The Get SET (Skills, Education and Training) Service Provider Guidelines outline the indicators of service coordination (referrals in/out) and the definition for each. They also explain what is counted and not counted. You will note that client confirmation of their registration with the organization they have been referred to is typically required. The nature of… Continue reading To be counted as ‘Referred Out at Exit,’ does the learner need to be registered with the agency to which they have been referred? What level of documentation is required to count or record this referral?
Program: Get SET (Skills, Education and Training)
Is there a rating factor of the source of the referral under ‘Referred In?’ For example, is the rating higher for someone being referred from Ontario Works (OW) than from another community agency?
Within the Get SET (Skills, Education and Training) Performance Management Framework, referrals are not rated differently according to their source.
Why do service providers have to collect Information and Referral data in Report 60A?
Information and Referral is one of the five key services that service providers deliver as part of the Get SET program. There are various references embedded within the Get SET Service Provider Guidelines which inform service providers of their obligation to provide this service. As such, it is expected that service providers collect and analyze… Continue reading Why do service providers have to collect Information and Referral data in Report 60A?
Why are referrals only counted at exit?
All formalized referrals are documented and reported in the Employment Ontario Information System: Case Management System (EOIS-CaMS) while the learner is receiving Get SET (Skills, Education and Training) services. As noted, formalized referrals filter into the Detailed Service Quality Report (DSQR) performance report when the learner exits the program and the service plan is closed.… Continue reading Why are referrals only counted at exit?
2025-2026 Employment Ontario Transfer Payment Agreements
Literacy and Basic Skills Culminating Tasks Additional Questions and Answers
Culminating tasks are not a good fit for some learners to measure readiness to transition. How can we address this to best support these learners if the ministry requires them?
The requirement of including culminating tasks in learner’s plan is meant to open a dialogue between service providers and their learners about transition readiness and culminating tasks (i.e., this requirement is not punitive). If the service provider and learner determine that there are no relevant culminating tasks available, this should be noted in the learner… Continue reading Culminating tasks are not a good fit for some learners to measure readiness to transition. How can we address this to best support these learners if the ministry requires them?
Could culminating tasks be developed that are less like an exam or standardized test?
Culminating tasks are developed by support organizations. Get SET (Skills, Education and Training) programs are encouraged to connect with their provincial or regional support organization to request the development of specific culminating tasks to meet identified gaps.
Can EOIS-CaMS provide options for tasks based on information/goal path(s) identified instead of searching for them?
Get SET (Skills, Education and Training) programs are encouraged to provide feedback and recommendations to streamline EOIS-CaMS through the regional support model.
Can culminating tasks have more flexibility around choice and varying goal paths?
EOIS-CaMS does not track the specific culminating task chosen. This information will be included in the learner plan, but not in the EOIS-CaMS service plan. The focus of the culminating task is on the multiple competencies required to manage the environment of the learner’s goal. Until there are a sufficient number of goal path-specific culminating… Continue reading Can culminating tasks have more flexibility around choice and varying goal paths?