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Welcome to EFE
Research and Consulting Group
Our mission and approach
The EFE (Education - Training - Employment) group's mission is to provide research, consultancy, and support services, as well as training in the humanities and social sciences. The EFE team's approach focuses on collaboration, as well as the recognition and sharing of experiential and scientific knowledge. This approach encourages the co-construction of sustainable solutions to meet the needs and questions of different organizations, adapting to their specific realities and contexts. EFE's services are divided into three main areas:
1. Collaborative research;
2. Consulting and support;
3. Knowledge transfer.
Our range of services
EFE offers services in three main areas
1. Collaborative research
EFE offers research services to the organizations we work with. Research opportunities are diverse and are developed with organizations based on their specific needs, realities, and contexts:
Sociodemographic portraits – Longitudinal analysis/path analysis – Analysis of practices – Review of literature on specific themes in education, training, employment and psychosocial intervention – Collection and analysis of qualitative and quantitative data – Writing of research reports – Publication of results: writing of articles (professional and scientific), presentation at professional and scientific conferences, popularization of science, etc.
2. Consulting and support
The EFE Group team also offers consulting and support services, particularly in the following areas:
Evaluation of projects, programs and training (process evaluation, impact measurement, etc.) - Creation and administration of surveys and questionnaires - Strategic planning - Implementation and use of databases - Implementation of tools for data collection and analysis - Production of annual reports - Executive summaries - Development of recommendations for coordination, management and leadership teams in school and community settings
3. Transfer of skills
The EFE team specializes in knowledge transfer, utilizing a variety of mediums to adapt to diverse learning needs. We design and deliver workshops, training courses, webinars, articles, and conferences tailored to different audiences. Our development process is based on an in-depth analysis of current issues in the humanities and social sciences, ensuring content that is both relevant and impactful. Key themes include:
Intervening in an intercultural environment
Intervene with HDAA students
EDI Principles (Equity - Diversity - Inclusion)
Intersectional approach
Collaborative practices
Project evaluation method
Decolonization of evaluation
Collection and analysis of qualitative and quantitative data
Personalized monitoring and integration into the implementation of a strategic plan
The transmission methods are varied and are determined according to the needs and reality of the environments: synchronous, asynchronous, production of capsules in video or audio format, production of training vignettes and pamphlets, individual or small group support (community of practice)
Our customers
The organizations and individuals that work with EFE work in the humanities and social sciences. EFE targets both local and international clients. These include schools, community organizations, associations, vocational training centers, CEGEPs, adult education schools, universities, as well as government and international organizations, institutes, and private companies. These various organizations share a common interest in social transformation, seeking to contribute significantly to positive developments.
Our values
To fulfill its mission, the EFE group is guided by three main values:
1. Social transformation
For EFE, the value of social transformation translates into innovative projects that improve society based on the principles of equity, diversity and inclusion (EDI).
2. Empowerment
EFE works with a view to empowerment, that is, through projects that strengthen the capacities of the individuals, organizations and institutions with which the group works.
3. Proximity
The EFE group adopts a position of proximity, which is both rigorous and respectful of the populations, and which combines collaboration, listening and respect for the environments.
Our team
Marjorie Vidal, Ph.D.
Co-founder
Marjorie holds a PhD in Administration and Foundations of Education (Université de Montréal), and two postdoctoral positions: in the Guidance Department of the Université de Sherbrooke and in the Department of Specialized Education and Training of the Université du Québec à Montréal. She has led and coordinated several research projects and conducted several project evaluations related to issues of diversity, social justice, and inclusion. Very involved in the community and associations, she has been teaching French since 2012 to young adults with significant academic difficulties. Methodologically, Marjorie specializes in mixed-method research and favors approaches that promote participant involvement.
Marianne St-Onge, Ph.D.
Co-founder
Marianne is a senior evaluation specialist. She has worked for international and national cooperation organizations as well as government institutions in post-secondary education. She has worked as a program evaluation expert in universities and colleges in Quebec, in addition to leading various evaluation projects for international organizations. Marianne also provides training in program evaluation for universities internationally. To successfully carry out these program evaluation projects, she has developed an approach that is both rigorous and empathetic, adopting a posture that combines listening, understanding of global and contextual issues, nuance, and adaptability.
Jérôme Archambault, Ph.D.
Co-founder
Jérôme is a labor and public affairs economist who works on the evaluation of public programs and private initiatives. His expertise includes data science, statistics, and empirical modeling using statistical programs such as Stata, SAS, Matlab, Python, etc. His research interests focus on analyzing program impacts using methodologies such as machine learning and regression discontinuity. Since 2018, he has worked at Employment and Social Development Canada, developing and applying empirical methodologies across large databases to estimate the impact of Employment Insurance benefits. His work also extends to popularizing statistical analysis for different groups of decision-makers.
Michel Diatta
Collaborator
Sociologue de formation, Michel Diatta est titulaire d’un master en analyse des politiques sociales et doctorant en Éducation comparée et fondements de l'éducation à l'Université de Montréal. Dans le cadre de sa thèse, il s’intéresse à la gouvernance des systèmes éducatifs et plus précisément à la gestion axée sur les résultats (GAR) en éducation. Michel s’intéresse également aux problématiques liées à la formation initiale des enseignants, au diagnostic des organisations et à l’évaluation des projets. Passionné de recherche selon les méthodes mixtes (méthodes qualitatives et quantitatives), il a participé à différents projets en mobilisant son expertise dans l’élaboration des outils d’enquête, la collecte, le traitement et l’analyse des données, entre autres, à l’aide de logiciels tels que SPSS, NVivo et QDA Miner.
Khalid Gueddari, MA
Collaborator
Khalid has been teaching at the Laval School Services Center since 2008. He has worked in several establishments in different environments (multiethnic, disadvantaged, advantaged, etc.). He is particularly interested in academic and social justice for students from immigrant backgrounds and difficult backgrounds, as well as their integration and that of their families. He has currently been working in an alternative school in Laval since 2016, where he organizes intercultural days every year, which are intended to be a space for all students to be proud of their cultures of origin and to display it with joy. Khalid holds a master's degree in education from the University of Montreal, during which he studied school dropout in rural Morocco. In this project, he sought to highlight the social representations of families regarding school in addition to defining inclusion by its opposite: exclusion and rejection. He has organized several conferences and training sessions within the framework of various national and international symposia on the subject in addition to writing articles dealing with the same issue.
Mignon Alphonso, MA
Collaborator
Mig specializes in gender and women's studies, with expertise in comparative analysis of international development programs, including gender issues and poverty reduction strategies. Mig has field experience in Asia, Africa, and Latin America on gender equality and social inclusion (GESI), poverty reduction training programs, women's economic and social empowerment, and community engagement.
Oumou Salam Kane
Collaboratrice
Oumou Salam Kane is a Master's candidate in Social Work at the University of Quebec in Montreal. She has over thirteen years of experience in psychosocial intervention with various populations in difficulty, including the elderly (CHSLD), adults experiencing homelessness (Mission Old Brewery), young people placed in youth centers (DPJ), and young adults dropping out of school (Déclic). Alongside her activities, Oumou is very active in the community. She is notably the Vice President of the organization Senegal Santé Mobile, in which she has worked for over twelve years. The organization focuses on the physical, psychological, and sexual health of women living in Senegal and aims to inform the population about various aspects related to sexuality (mental health, genital mutilation, contraception, childbirth, and child development). In addition, Senegal Santé Mobile will provide ambulances in several remote villages in Senegal, where the mortality rate for pregnant women is very high. She has also been a member of the organization Femmes Africaines Horizon 2015 since its creation. The latter promotes the integration of immigrant women into Quebec society by creating a support network around them. Oumou has excellent intervention skills; whether it is listening and understanding personal difficulties, analyzing them in light of available resources and mobilizing these
resources to support them; while being part of a logic of empowerment . Its approach promotes self-knowledge, freedom to act and confidence in one's abilities.
Rose Laberge
Collaborator
After graduating with a degree in art (teaching profile) in 2017, Rose made a foray into sociology. She shifted her focus to special education, a field in which she is currently completing a master's degree. She currently works at the Centre de Service Scolaire de la Pointe de l'Ile in a pilot project, Dys+. There, she co-teaches as a full-time special education teacher with a classroom teacher in a 6th grade class. Her professional interests focus on inclusive and innovative teaching and assessment practices for children with disabilities. Influenced by her experience in sociology and her involvement in a collective for anti-oppressive education, she is committed to school justice, recognizing school trauma, and applying critical pedagogies. Indeed, she integrates intersectionality into her special education practice, with a focus on issues related to power relations, gender, disadvantage, and the reproduction of educational inequalities. Her current research focuses on the three-tier education system and its accessibility for the most vulnerable students, the motivation and academic engagement of children with learning difficulties, and their self-determination. Among other things, she is currently developing workshops on the rights of students with learning difficulties, in order to equip them to defend their rights in their educational journey.
Jude-Henri Jeanniton, Ph.D.
Geneviève Ménard, M.A.
Collaborator
Jude-Henri est économiste. Il est spécialisé dans l'économie des affaires publiques et l'économie monétaire. Son expertise porte sur la modélisation théorique et empirique et l'analyse des données. Il est passionné par l'analyse des données et des politiques. Ses recherches sont consacrées à la taxation du capital hétérogène. Avant d’entamer des études doctorales, il a accumulé une grande expérience dans la microfinance, l'économie sociale et solidaire et la formation professionnelle. Il est originaire du Cap-Haïtien (Haïti) et vit au Canada depuis 2013.
Collaboratrice
Geneviève œuvre depuis près de 20 ans dans le domaine de l'éducation, en particulier auprès de jeunes en situation de vulnérabilité. Formée d'abord comme éducatrice, elle a ensuite complété un baccalauréat en adaptation scolaire et sociale à l'Université du Québec à Montréal, où elle a obtenu son brevet d'enseignement. Elle a travaillé en milieu scolaire auprès d'enfants et d'adolescents présentant des comportements qualifiés de déviants, ce qui a nourri sa volonté d'interroger les pratiques institutionnelles en lien avec les besoins des jeunes confrontés à l'adversité. Cette réflexion l'a menée à la rédaction d'un mémoire de maîtrise portant sur les pratiques enseignantes auprès de ces élèves au Québec.Par la suite, elle est devenue conseillère pédagogique, soutenant les équipes-écoles dans la réponse aux besoins des élèves identifiés comme présentant un « trouble du comportement ». Elle y a développé une expertise en différenciation pédagogique, en théories de l'attachement et dans une approche clinique globale, attentive à la « littérature comportementale » exprimée par les jeunes.Aujourd'hui, chargée de cours à l'UQAM et doctorante en éducation et formation spécialisée, elle s'intéresse aux trajectoires de vie souvent marquées par l'étiquetage et certains traumatismes, qui sous-tendent les parcours délinquants de jeunes adultes incarcérés.Geneviève porte un regard engagé et sensible sur l'éducation, animé par le souci constant de voir au-delà des comportements pour reconnaître la valeur et la place de chacun au sein de la société.
