Events
Making Your Foreign Education Count in the U.S.:
WES-CCCIE Seminar at WCC The April 29th WES-CCCIE
Credentialing Evaluation Seminar held at Westchester Community College was a
very well-attended and helpful event, according to Tere Wisell, CCCIE Executive
Director. She noted that many highly skilled immigrants in the U.S. are
frustrated in their attempts to work in their given fields in this country, and
become either unemployed or underemployed.
According to the Migration Policy Institute, more than 1.3
million college-educated immigrants in the U.S. are unemployed or working in
unskilled jobs well below their skill and educational level. Many immigrants may
not be familiar with U.S. employment culture and job search skills, lack
professional networks, and lack U.S. work experience. In some cases, limited
English skills present a problem, and their academic credentials and
professional skills/experience are not recognized in this country.
Wisell noted this is the second Credentialing Evaluation
Seminar sponsored by CCCIE and WES. The first
Credentialing Evaluation Seminar took place last December at Northern
Virginia Community College, in Annandale, VA, also attracting large crowds. “We
find there is a tremendous need for this kind of service, and we intend to
organize additional seminars at several community colleges in response,” she
said.
No central U.S. government evaluation agency
There is no central government agency or single standard
for U.S. evaluation of foreign degrees, certificates, or licenses. Each
institution or agency sets its own rules regarding recognition and acceptance,
which can be confusing to immigrant students, said Paul Feltman, director of
community engagement at WES, a New-York based nonprofit that provides evaluation
services. Feltman noted that while licensing is required for some professional
activities, it is not always necessary. There may be related fields that are
more easily accessible—even though they may not be in the career in which
immigrants have their degrees.
He suggested volunteering or internships as a way to
re-enter career fields or try new fields, build networks, and gain U.S.
workplace experience. Taking courses to update job skills or gain new skills or
improve English language skills can also improve chances of finding employment.
Laura Milhaven, WCC’s director of admissions, provided an
overview of the college’s associate degree and certificate programs and the
requirements for foreign-educated students interested in receiving transfer
credits to attend WCC. An important resource for immigrant students is WCC’s
English Language Institute, which serves about 4,000 students per year from over
100 countries, according to Eileen McKee, ELI’s assistant director. The
Institute serves the needs of general learners and learners preparing for
college or university study, holds multi-level ESL classes at the main Valhalla
campus and 12 other Westchester locations, and offers a variety of class
schedules. Among its offerings: free beginning-level classes at libraries and
community organizations, and workplace ESL in a variety of workplaces in
collaboration with WCC’s Professional Development Center.
Informal Evaluations
After the plenary session, individuals were invited to
review materials and ask questions at information tables provided by WES and WCC.
In addition, a WES evaluator and WCC staff briefly reviewed photocopies of
immigrants’ academic credentials in order to give them an idea of their U.S.
equivalency and provide information about having their records officially
evaluated for academic or professional purposes
Click
here for the WES/CCCIE/WCC Power Point
Presentation.
Highline Community College:
Forum for Skilled Immigrants’ Career Re-entry
The purpose of the meeting, held on April 16th at Highline
Community College, was to discuss a range of issues to help immigrants
and refugees with foreign degrees and credentials re-enter their professions in Washington state. The focus
was
on professions other than healthcare, although the Welcome Back model, which
primarily deals with health-related professions, was discussed.
On the agenda for this meeting: identifying needs for this service;
priorities; best practices from other areas; what works, what doesn’t; needed
research, funding and staffing, industry partnerships, educational
collaborations, next steps. While there is a definite need to assist those in
professions other than healthcare, more data is needed about which professions
are in high demand. Also needed: resources on alternative careers, particularly
STEM professions. Participants agreed to become part of a virtual
“Refugee/Immigrant Recertification Work Group” to discuss and circulate updates,
resources, and other information.
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