EDUCATION
“but I already calculated his CRS score, 
and it is somewhere around 400, whereas 
the last draw was around 462.”
Even experienced, fluent educators can 
fall short. Candidates from non-English 
or non-French-speaking countries face 
additional challenges, Haidari-Garmash 
adds, “as they have to try harder because 
others can get a better score under either 
English or French.”
Canada’s patchwork of standards, 
lengthy credentialling processes, and 
rising costs are adding up for inter-
national candidates. As a result, HR 
specialist Oluwayemisi (Yemisi) Peters 
suggests the education sector may be 
losing some of its global appeal. “Canada 
is one of the most immigrant-friendly 
countries, but now things are changing,” 
she says, noting that increasingly complex 
requirements make it harder for people to 
see Canada as an attractive option, espe-
cially if they must repeat processes they 
have already completed elsewhere.
“People would rather go to other coun-
tries that are a little bit less strict,” 
Peters adds, pointing to Germany and 
several other European countries that 
are succeeding in attracting global talent 
through streamlined pathways and faster 
credential recognition.
GROUP PROJECT
Attracting and retaining educational 
professionals from outside Canada’s 
borders is not the responsibility of any 
single stakeholder. As with other indus-
tries facing talent shortages, progress  
will require coordinated action across 
governments, regulators, institutions  
and employers.
Governments, Peters suggests, can start by 
realigning immigration pathways to better 
reflect the labour needs of the educa-
tion sector. There is also a strong case for 
faster, more responsive credential assess-
ment processes and greater recognition of 
international experience. “One area the 
government needs to look into is recog-
nizing foreign credentials,” she says. “We 
have to start believing in people’s experi-
ence. They bring diverse backgrounds, 
perspectives and academic knowledge that 
would be very useful to Canada.”
Institutions and regulators can also help 
ease candidates through the process by 
offering clearer pathways from assessment 
to employment, improving communica-
tion, and providing financial or logistical 
support during licensing and transition 
periods. As Haidari-Garmash notes,  
“If regulatory bodies were more responsive 
and communicated more clearly  
with applicants and institutions, I think 
a lot fewer people would lose interest 
halfway through.”
Mobility professionals are well-versed in 
addressing talent shortages. By supporting 
Canada’s educational workforce with 
international talent, they are uniquely 
positioned to serve as far more than 
relocation coordinators.
For employers, mobility teams can help 
navigate labour market assessments, immi-
gration streams, and regulatory pathways, 
reducing the administrative burden that 
Peters acknowledges many institutions 
are reluctant to shoulder. They can also 
coordinate early engagement with regula-
tory bodies, helping institutions under-
stand timelines and requirements before 
offers are extended.
For candidates, mobility support extends far 
beyond visas. As Peters explains, mobility 
professionals play a vital role in “ensuring 
that the relocation is seamless and 
sustaining them with resources even before 
coming in.” This includes preparing them 
for housing realities, healthcare registration, 
banking, and school systems for their own 
children. “This would actually prepare their 
mind to know what they are coming into,” 
she says. “It also gives them a sense of ease 
when they start witnessing or experiencing 
them. And ultimately, it will help them  
get integrated.”
Mobility professionals can also provide 
clarity around long-term pathways. By 
offering guidance on permanent residency 
options and credential progression, they 
help educators see not just a job, but a 
future in Canada. As Peters notes, “Nobody 
wants to come into a new country and just 
be like a foreign worker without stability.”
Finally, there is an advocacy role to 
consider. By tracking recurring pain points 
such as delays in credential recognition, 
inconsistencies in provincial standards, or 
immigration score mismatches, mobility 
professionals can provide institutions and 
policymakers with real-world insight into 
the barriers to turning away global talent. 
In that sense, the mobility community 
serves as a continuous feedback loop for 
systemic improvement.
In today’s global talent market, educa-
tors have choices. Canada can no longer 
rely solely on its reputation. As classrooms 
across the country continue to attract 
students from around the world, all stake-
holders share a common interest in ensuring 
that Canada can also attract and retain the 
skilled educators needed to keep those class-
rooms thriving. 
“One area the government needs to look into 
is recognizing foreign credentials. We have to 
start believing in people’s experience. They bring 
diverse backgrounds, perspectives and academic 
knowledge that would be very useful to Canada”
YEMISI PETERS 
HR & Recruitment Consultant
Spring 2026  PERSPECTIVES  21

View this content as a flipbook by clicking here.