Mr. Chair, vice-chairs, and committee members, I appreciate the chance to speak to the human resources, skills and social development committee on the issue of work-integrated learning.
The Canadian Chamber of Commerce and our members are passionate supporters of work-integrated learning and skills development. The future development of the workforce is a major subject of study and a top priority for us. Highly skilled human resources are a driver of business growth and a pillar of Canadian competitiveness. First I will provide a little background on our organization.
The Canadian Chamber of Commerce is committed to increasing prosperity throughout Canada. We envision a Canada where anyone can start and grow their own business in a competitive and successful economy.
We are a strictly non-partisan organization. Regardless of who is in office, we want to see a Canada that succeeds. Much like political parties themselves, our support comes from the grassroots. We draw our strength from 450 chambers of commerce and boards of trade that represent over 200,000 businesses of every size and in every sector in every region of Canada.
Our members have repeatedly told us that skills gaps and the challenge of finding the right workers are some of the biggest issues they face. Work-integrated learning is crucial for bridging those gaps and connecting talented young Canadians to long-lasting, high-quality careers.
That is one reason we published the report, “Skills for an Automated Future”, earlier this year, which examines the question of skills development and changing workplaces. It looks at Canada's changing labour market and offers a number of recommendations for connecting Canadians with jobs.
Our report is based on the best current data, informed by the experiences of employers, educators, and students themselves, which we heard through a series of round table discussions across the country.
We heard unanimous support for students getting high-quality, paid work experience related to their educational programs. Work-integrated learning is key to developing the kinds of skills that will be necessary in the future economy.
Things like professionalism, personal initiative, critical thinking, and entrepreneurship are all skills that are developed on the job. These durable skills will continue to be relevant no matter what technology is adopted or what changes occur to the labour market or our businesses.
Businesses see the value of taking on students for work experience. It supports the hiring process by giving employers and students the chance to test drive positions and people and find the best fit. It is associated with productivity gains and a strong fit between employees and their positions.
Furthermore, the recent meeting of B7 representatives affirmed the importance of the role of business in workforce development. Important roles like supporting inclusive growth, co-ordinating with educators to promote skills that are in demand, and promoting work-integrated learning and workforce retraining opportunities have all been affirmed by not only the Canadian Chamber of Commerce, but our partners throughout the G7 countries around the world.
Many companies are able to successfully participate in work-integrated learning programs. We have heard many examples of success stories in our conversations—large companies from Ottawa to Vancouver and everywhere in-between. However, demand for these positions continues to exceed the ability of employers to provide them in the numbers that they are required.
Government must remember that the vast majority of businesses in Canada are small and medium enterprises that may not have the same resources as our large companies to provide WIL opportunities. Many lack dedicated human resources professionals to be able to apply for the funding and navigate higher education partnerships, or the financial resources to provide temporary employment to learners.
These companies would benefit greatly from the talent, energy, and support of learners. They would also be able to provide a wide range of experiences by giving the perspective of a smaller enterprise. If we want youth to learn entrepreneurship, then there is no better place for them than working with entrepreneurs.
There is a role for government to create incentives supporting paid work-integrated learning positions. Especially for small and medium enterprises, support needs to be accessible and targeted.
Existing programs such as the Canada summer jobs program are important; however, barriers like inflexible timelines for applications or limits on the age of participants can prevent students from making full use of these programs. Streamlining applications, creating more flexible timelines, and offering support to a wider range of students would improve access to these positions.
At the same time, information needs to be gathered and disseminated more effectively. The pathways between education and employment are less obvious today than they have been previously. Data needs to be gathered in more detail to guide students between their educational programs and gainful employment. Many industries are clamouring for workers and particular skills, but students lack reliable information on what those are and how to join them.
We support a move towards more detailed labour market information. Businesses and students require a system that looks at the supply and demand of skills and competencies more broadly, rather than formal qualifications alone.
Last, we would like to remind the committee that work-integrated learning is a competitive advantage for attracting international talent to Canada. We are in a global race to attract the world's best and brightest. Ensuring that students who come to Canada can participate in work-integrated learning will help maintain our position as a hub of ideas and innovation. This can be supported in a number of specific ways.
Allowing international students to be eligible for programs such as the Canada summer jobs program would help students and businesses. Ensuring that student work permits allow international students to participate in co-op terms without obtaining a separate work permit would also help streamline participation. Last, counting time spent in Canada for studies towards citizenship eligibility would speed the process of transitioning to permanent residency.
Those are just a few examples of steps that could help better align work and study in Canada for global talent. We hope that you will take these recommendations into account as you make your report.
Thank you again for this opportunity to speak.