Vocational Education

MEES has prepared a reference manual for intervention in disadvantaged areas. The document is designed to support the thinking process and offer guidelines to help education communities with their choice of actions. Its aim is to provide avenues for reflection on how to foster educational success for students from disadvantaged areas, including multiethnic disadvantaged areas. […]

Sociovocational Integration Services have been part of the Basic adult general education regulation since 1994.1 As part of the reform of adult general education, these services are now supported by a program whose structure reflects the orientations of the programs of study in Common Core Basic Education. To this end, the Sociovocational Integration program is

Under the Basic vocational training regulation, concurrent admission in a vocational training program and in general education is one of the four conditions for admission to vocational training. Students are admitted concurrently for one of the following three reasons: to complete the general education prerequisites required to obtain a diploma in a vocational training program

Many SARCA development officers work with guidance counsellors in the youth sector to flag potential drop-outs as well as identify students who may have left the youth sector. Getting just in time data is critical. There is qualitative data to suggest the quicker you contact and support students who may have left the youth sectors,

Reception, referral, counselling and support services (SARCA) staff play a major role in the decisions and training process of adults without a diploma or  qualifications, who often require support in order to undertake a learning plan/ adapted to their needs. Many of them are seeking a path or a new direction, or need better qualifications

Action research on Reception interventions in an Adult Centre.

This guide, entitled Continuous Improvement of SARCA Services focuses on the quality of reception, referral, counselling and support services (SARCA). It is intended above all for school board authorities who are responsible for managing SARCA services, as well as for all SARCA staff members. It proposes elements to be analyzed in order to establish an

The development of budgetary rules for the 2021-2022 to 2023-2024 school years is one of the responsibilities of the Minister of Education arising from sections 472 et seq. of the Education Act (chapter I-13.3). Section 472 specifies in particular that, after consulting school bodies, the Minister must submit budgetary rules to the Treasury Board for