Evaluation of the Immigrant Settlement and Adaptation Program (ISAP)
Appendix C: Case Studies
Newcomer Information Centres
Rationale and History
During province-wide consultations held in 1998, the need for more visible, centrally located settlement services was identified. In response to this need, Newcomer Information Centres (NICs) were established in communities where newcomers might otherwise find it difficult to access information, because of the size and complexity of the community and services available.
In early 2001, contribution agreements were signed with two major partners in the settlement community. An agreement in Toronto was signed with the YMCA of Greater Toronto for the establishment of a NIC in downtown Toronto, close to a major downtown intersection and the subway. An agreement was also signed in Mississauga with the Centre for Language Training and Assessment (CLTA) for the establishment of a NIC in Peel. More specifically, due to transit issues in the Peel area, a NIC was established in Mississauga, near a major intersection and local transit, as well as in Brampton at the Brampton Civic Centre. All three sites are co-located on the same floor with LINC Assessment Centres.
The NICs opened in April of 2001. The then Minister of CIC (the Honourable Elinor Caplan) officially opened the NIC in Greater Toronto on November 23, 2001.
Current Status
The three NICs in Toronto and Peel continue to operate. The NICs provide information and referrals, as well as a self-directed resource library with computer access. Together, the NICs provide services in over 20 languages. The centres are open all weekdays, some evenings and Saturday mornings.
The Toronto NIC also conducts “Your First Days in Ontario” sessions with newcomers, a mini orientation course. It is a half-day session that is currently offered once per month. The average attendance is about 25 people.
NICs are responsible for their own promotion, although CIC did prepare a brochure for the airport in the first year. The YMCA continues to distribute brochures at the airport, which are included in the "Welcome To Canada" package for newcomers. As well, CIC funded a promotion pilot in the Greater Toronto Area, where a poster was developed advertising the NICs (along with the 211 number and settlement.org).
In the 2003–04 fiscal year, the NIC in Toronto saw 6,866 new clients, 76 percent of whom were new arrivals. Many are reported to be repeat clients resulting in high client volumes.
The NICs tend to serve mostly skilled immigrants with some knowledge of English. It was reported that, of the 6,866 clients served in the 2003–04 fiscal year, 79 percent identified themselves as being in the skilled worker immigrant category. This is not surprising given that many of the resources available are self-directed (including, of course, the information and resources available through the computer/Internet) and require some knowledge of English and the Internet (for computer resources).
Contribution to ISAP Objectives/Success
NICs are intended to be an enhancement to the current ISAP SPOs delivering one-on-one assistance to newcomers. The NICs provide information and computers that newcomers can access themselves, as well as an assessment service where an information specialist (called an “information and referral specialist” at the Toronto NIC) would provide a referral to a newcomer (often newcomers are referred to other ISAP agencies where more in-depth assistance is required). Thus, NICs provide assessment, information and referrals; they do not provide other ISAP services (such as solution-focused counselling and interpretation). The NICs are considered to be innovative in the following ways:
- increased access to information due to extended hours of service and flexibility for clients and comprehensive multilingual access; and
- sophisticated information management at the YMCA NIC, including having a person who specializes in information management, and working with 211 (a local telephone information network that will ultimately be expanding across Canada).
It is believed that having a highly visible and central source of settlement information and referrals results in newcomers accessing vital information and assistance faster. As well, ISAP SPOs, as well as other human service agencies, benefit from quicker referrals that NICs are able to make (at no cost to newcomer clients).
Cost-Effectiveness/Efficiency
NICs are considered to be highly cost-effective since much of the information is available in a self-serve manner (brochures, computers, resource library, computer lab, fact sheets). As well, NICs are able to help large numbers of newcomers with relatively small staff numbers since much of the information is self-serve. Finally, NICs are co-located with LINC Assessment Centres, thus providing an opportunity for newcomers to learn about the LINC language training that is available to them.
Sharing with other Service Providers
In the opinion of the CIC representative interviewed, it was believed that the NIC concept had been shared extensively with other CIC offices and service providers. Many presentations have been given at working group meetings and conferences.
Applicability
The option to increase the number of NICs in Ontario is currently being explored. One particular possibility for expansion would be into the LINC assessment centre in Malton. Otherwise, the concept of combining NICs with Employment Resource Centres (funded by HRSDC) in some other areas of Ontario has been discussed, although no decision has been reached.
The key to success for the NICs is the large numbers of newcomers who are comfortable accessing information on their own, or those who need only a referral to get started. It is unknown whether other centres would have the numbers of skilled immigrants to warrant staffing a resource and referral centre such as a NIC.
Research sources:
Briefing Note: Newcomer Information Centres, March 13, 2001.
Briefing Note: Newcomer Information Centres, September 9, 2003.
Job Search Workshops
Rationale and History
The concept of a Job Search Workshop (JSW) emerged in 1994 as a pilot. It was aimed at addressing the employment-related settlement needs of newcomers. In 1997, JSW was expanded to an Ontario-wide initiative.
In 1997, when JSW became a full initiative in Ontario, CIC contracted with COSTI and OCASI to undertake the administration of the JSW funding, including monthly monitoring of all service providers (targets, clients, outcomes, follow-up, intake and financial claims). COSTI was also responsible for promotion activities, including flyers/brochures and a 1-800 line. OCASI was also contracted to serve in an advisory capacity and to sit on the JSW advisory committee and management team.
CIC’s role was to negotiate the contract with COSTI, monitor the contract and review the budgets of the JSW service providers. CIC undertook monitoring of COSTI about two to three times per year.
In 2001, JSW was delivered in 30 sites across Ontario and served about 8,000 clients per year. JSW was available in the Greater Toronto Area (GTA), Hamilton, Kitchener, Kingston, London, Ottawa, Windsor, St. Catharines and Thunder Bay. Twenty of the 30 sites were located in the GTA, accounting for about 56 percent of the clients. According to the 2001 evaluation of JSW, the average cost per client was about $362.
Current Status
Currently, JSW is delivered by 28 service providers across Ontario. COSTI has continued to act as the administrator, but this responsibility will be assumed by CIC as of October 1, 2004. COSTI will continue to play a key role in curriculum development, training and promotion.
JSW has three delivery models: A – Day model with 69 percent of clients; B – Evening model with 24 percent of clients; and, C – Saturday model with 7 percent of clients. In the SPO interviewed for the case study, the day model is administered over three days for about 20 hours in total. The evening model is administered over four days for about 24 hours in total. The Saturday model is administered over three days for about 20 hours.
SPOs are encouraged to offer customized workshops, as appropriate, to meet the needs of their clients. The SPO interviewed as part of the case study indicated that it regularly offers a workshop targeted to engineers since many of their clients are trained in this field (they have also delivered workshops for women, accountants, teachers and physicians).
SPOs are primarily responsible for the promotion of JSW. The SPO interviewed for the case study indicated that they promote the workshops through partnerships, referrals, speaking engagements/presentations, brochures and posters.
All SPOs are required to deliver the workshops in English and French (as appropriate given the client needs). However, it was reported that many service providers are delivering some workshops in other languages, including Spanish and Mandarin.
Contribution to ISAP Objectives/Success
It is believed that the workshops are highly effective in transmitting knowledge related to the local employment market to newcomers. Many of the workshops are prepared and delivered in partnership with other community resources, including job finding agencies and employers.
Workshops are considered to be consistent with ISAP objectives, since they help newcomers become integrated by helping them understand and access the Canadian job market. The program is considered to be highly relevant and needed, according to key informants.
Client evaluation forms administered after each session indicate that participants are satisfied with the content and materials, as well as with the workshop overall. According to the 2001 JSW Review, the clients surveyed unanimously endorsed JSW immediately after completion, as well as during a follow-up survey conducted one month later. During the one month follow-up survey, the Review found that only 34 percent of clients were employed. Of those, only 40 percent reported that the job was a good match for them. While these numbers seem low, the Review cautioned that JSW is most likely a first step in the job-finding process for most newcomers and that additional assistance would likely be required by most (including one-on-one assistance and linkages to other programs).
Cost-Effectiveness/Efficiency
The JSW concept is considered by key informants to be a cost-effective and efficient method to transmit employment-related information to newcomers, since many newcomers are assisted at one time. According to the 2001 Review, the sizes of the workshops vary from an average low of five participants to an average high of 19 participants (although the CIC representative indicated that most SPOs will not run a session with fewer than eight participants). SPOs also provide one-on-one follow-up assistance tailored to meet the needs of each workshop participant, helping them to put into practice the concepts learned during the workshop.
Sharing with other Service Providers
According to both the CIC and SPO representatives, the JSW concept has been shared widely with other service providers and CIC representatives through conferences and meetings. As well, at project start up, a notice was sent out to all stakeholders.
Applicability
Both the CIC and SPO representatives interviewed felt that JSW is a concept that could be applied anywhere, as long as there were enough newcomers to justify the funding of a coordinator and facilitators. Respondents echoed the findings of the 2001 JSW Review that JSW is only a first step and that other employment-related supports are necessary to get newcomers employed in meaningful jobs.
Research sources:
Job Search Workshop Program Review, 2001. RJ Sparks Consulting Inc. and WGW Services Ltd.
School Support Program
Rationale and History
The YMCA has been working in partnership with the Halifax Regional School Board for the past 12 years to address newcomer student needs. YMCA support staff are allocated to work on site at 11 elementary, junior and senior high schools to provide assistance to newcomer youth, their families and the schools. The School Support Program provides a number of services, including an orientation of the newcomer student to the school, community home liaison, academic support, paraprofessional counselling, referrals, advocacy, mediation and conflict resolution, and support for school staff. YMCA School Support Staff also sit on school advisory and discipline committees, and work with teachers, school psychologists, social workers and the police.
The idea for the program was formed when a “YMCA Homework Club” for newcomer youth quickly exceeded capacity. During this time, the YMCA noted that newcomer youth faced a number of unique challenges in the school system, and that schools did not have the capacity to deal with challenges related to newcomer students. The need for an “arms-length” support person, separate from the school administration, was felt to be critical to support and advocate for the youth.
The YMCA views settlement as a “two-way street”: settlement not only involves newcomer adjustment, but also strategies to include youth in the school system. The aim of the program is to help newcomer youth “to become more knowledgeable and empowered and to help the school be more welcoming, informed and sensitive to newcomer students and multicultural issues.”
The YMCA also believes that the most effective programs for newcomers are integrated into mainstream services, systems and institutions. Hence partnering with existing agencies, businesses, schools, etc. is the best settlement strategy.
Current Status
The YMCA conducts promotional activities, although the school principal also plays an important role in this respect. “The YMCA has built a local reputation of doing excellent work in schools.” There is a good demand for the program with a number of other local schools requesting the service offered by the YMCA. Decreasing immigration numbers, however, has resulted in funding decreases. As a result, the program has been cut from 17 schools to 11 schools.
The YMCA promotes the program, primarily through its social service delivery network and has strong links with other immigrant serving agencies. The YMCA also disseminates program information through regional and national conferences, although there are fewer opportunities to share at the national level. Regionally, program best practices are disseminated through the Atlantic Regional Association of Immigrant Serving Agencies, and provincially, information is disseminated through the Immigrant Serving Agencies of Metro. It was noted, however, that dissemination of best practices could be enhanced through the use of the Internet.
Contribution to ISAP Objectives/Success
The program is considered to be highly complementary with other settlement/resettlement programs. The YMCA has developed expertise in the area of youth programming, in particular newcomer youth programming. Other immigrant serving agencies in Halifax Regional Municipality regularly refer newcomer youth and their families to the YMCA.
The program is reported to be effective in building school capacity, orienting newcomers to the schools and advocating for youth, building awareness of multi-cultural issues and helping the school to become more inclusive.
Informal feedback from youth indicates that the program helps increase their sense of belonging and increases their confidence, especially with respect to participating in school activities and with respect to their ability to progress at school. Feedback from the schools’ administration and teachers indicates that they feel more supported when dealing with newcomer youth issues. The program also impacts on the youth’s family by helping parents to understand the school system and to provide appropriate family support for their children.
The program is also reported to be successful in raising awareness of multicultural issues. For example, activities such as Fast Day and other multicultural festivals (initiated by the YMCA staff) have been integrated into the regular school schedule.
The YMCA recently developed a videotape of the School Support Program entitled, Finding my Place. The video consisted of role-play scenarios involving challenges faced by newcomer students in school and strategies to address these challenges. The videotape was distributed and used by local schools, and will be available to all junior and senior high schools in Nova Scotia by the end of 2004.
Cost-Effectiveness/Efficiency
The program is considered effective and efficient for the following reasons:
- The service provider has built an effective partnership with the local school system and also works with the Nova Scotia Department of Education to enhance sensitivity and awareness of newcomer child and youth issues.
- The program is community based. Because the program is situated in schools, a proactive approach can be adopted to resolve or prevent problems.
- The program coordinator visits each site on a bi-weekly basis. There are also weekly staff meetings to discuss issues and resource needs.
- A strong staff team, led by a dedicated coordinator, is considered a critical ingredient for success.
- The program is reported to be highly regarded by clients (youth and parents), teachers and school principals.
- The administrative structure of the program is streamlined with most of the costs allocated to program delivery.
Program Applicability to Other Cities or Regions
The program is considered to be highly applicable to other areas and regions, as newcomer youth are considered to have specific needs that cannot always be addressed by the school system in an impartial manner. However, key informants noted that it is important that service providers conduct a careful needs assessment to ensure that the program is tailored appropriately to the specific school and the locality. Receptivity to the program may vary across school boards and across jurisdictions [note 10]. It is important that the service provider strengthen linkages with the appropriate educational representatives and the school boards.
Research sources:
YMCA Newcomer Youth Services: School Support & Youth Outreach Brochure.
YMCA Association and Program Summary.
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10. It should be noted that a school support program also exists in the Ontario Region as Settlement Workers in School (SWIS).
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