The clientele you will be supporting is unique in many ways. They range from youth 16 to 50+ years old. They may have just dropped out of school or may be coming back in adulthood to finish their high school diploma. They may be new arrivals to Canada, from Indigenous backgrounds or those with special needs. Below you have links and documents to information related to this unique clientele.

Intervene to Succeed
Modules –  Getting to know your clientele and Interacting with clients
Videos – Getting to know your clientele and Interacting with clients

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.

The reference manual is intended for all school system stakeholders working in disadvantaged areas, and in particular for school and school board administrators and staff working in elementary and secondary schools with an SEI decile ranking of 8, 9 or 10, and in schools or centres that receive students from 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 aimed at developing competencies that are useful in dealing with real-life situations.

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 in which they are enrolled
• to obtain the credits they are missing to earn a Secondary School Diploma (SSD)
• to complete the general education prerequisites required for admission to college studies

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, the more success you will have getting them into adult education. It will take collaboration between the high schools and the SARCA development officer and procedures and systems in place.

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 in order to obtain more recognition. If they are to achieve sociovocational integration or reintegration, adults with little formal education need help choosing training that meets their needs. This role should not, however, be the exclusive responsibility of SARCA staff members; to obtain significant and lasting results, all those who work with these adults must pool their efforts. It is essential to foster adults’ involvement by adopting a collaborative approach and taking proactive measures based on partnership.

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 operational profile of SARCA services and facilitates the collection of data related to SARCA operations and the services offered to the target populations identified in the Government Policy on Adult Education and Continuing Education and Training.

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 approval to determine the amount of budgetary expenditures operations eligible for subsidies allocated to educational organizations.

This document presents information on the organization of adult general education services for 2021-2022. It also provides complementary information on certain sections of the Education Act (EA) and the Basic adult general education regulation (BAGER), and provides an overview of all relevant services and programs of study.