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CANDO Certification Process

CANDO Certification Process. Vision Mission History Benefits. CANDO Board Members. CANDO is d irected by a national volunteer Board of elected EDOs representing all

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CANDO Certification Process

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  1. CANDO Certification Process

  2. Vision Mission History Benefits CANDO Board Members CANDO is directed by a national volunteer Board of elected EDOs representing all provinces and territories in Canada. To build capacity which strengthens Aboriginal economies by providing programs and services to Economic Development Officers (EDOs) To be the leading authority on Aboriginal Community Economic Development Founded in 1990 to provide professional support to Economic Development Officers (EDOs). Aboriginal-controlled, community-based, membership-driven, non-profit organization. To provide training, networking, partnerships, and educational opportunities for EDOs across Canada that potentially leads to strong, vibrant, self-reliant communities.

  3. Certified Aboriginal Economic Developer Process The Process The first National Professional Certification process designed, developed and facilitated by an Aboriginal organization. Being certified allows EDOs and others working in the field to identify and demonstrate their current professional capacity and competency standards based this on model. Levels of Certification Technician Aboriginal Economic Developer (TAED) designation Professional Aboriginal Economic Developer (PAED) designation. History A national survey was conducted to gain a clear picture of EDOs education and training needs. The final report outlined EDOs felt relevant training was needed to provide them with the skills and knowledge required to effectively meet the demands of their jobs, and to fulfill the full potential of their communities.

  4. Certified Aboriginal Economic Developer Process Guiding Principles Relevant The Certification Process was developed through the DACUM (Developing a Curriculum) process. It was used to identify the core competencies. CANDO brought in professors in the field together with EDOs to develop the Certification process. They worked together and agreed on a process to ensure the content was relevant to the field of Aboriginal economic development. Accessible The Certification Process recognizes prior learning assessment (PLA) through the individual assessment process. CANDO believes you should not have to return to school for what you've already learned. CANDO will guide you through the PLA process. Affordable The Certification Process admission fees are very reasonable, and we provide reference to scholarships and bursaries that may be available to you. Certified It is recognized by post-secondary institutions, Corporate Canada, and Aboriginal leadership. The Certified Economic Developer Process is currently being delivered through post- secondary institutions across Canada and in regional training workshops.

  5. Accredited Institutions Algoma University: Ontario Community Economic and Social Development (CESD) Nicola Valley Institute of Technology: British Columbia Aboriginal Community Economic Development (ACED) Program Aurora College: Northwest Territories Business Administration Program Community Economic Development Stream Nunavut Arctic College: Nunavut Management Studies: Concentration in Community Economic Development Cape Breton University: Nova Scotia Business Administration in Community Economic Development (MBA CED) Saskatchewan Indian Institute of Technology: Saskatchewan Professional Development: Extension University of New Brunswick: New Brunswick First Nations Business Administration Certificate (FNBAC) Assiniboine Community College: Manitoba Aboriginal Community Development Program

  6. Certified Economic Developer Process Stages Application & Membership Potential candidates must submit a Certification application form, along with a one-time $99.00 fee. 1 Transcript & Resume Candidate sends in transcripts for any post-secondary courses attended at this time, the candidate also submits an up-to- date resume to keep on file. No Post Secondary transcripts to submit? You can also demonstrate competencies through PLA. Transcript Review Candidate transcripts are reviewed and competency match ups identified. Manager provides updates to candidate. 2 3 Prior Learning Assessment Candidates may choose to demonstrate any of the 16 core competencies through PLA. PLA allows candidates to identify the informal learning they have gained in non-transferable courses, workshops or training, and employment related learning. Assessment Consultation Candidates may meet all 16 competencies through transcript review alone. Competencies not met through transcript review may also be demonstrated through PLA. 4 Candidates may meet the 16 competencies through transcript review, prior learning assessment, or a combination of both. Once sufficient evidence is gathered to demonstrate a candidate’s competency in each of the 16 areas, candidate files are forwarded to the certification committee for final approval before Technician level or Professional level designation is granted.

  7. TAED Competency Requirements Part A: Conceptual 1 The Nature, Structure, Functioning and Development of Economies Typical Course Description A course should provide an introduction to economics on both a micro and macro level (may require two courses - introduction to micro-economics and introduction to macro-economics). Students should be provided with the opportunity to explore today's current economic issues and learn how they relate to their lives, to Canada's economic goals, and ideally to Aboriginal economic development. Course Equivalent: A Micro/Macro Economics course 2 Community Economic Development Philosophy and Theory Typical Course DescriptionA course should examine the theory and practice of community economic development and is a C.E.D. requirement. The course should also provide an introduction to the key components of community economic development, and enable participants to better understand the community planning process and the techniques and methods of analysis used in comprehensive community planning. Topics for discussion could include: concepts and principles of community development; community development programming; and the role of the CED worker in the implementation of CED programs in communities. Course Equivalent: An Introductory course addressing CED Philosophy and Theory

  8. TAED Competency Requirements Part A: Conceptual 3 Community Economic Development Practices Typical Course DescriptionA course should provide students with the opportunity to examine and evaluate the strengths and weaknesses of various approaches to CED undertaken by government agencies, research and planning groups, Band organizations, Band Councils, and individual entrepreneurs. Problem areas and alternative approaches should also be explored. Course Equivalent: An upper year course addressing CED practices 4 Community and Political Processes Typical Course DescriptionStudents should be provided with the opportunity to explore Aboriginal leadership practices at all levels. The course should provide an overview of Aboriginal governing traditions,the evolution of Aboriginal politics and changes in Aboriginal governance systems as well as current trends and issues associated with Aboriginal governments. Ideally, the course will look at other issues related to Aboriginal governance such as women, justice, financing, and relationships with other levels of government (federal, provincial, and municipal). Course Equivalent: An Introductory Political Science Course

  9. TAED Competency Requirements Part A: Conceptual 5 The Nature, Structure and Functioning of Organizations Typical Course DescriptionThe course should provide an overview of legal forms of organization including corporations, partnerships, joint ventures, and governments. The course should also study the nature of work, people, and organizations. Topics may include: leadership motivation, group dynamics, communication, job design, organizational design, culture and climate, organizational change, stress and time management, and human resource management/development issues. Course Equivalent: An Introductory Business or Organizational Behavior course 6 The Context of Aboriginal Economic Development Typical Course DescriptionThe course should provide an historical background to contemporary Aboriginal issues in Canada, and should provide a discussion of the theory and practice of self-government and CED. The role of economic development planning should be discussed in community, regional, and organizational contexts. Course Equivalent: An Introductory First Nations/Native studies course

  10. TAED Competency Requirements Part A: Conceptual 7 Contemporary Aboriginal Economic Development Approaches Typical Course Description A course should provide students with the opportunity to study one or two subject areas in depth. Preferably organized as a case-study participation course, it should be designed to evaluate the strengths and weaknesses of various approaches to Aboriginal economic development, and address issues related to establishing and operating an economic development corporation at the community and regional levels. Course Equivalent: An upper year course addressing Aboriginal development and Issues 8 Financial Accounting Typical Course DescriptionAn introduction to financial accounting covers the principles and procedures for recording and reporting financial information. It blends accounting concepts and methods and is aimed at both the preparer and user of financial reports. Course Equivalent: An Introductory Financial Accounting course

  11. TAED Competency Requirements Part B: Technical 9 Managerial Accounting Typical Course DescriptionAn introductory managerial accounting course should be designed to equip students for administrative work. How cost behaviour is related to managerial decisions, and how to use accounting information for long-range planning and capital budgeting decisions should be covered. Students should also learn how to: use financial statements for planning, prepare budgets, analyze investment options, and determine the best means of financing business endeavors. Course Equivalent: An Introductory Managerial or Finance Course 10 Community Impact Analysis and Assessment Typical Course DescriptionCommunity analysis is a key source of data for CED staff and committees. An essential component of community analysis is the development and updating of community profiles. A course should provide the student with an in-depth study of a variety of research tools, both qualitative and quantitative, that will be useful to someone working the field of Aboriginal economic development. Course Equivalent: An upper year course addressing Community Impact

  12. TAED Competency Requirements Part B: Technical 13 Community Based Research Methods Typical Course DescriptionEDOs need current and relevant information about their communities to successfully implement economic development initiatives. A course should provide students with a good understanding of how to gather social, demographic and economic data, and how to effectively interpret the results. Course Equivalent: An upper year course in first Nations/Native community-based research issues and approaches 14 Aboriginal Business Law and Politics Typical Course DescriptionA course should provide a general introduction to Canada's legal system and the legal principles that govern business relations. Upon completion of the course, the student should: have a good understanding of legislative and judicial processes in Canada; be able to analyze problems and identify relevant legal issues; and be able to conduct legal research. Aboriginal law case studies should be used for critical analysis. Course Equivalent: A course in business law with emphasis on Aboriginal case law

  13. TAED Competency Requirements Part B: Technical 11 Marketing Typical Course DescriptionStudents should learn market analysis and assessment and the basic techniques of market research and product market planning. The introduction of these three areas provides students with an understanding of how markets work, how to assess the demand for a product or service, and how to develop and implement a consistent focused marketing plan. Course Equivalent: An Introductory Marketing Course 12 New Enterprise Development Typical Course DescriptionA course should provide an intensive examination of the components of venture development including opportunity identification, community selection criteria, pre-feasibility, feasibility and business planning. Course Equivalent: An upper course addressing new venture development issues and approaches

  14. TAED Competency Requirements Part B: Technical 15 Written and Oral Communications Typical Course Description Ideally, a course will provide practical written and oral communication skills required by business people today. It may review basic grammar and go on to cover techniques that will make letters, memos and reports clear, concise and appealing to the reader. Course Equivalent: A course in effective written and oral communication 16 Computer Applications Typical Course DescriptionA course should cover basic computer applications, with an emphasis on their use in business. Instruction on developing skills in word processing, spreadsheets, database development, and other forms of communication will be useful. Students should also be introduced to the huge networking, information sharing, and research capacity of the Internet. Course Equivalent: An Introductory computer science course, word processing and spreadsheets

  15. CANDO Guidebooks Based upon feedback from our membership, one common concern expressed by EDOs is that there are few resources to provide guidance and tools. CANDO created the Guidebook series as an accessible resource for EDOs to use on a daily basis. CANDO can deliver 5 day regional training workshops on any of the Guidebooks that we currently have in print. How do the competencies relate to the jobs of EDOs? The 16 competencies identified for the job of an EDO are also applicable in other fields and are transferable to other occupations such as Business Administration, Finance and Human Resources or are useful in ones personal life. The competencies are the ones that EDO’s believe to be the most common and important to their work. They are the primary areas of knowledge and skills that are needed to do the job well. Although the majority of EDOs involved with developing this process feel capable of doing their jobs, almost all said that there are areas that they need to improve their competency in . They felt that having a more detailed description of the competencies was a big help in thinking about their professional development as well as their job requirements.”

  16. Contact Us 9635 - 45 Avenue Edmonton, Alberta T6E 5Z8 Toll Free 1 800 463 9300 Phone 780 990-0909 Fax 780 429-7487 Web site www.edo.ca Email cando@edo.ca Ray Wanuch, PAED Executive Director ray.wanuch@edo.ca Svitlana Konoval Executive & Administrative Services Coordinator skonoval@edo.ca Anita Boyle, PAED Eastern Education & Research Manager anita.boyle@edo.ca Delilah Mah Eastern Education & Research Manager delilah.mah@edo.ca Karrie Lazarowich Finance Officer klazarowich@edo.ca Leslie Gauthier Marketing & Communications Manager lgauthier@edo.ca Breezy Amero Receptionist breezy.amero@edo.ca

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