EDUCATION CANADA’S CANADA’S EDUCATION SECTOR EDUCATION SECTOR C anada’s education sector has long enjoyed a strong reputation on the world stage. However, as more educa- tion professionals exit the field and the complexities of securing international talent continue to mount, it is becoming harder to make the grade. This is where mobility leaders, regulators, governments and education institutions can play a mean- ingful role in helping to fill critical gaps. Canada’s education system is under strain. Retirements, burnout and early-career attri- tion are all contributing to a growing teacher shortage, while the domestic talent pipeline is failing to keep pace. In its 2024 report, Ontario’s Ministry of Education warned that the province may lack the number of teachers required to meet student demand, with shortages expected to intensify by 2027. Meanwhile, British Columbia and Quebec are already relying on uncertified adults to supervise classrooms. As for teachers already in the profession, a recent Fraser Institute study found that attrition among new teachers can reach 40 per cent within the first five years, while a Canadian Teachers’ Federation survey reported that 45 per cent of educators have considered leaving the profession in the past year. Given these realities, many are asking whether internationally trained educators can play a larger role in the solution. It is a compelling idea on paper, but structural, regulatory and practical barriers make it difficult for international teachers to enter, settle and remain in the profession. As global competition for educators intensi- fies, Canada must rethink how it attracts and supports international talent, and mobility professionals have a central role to play in that transformation. BARRIERS TO ENTRY Canada’s regulatory and credentialling landscape presents a significant hurdle for international candidates. Teaching is a highly regulated profession, and inter- nationally trained educators must meet provincial standards before they can work here. These standards vary by province, with different licensing bodies, experience requirements, and interpretations of what constitutes equivalent work. Even the most qualified candidates can become trapped in a lengthy, labyrinthine process. “Processing times are very lengthy,” explains Azadeh Haidari-Garmash, CEO and founder of Visa Vio Inc., noting that candidates often lose interest simply By Matthew Bradford Making the case for international recruitment because of silence. “Sometimes nobody is responding. People are waiting for emails, waiting for phone calls, and there is no communication.” For professionals accus- tomed to more responsive systems else- where, the experience can be disorienting and discouraging. Candidates may also be deterred by the cost of navigating the system, especially those doing so without a professional income. “We have a lot of people who still have the means and the qualifications, but they cannot afford the time and the money it takes to go through all these exams and processes,” Haidari-Garmash says. By the time candidates become licensed, “they still have to invest money while not working in their profession, and that discourages so many people even though they are qualified.” Immigration pathways add another layer of complexity. The Comprehen- sive Ranking System (CRS) used under Canada’s Express Entry program has its merits, but Haidari-Garmash notes that its emphasis on age, language proficiency, and adaptability often fails to reflect actual labour shortages in education. “I have a young client who would probably have a great chance otherwise,” she explains, “We have a lot of people who still have the means and the qualifications, but they cannot afford the time and the money it takes to go through all these exams and processes. They have to invest money while not working in their profession, and that discourages so many people even though they are qualified” AZADEH HAIDARI-GARMASH Visa Vio Inc. 20 PERSPECTIVES Spring 2026
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