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Teacher Union NAGRAT withdraws its Members from PLC Activities

The National Association of Graduate Teachers (NAGRAT) sent a letter on October 21, 2024, to the Director General of the Ghana Education Service (GES), expressing concerns about the Professional Learning Community (PLC) activities imposed on teachers during holidays. The letter highlights that teachers are being forced to attend PLC sessions during their holidays, with some even facing salary embargoes for non-participation.

This, NAGRAT argues, is against the Labor Law (Act 651), which grants all public sector workers at least 15 days of annual leave. The lack of clarity from GES on teachers’ official leave policies has led to these local directives by school heads.

NAGRAT has called on its members to stop participating in PLC activities until GES provides clear guidelines on the matter. They also requested that the Director General clarify teachers’ statutory leave rights, warning that failure to address the issue could lead to industrial action.

THE DIRECTOR GENERAL
GHANA EDUCATION SERVICE
ACCRA
Dear Sir,

WITHDRAWAL FROM PROFFESIONAL LEARNING COMMUNITY ACTIVITIES (PLC)
The Professional Learning Community (PLC) programme activities in our schools is meant
to improve Teacher professionalism and to enhance teaching learning activities.
Unfortunately, it has become a means of victimization and stress to the already over
burdened Teacher.

According to section 20 of Act 651, i.e the Labour Law “in any undertaking every worker
shall be entitled to leave for not less than 15 working days with full pay in any calendar
year of continues service”.

What this means is that, the lowest ranked public service workers should enjoy not less
than 15 working days of leave annually. The number of annual leave days varies according
to the rank of the Public Sector worker.

Unfortunately, the Ghana Education Service (GES) has not clearly come out stating its clear
policy on Teachers annual leave hence the assumption that, the holidays are the leave days
of the Teacher.

Because of lack of clarity, some Heads of Schools, District Directors and Regional Directors
have introduced their own local measures to compel Teachers who are on holidays to be
present for PLC activities.

There are some cases where some Heads of schools without resort to the management of
the Ghana Education Service, placed embargo on the salaries of Teachers for failing to
participate in PLC activities while on holidays.

In the light of the above situation, NAGRAT calls on all it’s members to withdraw
immediately from all PLC activities in the schools until such a time that the

management of the Ghana Education Service clarifies the situation with clear
directives.

We also call on the Director General to come out with clear policy on PLC activities vis a vis
the holiday or rest period of teachers.

We call on the Director General to come out with clear policy with regards to Teachers
statutory leave as prescribed in law.

If the above unacceptable situation persists, we will have no option than to embark on
industrial action to push home our legitimate demands.
Yours faithfully,

ERIC AGBE-CARBONU
President
Distributions
1. All NAGRAT Council Members
2. All NAGRAT National Executive Members
3. All NAGRAT Members
1

Unfair Single Spine Salary and Allowance for Public Sector Workers – PWSU Declares Strike Today

Unfair Single Spine Salary and Allowance for Public Sector Workers – PWSU Declares Strike Today

Single spine salary and allowance payment Review PSWU Delcare Strike over unfair Payment

The Public Services Workers’ Union (PSWU) on Tuesday announced that it would embark on an industrial strike, beginning Monday, October 21, 2024.

The strike is a response to the failure of the Fair Wages and Salaries Commission (FWSC) to meet the union’s demands for the payment of Institution-Specific Allowances.

The PSWU, which represents approximately 45 critical public sector organizations, expressed frustration at the government’s failure to address long-standing concerns.

Among these is the delayed implementation of recommendations made by a nine-member government-appointed committee that reviewed the Single Spine Pay Policy (SSPP) in 2022.

The union at a press conference on Tuesday, October 15, addressed by its General Secretary, Mr Bernard Adjei, noted that the report of the committee, which was expected to address key issues affecting public sector workers, had yet to be acted upon by the Government.

“In order to secure our collective survival as workers, we are left with no other option than to also reactivate our previously communicated industrial action,” the PSWU said.

However, before the strike action starts, “all PSWU members subsisting on the SSPP shall wear red bands from today Tuesday 15th October 2024,” the Union directed to signal their discontent.

The Union urged the government to take immediate steps to address their concerns, warning that the planned strike could disrupt key public services across the country.

The PSWU expressed concern over what it described as an “unfair salary administration regime” by the FWSC, claiming that salary disparities had been allowed to persist within the public sector.

“The Fair Wages and Salaries Commission has over the years, but recently intensified its supervision of an unfair salary administration regime which is heavily discriminatory against the PSWU and its member organizations,” the General Secretary said.

The Union alleged that within its current economic hardship and fast eroding value in its wages, “the Fair Wages has resorted to undue delays, sometimes dragging their feet for two years during negotiations with us. Unfortunately, we are currently handling a number of such cold cases.”

The PSWU averred that workers with the same qualifications and job responsibilities were being paid differently, a situation it believes is “discriminatory”.

“To make matters worse, they have happily supervised the granting of sumptuous conditions of service to other Unions operating within the public sector and have no issues with personalizing the conditions of service to individuals such that two people with the same qualifications and who are on the same work schedule and deliver the same output are receiving different remuneration. How? I mean how?” it questioned.

However, the union said, since those meetings, no further progress had been made, forcing them to reactivate their strike plans.

The General Secretary reaffirmed the union’s readiness to begin the strike on October 21 if their demands remained unmet.
He said the union was committed to promoting integrity, solidarity, excellence, and democracy among its members.

The PSWU, formed in 1959, is one of the largest unions affiliated with the Trades Union Congress (TUC) and boasts a membership of about 28,000 workers from 68 organizations (Divisions).

Download Learner Materials & Teaching Resources for SHS, SHTS, and STEM in the New Curriculum

Download Learner Materials & Teaching Resources for SHS, SHTS, and STEM in the New Curriculum

The Ministry of Education has launched a new curriculum microsite, which serves as an essential resource hub for the Senior High School (SHS), Senior High Technical School (SHTS), and STEM programs. This platform offers a wealth of teaching and learning materials designed to enhance the educational experience. Whether you’re a teacher or a learner, the resources are categorized for easy access. Select the category that applies to you and start downloading the materials you need.

Available Resources

For Learners:

  • Year 1
  • Year 2
  • Year 3
  • General/Library/Supplementary Materials

For Teachers:

  • Year 1
  • Year 2
  • Year 3
  • Professional Development

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Learner Resources

You can search for and download subject-specific materials, including but not limited to the following:

  • Additional Mathematics
  • Agricultural Science
  • Agriculture
  • Applied Technology
  • Arabic
  • Art and Design Foundation
  • Arts and Design Studio
  • Aviation and Aerospace Engineering
  • Biology
  • Biomedical Science
  • Business Studies
  • Chemistry
  • Computing
  • Core Physical Education and Health (PEH)
  • Design and Communication Technology
  • Economics
  • Elective Physical Education and Health (PEH)
  • Engineering
  • English Language
  • Geography
  • Ghanaian Language
  • Government
  • History
  • Home Economics
  • Information and Communication Technology (ICT)
  • Intervention English
  • Intervention Mathematics
  • Literature-in-English
  • Manufacturing Engineering
  • Mathematics
  • Performing Arts
  • Physics
  • Religious Studies
  • Robotics
  • General Science
  • Religious and Moral Education
  • Social Studies
  • Spanish
  • French

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Teacher Resources

Teacher-specific resources are also available for download, covering the same subjects as those listed for learners. Teachers can access additional materials that cater to professional development and curriculum planning. Some of the subjects include:

  • Additional Mathematics
  • Agricultural Science
  • Agriculture
  • Applied Technology
  • Arabic
  • Art and Design Foundation
  • Arts and Design Studio
  • Aviation and Aerospace Engineering
  • Biology
  • Biomedical Science
  • Business Studies
  • Chemistry
  • Computing
  • Core Physical Education and Health (PEH)
  • Design and Communication Technology
  • Economics
  • Elective Physical Education and Health (PEH)
  • Engineering
  • English Language
  • Geography
  • Ghanaian Language
  • Government
  • History
  • Home Economics
  • Information and Communication Technology (ICT)
  • Intervention English
  • Intervention Mathematics
  • Literature-in-English
  • Manufacturing Engineering
  • Mathematics
  • Performing Arts
  • Physics
  • Religious Studies
  • Robotics
  • General Science
  • Religious and Moral Education
  • Social Studies
  • Spanish
  • French

How to Access

All the materials, in soft copy format, are available for download at the official website:
http://curriculumresources.edu.gh

Visit the site, search for your desired subject, and click “View” to access and download the files directly.

 

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Download Complete Populated Learning Planner Religious Studies SHS/SHTS/STEM

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Download Complete Populated Learning Planner GOVERNMENT SHS/SHTS/STEM

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Download Complete Populated Learning Planner AGRICULTURE SHS/SHTS/STEM

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Learning Plan
Subject Agriculture Week 1 Duration 120 minutes Form  1
Strand Concept of Agriculture in an Industrialising Society   Agriculture and Society
Content Standard Demonstrate knowledge and understanding of the meaning, importance, and branches in Agriculture as a discipline.
Learning Outcome(s) Use the knowledge of the concepts in Agriculture to identify the career opportunities and to clear misconceptions about Agriculture.
Learning

Indicator(s)

a)      Explain the meaning and importance of Agriculture.

b)      Discuss the branches and sectors of Agriculture and their related career opportunities.

c)      Examine and dispel the misconceptions associated with the study of Agriculture.

Essential Question(s)   a)      How will the knowledge gained on the importance of agriculture entice people to choose agriculture as their future career?

b)      What connections can be made between the branches and sectors of agriculture to improve the worth of agriculture?

c)      How will the understanding of the misconceptions in agriculture help to boost agriculture production?

d)      How can resources be used for effective teaching and learning of the misconceptions in agriculture?

e)      How can the meaning, importance and misconceptions in agriculture be taught to entice people to go into agriculture production?

f)       In what ways can cross-cutting themes- 21st Century, GESI, SEL and National values be integrated in teaching and learning the meaning, importance, and misconceptions in agriculture etc.

 

Pedagogical Strategies Initiating talk for learning, Think-pair-share, Structuring talk for learning, Collaborative learning, Inquiry-based learning, Project-based learning, etc.

 

Teaching & Learning Resources Agriculture textbooks, Video/pictures on the importance of Agriculture in society, Video/pictures that dispel misconceptions in Agriculture, Charts on the sectors and branches of Agriculture, Projectors, Computers, Sample questionnaire on misconceptions in Agriculture, Camera, etc.

 

 

 

 

Key Notes on Differentiation
 

Theme/Theme/Focal Area 1

i. Learning Tasks

· Brainstorm the meaning of agriculture and agricultural science

· Make a list of the importance of agriculture

· Make a presentation on how agriculture will impact your life and society?

 

ii. Pedagogical Exemplars

·  Initiating talk for learning: Teacher puts learners in mixed-ability groups to brainstorm and come up with the meaning of agriculture and agricultural science as well as the importance of agriculture. Learners share their ideas with the whole class. Teacher should assist learners with difficulties with leading questions that will help them to come up with the difference between agriculture and agricultural science, and the importance of agriculture. Learners who can give further details should be encouraged to do so.

·  Structuring talk for learning: In their mixed ability groups, learners make a presentation on how agriculture will impact their life and society in a plenary session. The teacher should ensure that all learners take part in gathering information for the presentation and assign roles equitably to learners in the groups.

 

iii. Key Assessments

·    Level 1: List three (3) reasons why agriculture is important to society

·    Level 2: Explain the meaning of the agriculture and agricultural science

·    Level 3: Analyse at least two (2) reasons why agriculture should be studied in Ghana as a developing country

·    Level 4: How can agriculture be used to solve the youth unemployment situation in Ghana to boost the Ghanaian economy?

 

Theme/Focal Area 2

i. Learning Tasks

·         Surf the internet for branches of Agriculture and list them.

·         Draw a chart of the branches of Agriculture.

·         Investigate and report on the career opportunities in Agriculture in your community.

 

ii. Pedagogical Exemplars

·         Think-pair-share: Teacher ask learners to individually surf the internet for the branches of Agriculture, list them and discuss in pairs. Teacher should support learners with links to websites, where they can get the required information. Learners should be monitored not to veer into unauthorized websites.  Teacher should ensure that all learners participate in the activities and discourage few learners from hijacking the activity.

·         Project-based learning: Teacher puts learners in mixed-ability/mixed-gender groups (where applicable) and task them to create a flow chart to show the branches of Agriculture and their descriptions, and make a presentation in class. Teacher should assist learners with examples of flow charts to enable them undertake the task. All learners should be encouraged to take part in creating the flow chart on the branches of Agriculture). Challenge learners who can give further details on the branches of Agriculture to do so.

·         Collaborative learning: In their groups, learners investigate and report on the career opportunities in Agriculture that exist in their community. Teacher should guide learners with pictures of people in the various fields of Agriculture to enable them come up with the careers in Agriculture. Confident learners should be probed further to come up with careers in Agriculture that may not be available in their community.

 

iii. Key Assessments

·         Assessment Level 1: Identify at least two (2) careers in your community that are Agricultural related.

·         Assessment Level 2: Investigate and report on at least two (2) career opportunities that exist in Agriculture.

·         Assessment Level 3: Write for or against the motion that crop science has contributed more to Ghana’s economy than animal science.

·         Assessment Level 4: Justify your choice of a career in Agriculture for a brighter future.

 

Theme/Focal Area 3

i. Learning Task

·         Identify the misconceptions associated with Agriculture.

·         Discuss the misconceptions associated with Agriculture.

·         Discuss the misconceptions associated with Agriculture and how to dispel them.

 

ii. Pedagogical Exemplars

·         Think-pair-share: Learners individually identify the misconceptions in Agriculture and share their thoughts with a peer.  Teacher should assist learners with leading questions that will help them to come up with the misconceptions in Agriculture, others should be probed further to give explanations as to why Agriculture faces such misconceptions.

·         Project-based learning: The teacher should put learners in pairs to design a questionnaire on misconceptions in Agriculture. Learners administer the questionnaire in the community and tally their results. The teacher then assists learners to analyze their data with Microsoft Excel. All learners should take part in designing and administration of the questionnaire on the misconception of Agriculture in the community. Some learners should be selected to play leading roles in entering data for analysis. Other learners should assist the group in analyzing data obtained from the questionnaire.

·         Talking point: The teacher puts learners in mixed-ability/mixed-gender groups (where applicable) to discuss how to address the misconceptions identified in their community. Learners make a presentation on the misconceptions and how to dispel them at a plenary session. The teacher should use pictures that dispel misconceptions about Agriculture to guide learners in the preparation of their presentation. The teacher should ensure that all learners participate in the discussion.

 

iii. Key Assessments

·         Assessment Level 1: List at least two (2) misconceptions in Agriculture.

·         Assessment Level 2: Make a presentation on how to dispel at least two (2) misconceptions about Agriculture in the community.

·         Assessment Level 3: Assess the effects of at least three (3) misconceptions in Agriculture.

·         Assessment Level 4: Research on the misconceptions in Agriculture in your community, how it has affected Agricultural development and suggest possible remedies.

 

Keywords/phrase Agriculture, Agricultural Science, Career Opportunities in Agriculture, Branches and Sectors in Agriculture, Misconceptions in Agriculture, Rich Farmer, Mechanized Farming, etc.

 

 

 

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g., 10 minutes)

Review learners’ previous knowledge using real life examples from their community by asking them of the meaning, importance, branches, and career opportunities in Agriculture, in mixed-ability groups. Ask learners to present their findings in class using whole-class discussion.

 

Introductory Activity (e.g., 15 minutes)

Lead learners in whole class discussion to discuss what they know about Agriculture.

 

Hint:

Encourage learners to show respect and tolerance for individual diverse views as they discuss their ideas.

 

Activity 1 (e.g., 45 minutes)

Put learners in mixed ability groups to discuss the meaning of agriculture and agricultural science as well as the importance of Agriculture to society and make a presentation at a plenary session.

 

Hints:

·      Set ground rules to discourage teasing of learners with speech problems and those who might give wrong answers.

·      Give learners with speech challenges enough time to express their views.

·      Introverts should be encouraged to play some roles in their groups.

 

Activity 2 (e.g., 40 minutes)

Organise learners into mixed gender groups to discuss the major branches of Agriculture and investigate the career opportunities that exist in Agriculture.

 

Hint:

Encourage shy learners to talk and their efforts should be applauded.

 

Introductory Activity

Discuss what you know about Agriculture?

 

 

 

 

 

 

 

Activity 1

Discuss the meaning of agriculture and agricultural science as well as the importance of Agriculture to society and make a presentation at a plenary session.

 

 

 

 

 

 

 

 

 

 

 

Activity 2

Discuss the major branches and career opportunities in Agriculture and make a presentation on your findings.

 

 

 

 

 

Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 1

I. Differentiate between Agriculture and Agricultural Science

II. List three (3) reasons why Agriculture is important to society

III. Identify at least two (2) careers in your community that are agricultural related

 

Level 2

I. Explain the meaning of the word “Agriculture”

II. Investigate and report on at least two (2) career opportunities that exist in Agriculture

 

Level 3

I. Analyse at least two (2) reasons why Agriculture should be studied in Ghana as a developing country

II. Write for or against the motion that “Crop Science has contributed more to Ghana’s Economy than Animal Science”

 

Level 4

I. How can Agriculture be used to solve the youth unemployment situation in Ghana to boost the Ghanaian economy

II. Justify your choice of a career in Agriculture for a brighter future, etc.

 

Lesson Closure

In completing this part, refer to the Essential Questions to check that learning has taken place.

Activity (e.g., 10 minutes)

a)       Debrief by asking learners questions on what they have learnt and whether it has links with the essential questions.

b)       Summarize key points and fill in gaps left by learners.

c)        Ask learners to read on misconceptions in Agriculture.

Reflection & Remarks
 

 

 

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g., 10 minutes)

Review learners’ previous knowledge using real life examples from their community by asking them why people dislike going into farming in mixed-gender groups. Ask learners to present their findings in class using whole-class discussion.

 

Introductory activity (e.g., 15 minutes)

Lead learners in whole class discussion to list what they know about the misconceptions in Agriculture.

 

Hint

Encourage learners to show respect and tolerance for individual diverse views as they discuss their ideas.

 

Activity 1 (e.g., 40 minutes)

Put learners into mixed ability groups, for them to discuss the misconceptions associated with Agriculture.

 

Hint:

Encourage slow learners, shy learners and introverts to play roles in the group.

 

Activity 2 (e.g., 25 minutes)

I.     Pair up learners to design a questionnaire on misconceptions in Agriculture and let them administer the questionnaire among their peers in class.

 

II.     Guide them to analyse the data collected using EXCEL and assist them to interpret the results.

 

Hint:

Slow learners should be paired with fast learners.

 

 

Activity 3 (e.g., 20 minutes)

Show videos/pictures of a rich farmer and female driving a tractor and videos that dispel gender stereotyping in Agriculture.

 

Introductory activity

List the misconception in Agriculture?

 

 

 

 

 

 

 

 

 

 

Activity 1

Discuss the misconceptions associated with Agriculture in mixed ability groups.

 

 

 

 

 

 

 

Activity 2

I.  Design and administer a questionnaire in class among your peers.

 

 

 

 

 

II.  Analyse the data and present a report on your findings.

 

 

 

 

 

 

Activity 3

Watch videos/pictures of a rich farmer and female driving a tractor and videos that dispel gender stereotyping in Agriculture.

 

 

Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 1

List at least two (2) misconceptions in Agriculture

 

Level 2

Make a presentation on how to dispel at least two (2) misconceptions about Agriculture in the community

 

Level 3

Assess the effects of at least three (3) misconceptions in Agriculture

 

Level 4

Research on the misconceptions in Agriculture in your community, how it has affected Agricultural development and suggest possible remedies, etc.

 

 

Lesson Closure

In completing this part, refer to the Essential Questions to check that learning has taken pl    ace.

Activity (e.g., 10 minutes)

a) Debrief by asking learners questions on what they have learnt and whether it has links with the essential questions?

b) Summarize key points and fill in gaps left by learners.

c) As learners to read on Agricultural Education.

Reflection & Remarks
 

 

 

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Download Complete Populated Learning Planner PHYSICS SHS/SHTS/STEM in Weeks

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Download Complete Populated Learning Planner General Science SHS/SHTS/STEM in Weeks

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Parent Storms school of Ward to Beat up the Teacher ; Parents Should Never Resort to Violence

Parent Storms school of Ward to Beat up the Teacher ; Parents Should Never Resort to Violence: A Lesson from a Disturbing Incident

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In a recent incident at Rosebud School, Idimu, Lagos, Nigeria, a parent stormed the school premises and mercilessly beat up a teacher in front of students. The parent, enraged over the teacher allegedly caning their child, even threatened to attack the proprietress of the school.

Other teachers had to intervene quickly to diffuse the situation. The video of the attack shows that the teacher, a married woman, was left defenseless as the parent lashed out in anger. Law enforcement has been alerted, and there have been calls for swift action against the parent involved.

This shocking incident highlights the importance of maintaining proper standards and communication. No matter how upset a parent may be, it is never acceptable to resort to violence. There are appropriate, constructive ways to address grievances and report concerns. Parents must set a good example for their children by showing restraint, respect, and responsibility in handling conflicts.

Violence only undermines the values of education and discipline that we seek to instill in our children. Let this serve as a reminder that schools should be places of learning and safety, and any issue should be handled through the proper channels, never through aggression.

Temporary Foreign Workers: Finding a Job in Canada on Job Bank

Temporary Foreign Workers: Finding a Job in Canada on Job Bank

Canada offers various employment opportunities for temporary foreign workers. Job Bank, a government platform, allows you to search for jobs from Canadian employers who are seeking to recruit temporary foreign workers. These employers have either already obtained or are in the process of applying for a Labour Market Impact Assessment (LMIA), a requirement for hiring foreign workers.

As a temporary foreign worker in Canada, you have the right to change employers. The Job Bank is a valuable tool that helps you find new job opportunities for free. It’s important to note that it is illegal for your current employer to punish or deport you for searching for a new job.

When you first arrived in Canada as a temporary foreign worker, you were granted a work permit for a specific period. Before switching employers, you may need to modify your work permit. For more details on work permits, you can visit the official government website.

How to Search for Jobs on Job Bank

1. Start Your Search
Job Bank makes it easy and free to look for a new job in Canada. Start by clicking the “Search Jobs” button to browse all available positions from employers seeking temporary foreign workers.

If you’re considering working for a different employer, you may need to update your work permit before starting the new job.

2. Refine Your Search for Better Results
Use the search fields at the top of the page to customize your results. You can search by job title or keywords such as “Administrative Assistant,” “Cook,” “Farm Worker,” or “Truck Driver.” You can also filter the search results based on your desired location.

To further narrow your results, use the filters on the left-hand side of the page.

3. View Job Postings
Once you’ve entered your search criteria, scroll through the job listings to see previews. Each preview will include the job title, employer’s name, location, salary, and posting date. Clicking on a job title will give you access to full details and instructions on how to apply.

Remember, Job Bank is completely free to use, and employers should never charge you for applying to a position.

Applying for Jobs

A typical Job Bank posting contains key information such as:

  • Work location
  • Salary
  • Duration of employment
  • Start date
  • Application instructions

If you decide to apply, employers may ask for your name, current job, work experience, and the validity of your work permit. Be prepared to provide this information if you’re interested in a role. However, you are not obligated to share details or continue an application if you change your mind.

If an employer is interested, they may invite you for an interview. If successful, you will receive a formal job offer letter. Remember, it’s normal to apply for multiple jobs before finding one that suits you.

Before starting with a new employer, you may need to change your work permit. More information about work permits can be found on the official Canadian government website.

Understanding the Labour Market Impact Assessment (LMIA)

Job postings on Job Bank may also show the status of the employer’s LMIA application. This status can be one of two:

  • Pending: The employer has applied for permission to hire a foreign worker temporarily but is still awaiting approval.
  • Approved: The employer already has permission to hire a foreign worker temporarily. In such cases, you may be able to start work immediately.

By staying informed and using tools like Job Bank, temporary foreign workers in Canada can successfully navigate the job market and find new opportunities.

SEARCH NEW JOBS

CANADA JOB BANK; https://www.jobbank.gc.ca/jobsearch


This guide helps you understand how to use Job Bank to search for jobs and apply successfully, ensuring you take full advantage of employment opportunities in Canada.