SEC Mis Pro Int CTIO Ssio Ogra Erc

SECTION 3 Mission Preparaation, Program Logistics, Intercultural

Institutional Partnership Manual for the CARICOM Education for Employment Program (C‐EFE)

Updated Augustt 2013

C-EFE Institutional Partnership Manual August 2013 Section 3: Mission Preparation, Program Logistics, Intercultural Page 1

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SECTION 3 Mission Preparation Program, Logistics, Intercultural

Adequate preparation for a technical assistance and training activity in Canada or in the overseas country is essential for the succcess of the activity or the effective achievement of results. This section provides various guidelines, checklists and tools for preparing for a mission – from the programmatic, logistical and intercultural perspectives. This informatioon is applicable in preparing for Canadians to travel internationally and for receiving international visitors to Canada.

This section of the Manual includes: 3.1 Mission Preparation: Checklists and Guidelines 3.2 Template: Terms of Reference for an Overseas Mission or an In-Caanada Training Activity 3.3 Centre for Intercultural Learning – Services Available and Registration Information 3.4 Sample Letter of Invitation from the Lead Canadian College/Institutiion to Overseaas Participants 3.5 Sample Receipt for Payment of Per Diem to Overseas Trainees or Canadian Participants 3.6 Sample Participant Satisfaction Questionnaire

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3.1 Mission Preparation – Checklists and Guidelines

In all international projects, including C-EFE, it is important to provide participants with adequate intercultural preparation in order to enhance project results. It is therefore essential to closely examine the importance of inter-cultural effectiveness and how it can be achieved. The effects of personal qualities and behavioral attitudes of Canadian and international partners1 on project results must also be considered.

C-EFE involves both long-term and short-term activities. The focus of this Toolbox is on the C-EFE Institutional Partnerships in Component 3, which involve relatively short-term activities, often less than one month at a time rather than on long overseas stays by Canadians or on long-term training in Canada for overseas participants.

Whether the project involves Canadian or international instructors participating in international activities for the first time, a group of students preparing to welcome instructors or trainees from overseas, or the institution’s president preparing to take part in an overseas educational promotion mission, it is always important to sufficiently prepare international project participants at all levels to deliver or participate in project activities and be comfortable with the various roles they will be called on to play.

Goals for this type of inter-cultural preparation are: ● To become more comfortable interacting with people from different cultural origins, to better understand and make oneself understood; ● To be more aware of one’s own culture and its values; ● To distinguish cultural characteristics from personal characteristics among both groups; ● To establish a healthy climate of cooperation with overseas partners and thus work more effectively with them; ● To increase focus on effective project delivery and spend less time dealing with problems of intercultural relations.

In short, inter-cultural preparation makes it possible to develop a certain “emotional intelligence” within an international context. In order for a project to succeed and achieve sustainable results, C-EFE institutional partnership coordinators must take into account not only the professional aspects of their projects, but also the inter-cultural elements that may have an impact on project delivery.

When preparing for international activities, professional aspects and logistics, such as organizing accommodation and travel, tend to be uppermost in our minds. Factors relating to inter-cultural sensitivity are not always considered because they are less concrete or less tangible. Since ignoring these factors can have a detrimental effect on the planned activities and sometimes negatively impact the entire project, the various components of solid inter-cultural preparation must be considered for successful completion of project activities.

The management of international projects is composed of three main elements: professional, logistical and inter-cultural. Experience shows that a balance among these three elements will increase the probability of short-, medium- and long-term success. For each element, the accompanying checklists will

1 In this section, reference is made to staff and faculty from the Canadian college and institute, referred to as Canadian faculty and staff and faculty and staff from the Caribbean partner institute, who are also referred to as Caribbean, international or overseas faculty and staff. While some preparatory steps are common to the two groups, some steps are specific to one group only.

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help you remember what needs to be done in order to succeed in international activities. The points outlined for each element are interrelated and should not be viewed in isolation, as this would impede a systemic view of projects.

The three elements and the respective points outlined below apply both to arrangements for overseas visitors to Canada and to Canadian technical assistance missions overseas and cover preparations for before, during and after international activities. These lists will be useful for all participants involved in C-EFE partnerships, from the partnership coordinators, to the Canadian professional in competency- based training going overseas, to the overseas administrator receiving training at a Canadian institution, to the students preparing a presentation on their international experience.

Although the following lists are not exhaustive, they reflect the essence of each element and illustrate how they are interrelated components of international project management.

A) Professional Elements:

The project coordinators from the Canadian College/Institution and the Caribbean institution should work together to prepare for technical assistance and training missions. They should ensure that:

 Pre-departure sessions are provided to properly prepare Canadian College/Institution staff and faculty and/or international staff, faculty and trainees for the planned activities and their role within the project as a whole;

 Canadian college/institution staff and faculty and/or international staff, faculty and trainees have general knowledge of the project, involvement of other partners, if any, and the overall aims of the Canadian College/Institution and/or Caribbean Institution regarding the project, and beyond;

 Canadian college/institution staff and faculty and/or international staff, faculty and trainees have knowledge of C-EFE, including special features related to program project management such as financial requirements and other standards;

 Canadian college/institution staff and/or international institution staff have some knowledge of other possible types of financing for the overseas country, whether from DFATD or other financial donors (World Bank, regional development banks, etc.), as well as other initiatives related to Technical and Vocational Education and Training or the sector;

 Canadian college/institution financial personnel are prepared for project budget management and financial report preparation and understand the distinctive features of international projects and DFATD rules, and support project delivery; the same preparation is important for international institution personnel where applicable.

 Terms of Reference (TORs) are prepared for each planned activity (written in terms of the results to be achieved, using the results-based management approach – see Sample Terms of Reference),

 Canadian college/institution staff and faculty and/or international staff, faculty and trainees involved in the project are familiar with their specific mandates (see Sample Terms of Reference) and how their involvement relates to that of others in the project both in Canada and overseas;

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 Sound exchange of information takes place before and after project activities in order to better prepare all participants and ensure optimum results;

 Meetings are held with the C-EFE field team

 Activity evaluations are collected from participants (see Sample Participant Satisfaction Questionnaire);

 Mission reports, including the Activity Planning and Report Summary and statistics, are prepared in accordance with the Terms of Reference agreed upon and follow the results-based management approach (variances must be explained);

 Debriefing sessions are held upon completion of project activities in order to assess achievements and overall project progress;

 On-going project monitoring mechanisms are in place to enable Canadian and overseas partner coordinators to follow project progress, in particular the achievement of sustainable results.

B) Logistics:

The project coordinators should ensure that:

 All required passport and/or visa applications are completed for participants in overseas missions (the cost of passports is not covered by the C-EFE project budget, however the cost of visas can be claimed);

 Canadian participants on overseas missions have all necessary vaccinations, prescriptions and/or malaria medication (Vaccinations and medications are not eligible project expenses. Participants must confirm whether these expenses are covered by a group insurance plan);

 All overseas visitors to Canada and Canadians traveling overseas are enrolled in the ACCC health insurance plans; health insurance coverage is confirmed and any additional insurance is obtained, if necessary (Section 8 of this Manual provides complete details on this topic);

 A formal invitation has been sent by Canadian partners to the Caribbean Partners (see sample letter)

 The overseas partners have complete details on flights and arrival times to properly organize the arrival of guests in Canada;

 Airline tickets are purchased for Canadians traveling overseas, and arrangements are made for the arrival of Canadians at the overseas airport (travel for Canadian cooperation projects is governed by the Treasury Board Travel Directive (see http://www.tbs-sct.gc.ca/pubs_pol/hrpubs/tbm_113/menu- travel-voyage-eng.asp). ” Appendices B, C and D give information on mileage rates, meals and indemnities and the daily rates for meals overseas;

 Per diems and travel advances are arranged and distributed to overseas trainees OR Canadian College staff traveling overseas (Section 6 of the Manual presents a summary of per diem calculations. Some Colleges have their own policies on per diems which must be used when the

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expenses to be covered are lower than Treasury Board guidelines). The signature of each trainee or participant must be obtained as proof of receipt of per diems paid;

 Canadian participants have up-to-date information on the weather conditions and temperatures of the country they are to visit so they can pack accordingly. Foreign Affairs and International Trade Canada’s website (http://www.voyage.gc.ca/countries_pays/menu-eng.asp ) provides interesting information on overseas travel, such as its booklet “Bon Voyage, But...” and its specialized section “Her Own Way: Advice for the Woman Traveler”, which describes appropriate dress, among other things);

 Canadian participants have information on the currency of the country to be visited and purchase local money if necessary and/or possible, and/or are issued traveler’s cheques or cash (a receipt showing the exchange rate should be kept for the expense account). Note: If travelling with US cash, you should ensure that bills have a “big head” – i.e are more recent issue US bills, as some countries do not accept older issue US bank notes (which are recognizable by having a “little head” of the president);

 Canadian College/Institution staff traveling overseas know the full coordinates (telephone and fax numbers, address, email) of the overseas partner contact persons and, if necessary, instructions on how to contact them in the case of an emergency;

 International participants have the full coordinates (telephone and fax numbers, address, email) of the Canadian college/institution contact person and, if necessary, instruction on how to contact them in the case of an emergency;

 Canadian overseas mission participants are aware of the services offered by CHC Program Support Units where they exist (Available services must be paid for and vary from one office to another, but usually include: transportation - car with driver; hotel reservations; and use of telephone, fax, e-mail). Contact the C-EFE Senior Technical Advisors for PSU contact information;

 Canadian participants have the address and phone number of the Canadian Embassy or High Commission in the host country, along with information on hospitals, health clinics and/or physicians in the cities to be visited, in case of emergency;

 Overseas participants travelling to Canada have the address and phone number of their respective Embassies or High Commissions in Canada, along with information on health clinics in the cities to be visited, in case of emergency;

 Canadians travelling overseas register through the Foreign Affairs and International Trade Canada’s website (http://www.voyage.gc.ca/countries_pays/menu-eng.asp).

 All participants reconfirm their return flights;

 Hotel reservations are made for stopovers, if needed.

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C) Inter-cultural Elements:

The project coordinators should ensure that those involved in the project:

 Are aware of the distinction between their own personal values and those of their home culture;

 Are aware of the distinction between the cultural and personal characteristics of people from the countries and regions they visit;

 Know and pay attention to details such as: protocol, decorum, clothing, etc.;

 Are familiar with the characteristics of the country or region in which they are involved whether for hosting overseas guests, or for participating in an mission to the overseas partner: such as economy, geography, climate, ethnic makeup, lifestyles, levels of education, types of governmental intervention, and social, political, economic, historic and religious aspects, etc.

 Maintain communications upon completion of project activities.

Those interested may consult Section 3.1.4 Organization of an Inter-cultural Session, which provides an overview on promoting intercultural awareness of Canadian college/institution staff preparing for international missions.

Further, the information contained in the two following sections, 3.1.2 Overseas Missions, and 3.1.3 In- Canada Training Activities / Study Tours, is divided into three parts: the pre-activity period, during the activity itself and the post-activity phase. This information will be useful for all Canadian and international participants in EFE institutional partnerships.

3.1.2 Canadians Travelling Overseas

All those who have taken part in overseas project activities are familiar with the excitement felt while preparing for the mission in the field. Many are enthusiastic, anticipating the pleasure of discovering the country where the project activities are to take place. However, this is often mingled with uneasiness due to not having time to think of everything and doubts about being able to adequately meet the expectations of the overseas partner. To ease these normal pre-departure anxieties, time must be taken to adequately prepare for the mission.

a) Preparation for an Overseas Mission

The following is a checklist for the preparation of overseas missions. Preparations mainly include the transfer of information by the Canadian project coordinator to the college/institution staff and/or by the international project coordinator to the international institution staff taking part in the overseas activity, and may also involve the project coordinator from the overseas partner.

 Brief Canadian college/institution staff and\or faculty involved in the overseas mission on : the socioeconomic and cultural context of the host country, the specific needs of the overseas partner, an overview of the complete project and an explanation of how the overseas activity contributes to overall project results;

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 Prepare Terms of Reference and an agreement with the overseas partner (See Sample Terms of Reference);

 Review the roles and responsibilities related to the technical assistance and\or professional training to be delivered or received overseas, allocate tasks and agree on the format of the mission report to be produced on return;

 Prepare materials required for the technical assistance activity in the partner country such as materials for teachers going to train trainers at the overseas partner institution, case studies adapted to the context of the developing country, and/or documentation to be distributed to participants;

 Prepare a Participant Satisfaction Questionnaire for participants in the activity (See sample Questionnaire);

 Organize the arrival of Canadian college/institution technical assistants in the field, including their accommodation and local travel.

b) During an Overseas Mission

Overseas missions entail Canadian college/institution staff delivering technical assistance activities in support of the overseas partner. It is important to remember to follow the following steps when carrying out an overseas mission.

 Review, and where necessary adjust the mission’s Terms of Reference with the overseas partner and Canadian partner coordinators;

 Present an overview of the activity and its delivery to participants;

 Regularly verify participants’ understanding of the technical assistance or professional training being delivered, and provide regular feedback to the overseas partner coordinator;

 Close the technical assistance or training activity by distributing the Participant Satisfaction Questionnaire to all participants in the activity, and collate the answers for later analysis;

 A closing meeting should be held with the overseas partner coordinator to conclude the activity both in terms of delivery aspects and required follow-up. The Activity Planning and Report Summary should be completed at the end of the activity, with input from all relevant participants.

c) Return to Canada

It is important that the project coordinator hold a debriefing session with technical assistants and/or students returning from overseas missions, in order to discuss the results of the mission. Even if the project coordinator participated in the overseas mission, there should still be a follow- up upon return to Canada. This session should include:

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 A review of all delivery aspects of the activity, and an assessment of its contribution to the achievement of project results;

 An analysis of the Participant Satisfaction Questionnaire results;

 Drafting of the mission report by those who travelled in accordance with the Terms of Reference of the mission and the Canadian college/institution reporting template (taking into account the requirements of the executing agency and/or the funding agency and the subsequent preparation of project progress reports), including the conclusions of the participant satisfaction questionnaire and recommendations for subsequent project activities;

 Finalizing the Activity Planning and Reporting Summary and compilation of statistics;

 A discussion between the Canadian project coordinator and the overseas partner coordinator about the success of the activity and progress of the project as a whole.

3.1.3 In-Canada Training Activities / Study Tours

In addition to Canadian missions overseas, C-EFE institutional partnerships usually include training activities or study tours in Canada for faculty or staff of the overseas partner. Organizing in-Canada activities for visitors from the overseas partner institution requires meticulous planning and constant checking that visitors’ needs are being met. The activities are integral to the partnership and must contribute to the overall project results.

The institutional partnership coordinator from the overseas partner institution is generally responsible for ensuring that trainees to Canada are well prepared prior to their trip and that they receive support upon their return home. The Canadian partnership coordinator and team can provide support to the international coordinator in this regard. However, the Canadian coordinator is generally the principle organizer of in-Canada training activities. This involves drafting the Terms of Reference for the activity jointly with overseas coordinator and organizing the logistics of the visit to Canada. In cooperation with the overseas partner coordinator, the in-Canada trainees from the overseas partner institution must be adequately prepared before their arrival in Canada. In addition, the Canadian coordinator must also prepare the Canadian college/institution staff and faculty involved in the activity, both on their roles and responsibilities, and on intercultural sensitivity issues that need to be taken into account.

a) Preparation for the Arrival of Caribbean Visitors

As indicated above, preparation for a mission of overseas representatives involves two types of “clients,” the Canadian college/institution staff and students involved in the planned activity and the overseas visitors. Both types of “clients” must be adequately prepared in order for the activity to be carried out successfully.

The following steps should be considered when preparing for the arrival of overseas visitors:

 Canadian and overseas project coordinators jointly draft Terms of Reference for the activity (See sample Terms of Reference);

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 The overseas partner coordinator distributes the Terms of Reference to each participant prior to their departure;

 The overseas partner coordinator prepares profiles of the trainees, outlining their professional capacities and/or training needs, so that their training program can be planned effectively and sends a copy to the Canadian coordinator;

 The Canadian Institutional Partnership Coordinator completes Part 1 of the Training Agreement (http://www.acdi-cida.gc.ca/acdi-cida/ACDI-CIDA.nsf/eng/JUD-12415855-RMM) and sends to the trainees. The trainees must complete and sign Part 2, then forward to the responsible C-EFE Senior Technical Advisor for signature in Part 3. The original of the completed Training Agreement is sent to ACCC, with a copy to accompany the visa application and a copy to the trainee.

 The Canadian partnership coordinator prepares and sends an official invitation to the overseas partner institution regarding the in-Canada activity, indicating the participants’ names and dates of stay in Canada. This official letter may be used by the trainees to apply for their visitor’s visas from the Canadian Embassy or High Commission and for obtaining permission from their employer to travel outside the country. (See sample letter of invitation);

 The overseas coordinator ensures that the trainees obtain the necessary permission to travel from the employer/ministry. A letter from the employer granting permission to travel and indicating the trainee’s employment status, contribution that the training will have for the institution, etc. would be useful as a supporting document in the visa application package.

 The Canadian coordinator “recruits” Canadian College/Institution staff and/or students for the delivery of the planned activity, providing an explanation of the project and specific mandates for the activity;

 The Canadian coordinator briefs the selected staff, faculty and/or students involved in the activity on the socioeconomic and cultural context of the country of origin of the overseas trainees, faculty, students or staff, as well as on their profiles and training needs;

 The Canadian coordinator organizes the logistics of the arrival and stay of the visitors, their accommodation, health insurance, local travel and per diem (see sample receipt for payment of the per diem);

 The Canadian coordinator prepares a Participant Satisfaction Questionnaire for overseas participants (see sample Questionnaire);

 The Canadian coordinator schedules regular monitoring and follow-up meetings with overseas participants throughout their stay in Canada.

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b) During the in-Canada Training Activity

Upon their arrival in Canada, overseas visitors, whether for the first or the tenth time, must be made to feel welcome and comfortable. As such, special attention must be paid to the logistical aspects of the activity, including comfortable living and working conditions and open collaboration with their Canadian colleagues. Of course, this should not be the sole focus of our efforts, but please remember that if adequate conditions are not provided, the actual training activities could be compromised. The following points should be taken into consideration at this stage:

 Provide adequate logistical support to overseas visitors: accommodation, meals, per diem, etc.

 Present the overall program for the activity, including information on related logistical matters such as payment of the per diem, local transportation, communication with the overseas partner, and professional aspects such as the nature and level of participation expected from the participants or trainees.

 At the beginning of their stay, provide a general orientation session for the overseas visitors on life in Canada, including information on:  Inter-cultural briefing about Canada (and the region/city of the Canadian College/Institution);  Socio-economic and cultural overview of the Canadian host community;  The provincial education system and a general explanation of the structure of training in Canada;  The financial and legal responsibilities of the College/Institution and ACCC;  The physical layout of the establishment;  The geographical orientation;  Accommodation and, if necessary, the use of appliances;  Social and professional relationships in Canada, including the importance of asking questions and communicating with one’s hosts;  Sending materials (e.g.: documents, books) to the country of origin from Canada;  The per diem paid for the stay;  Health Care Plan coverage;  International communications, including how to call overseas and charges;

 Arrive at a common understanding of the results expected from the activity and review the Terms of Reference agreed upon by the overseas partner and Canadian project coordinators;

 Continuously monitor the professional, logistical and inter-cultural aspects of the activity through regular meetings between the Canadian project coordinator and the overseas trainees, and make adjustments as needed;

 The Canadian coordinator must also monitor the work of Canadian College staff, and the progress of the activity;

 Distribute the Participant Satisfaction Questionnaire for completion prior to overseas participants’ departure from Canada (See sample Questionnaire)

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 Coordinate social activities (e.g. visits to a sugar shack, a museum or another city), or other recreational activities. Please be careful not to schedule too many activities for overseas visitors. (Note that entertainment expenses are not eligible project expenses.)

c) Departure of Overseas Visitors

When the in-Canada activity is completed, it is important that the Canadian coordinator meet with the trainees/participants to draw conclusions on the outcome of the activity. This debriefing session can also be used to provide the Canadian coordinator with recommendations on how to improve the delivery of future activities. Some suggestions for the coordinator are outlined below:

 Organize a debriefing session before the participants leave Canada so that they can provide an overall assessment of the training activity and their stay in Canada;

 Complete the Activity Planning and Report Summary, identifying results achieved, lessons learned, follow-up required, recommendations for the partnership and for C-EFE, etc.

 Review the activity with Canadian College staff and students involved in order to discuss the lessons learned from the experience;

 If necessary, based on the outcomes of the activity, make adjustments to the project in collaboration with the overseas partner coordinator.

3.1.4 Organization of an Inter-Cultural Session for Canadians Travelling Overseas

When taking part in international activities, it is important to stop and reflect on the various factors required for successful projects. We are often called on to play a variety of roles, some of which we may not be accustomed to, such as an “ambassador for Canada”, an immigration officer or an expert in a professional discipline other than our own, and it is helpful to discuss these possible roles with Canadian and overseas colleagues. Some may find these new situations uncomfortable but they can also be opportunities for personal and professional development. It is up to each of us to determine how we prefer to deal with such situations. Remember that when taking part in international activities, in the eyes of overseas partners, you represent your institution, your project and your country.

The Canadian College/Institution institutional partnership coordinators are responsible for the effective delivery of the project as a whole. In this regard, they must monitor the preparation and organization of activities taking place in the developing country and in Canada. They must therefore adequately prepare the Canadian College/Institution staff and/or students participating in the project. To do so, there are three main options:

a) Register Canadian College/Institution staff in an inter-cultural effectiveness session organized by the Centre for Inter-cultural Learning (CIL). The CIL offers short-term training for professionals for DFATD-financed projects. There are, however, some restrictions for young trainees. Information is available at http://www.international.gc.ca/cfsi-icse/cil-cai/index-eng.asp or at 1- 800-852-9211.

b) Register Canadian college/institution staff in inter-cultural preparation courses offered by training

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centres in the region: colleges/institutions, universities or other institutions or firms.

c) Organize an in-house session using members of the College/Institution community as resource persons. You could, for example, invite an employee from your institution who knows the host country and/or a new Canadian living in the region who is from that country. This type of session may be in the form of an informal discussion and include points such as “acceptable” types of communication, the role of women in the society, local hospitality and the importance of gift- giving, respect for hierarchy, etc

As for all effective inter-personal relationships, it is important to communicate openly with overseas partners. In an inter-cultural context, one must remember that individuals, especially adults, do not change their values easily; this is as true for Canadian College/Institution faculty and staff as it is for one’s overseas colleagues. By the same token, we must not minimize the importance of people’s traditions and local customs. Even though we may not be aware of it, we always carry such cultural baggage and reveal it in our thoughts, words, reflections, gestures and behavior.

Prior to participating in international projects, people should examine the cultural and personal values that they carry, consciously or unconsciously, and reflect on how these values harmonize or conflict with those of the international people with which they are to cooperate. The Exercise on Personality and Values (see editable templates)) helps to clarify the importance of various aspects of one’s life, and provide an awareness of one’s own system of values. It is interesting to fill in this grid before and after taking part in international project activities because it shows how contact with other cultures can place a different perspective on one’s own personal values.

The one certainty with inter-cultural relations is that there is always more to learn! As with other interpersonal relationships, one’s interpretations and understanding must always be re-examined since situations are constantly evolving; people change with time, and we ourselves change our ways of being and doing things.

CONCLUSION

College/Institution involvement in international projects presents some very interesting challenges. This is an adventure upon which many would like to embark, although it can be overwhelming at times!

Beyond the professional and logistical concerns related to organizing international project activities, the emphasis has been placed on inter-cultural relations, one of the less tangible aspects of international project management. Thus, the Inter-cultural Toolbox, especially prepared for Canadian and overseas project coordinators, encourages the promotion of inter-personal awareness among overseas all participants in the institutional partnerships.

It is hoped that inter-cultural preparation will become part of all international mandates and result in increased effectiveness in international project activity.

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BIBLIOGRAPHY

PRINTED REFERENCES

Abdallah-Pretceille, M. (1995). Relations et apprentissages interculturels. Paris: Armand Collin Éditeur.

Abou, S. (1995). L’identité culturelle: relations interethniques et problèmes d’acculturation. Paris: Hachette Pluriel.

Association of Canadian Community Colleges (ACCC) and Canadian Crossroads International (CCI) (1999). Overseas Mission Orientation Handbook.

Axtell, Roger E.; Wiley, John & Sons (1993). Dos and Taboos Around the World.

Axtell, Roger E.; Wiley, John & Sons (1991). Gestures : Dos and Taboos Around the World.

Barrette, C.; Gaudet, E.; Lemay, D. (1993). Guide de communication interculturelle. St Laurent: Éditions du renouveau pédagogique.

Bennet, Milton (1998). Basic Concepts of Intercultural Communications. Edmonton: Intercultural Press Inc.

Brislin, R.W.; Yoshida, T. (1994). Improving Intercultural Interactions: Modules for Cross-cultural Training Programs. Thousand Oaks, CA: Sage Publications.

Brislin, R.W.; Yoshida, T. (1994). Intercultural Communication Training: An introduction. Thousand Oaks, CA: Sage Publications.

Camillieri, C. (1994). “Les conditions structurelles de l'interculturel”. Revue Française de Pédagogie, 103, 43-50.

Cohen-Emerique, M.; Hohl, J. (1996). La rencontre entre soi et l’autre en situation professionnelle interculturelle: menace à l’identité. Actes du colloques de l’ACFAS (mai).

Demorgeon, J.; Lipiansky, J. (1999). Guide de l’interculturel en formation. Éditions Retz.

Finkerlstein, B., et al. (1997). Hidden Messages. Edmonton: Intercultural Press, Inc.

Fisher, G. (1998). The Mindsets Factor in Ethnic Conflict. Edmonton: Intercultural Press, Inc.

Fowler, S. et al. (1995). Intercultural Sourcebook. Edmonton: Intercultural Press, Inc.

Hachey, J.M. (2007). Canadian Guide to Working and Living Overseas. ISSI.

Harris, P.R. et al. (1996). Managing Cultural Differences. Gulf Publishing.

Hess, Daniel J. (1994). Whole World Guide to Culture Learning. Intercultural Press.

Lewis, Richard D. (1996). When Cultures Collide: Managing Successfully Across Cultures. Intercultural Press.

Locke, D.C. (1992). Increasing Multicultural Understanding: a comprehensive model, Newbury Park, CA: Sage Publications, Inc.

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Morrisson, Conaway, Borden (1994). Kiss. Bow or Shake Hands. Holbrook: Bob Adams Inc.

Pedersen, P. et al. (1996). Counseling Across Cultures. N.Y.: Sage Publications Inc.

Ricard, V. (1993). Developing Intercultural Communication Skills. Malabar, FL: Krieger Publishing Company.

Samovar. L.A.; et al. (1997). Communication between Cultures. Wadsworth.

Samovar, L.A.; et al. (1997). Intercultural Communication: A reader. Wadsworth.

Shames, Germaine W. (1997). Transcultural Odysseys: the Evolving Global Consciousness. Intercultural Press.

Singer, M. (1998). Perception & Identity in Intercultural Communication. Edmonton: Intercultural Press.

Storti, Craig (1990). The Art of Crossing Cultures. Yarmouth. Intercultural Press.

Trompenaars, F. et al. (1998). Riding Waves of Culture. McGraw-Hill.

ELECTRONIC REFERENCES

GENERAL INFORMATION

(Note that the Websites provided can be consulted in either English or French.)

Canadian Bureau of International Education http://www.cbie.ca/english/media_resources_publications_e.htm

CIDA Global Issues http://www.acdi-cida.gc.ca/acdi-cida/acdi-cida.nsf/eng/NIC-53131840-NB8

Council on International Education Exchange http://www.ciee.org/

Foreign Affairs and International Trade Canada (including links to Travel Reports, Country Information, Consular Services and Travel Publications) http://www.voyage.gc.ca/countries_pays/menu-eng.asp

Foreign Affairs and International Trade Canada - (Youth Page) http://www.international.gc.ca/iyp-pij/index.aspx?lang=eng

One Small Planet: General Information on Work, Study, Volunteering and Travel Opportunities Abroad http://www.onesmallplanet.com/

Public Health Agency of Canada (Travel health information) http://www.phac-aspc.gc.ca/tmp-pmv/index.html

The Big Guide to Living and Working Overseas http://www.workingoverseas.com/

C-EFE Institutional Partnership Manual August 2013 Page 16 Section 3: Mission Preparation, Program Logistics, Intercultural

RESEARCH ON COUNTRIES

Canadian International Development Agency (CIDA) http://www.acdi-cida.gc.ca/acdi-cida/ACDI-CIDA.nsf/eng/NIC-5482847-GN3

CIA World Fact Book https://www.cia.gov/library/publications/the-world-factbook/index.html

Foreign Affairs Canada/Centre for Intercultural Learning – Country Insights http://www.international.gc.ca/cfsi-icse/cil-cai/index-eng.asp

Lonely Planet http://www.lonelyplanet.com/

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3.2 Template: Terms of Reference for an Overseas Mission or an In-Canada Training Activity/Study Tour

Since DFATD has adopted the results-based management (RBM) approach as an on-going monitoring method for C-EFE, it must also be used for project management and the development of project follow-up tools. The sample mission Terms of Reference and participant satisfaction questionnaire reflect the need to integrate RBM. The suggested formats should of course be adapted to the particular needs of each project.

For a mission of Canadian experts overseas OR an in-Canada training activity, the information that should appear in the terms of reference expands on the information that was provided in the Activity Planning and Report Summary: identification of the project and the program it is part of; description of the specific activity to be carried out; dates and expected duration of the activity; place; detailed schedule of activities; expected results of the activity; general information on the Canadian participants assigned to direct the activity; precise mandate of each Canadian expert OR planned roles of participants; data on participants in the activity; equipment/materials to be purchased/obtained; training materials/documents which are to be produced; obligations for writing the mission report (including the Activity Planning and Report Summary) for Canadian participants; signatures of participants; and, agreement between overseas and Canadian lead Colleges/Institutions. The Terms of Reference document must, of course, be shared with all those involved in the institutional partnership (participants, Canadian experts and overseas partner coordinator).

TERMS OF REFERENCE FOR AN OVERSEAS MISSION OR AN IN-CANADA TRAINING ACTIVITY / STUDY TOUR

International Cooperation activity between ABC College/Institution and XYZ institute (name of overseas partner institution), an institutional partnership under the CARICOM - Education for Employment Program (C-EFE), financed by DFATD

● Summary of the goal and purpose of the project:

● Title of the activity to be carried out (with explanation of how it relates to the overall project):

● Dates and expected duration of the activity (calendar dates, working hours and number of days dedicated to the activity):

● Where the activity will take place:

● Program for the mission (for example in the form of an activity schedule):

● Expected Results of the Activity (Description of the expected outputs or outcomes of the activity and how they contribute to the overall project results. For example: “participants will become familiar with the methodology of competency-based education and training and will have identified possible target professionals to be interviewed for a subsequent occupational analysis” OR “the overseas trainers will be able to complete an objectives and standards table for the new industrial maintenance program, in compliance with CBET standards”).

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● General information on Canadian participants who are to conduct the activity: ○ Name: ○ Title: ○ Skills: ○ Planned Actions:

● Exact mandate of each Canadian expert (who does what, how, with whom and when):

● Expected role of participants in the activity (e.g.: presence at training sessions and plant tours, preparatory work for the activity and follow-up research)

● Data on participants in the activity (e.g.: number of overseas trainers, name of their home institution, knowledge of material to be taught):

● Equipment or materials to be purchased or procured; training materials or documents to be produced;

● Obligations of Canadian participants with respect to writing mission reports (with proposed format2 and deadline):

● Canadian participants’ signatures and date:

● Agreement between overseas partner and Canadian project lead colleges (signatures and dates):

2 Generally, mission reports by Canadian experts use the same headings as found in the mission’s Terms of Reference. Provide explanations for any variances between planned outputs and outcomes and actual achievements. The report should conclude with suggestions for follow-ups and/or modifications to the project. The Activity Planning and Reporting Summary should also be completed at the end of each mission.

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3.3 Centre for Intercultural Learning

DFATD has renewed its commitment to develop the intercultural competencies necessary for effective international development within the framework of projects managed by Canadian businesses or organizations. According to DFATD, “…strong intercultural competencies are indispensable in order to achieve sustainable results; good communication and mutual understanding are essential to define goals, solve problems and reach a consensus on mandates and meaningful results.”

DFATD offers Intercultural learning services to its partners and to executing agencies through an agreement with the Centre for Intercultural Learning (CIL). Services of the Centre for Intercultural Learning are available to persons participating in DFATD-supported development activities. As C-EFE institutional partnerships are included in DFATD’s agreement with CIL, Canadian Colleges/Institutions have access to a variety of services which can provide the human resources involved in their projects with the necessary tools to overcome those important challenges that have become associated with project success overseas.

Services offered by CIL include: ● Pre-departure courses, a debriefing workshop upon return and a reintegration workshop for Canadians who have overseas assignments as part of the project; ● Briefing upon arrival, at mid-stay and pre-return for local partners involved in the project and for students and trainees from abroad; ● Workshops for international project teams; ● Personnel assessment and selection; ● Information on a given country.

Costs for these services are covered by DFATD. CIL must be provided with the EFE project number, which is A-033983-001

The Centre for Intercultural Learning (CIL) can be reached at: Telephone: (819) 997-1197 Toll-free Telephone (in Canada): 1 800 852-9211 Facsimile: (819) 997-5409 Facsimile (in Canada): 1 877 723-1604 Email : [email protected] Web site : www.intercultures.gc.ca

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3.4 Sample Letter of Invitation from the Canadian Lead Canadian College/Institute to Overseas Participants to Canada and Sample Letter to Canadian Embassy

In order to facilitate obtaining visas for overseas visitors coming to Canada, the Canadian college/institution must send an official letter of invitation to the overseas partner coordinator, or his\her superior, naming the participants who are being invited to come to Canada. This letter should include: title of the project; financial support of DFATD; names of the overseas partner institution and the Canadian Colleges/Institutions taking part in the project; purpose (objectives) of the planned mission; expected results; names and titles of overseas participants visiting Canada; justification of the selection the invitee (i.e. how does the planned training correspond with the person’s responsibilities); dates of their stay; signature of the Canadian project coordinator. Overseas visitors should include this letter in their visa application package to the Canadian Embassy as proof of their involvement in a Canadian cooperation project. This should facilitate obtaining their visitor’s visas. Participants may also need such a letter to obtain permission to travel internationally or to receive the necessary travel documents from their employers. The Canadian college/institution should also prepare a letter to the Canadian High Commission/Embassy which issues visas, which would accompany the visa application.

SAMPLE LETTER OF INVITATION FROM THE CANADIAN LEAD Canadian College/Institution TO OVERSEAS PARTICIPANTS COMING TO CANADA (Letterhead of the Canadian lead college/institution)

SUBJECT: Travel of names of participants to Canada for DFATD-funded project

Dear Mr. - or Mrs.- (name of the director of the overseas partner institution):

Name of Canadian College/Institution is pleased to invite Mrs. A, lecturer in C and Mr. B, registrar, to participate in a training activity in Canada as part of the CARICOM - Education for Employment program (C-EFE). Their planned visit to Canada, from July 8 to 22, 2010, will familiarize them with the operation of a continuing education department with a view to introducing such a service at your institution. As agreed within our project plan, Mrs. A will be responsible for setting up pilot programs to be offered through continuing education and Mr. B will develop the necessary student support services and administrative systems for continuing education programs. Upon their arrival, the two department heads will be met at Pierre-Elliot Trudeau Airport by our project coordinator, Mr. C. The C-EFE institutional partnership will be responsible for all costs related to the Caribbean partner’s travel to Canada – including international travel, accommodation and per diems. Through the Association of Canadian Community Colleges (ACCC), Name of Canadian College/Institution will register Mrs. A and Mr. B in DFATD’s Health Care Plan for Students, Trainees and Members of Technical Missions. Mrs. A and Mr. B’s travel to Canada is part of an Institutional Partnership between name of Canadian College/Institution and name of overseas partner institution which itself is part of the C-EFE, a program implemented by ACCC and funded by the Canadian International Development Agency. In the Caribbean, ACCC has signed a Memorandum of Understanding with CARICOM to implement this regional program that spans twelve countries including the six OECS countries of Antigua and Barbuda, Dominica, Grenada, St. Kitts and Nevis, Saint Lucia, and St. Vincent and the Grenadines; as well as Suriname, Guyana, Belize, Jamaica, Barbados and Trinidad & Tobago. In each of the countries we work with the relevant Ministries responsible for Technical and Vocational Education and Training.

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If you have any questions about Mrs. A and Mr. B’s travel to Canada, please contact name of contact at college/institution, email and telephone number.

Yours truly, Ms. D Director of Continuing Education, E College/Institution

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SAMPLE LETTER TO CANADIAN EMBASSY/HIGH COMMISSION TO ACCOMPANY THE VISA APPLICATION – ADAPT THIS LETTER WHICH ACCC USED TO THE SPECIFICS OF THE INSTITUTIONAL PARTNERSHIP, PRINT ON COLLEGE LETTERHEAD

October 8, 2011

Address of Canadian Embassy/HC that issues visas

Dear Sir/Madam;

Re: Travel Visa Application Support

The Association of Canadian Community Colleges (ACCC), based in Ottawa, is implementing a Canadian International Development Agency (Department of Foreign Affairs, Trade and Development Canada (DFATD) -funded program entitled “CARICOM - Education for Employment Program (C-EFE)” which will support reform of technical and vocational education in the CARICOM, working in twelve CARICOM countries including the six OECS countries of Antigua and Barbuda, Dominica, Grenada, St. Kitts and Nevis, Saint Lucia, and St. Vincent and the Grenadines; as well as Suriname, Guyana, Belize, Jamaica, Barbados and Trinidad & Tobago.

As part of the institutional partnership activities, name of Canadian College/Institution has invited the names/ titles to Canada for purpose of mission. The delegation will be in Canada from date to date, 20XX.

We would appreciate your cooperation in providing names with the necessary travel documents for their visit to Canada. Name of Canadian College/Institution confirms that it will cover the travel and accommodation costs related to their visit to Canada, as part of a partnership program supported by DFATD. We also confirm that names will be covered by DFATD’s Health Care Plan for Students, Trainees and Members of Technical Missions.

For further information, please do not hesitate to contact name of program officer responsible, email, phone.

Yours truly,

College/Institution signatory

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3.5 Sample Receipt for Payment to Overseas Trainees

In order to provide financial back-up, individuals who receive a payment related to expenses for which receipts are not provided (e.g. per diems, daily living allowance) must sign that they have received the payment at the time the money is given.

SAMPLE RECEIPT FOR PAYMENT OF DAILY LIVING ALLOWANCE TO OVERSEAS TRAINEES Reference No: CAR-__ Name of Canadian college partner: Name of Caribbean partner institution:

As part of the institutional partnership under the CARICOM - Education for Employment Program (C-EFE) Institutional Partnership, , I, (name of trainee or participant), certify that I have received from (name of person making payment) of the (name of Canadian college or institute) the sum of (total per diems paid) (Canadian dollars) in cash as per diems for meals for the period from (beginning date) to (end date).

______(Signature of Recipient, ) (Date of Signature)

Canada - Currency; Canadian dollar (CAD). Grand Total Meal Rate Incidental Date City Amount Breakfast Lunch Dinner Meal Total CAD Day 1 Toronto 0 12 32 44 15 59 Day 2 Toronto 11 12 32 55 15 70 Day 3 Toronto 11 12 32 55 15 70 Day 4 Toronto 11 12 32 55 15 70 Day 5 Toronto 11 12 32 55 15 70 Day 6 Toronto 11 12 0 23 0 23 Taxi (Residence- 70 return) Taxi (Toronto) 80 TOTALS CAD$512.00

This allowance is calculated as follows: (Use the Treasury Board Travel Directive or Training Allowance Rates, as applicable)

In the example above, it was assumed that the participant will leave the country of origin mid- morning of Day 1 and will arrive in Canada in the afternoon of the same day and stays in Toronto for five days.

If group meals are provide during the stay, no per diem must be given for any of these meals.

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3.6 Sample Participants Satisfaction Questionnaire for those Participating in a Training Activity in Canada or in the Developing Country (not required for submission to C-EFE)

In order to improve the quality of services provided under any international development project, it is important to survey participants’ opinions; a measure of participant satisfaction is required for each activity delivered. Information to be collected from participants should include: preliminary knowledge of the activity; achievement of expected results; relevance of the training to the participant’s work in the project; level of satisfaction with the organization of the activity; assessment of activity presenter(s); appropriateness of dates and length of the activity; suggestions for improvements in the activity; probable transfers of knowledge to the work environment; any other comments. In principle, participants’ written assessments must be confidential, so they should not be asked to identify themselves on the form.

PARTICIPANT SATISFACTION QUESTIONNAIRE FOR A C-EFE TRAINING ACTIVITY “(International Partnership title)”

Institutional partnership between ABC College/Institution (name of Canadian College/Institution) and XYZ Institute (name of overseas institutional partner) under the CARICOM - Education for Employment Program (C-EFE) financed by DFATD

(Enter the title of the training activity to be assessed, along with its date and location)

PLEASE CIRCLE YOUR REPLY AND ADD YOUR COMMENTS

1. Before the activity, were you familiar with the content of the planned program for the mission?