POWERPOINT PRESENTATION Sociovocational Integration Services PROGRAM

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POWERPOINT PRESENTATIONSociovocational
Integration Services PROGRAM

• Direction de la formation générale des adultes
  (DFGA)
• Ministère de lÉducation, du Loisir et du Sport
  (MELS)
• May 2005

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ORIENTATIONS

• The program orientations are based on a concept
  of educational activity that aims to achieve a
  balance between individual development and the
  expectations of society.

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GUIDING PRINCIPLES

• Sociovocational integration

• Involves every dimension of the students

• physical

• intellectual

• emotional

• spiritual

• social

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GUIDING PRINCIPLES (cont.)

• Enables students to learn to learn.

• Permits students to become familiar with and to
  make use of the social, political, and economic
  environment.

• Is an ongoing, permanent process.

• Involves successful integration into the
  educational and work environments.

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ANDRAGOGICAL PRINCIPLES

• The four-leaf clover theoretical model of
  sociovocational integration

E
SOCIAL, POLITICAL AND ECONOMIC ENVIRONMENT
Specific sociovocational and vocational skills
SELF
D
e
C
B
A

• Figure 2
• The four-leaf clover sociovocational integration
  model (Limoges, Lemaire and Dodier, 1986 and
  1987)
• Adapted by the Sociovocational Integration
  Services program preparation committee

METHOD
PLACE
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LEVELS OF EMPLOYABILITY

• The four dimensions of the four-leaf clover
  define five positions relative to vocational
  integration.
• Each position corresponds to a specific level of
  employability and is situated on a continuum from
  E to A, where A represents optimal
  employability. Each of these positions
  corresponds to different needs and to different
  types of measures for vocational integration.

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LEVELS OF EMPLOYABILITY (cont.)

• People at point A know themselves well as
  potential workers, have selected a place where
  they will look for jobs and know what method to
  use.

E

• At point B, people are almost ready they know
  themselves well and know where to look for work,
  but they have not yet found their job search
  method, which is a key ingredient of successful
  vocational integration.

D
C
B

• People at point C are less ready, for although
  they know themselves, they do not know where to
  look for a job and as a result, they cannot have
  an effective method.

A

• Position D includes people who have mastered only
  the dimension of the self, and are thus not ready
  to seek work.

• Point E describes the situation of people who are
  totally unprepared to look for work or have been
  unemployed for a very long time. These people do
  not see themselves as potential workers and are
  thus outside the vocational space, and
  untouched by the issues of school and work.

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ANDRAGOGICAL PRINCIPLES (cont.)

• The small group approach

• The double axis approach

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ORGANIZATIONAL STRUCTURE Phases and sections of
the SVIS program
PHASE 1 Training and sociovocational integration
activities
PHASE 2 Training activities concerning the
process of integration into employment
Acquiring and developing skills necessary for
successful integration into employment 2.1 
Acquiring and developing specific vocational
skills 1.3 
Acquiring and developing sociovocational
skills  1.2 
Developing employability 1.1 
Section 1.1.1 Social, political and economic
environment (theoretical) Section 1.1.2 Knowing
ones vocational profile Section 1.1.3 Where to
look for work Section 1.1.4 How to enter the job
market Section 1.1.5 Social, political and
economic environment (practical)
Section 1.2.1 Personal development    Section
1.2.2 Communication   Section 1.2.3 Teamwork   Sec
tion 1.2.4 Cognitive development   Section
1.2.5 Work habits   Section 1.2.6 Vocational and
professional development   Volet 1.2.7 Acquiring
sociovocational skills 
Section 1.3.1 Qualification for unskilled
occupations   Section 1.3.2 Qualification for
semiskilled occupations
Section 2.1.1 Job placement support    Section
2.1.2 Keeping a job
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SVIS

• Training in unskilled occupations
• Training certificate in sociovocational
  integration

• Admission criteria
• Be 16 years of age or older and have successfully
  completed the preparatory courses for secondary
  education in language of instruction, mathematics
  and second language

Training in unskilled and semiskilled
occupations Customized training certificate
issued by the educational institution

• Admission criteria
• Be 16 years of age or older and have completed
• phase 2 of the Literacy Training program

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DURATION OF PROGRAMS

• TRAINING CERTIFICATE IN SOCIOVOCATIONAL
  INTEGRATION
• Up to 900 hours, generally distributed over
  a year
• 200 hours aimed at developing employability and
  sociovocational skills (sections 1.1 and 1.2)
• 600 hours of practical training in
  sociovocational integration preparatory
  practicums (250 hours) and practicums in the
  workplace (350 hours)
• 100 hours in general education depending on the
  requirements of the targeted occupation

CUSTOMIZED TRAINING CERTIFICATE ISSUED BY THE
EDUCATIONAL INSTITUTION
Multiple and varied training programs based on
adults specific training needs and the economic
context of the local or regional job market
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REFERENCE DOCUMENTS

• Program, Sociovocational Integration Services
  (January 1998)
• (update January 2002), ministry code 41-1074A
• Organization Guide, Sociovocational Integration
  Services (June 2002), ministry code 41-1115A
• Training Certificate in Sociovocational
  Integration (Adult Sector) Unskilled
  Occupations, Information Document (March 2003),
  ministry code 41-1005A
• Advice and Strategies for Organizing and Offering
  Sociovocational Integration Services (January
  2002), ministry code 41-1072A
• Practicum Guide, Sociovocational Integration
  Services (December 2001), ministry code 41-1073A
• Recommendations by School Boards on Clienteles
  With Special Needs (2002),
• ministry code 41-1114A

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Sociovocational Integration Services PROGRAM
Production coordinator Francine Riopel, DFGA
Design and preparation Josée Martin, consultant
and professional support officer for the SVIS file
Layout Diane Dumont English version Direction
de la production en langue anglaise, Services à
la communauté anglophone