Local News
From Argentina to Winnipeg – creating opportunities in the IT sector for marginalized groups
By BERNIE BELLAN The following article about Pablo Listingart borrows heavily from articles written by Rebeca Kuropatwa in 2019 and 2021 for The Jewish Post & News. It is also based on a recent phone interview I conducted with Pablo, as well as material we received from a publicist.
Back in 2012, husband and wife, Pablo Listingart and Solange Flomin began seriously thinking about leaving Argentina.
This, explained Listingart, was “because of the political situation and other aspects [that] were degrading. We also wanted to have the experience of living in another country.”
So, the couple began traveling to explore other countries. They went to the U.S., but did not feel it was a good fit. Then, they went to several countries in Europe, but with a similar result.
Next up was Canada. “My wife had a cousin living in Vancouver and she spoke really highly about Canada,” said Listingart. “We started doing our research and sent emails to several Jewish communities. A couple answered, but communication with Winnipeg was more responsive.”
In October 2013 Listingart visited Winnipeg (while Flomin was pregnant with their first child). “After only two days, I fell in love with the city, the brown of the trees, how quiet it was,” said Listingart. “So, I called Sol and told her that this was the place.”
When Listingart returned to Argentina, he and Flomin started working on their application. The process took 10 months, as their son was born in the middle of the process.
The family made their move to Winnipeg in early March 2015.
Flomin and Listingart feel at home in Winnipeg. “We feel more Canadian than Argentinean, with cultures, values, and everything,” said Listingart. “That is the reason we are here, actually. We did not come for economic reasons. We didn’t feel that comfortable in terms of values and principles back there. Once I came here, I fell in love with the Canadian culture and values.”
Listingart had started up a charity in Argentina in 2011 that taught participants how to do software development. In Winnipeg, Flomin urged him to create the same kind of start up.
Today, Listingart’s charities, called Comunidad IT & ComIT, have operations in Latin America and Canada.
As an immigrant himself, Pablo explains that he started ComIT after immigrating from Argentina to Manitoba and seeing a gap in Canada’s education system. He noticed many individuals working survival jobs to help support their families, unable to get the training they wanted to better their positions.
In response, he developed a market-driven curriculum that he initially delivered to students by covering expenses himself. In 2016, Pablo Listingart became the founder and executive director of ComIT, a Canadian non-profit organization that offers free technology and professional skills training to unemployed and underemployed Canadians, with a focus on Indigenous, immigrants, visible minorities, and underserved communities. The charity aims to develop a community that links people struggling to overcome employment barriers with companies looking for skilled workers.
Women take up the majority of his enrolment. Many of them feel they can’t enter into a traditional program to enhance their educational skills due to barriers like limited access to funding, training locations, professional requirements, also family obligations, and lack of childcare. ComIT’s curriculum is designed to appeal to people who fall into that category by being free of charge, available online, and taught for only parts of the day.
Listingart and Flomin began running the charity together around raising their two kids.
“I had worked for several companies, like Microsoft, IBM, and others,” said Listingart. “Back in 2011, I thought about giving back to the community and society, and so I decided to start this charity. Those years back in Argentina were kind of busy and, with all the political issues over there, we decided to migrate here to Winnipeg.”
With the perpetually expanding operation of their growing charity, Listingart, as the charity’s executive director, was kept busy, and for the first few years of operating ComIT he even found time to build mobile applications and websites, but these days Listingart says that running ComIT takes up his full time.
ComIT in Canada began by running pilot programs in Winnipeg and in Kitchener-Waterloo. In Winnipeg, Listingart ran the classes with the support of ICTAM (now TechMB), and, in Kitchener-Waterloo, two of the main Canadian sponsors were Communitech and Google.
“That went really well, in terms of people getting jobs, so I kept doing it,” said Listingart. ComIT jumped from offering two courses to 22 courses per year – covering all the Canadian territory.
By 2023 Comunidad IT and ComIT had helped 4500 people find jobs (1200 in Canada). “Unfortunately,” Listingart explained, “people drop out for different reasons through the process, so we are not able to help everyone who joins the courses.” During our phone interview Listingart said that his charities have now trained over 6,500 students altogether.
“About 70 percent get jobs within six months of the training,” said Listingart. “We follow up with them, help them with their resumés…We have a free platform companies can access and see the resumés.”
Training is conducted in classrooms and online. “The impact is always bigger in person”, said Listingart. “We started developing content to be delivered online prior to the pandemic, mostly for Latin America, as a way to reach people we couldn’t physically reach, not having the funds to go to 15 countries, and then during the pandemic we developed even more content to continue running our training.”
While Listingart would love to be able to operate everywhere around the world, financially, that is not yet viable, but he was able to expand what he offers to all of Latin America and across Canada.
Listingart is no longer teaching in the program, due to a lack of time, though he does visit the classes when he is able. While only two years ago, ComIT was training 300 people a year in its courses in Canada, it has now grown to the point where 600 people a year are taking courses from ComIT.
As Listingart told me, “We actually doubled the number of students we had when I talked to Rebecca (in 2021). What happened, he explained, was “we were in the middle of the pandemic and we moved all the training online due to COVID. We are still running courses online, and that has allowed us to reach out to more people.”
“So nowadays we have students from Prince Edward Island to the Yukon,” Listingart added.
I asked Listingart where the funding for ComIT comes from?
He answered that most of it comes from the private sector, but a portion comes from a federal government agency known as PrairiesCan.
So, how exactly does ComIT conduct classes? I wondered.
Training is conducted by instructors in classrooms or online, where they reach their students via Zoom.
At ComIT, all training is provided free of charge. Trainees can hold a full-time job, while training in the evenings or mornings for only a couple of hours a day for three months.
While right now ComIT is conducting eight different classes, Listingart explained,\ – “with eight different instructors,” because “we run different topics along the year, it’s usually between 12 to 15 people that get involved in teaching courses.”
And what do students learn in those courses?
The program consists of three months of intensive instruction in various fields related to software programming.
“Most of the people that we train go on to be programmers,” Listingart said, adding that the majority of our graduates become software developers or website designers,” adding that “some are working in cybersecurity or other hardware related fields.”
The minimum age to register for a ComIT program is only 18 and there is no prerequisite level of education required.
While a good many of ComIT students are immigrants who may lack the kind of English language skills necessary to be hired by many employers, ComIT also has many Indigenous students as well as non-indigenous Canadians who are struggling.
Still, as Listingart says, students in the program have to be able to communicate. They “don’t need perfect English,” he adds, “they don’t even need a mid-level English,” but they do need “some basic communication skills.”
But it’s not simply a matter of someone applying to take ComIT courses and being automatically accepted, Listingart explained.
“We ask them (prospective students) a lot of questions,” he said. “We ask them what their goals are, like, if they are pursuing a career in IT or if they are interested in that… many things to gauge their interest. Those conversations help us understand whether these people can communicate with others.”
When it comes to finding jobs for graduates of the ComIT program, Listingart says that he and other members of his team meet with local employers who are looking for IT talent and discuss their exact needs within the industry.”
“We train them in what companies need right now,” said Listingart. “So, let’s say I go to Saskatoon and I talk to 10 or 15 companies over there…about 70 percent get jobs within six months of the training,” he noted. “We follow up with them, help them with their resumés…We have a free platform companies can access and see the resumés.”
Skip the Dishes, for instance, was on the fence for a very short time. They hired five out of seven ComIT trainees almost on the spot after they were interviewed – and soon after, the company became one of the charity’s local sponsors. To date, Skip the Dishes has hired 55 ComIT-trained students.
“My goal, so to speak…is to give opportunity to people who can’t afford other types of training and give them a first chance,” said Listingart. “We mention this at the beginning of every course. They only have one chance with us. We don’t give second chances. If they drop out for any reason, regret it, and want to come back, they can’t. I have hundreds of people on the waiting list to take courses. For me, this is a way to teach the value of work and, while doing it, you have the chance to work a job that pays well, that you can grow and learn…And, it’s not just for nerds, it’s creative work.
“My goal also has been to make the biggest impact that I can and …I’m happy with the results.”
If you are an employer interested in finding out more about ComIT or you know someone who might benefit by taking the program, visit
Local News
Cheryl Hirsch Katz, Jewish Child and Family Service’s longest serving staffer, set to retire at end of the month
By MYRON LOVE “I loved working at Jewish Child and Family Service,” says Cheryl Hirsh Katz, who is due to retire at the end of June. “I have always appreciated the warm and welcoming atmosphere here. I feel that the people working here are my extended family. I am going to miss my colleagues”.
“I have derived great satisfaction over the years to have been able to help many people in our community of all ages through my work at JCFS,” she continues.
After 44 years at the agency, Katz, the longest-serving member of the staff, was given an appreciative send-off at the JCFS’s recent (June 23) Annual General Meeting at the Shaarey Zedek Synagogue.
The daughter of Art and Bess Hirsh, Cheryl grew up in Garden City. She attended Peretz School, then Jefferson Junior High and Garden City Collegiate. She joined the staff of JCFS in 1981, shortly after receiving her Bachelor of Social Work degree.
She earned an MSW in 1990.
“I chose to become a social worker,” she recalls, “because I always wanted to be able to help people.”
Katz was originally hired by JCFS to work with newcomers. After a couple of years, she was given responsibility for looking after the needs of older adults.
“I really enjoyed working in older adult services,” she says. “That is where I spent the bulk of my time at JCFS.”
After ten years as a case worker, she was promoted to a supervisory role. Later, she was also given responsibility for mental health and addictions programming and settlement services, while keeping the older adult files under her purview.
“As a supervisor, I wasn’t directly involved with individual clients,” she points out. “I was more involved with programming. Among the programs for seniors we organized were – for example – sessions on elder abuse, digital storytelling and memory loss.”
She notes that one of the trends she has seen over the last 44 years is that people are living longer and living in their homes longer. A lot more of our clients are living well into their 90s,” she observes. “We have had to continually expand our staff and the services we provide in order to accommodate the growing demands of an aging population.”
She also spoke of the mental health needs of seniors and aging Holocaust survivors.
She says that she has mixed feelings about leaving JCFS. “After so many years working full time, I am going to have to create a new routine,” she comments.
She notes that, now that she is retired, she will have more time to spend with her parents – who are in their 90s.
And then, there are the two dogs to look after. “I will have time now to try new activities,” she says. “ I might learn to play mah-jong.”
She speaks about maybe doing some traveling – although her husband, Murray, is still working full time.
(She and Murray have one daughter, Farah.)
“Retirement may also include some volunteering,” she adds.
It is quite likely, she will be continuing her association with JCFS but in a volunteer capacity.
Local News
Gray Academy students shine in provincial, national debating competitions
By MYRON LOVE It has been another good year for Gray Academy’s high school students who participated in provincial and national debating competitions. The best results were recorded by Grade 9 student Noa Mednikov, who finished fourth overall nationally, fourth in interpretive reading, and fifth in persuasive speaking at the junior National Public Speaking Championship in early May in Vancouver.
Last October, in the Junior Provincial British Parliamentary Championship – which was held at St. John’s-Ravenscourt – Noa and her partner, Raya Braunstein, finished third as a team while Raya placed third in individual debating.
Their fellow Grade 9 student Maxim Moscalenkov tied for first in persuasive speaking in Vancouver, while the Gray Academy team of Gabe Tapper and Aaron Koplovich finished fifth. Aaron also finished fifth in his individual debate.
Earlier, in March, Maxim finished fifth in the Provincial Juniors debating competition, which was held at Balmoral Hall He and his debate partner, Nate Shenkarow, finished seventh among the teams entered. Last November, he and partner, Ethan Tenenbein, finished seventh in the Junior Prepared Tournament – just behind the Gray Academy team of Nate Shenkarow and Jack Kay.
At the senior high level in that competition, the team of Jacob Tenenbein and Jonah Novoseller finished fourth and Jacob was recognized as fifth best in an individual capacity. Jonah and Jacob also paired up to win the Asper Cup, which was held at their home school.
Jacob represented Manitoba at the Junior National Speech Championship in Vancouver in May and, last October, he and Grade 12 Gray Academy students Julie Krozkin and Daniel Bokser represented Canada at an international debating tournament in Bermuda.
Gray Academy’s debating program was introduced by Linda Martin in 2003. She also led the debating teams at Balmoral Hall. In 2011, Martin was succeeded by Gray Academy high school English teacher Andrew Kaplan.
“Andrew has done a wonderful job with the debating program” says Martin, who has a debating trophy at Gray Academy named in her honour, as well as a provincial trophy for best individual junior debater. “Over the years, Gray Academy students have done very well in many local, national and international competitions,” she adds.
About three weeks ago, this writer had the opportunity to sit down with Andrew Kaplan and six of the school’s top debaters while they discussed the benefits of learning how to debate. According to Noah Strauss – who competed in the Junior Provincials at Balmoral Hall in March, public speaking leaves him with a feeling of accomplishment.
“It’s a good skill set to have,” he observes. “It builds confidence.”
“A benefit of being able to debate is that you learn how to convince people that you know what you are talking about,” adds Maxim Moscolenkov.
Raya Braunstein notes that being able to debate is a skill that she expects to be helpful in many university courses which she may choose to take.
As Andrew Kaplan notes, the ability to express yourself has a great impact in whatever career you choose to pursue.
He points out that debating is compulsory at Gray Academy for all Grade 7 and 8 students – and students can continue debating as an option in the higher grades
Of course, competitive debating is not for everyone. For those students who opt to take that path, the journey begins with internal school debate competition – with the top debating teams and individuals qualifying for local tournaments and – potentially – beyond.
Andrew Kaplan reports that a small number of high schools in Winnipeg and southern Manitoba have active debating programs – including St. Johns Ravenscourt, St. Paul’s High School, St. Mary’s Academy, Garden City and Maples Collegiates in the Seven Oaks School Division, St. Maurice (a Catholic School), as well as Morden Collegiate and Dasmesh, a Sikh private school.
Kaplan expresses his appreciation to the Asper Foundation and an endowment spearheaded by the Kives Family for providing funding for the Gray Academy debating program – as well as the Andrew Slough Foundation – which was established by his friends in memory of the outstanding former Ravenscourt student debater and lawyer who passed away suddenly two years ago at the still young age of 38.
I am confident that our Jewish community can look forward to the continued success of Gray Academy’s star debaters and to the continual emergence of future stars as the times goes by.
Local News
Antisemitism has crept into grade school in Canada
Antisemitism in Canada has moved beyond protests and politics; it is now entering classrooms and altering how Jewish children see themselves functioning within them.
A a university student I have observed the experience of my younger brother in grade eight as a Jewish student. Over the past few months, his school has been at the center of several deeply troubling incidents that have made him feel unsafe in our parks, community, and even his school. Swastikas were drawn around the community, in parks and ponds. Additionally, an older man, who claims to be a pro-Palestinian influencer, stood outside his predominantly Jewish school wearing a keffiyeh, filming a video which then circulated between students on TikTok.
This same man later showed up to our local Jewish community center in keffiyeh to allegedly watch his son play basketball where my brother and many of his classmates go for their lessons, basketball games, and Jewish events. These moments made him and his peers feel watched and targeted just for being Jewish. Local political representatives condemned the incidents and raised awareness about antisemitism, but the fear among students didn’t go away. The feeling of being targeted for simply existing has been taught to my brother, something my parents had tried their hardest to escape from.
Most recently, my brother was chosen to represent his school at a regional science fair. When one of the judges arrived wearing a keffiyeh, he froze. For many, including my brother after the incidents he has faced, the keffiyeh represents a political message. But even more so for my younger brother, it is tied to the fear and intimidation he had already experienced. He felt nervous, distracted, and unsure of how to act.
This is not about silencing political expression. It is about a child who came to share his ideas and left feeling uncertain and afraid. It is about the atmosphere forming in Canadian schools, where Jewish students are being made to feel targeted and unwelcome.
His school made an effort to address the incidents, but the impact is lasting. Posts on social media, much can be very vague at times about inclusion cannot fully undo the feeling of being singled out. A kind word from a teacher does not erase the fear that builds when threats are left unspoken but deeply felt.
I am writing this as a sister who watched her younger brother lose a moment that should have been filled with confidence and pride. He deserved to feel safe. So do all Jewish students in this country.
Moving forward, schools must take concrete steps to protect all students. Antisemitism cannot only be addressed when it becomes violent or overt. It must also be recognized when it appears as intimidation, symbolic targeting, or political messaging that creates fear among students. Children should never have to question whether they are safe in their own classrooms or community spaces.
Events that are meant to support and celebrate students must remain focused on them. Individuals who feel the need to bring political symbols or messages into school grounds or children’s events should not be welcomed in those spaces. Schools must make it clear that their environments exist to support learning, safety, and inclusion, not to host agendas that can intimidate or isolate students.
Administrators and educators must develop clear guidelines for identifying and responding to antisemitic behavior in all its forms. This includes strengthening security measures, offering ongoing staff training, and engaging directly with Jewish families to understand their concerns. Inclusion is not a one-time statement. It is a responsibility that must be reflected in everyday decisions and actions. No child should ever feel unsafe or unwelcome because of their identity.
The author is a Campus Media Fellow with HonestReporting Canada and Allied Voices for Israel who lives in Toronto.