Limitations of the Information

In this section. the difficulty encountered in locating adequate and/or comparable data is outlined briefly. Since the study consists of a secondary analysis of existing data, it was not always possible, for example, to locate data which:

• gave direct comparison by the years required for the study
• were divided by gender
• were derived from the same question in two consecutive surveys
  (e.g., two Census years).

Education

Adequate documentation of gender segregation in the following areas is either spotty, inconsistent or non-existent across Canada and within provinces:

• high school course enrollment
• community college course and program enrollment
• apprenticeship enrollment
• part-time community college course/program/vocational training enrollment
• employer paid, in-house training enrollment
• employer paid, external training enrollment
• pre-employment/pre-apprenticeship training enrollment
• participation in Continuing Education.

Thus, it is not possible to determine the true extent of sex-segregation in education or to have adequately informed input into the development of local, provincial or federal public policy on this issue.

One major reason that it is critical to obtain this information is that sex-segregation in education perpetuates sex-segregation in the workforce.

Further in-depth study of institutions and more qualitative studies of the processes by which career choice is made Are essential to the future development of public and private policy concerning equal access to education. This has been recommended repeatedly by the Canadian Congress for Learning Opportunities for Women, the National Action Committee on the Status of Women, and in such papers as Jane Gaskell's, "Education and Career Choice".*

Training

Training data, except for programs funded under the National Training Act (Employment and Immigration Canada) are almost entirely absent. Information on the amount spent on training, what types of programs are being funded, the gender of those who are funded and who the funders are is likewise difficult to obtain.

Information on other types of adult education is also difficult to locate but one recent and comprehensive report** was found and used in this study. While this report is important, it provides data for only one point in time. In addition, the designation of courses as "personal interest" or "job-related" and the collapsing of course types as "personal development" and "hobby" are questionable.

For example, Devereaux reports that women (even when employed) do not take as many job-related courses as men. Yet, it is possible that Assertiveness Training (defined as a personal interest course in her study), may be viewed as an important part of job preparation by many women.