become digitally literate.
• Our workforce must be digitally–skilled.
• Highly Qualified People — digital technology experts — must be working across all sectors of our economy.

Among the critical challenges to developing these different digital skill levels are the following examples:

1. Inability to access or use digital technology — Canadians who can't access or use digital technology face significant social, personal and workforce barriers.
2. A school system ill–prepared to develop digitally literate students — Without strong elementary and secondary school programs, we will continue to have two in five working–age Canadians lacking the skills to cope in a knowledge–based economy.¹
3. Disconnect between the skills that industry needs and the education provided by post–secondary institutions — Post–secondary programs don't offer enough training around the practical application of digital knowledge.

Addressing these and other challenges can be done through the following strategies:

1. Developing and implementing a world–class digital literacy program that extends from elementary and secondary school, through to post–secondary programs.
2. Include digital skills as part of the Essential Skills framework.
3. Develop a national internship program.
4. Establish and support a clearly articulated, coherent structure of Continuing Professional Development based on competency profiles and professional certification standards relevant to industry.
5. Create integrated post–secondary programs to address industry's need for candidates with business knowledge, interpersonal skills, technical skills and domain–specific skills.
6. Establish and support a National Mentorship program.
7. Increase the number and quality of Co–operative Education and other experiential learning opportunities.
8. Enhance Canada's Labour Market Information system.
9. Implement or expand Provincial Nominee Programs.
10. Implement strategically–targeted immigration programs.
11. Develop and implement intensive programs to help Internationally Educated Professionals meet Canadian industry requirements.

ICTC believes that the development of digital literacy and the growth of digital skills are crucial to Canada's productivity and to our social, cultural, and economic prosperity. Indeed, each of the thematic areas being explored through the Digital Economy Strategy Consultation depends on Canada having highly–skilled talent. We now have a tremendous opportunity to ensure that Canada becomes the most digitally–skillful country in the world, with no one left behind. It is achievable through partnership, vision and will.

Submission

5a. What do you see as the most critical challenges in skills development for a digital economy?

The Information and Communications Technology Council (ICTC) is a not–for–profit sector council dedicated to creating a diverse, prepared and highly educated Canadian ICT industry and workforce. We champion change and encourage innovations that will provide standards, labour market intelligence, career pathways and immigration initiatives for the Canadian ICT industry, educators and governments.

We believe that growth and advancement of the digital economy is key to Canada's productivity and thus its social, cultural, and economic prosperity, and that digitally literate and digitally–skilled Canadians are crucial to that prosperity.

We have a clear strategy around how best to develop a digitally literate population, and how to attract, develop, retrain, and retain digitally–skilled talent so Canada can prosper in the new economy:

• All Canadians must become digitally literate.
• Our workforce must be digitally–skilled.
• Highly Qualified People — digital technology experts — must be working across all sectors of our economy.

The most critical challenges to developing these different digital skill levels are:

1. Inability to access or use digital technology — Canadians who can't access or use digital technology finds themselves on the outside of society looking in. Their lack of skill is a barrier to social integration, personal development, and workforce participation and productivity. In an age of Internet banking, software–based cars, virtual coffee clubs and even the potential for online voting, Canadians without digital skills of the most basic kind risk being left behind. This threatens not only Canada's productivity but the participatory nature of our democratic system. As noted in a British report: "Technology and social disadvantage are inextricably linked. This means that social policy goals will be increasingly difficult to realise as mainstream society continues to embrace changes in our information society while those on the margins are left further behind – disengaged digitally, economically, and socially."
2. A school system ill–prepared to develop digitally literate students — The Canadian elementary and secondary school systems are not prepared to develop digital literacy skills in their students. This lack of preparedness is in the form of infrastructure, instructional ability, and awareness of the opportunity and importance of technology in today's society. For example, many advanced math programs at the secondary school level are being cancelled because of a lack of enrollment yet these programs are an essential pre–requisite for students who would like to pursue a post–secondary degree in math, science, engineering or other technology–focused areas. Educators and parents need to encourage students to take advanced math and science in secondary school and to pursue math and science courses during their post–secondary education so that Canada has the talent to compete with countries such as China and India which place a significant emphasis on these subjects. Without strong elementary and secondary school programs, we will continue to have two in five working–age Canadians lacking the skills to cope in a knowledge–based economy.³
3. Lack of inclusiveness and diversity in the ICT sector — Canada, like many other nations, is facing a skilled labour shortage due in large part to an aging population and relatively low birth rate.⁴ This situation could be improved by ensuring that Canada takes a "no person left behind" approach in terms of digital skills, and works to include aboriginals, people living in rural and remote areas, women, and disadvantage socio–economic groups in the digital economy. The ICT sector is growing faster than the overall economy and there are opportunities for these groups and others who are currently under represented, to benefit from this need for skilled workers. In turn, the ICT industry would benefit from a diverse talent pool by tapping into new markets in part because of linguistic skills, cultural insights and business connections; serving clients more effectively due to gender and cultural sensitivities; innovating more effectively due to a broader range of perspectives; and recruiting top talent because of a welcoming and inclusive workplace.⁵
4. Disconnect between the skills that industry needs and the education provided by post–secondary institutions — Post–secondary programs in Canada don't offer enough training around the practical application of digital knowledge that is critical for graduates to transition effectively into industry positions. Traditional ICT training, separate from other major disciplines, is still the norm. Based on the findings of its report, Outlook for Human Resources in the ICT Labour Market: 2008–2015, ICTC believes that post–secondary institutions must move immediately to develop integrated programs that address industry's need for candidates with business knowledge, interpersonal skills, technical skills and domain–specific skills. This combination is what is in greatest demand by industry across the country.

5b. What is the best way to address these challenges?

Addressing the challenges around developing digitally literate Canadians and a digitally–skilled workforce can be done through the following strategies:

For all Canadians:

1. Develop and implement a world–class digital literacy program that extends from elementary and secondary school, through to post–secondary programs and into a life–long learning approach, so that Canadians can become more productive and more fully engaged in society. Attracting students to math and science courses, and keeping them in those courses, may involve innovative approaches to teaching, better and /or increased student support and incentives such as scholarships and bursaries. Our quality of life depends on a strong economy which in turn is based on the digital literacy of Canadians. The ICTC Focus on Information Technology (FIT) program is one example of the possibilities and opportunities. ICTC has developed a blueprint for the development of a national Digital Literacy program. ICTC is well positioned to lead the development of a cross jurisdictional program that would involve many sectors of the economy.
2. Include digital skills as part of the Essential Skills framework. Doing this would allow for targeted approaches to skills development aimed at everyone in the workforce, from the casual user of technology to the highly qualified people that design and implement technology for others to use.

For Canadians in the workforce, ICTC is recommending a range of strategies, some of which cross jurisdictional boundaries. ICTC works in collaboration with a variety of federal, provincial and territorial organizations, and is well–positioned to facilitate the implementation of these recommendations.

1. Develop a national internship program: Increasing the number and accessibility of industry internships for qualified individuals would help address the labour shortage facing some regions in Canada, and it would also address the skills gap that industry has identified between the package of skills it needs and the abilities of those graduating from our post–secondary system. A national internship program, developed in partnership with industry and like minded post–secondary institutions, would encourage business and industry to take risks on "nearly qualified" candidates. Participants would hone their workplace skills in a real–world environment while industry could tailor the program to address the needs of regions experiencing a high labour demand.
2. Establish and support Continuing Professional Development: A coordinated, well articulated and highly structured approach to continuing professional development is crucial so that digital economy workers can stay current over the lifetime of their careers. As part of the report Outlook for Human Resources in the ICT Labour Market: 2008–2015, ICTC noted that ICT workers are roughly two–and–half times more likely to take work–related training than the labour force as a whole. This suggests that there are significant opportunities to renew the ICT workforce through re–training and continuing professional development. Especially in light of demographic trends, it is important that this opportunity be fully exploited as a central element in a comprehensive strategy to meet skill needs.
   
   A system of Continuing Professional Development (CPD) should meet two key characteristics: a) it should be based on competency profiles and professional certification standards that are relevant to industry and widely recognized; and b) it should have a clearly articulated, coherent structure.
   
   a) ICTC is currently developing a professional designation called I–ADVANCE© which is based on recognized ICT competencies, ICTC's ICT Competency Profiles. It will recognize and validate technical knowledge, industry experience, business and interpersonal skills, and help ICT professionals understand their career development path. I–ADVANCE©, which will be fully implemented over the next three to four years, is an example of a core FIT program.
   
   b) In terms of FIT taking place as part of a coherent structure, it is important that such a program not be confused with taking evening courses offered by universities and colleges. Such programs typically offer the same curriculum that is provided to full–time students during the day and conform to the standards for credit courses in terms of course content, evaluation and classroom hours. FIT programs, however, are different. They are designed for professionals and assume a professional level of competence and prior professional experience. Many are more intensive, more focused and more practical than standard post–secondary courses. In ICT, FIT is a mix: credit–based evening courses offered by post–secondary institutions; courses leading to proprietary certifications; various non–credit courses offered by private training centres; and programs offered by technical associations. This unstructured mix of offerings contrasts with other professions where FIT is delivered within a more articulated and coherent structure. ICTC would work with industry and ICT professionals to develop a coherent vision of FIT. That vision might include regional centres of excellence for designing and delivering FIT programs, or other models that could be more suitable.
3. Encourage and support the creation of integrated programs in the post–secondary system: Post–secondary programs in Canada don't offer enough training around the practical application of digital knowledge that is critical for graduates to transition effectively into industry positions. Based on the findings of its report, Outlook for Human Resources in the ICT Labour Market: 2008–2015, ICTC believes that post–secondary institutions must move immediately to develop integrated programs that address industry's need for candidates with business knowledge, interpersonal skills, technical skills and domain–specific skills. This includes the integration of moderate to advanced ICT skills into all faculties and programs since all Canadians in the workforce today require some proficiency in ICT skills.
4. Establish and support a National Mentorship program: Part of developing and supporting the supply of ICT workers needed to drive the Canadian economy involves attracting and retaining talent. This could be done through a national mentorship program at whose core would be an online portal to facilitate the mentorships and collaboration with existing mentoring programs. Such a program would provide students with access to a diverse range of Canadian role models working in interesting jobs. A Speaker's Bureau would match schools and industry leaders, and community–based networks would link rising, young professionals with more established role models. Opportunities exist here to partner with National Professional organizations such as the Canadian Information Processing Society (CIPS), the Information Technology Association of Canada (ITAC), the Canadian Advanced Technology Association (CATA) and the regional technology associations and provincial sector councils.
5. Increase the number and quality of Co–operative Education opportunities: Canada's post–secondary system and Canadian industry must increase the number and quality of co–op and other experiential learning opportunities for qualified individuals. These provide much needed experience that graduates require to transition successfully from school to meaningful work.
6. Enhance Canada's Labour Market Information system: It is important to monitor the trends related to the supply of highly qualified ICT professionals and to prepare action plans for addressing changes quickly. As noted in the May 2009 report of the Forum of Labour Market Ministers (FLMM) Advisory Panel on Labour Market Information, "a good LMI system will help to improve the matching of people and jobs both in times of labour shortages and high unemployment and a good LMI system is always necessary to make sure that the right policy decisions are made to improve the economy's performance and lower unemployment." The need for ICT positions fluctuates and the sector would benefit from better regional labour market information so that educational institutions and employers can respond appropriately. As noted in that same FLMM report, having "granular local labour market information" is important "so that scarce public monies are targeted to where the need is greatest."⁶ ICTC is a leader in the development of labour market intelligence and an enhanced LMI system would allow us to more rapidly respond to change in this very fast paced industry.
7. Implement or expand Provincial Nominee Programs: Canada's regions need to implement or expand their Provincial Nominee Programs to prioritize qualified, skilled and experienced ICT applicants for "in–demand" occupations. Doing so will encourage provincial mobility of Internationally Educated Professionals (IEPs) to regions of demand, and support the growing digital economy.
8. Implement strategically–targeted immigration programs: ICTC recommends targeting Internationally Educated Professionals (IEPs) with specific digital skills for immigration and fostering outsourcing initiatives where appropriate. This would address gaps in Canada's domestic workforce particularly around servicing Legacy Applications. This type of immigration program would need to be responsive to changes in market demand and must also be developed in concert with professional development programs to coordinate retraining once the IEPs' targeted skills are no longer required.
9. Develop and implement intensive programs to help Internationally Educated Professionals meet Canadian industry requirements. While IEPs may have the specific skills required by industry, different cultural norms mean that they may not have the full package of skills needed to integrate smoothly into the workplace. Programs to address this gap would include training around Canadian business culture and business practices, as well as programs aimed at Canadian employees and employers, to help integrate IEPs into the workforce. ICTC's Immigration Initiatives is an example of a successful, established program focused on integrating IEPs into the Canadian ICT sector. The Initiative develops key programs, resources and tools for IEPs and employers with the support of partners and stakeholders. Canada's college and CEGEP system are also well structured to partner in the area of integration.

5c. What can we do to ensure that labour market entrants have digital skills?

ICTC believes that a holistic approach to developing digital skills, with ICT skills as an integral component, is necessary for Canada to meet the needs of the digital economy. This includes the development and implementation of a world–class digital literacy program for all Canadians that extends from elementary and secondary school, through to post–secondary programs and into a life–long learning approach.

It also means including digital skills as part of the Essential Skills framework, allowing for targeted approaches to skills development for all working Canadians from the casual user of technology to the highly qualified people that design and implement technology for others to use.

For Canadians in the workforce, we believe that a combination of strategies is needed to ensure that the labour market has the necessary skills to compete in a global digital marketplace. These include, for example, a national internship program, a formal continuing professional development system, mentorships and cooperative education. ICTC also believes that Canada must successfully integrate Internationally Educated Professionals (IEPs) into Canadian industry. They are an underutilized labour source with vast knowledge and skills to contribute to Canada's digital economy.

5d. What is the best way to ensure the current workforce gets the continuous up–skilling required to remain competitive in the digital economy? Are different tactics required for SMEs versus large enterprises?

The following strategies are recommended to ensure continuous up–skilling:

1. Create a culture of learning: ICTC believes that continuous up–skilling of the workforce is most effective when the educational base is strong. A world–class digital literacy program extending from elementary and secondary school through to post–secondary is the base that Canadians need. With that beginning, the ground is fertile to establish a culture of life–long learning and up–skilling.
2. Establish partnerships: Education, industry and governments must work together to ensure that resources are available to make continuous up–skilling a reality. Sector councils, like ICTC, play a critical role in facilitating these partnerships.
3. Adjust post–secondary programs: Post–secondary courses should be based on recognized competencies and produce graduates with the full complement of technical, business and interpersonal skills that industry requires. They should also be student–centred — specific to each student's needs with year–round access to affordable courses. For a highly educated workforce, it's important to be able to customize learning needs to meet personal development goals. Students should also have access to Prior Learning Assessments so that the skills and knowledge gathered over the course of their careers is credited when the need for pre–requisite courses is being determined.
4. Increase industry's investment: Industry must increase its investment in relevant business and digital technology training.
5. Foster a culture of continuous professional development: Workers should have access to flexible and affordable CPD courses, at various stages of their career lifecycle, to ensure that they are consistently able to offer the package of ICT skills — technical, business, interpersonal–required by industry.
   
   Large organizations have always played a leadership role when it comes to continuous professional development and this should continue. Ensuring that SMEs are able to offer their employees up–skilling opportunities, however, requires two additional approaches:
6. Offer creative financial incentives: Canadian governments must offer creative financial incentives for SMEs so that they can offer their employees a similar range of skill broadening and upgrading opportunities as large enterprises offer their staffs. This program could be modelled on, or work in concert with, the current Lifelong Learning Plan (LLP) offered through the Canada Revenue Agency (CRA) that is offered to individuals to invest in their personal training or education. This will help SMEs remain competitive in the race for talent.
7. Provide accessible tools: SMEs often do not have the human or financial resources to develop company–specific professional development tools or to assess the up–skilling requirements of their employees. However, there are a range of free and reliable tools available on the Internet. For example, ICTC has developed a free, online ICT Competency Profiles tool which offers a wide range of customization options for employers, educators, ICT job–seekers and seasoned professionals. SMEs can use the tool to create customized ICT job profiles based on the national standards of knowledge, skills and abilities within 36 ICT work streams. It also allows SMEs to develop, share and archive effective interview guides, and perform and review self–assessments and learning plans.

5e) How will the digital economy impact the learning system in Canada? How we teach? How we learn?

The digital economy will have a profound impact on Canada's learning system. ICTC believes that this country's learning system must include a world–class digital literacy program extending from elementary and secondary school, through to post–secondary programs and into a life–long learning approach. In addition, life–long learning for workers must be grounded in a structured continuous professional development system that places the learner at the center of all decisions. With a learning system based on a new paradigm, there would be increased awareness of the vast opportunities available thanks to digital knowledge in fields such as the environment, entertainment, transportation and health. The paradigm upon which this learning culture will be based must include:

1. Learner–centered approach: Learning is active, experiential and focused on developing understanding. It is flexible, affordable and self–directed.
2. Capacity building: Teachers must understand current ICT skill requirements. The technical training teachers need must be recognized as part of their professional development and compensation.
3. Ample co–op education and experiential learning options: In the new paradigm it will be "co–op or perish" since co–operative education and experiential learning opportunities will ensure skills relevance and an awareness of the world of work.
4. Educators to balance the "Sage on the Stage" and "Guide on the Side" approaches to teaching in a technology driven environment. Educators must be willing and skilled in the facilitation of questioning, problem solving, and investigation in order for the learner centered approach to work.⁷
5. Support for IEPs: The new paradigm will recognize that successfully integrating IEPs involves more than skills recognition. It also requires a "Bridge to Work" program to help them understand Canadian business culture and interpersonal norms. It will also help facilitate learning English or French to address language barrier issues.

5f. What strategies could be employed to address the digital divide?

Addressing the digital divide in Canada requires a multi–pronged approach that includes the development and implementation of a digital literacy program that extends from elementary and secondary school, through to post–secondary programs. This has implications for our learning system as it involves innovative approaches to teaching, better and /or increased student support and incentives such as scholarships and bursaries, as well as adjusted post–secondary programs that match industry's needs.

For those in the workforce, addressing the divide means the creation of a national internship program, a formal continuing professional development system, mentorships and cooperative education. It also means successfully integrating Internationally Educated Professionals (IEPs) into Canadian industry through Bridge to Work programs.

For employers, bridging the divide means offering freely accessible tools to help them identify the specific ICT skills they need to fill their positions. It may mean creative financial incentives around continuous professional development.

ICTC believes that the development of digital literacy and the growth of digital skills are crucial to Canada's productivity and to our social, cultural, and economic prosperity. Indeed, each of the thematic areas being explored through the Digital Economy Strategy Consultation depends on Canada having highly–skilled talent. We now have a tremendous opportunity to ensure that Canada becomes the most digitally–skillful country in the world, with no one left behind. It is achievable through partnership, vision and will.

Additional information on the ICTC programs and projects referenced in this submission is available through the following web links:

Focus on Information Technology (FIT) Program

ICT Competency Profiles

Immigration Initiatives

Labour Market Intelligence

The Outlook for Human Resources in the ICT Labour Market: 2008–2015

¹ State of the Nation 2008, Canada's Science, Technology and Innovation System, Science, Technology and Innovation Council.

² UK Department for Communities and Local Government, Digital Inclusion: An Analysis of Social Disadvantage and the Information Society, (October 2008, page 15).

³ State of the Nation 2008, Canada's Science, Technology and Innovation System, Science, Technology and Innovation Council (page 8).

⁴ Talent for Hire: Diversifying Talent in Small and Medium Enterprises in the ICT Sector; ICTC, (April 2008, page 4).

⁵ IBID, page 28.

⁶ Working Together to Build a Better Labour Market Information System for Canada: Final Report May 20, 2009; Advisory Panel on Labour Market Information.

⁷ The WIRED Classroom, Creating Technology Enhanced Student–Centered Learning Environments, Jamie McKenzie, From Now On: The Educational Technology Journal, Volume 7 | Number 6 (March 1998).