While this project was aimed primarily at investigating the developmental needs of the ACTEW member groups, the research also found that ACTEW students encounter numerous inter-related major problems in traditional training - difficulties that cannot be isolated from one another: lack of childcare, in- adequate ESL training, insufficient academic upgrading, lack of Canadian experience, poor CEIC service, and non-transferable skills from other countries. These are the obstacles which ACTEW programs are successful in assisting students to overcome.

An unexpected finding was that the housing crisis in Toronto, combined with inadequate training allowances, means many disadvantaged women students face hunger and chronic homelessness, as additional serious barriers to their newly-found training opportunities. Another finding was that there is a severe lack of training specific to immigrant women, and especially for native, refugee and disabled women.

However, getting women retrained and/or into nontraditional and new technology jobs does not guarantee them equality. Mandatory affirmative action and contract compliance are necessary to achieve this. This was not the subject of the study but an issue the proposed resource centre must address.

THE ACTEW STUDENT BODY

The majority of ACTEW trainees are disadvantaged women: unemployed (57%), immigrants (42%), welfare recipients (42%), single-parents (42%), native women ( 14%) and young women (14%). Poverty is the norm: 85% of student respondents in this study have incomes less than $10,000 yearly. Yet, despite often severe obstacles, about 2700 women complete ACTEW training annually.

Women learn of ACTEW training mainly by word of mouth, or through open houses. Most programs could duplicate classes easily and still have lengthy waiting lists. One hundred per cent (plus) enrollment is taken for granted, while community colleges suffer declining enrollment.

Standard admission requirements are few by design, to avoid presenting significant barriers to disadvantaged women. Therefore, prospective trainees are judged upon potential to learn, commitment to training, motivation to work and financial need, rather than upon past academic achievement, which most of them lack.

It is not unusual for five women to ask about, and for three women to be interviewed for each ACTEW training seat available. For example, over 700 students applied for 270 seats at Dixon Hall last year. They frequently register for two courses knowing they may not be admitted immediately to either. At Toronto Office Skills Training Project, over half the accepted students have applied at least once before.

Since they can generally neither qualify for nor afford to train elsewhere, disadvantaged women students are desperate for ACTEW programs. This is their only hope for a better future and judging by their marks and job placement rates, it is also their best bet. So they are willing to wait as long as necessary for admission, which is sometimes many months.

The ACTEW drop-out rate is less than 10%, phenomenal considering the numerous disadvantages these students face. Drop outs are reduced drastically by several factors: solid support service, wages or training allowances, training relevant to women's specific needs and personal crisis leave.

STUDENT PARTICIPATION

Student participation is central to ACTEW training - not only encouraged, but expected. This fosters women's assertiveness, instills a sense of community and enables programs to continually adapt to their needs. Nearly 66% of student respondents in this study said they feel totally comfortable speaking up in class because of receptive teachers and small classes. This occurs too, because they are seen, as adults, individuals, workers or employees, rather than as proverbial 'students'.

Trainees were most concerned that this study help future disadvantaged women; that courses be lengthened (especially ESL) and said that government founders have unrealistic expectations of short courses. Since trainee needs were not the focus of the study, they were disappointed not to be asked their opinions about women's unemployment, sexism in CEIC counselors, nontraditional training, and how funding short- ages and meagre training allowances affect their training.