APPENDIX C

Bridging Programs and Further Training

Under Institutional Training. CEIC purchases BTSD. occupational orientation courses. Job Readiness Training. and language training. The latter is restricted to immigrants. interprovincial migrants and Natives unable to find employment because of lack of fluency in one of the official languages.

Graduates of these courses may be referred to further skills courses. There are some initiatives to link more closely BTSD courses and skills courses. Computer literacy. mathematics and science modules are being developed to meet specific needs of women.

Many trainees follow a progression through various programs. For example. a person could enroll in a classroom course on Introduction to Non-Traditional Occupations, go into a skills course; and upon completion. be hired through an industrial training contract with an employer under WINTO (Women in Non-Traditional Occupations).

Affirmative Action Requirement- Target Numbers of Women

There is a national action plan to promote the participation of women in the National Training Program. This action plan includes the setting of national and regional targets for the number of women enrolled in the various components of the Program. It also includes targets for the proportion of women involved in non-traditional occupations. In Institutional Training. this means that women receive priority for 30% of the seats purchased for training in these occupations.

The special modules referred to above are being developed as a result of this action plan. Special measures are also in effect to increase participation of women in industrial training for non-traditional occupations. Incentive funding is offered to employers by which 75% of the trainee wages are reimbursed as compared to the regular 50% reimbursement.

Education of Employers are Women Trainees or Apprentices

The federal government is not involved in the selection of apprentices. This is the responsibility of provincial governments and of employers. But CEIC has been extensively involved in the promotion of women as candidates for, industrial training, apprenticeship and employment.

Here are a few examples of this involvement.

In 1981-82, there was an extensive publicity campaign directed at employers and at potential women trainees. promoting women in non-traditional jobs.