Intercultural and Diversity Awareness

• As the demographic makeup of college and institute students becomes more diverse, staff and faculty have to receive training in cross-cultural awareness, diversity and inclusive environments. Curricula and teaching methodologies have to be more inclusive. Classroom and college/institute environments have to be welcoming. Staff and faculty need to become more representative of the diversity within the student body and should provide role models in promoting inclusive approaches to the delivering of programs and services.
• Based on the experience of Red River College in Manitoba, it is most effective to establish a staff position within the college which is specifically mandated to support the integration of immigrants. Red River College has a Cultural Diversity Advisor who delivers workshops to staff and faculty to increase cross-cultural sensitivity, knowledge and skills; create an inclusive learning environment, teaching methodologies and classroom environments; and adapt to different learning styles and cultural differences.
• There is a need for internationalization of campuses to help people understand that Canada is multicultural and integrating immigrants into the labour force as quickly as possible is in the best interests of all Canadians.
• Colleges and institutes need to learn more about creating a culture where immigrants feel accepted and the needs of different immigrant groups can be balanced and integrated.
• It is important to avoid stereotyping and adopt more integrated practices. For example, Langara College has a Diversity Policy and Code of Conduct that provides college staff and faculty with direction in this area.

Federal, Provincial and Municipal Programs

• In recent years, provincial and federal governments have introduced interesting programs such as the occupation-specific bridging programs described in Section 3 of this report. However, these special programs cannot be distinct and operate away from the mainstream of college/institute activities. In order to sustain the success of these programs, colleges and institutes need to find ways to embed them into regular college/institute business and activities.
• Communities need a holistic strategy for the integration of immigrants processes and a centralized structure which immigrants can use as starting and reference points. Some municipalities are developing strategic plans for economic development that include the integration of immigrants. Colleges and institutes should be involved in the development of such plans.
• Funding for the integration of immigrants tends to be annual and project-based. For example, colleges and institutes that deliver LINC programs assume there will be continuing support but the insecurity of having annually approved funding makes it difficult to undertake long-term planning.
• College and institute partnerships with immigrant settlement organizations are also vulnerable due to the project-based annual funding mechanisms upon which these organizations depend.
• Given their strong links with the business community, colleges and institutes should be involved in supporting municipal and provincial government initiatives in the area of business development for immigrant entrepreneurs.