5. Participation: determining who can attend.

• What is the upper limit of the number of participants?
• How can you ensure the numbers are fair?
• How will it be decided who attends the program (if there are more applicants than places) and who gets put on a waiting list? Ideally, those with the greatest need should have priority, but this needs to be reconciled with operational requirements.
• How do you ensure that all sectors are represented?

6. The work cycle: how to access programs at different parts of the cycle

Many collective agreements provide access to basic skills programs only at a time of lay-off or other major job disruption. Workers need on going access to basic skills programs. The union should try to ensure that the collective agreement provides access to programs:

• During the course of regular employment.
• As part of apprenticeship programs.
• As part of upgrading programs.
• As part of lay-off or workplace closure programs.
• As part of a further education program.
• As part of a computer skills program.
• As part of a sabbatical or educational leave program.

7. Logistics: when and where should training be given?

It's important to include some idea of when and where the program will be delivered in your proposal. Give careful consideration to the location and times to ensure maximum participation.

• Take into account the needs of workers on different or rotating shifts. You might have to offer the program more than once a day to deal with shift changes.
• Delivery of the program in a location that is not private or is inconvenient may act as a barrier to attendance.
• Offering a program in the evenings or after work may prevent many women and some men from attending unless there is help with child care and transportation.
• Offering a program which conflicts with overtime may lead to a poor turnout.