Helping the Québec government to optimize language training for new and prospective immigrants
The Challenge
In order to integrate successfully into their new home country or region, immigrants must often learn a new language. Besides this, there are countless new things to learn about how to find shelter, secure employment, access government services, and about adapting to and enjoying a whole new culture and way of life. As one of the very few French-speaking regions in the Americas, Québec has long faced the challenge of attracting and retaining immigrants, and integrating them into its vibrant francophone culture. Québec accepts about 40,000 new immigrants annually, and up to 15,000 of these have no previous knowledge of French. Consequently, the Québec Ministry of Relations with Citizens and Immigration (MRCI) invests roughly US $35 million per year in language training. Currently, all French training is carried out in a conventional classroom setting.
However, this considerable budget still cannot meet the growing demand for
immigrant language training. Waiting lists for immigrants wishing to begin
French courses are large, with individuals waiting up to six months. This
places a large burden on immigrants, their families and the government, as
language competencies have a direct impact on individuals’ ability
to get a job and contribute to the Québec economy. Furthermore, the
traditional, classroom-based delivery of French training – which can
involve several months of full-time study – has several limitations:
- There is no flexibility built in for immigrants who may have managed to secure entry-level jobs, to continue their jobs and carry out full-time study.
- In more remote regions of the province, immigrants often must wait even longer for French classes to begin, until a minimum number of students is reached.
- Since immigrants to Québec receive a Certificate of Selection many months before their Canadian immigration arrangements are completed, they could use this time in their home country to make significant progress in their learning of French, but are unable to because Québec’s government-sponsored courses are only offered in facilities in Québec.
In 2002, MRCI undertook to explore how eLearning might be used to address these issues, while also helping to keep the ever-increasing costs of immigrant language training under control. Lions Gate Learning Alliance member J. LeCavalier & Associates, a firm with a long experience in helping organizations and communities to make optimal use of learning technologies, was hired to work closely with key MRCI managers and staff, in order to assist and coach them through the process of defining, funding and implementing a strategy for integrating eLearning into Québec’s immigrant French language training.
The Solution
For a budget not exceeding US $75,000 over two years, J. LeCavalier & Associates carried out the following tasks:
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Online,
trilingual survey and report on the aptitudes, attitudes, experience
and capabilities of an international sample of over 350 prospective
immigrants to Québec, with regard to online learning.
The survey, carried out in collaboration with Québec mission
staff in several countries, revealed a very high level of readiness
among immigrants for online French language training. Moreover,
findings led to the decision by MRCI to initially target intermediate-level
French courses for conversion to eLearning. View Graph - Clarification of organizational goals and outcome measures for the e learning initiative, in order to align with and complement government and ministry “5-year plan” strategic objectives. This work resulted in the establishment of target “rates of penetration” for online French training over the first three years after implementation, among four key segments of the target clientele, a target completion rate for students, and other key measures.
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Assistance and coaching on redesign of the intermediate-level
French language training program, using a seven-level competency-based
approach, in order to maintain or improve instructional effectiveness
in the online version and make optimal use of the three primary
eLearning delivery modes (self-paced eLearning, virtual classroom
and asynchronous group eLearning). - Definition of functional and technological requirements for a Learning Management System, virtual classroom platform and online assessment engine to be used in the deployment of the new online language learning program. Among other requirements, the LMS will need to integrate with an existing information system used to manage the current classroom-based French language learning program.
- Cost-benefit and risk analyses related to the development and implementation of this large-scale eLearning initiative. Significantly, the thoroughly validated cost analysis revealed projected savings of more than $10 million over three years in training delivery costs.
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Assistance
with preparation of a public Request for Proposals, in order
to select and engage qualified suppliers for the design, production
and deployment of the new online language learning program. View Graph
The Result
In spite of a change in government and two ministerial re-organizations during the last two years, the eLearning initiative has received approval and maintained support from MRCI high-level officials and all levels of staff. The initial required budget of over $3 million has been secured, and the public RFP is expected to be launched in the Spring of 2005.
Claire Chamberland, chief of the MRCI’s Direction des politiques et programmes de francisation, had this to say about the work carried out by J. LeCavalier & Associates:
“MRCI has only limited experience with e learning. Mr. LeCavalier helped us to clarify our strategic objectives, our requirements, as well as related costs, benefits and risks. He also provided us with much-appreciated support to clarify possible applications of eLearning in our context, to define the most appropriate strategies, and to select the best potential suppliers. To conclude, I wish to emphasize that this consultant is outstanding because of the quality of services provided, his adaptability, attention to detail, capacity to manage large quantities of information, and his ability to work effectively with numerous stakeholders with very different points of view.”