Welcome to the SARCA or Reception, Referral, Career Counseling and Support, resource page.
Values of SARCA – Equity in the provision of services, professionalism and respect.

There are SARCA development officers in all school boards and service centres in Québec. The goal of SARCA development officers is to help potential clients in all aspects of their educational project. The target audience are clients without a high school diploma, at-risk and those with neurological disorders, immigrants and indigenous populations. SARCA development officers do outreach and collaborate with many community organizations like Centre Jeunesse and Services Québec.
If you’re a new SARCA development officer, the resources and information below will help you adjust and understand most aspects of your new position.

SARCA Important government documents
 
*Denotes recommended reads **Denotes required reads

Getting to know your clientele

 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

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Reference manual for intervention in disadvantaged areas *

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.

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Semi-Skilled (SVI) Program

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.

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Concomitance - Concurrent Admission to a Vocational Training Program Leading to a Diploma of Vocational Studies or an Attestation of Vocational Studies and General Education.

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
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Student perseverance

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.

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Reference document - Reception, referral, counselling and support services (SARCA) *

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.

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Details of a research study at CSSMI and speaks about the importance of First-Response personnel. *

Action research on Reception interventions in an Adult Centre.

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SARCA Hand-book – Continuous Improvement of services – Reception, Referral, Counselling and Support Services (SARCA) **

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.

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Centres de services scolaires et commission scolaires règler budgétaires de fonctionnement pour les années scolaires 2021-2022 À 2023-2024

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.

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Services and Programs of Study - Adult General Education - 2021-2022 Administrative Document

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.

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SARCA Tools & Presentations

2023 SARCA-SEC Conference

Presentations and resources from the 2023 SARCA-SEC Conference is Lévis Québec.

 

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SARCA resources

The resources are a compilation of links of programs, Ministry websites, information on adult education and all vocational programs offered in Québec.

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Reaching Adult Learners

The presentation has recommendations for Reception, Referral, Career counselling and Support of adult learners.

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SARCA 101: Presentation

The presentation gives an overview of SARCA services and can be used for both external or internal training.

 

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SARCA Resources

Espace Parents

Parent resources

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SARCA Key contact

Marc Brisson  C.O.
Responsable du service d’accompagnement national pour les SARCA
450-974-7000 poste 2524 – marc.brisson@cssmi.qc.ca
http://www.carrefourfga.ca/en/sar

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The Adult Learning Theory - Andragogy - of Malcolm Knowles

What does Andragogy mean and which are Knowles’ 5 assumptions of Adult Learners? Are you familiar with Knowles’ 4 Principles Of Andragogy? In the following article, I will answer the above questions and provide you with several highly recommended resources on Malcolm Knowles Adult Learning Theory.

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