Endnotes

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1. See references for Rabinowitz et. al. 1999, Brooks et al. 2003, Laven et. al. 2003, Wilkinson et. al. 2003, Rabinowitz et. al. 2001 and Eastbrook et. al. 1999.

2. In Canada, immigrants are classified according to the following categories: Economic class, family class, refugees and other immigrants. The economic immigration category, which is comprised of skilled workers as principal applicants with their spouses and dependents, represents the largest group of new immigrants overall.

3. Currently there is no data source at Statistics Canada that yields information on the process of past experience and credentials assessment for Canadians.

4. Allied professions programs are those leading to allied health professions, such as physiotherapists, respiratory therapists, pharmacists, dieticians, lab and x-ray technologists, as well as more than a hundred other highly specialized professionals who are integral to the delivery of health care services.

5. Local Health Integration Network, Health Human Resources Discussion Paper (Central LHIN, 2007), [online], cited fall 2007, from <http://www.centrallhin.on.ca/WorkArea/showcontent.aspx?id=368>.

6. Agreement on Internal Trade, Overview of the Agreement on Internal Trade (2007), [online], cited fall 2007, from <http://www.ait-aci.ca/en/ait/overview.htm>.

7. Kirsch I, Jungeblut A, Jenkins L. and Kolstad A, eds. (1993). "Adult Literacy in America: A first look at the National Adult Literacy Survey." National Center for Education Statistics, US Department of Education, Washington, DC. Murray TS, Kirsch I, and Jenkins L, eds. (1997). "Adult Literacy in the OECD Countries: Technical Report of the First International Adult Literacy Survey." National Center for Education Statistics, US Department of Education, Washington, DC. Tuijnman A. (2001). "Benchmarking Adult Literacy in North America: An International Comparative Study." Ottawa: Statistics Canada and Human Resources Development Canada.

8. Strucker J. and Yamamoto K. (2005). "Component Skills or Reading: Tipping Points and Five Classes of Adult Literacy Learners" (unpublished).

9. It should be noted that, in addition to workers in health occupations, workplaces in the health care and social assistance sector may also be employing individuals in non-health occupations, and that the workplace-specific statistics reflect this fact.

10. Workplaces that introduced new products, services or processes or improved them between April 1st, 2002 and March 31st, 2003.

11. The account of transitions in policies and programs for Nursing in Canada is culled from "The National Student and Faculty Survey of Canadian Schools of Nursing 2004-2005: Survey Methodology" access on the Web site of the Canadian Nurses Association on October 2, 2006 and email communication with the Canadian Nurses Association (Lisa Little email of August 30 2006 to Robert Shearer, Health Canada).

12. The National Students and Faculty Survey of Canadian Schools of Nursing 2004-2005: Survey Methodology states: "The extent and type of collaboration existing between a university and its collaborating partner or partners varies greatly. At one extreme, the university may be responsible only for ensuring that the curriculum meets university degree standards, and the college may deliver the entire curriculum on its sites. At the other extreme, the university may be heavily involved not only in approving academic standards, but also in delivering sizable amounts of the curriculum on its campuses.