I don't wish to belabour the point, Mr. Allen, but I would ask you to elaborate a bit on the work you're doing with the education credential assessment project. Perhaps you could elaborate on how it has changed over time.
Let me share with you a personal example. I received my undergraduate degree in Canada. I got international experience overseas. I did a master's at the University of Southern California in engineering. I returned to Canada. It was assessed that my degree was a foreign engineering degree, and because my name was not a common English name, I was asked to take an English test. At the time I was a little bit disappointed, but I understand that the engineering profession, as you indicated, is provincially regulated, and therefore that difference might have caused some of their requests. I was told that if I wanted to practise in Canada, I would have to be re-educated in Canada, which I didn't really want to do.
Let me share with you my other profession. I was in public accounting. I'm glad to see that today, whether you are a CGA, CA, or CMA, you're a chartered professional accountant. As we move forward, can we structure the engineering profession, or can we have a situation in Canada where it vastly improves the ability of immigrant engineers, or engineers like me, who are educated in another country even though it was English speaking, to be gainfully employed in Canada?
Perhaps you could share from your experience how the education credential assessment will achieve that goal eventually.