Programs must enable women to gain access to a variety of options:

• assessment of prior learning,
• career planning and labour market analysis,
• accredited academic upgrading,
• pre-trades and pre technology skills,
• personal development and support,
• entrepreneurial and business skills, and
• job search strategies and work
  
  
  

Need for sequential transition steps

Both pre-employment and employment programs must provide marketable and transferable skills that lead to progressive learning and access to meaningful employment. Emphasis must be on work-related training in the emerging knowledge-based and technical occupations, apprenticeship, management, and occupations where there is potential for "career laddering." (Career laddering is the sequential accumulation of learning and skills from each employment opportunity to meet the qualifications and skill requirements of higher levels of employment.)

Basic education, literacy, numeracy, training in English or French as a second language, and career education and counselling are fundamental to the successful development of the labour force. A framework of national training standards would ensure a move toward higher-quality, longer-term sequential training for women. Training must be structured so that individuals are able to progress from basic education and skills training to higher level occupations and courses, with as few interruptions as possible. Based on principles of access, equity, the right to basic education, the recognition of skills, quality, accountability, and the integration of training with economic development, national criteria are a means of ensuring coherence and equal access for people all across Canada.