Turning a Male Training
Model into a Feminist One:
Canadian Jobs Strategy Re-entry.

BY LINDA BREAULT

Bon nombre d'éducatrices et d'éducateurs ont critiqué la Planification de l'emploi au Canada, politique décrétée en juin 1985 par le gouvernement fédéral, et lui ont reproché d'être trop rigide, trop à court terme et trop étroitement orientée vers le marché du travail. Ainsi, le Programme de réintégration professionnelle est-il considéré comme répondant avant tout aux besoins des employeurs, et non à ceux des femmes en apprentissage. Est-il possible alors pour les éducatrices féministes de travailler avec ce modèle masculin et, ce faisant, de répondre aux besoins des femmes? Linda Breault décrit deux programmes de réintégration professionnelle qu'elle a co-ordonnés à Kamloops, en Colombie-Britannique, l'un sur l'informatique dans la bureautique, l'autre (toujours en cours) sur les services à la clientèle.

Pour modifier le modèle traditionnel, Linda Breault a recours à des séances de groupes, à des discussions collectives où les participantes partagent leurs expériences vécues et explorent les obstacles à la prise de pouvoir par les femmes, pour arriver à une valorisation personnelle. Elle ne croit pas que pareilles mesures aboutissent directement à donner aux femmes de meilleurs emplois, mais elle est convaincue qu'elles peuvent préparer les femmes à mener une lutte constante pour l'égalité et les encourager à revendiquer plus de pouvoir dans le monde du travail.

Many educators have expressed dismay at the direction of federally sponsored training programs since the introduction of the Canadian Jobs Strategy (CJS) in June 1985. This program, which replaces other federal funding sources, focuses on employment training rather than on skills development or basic education. Direct work placement for undereducated, unskilled and unemployed individuals is emphasized, with less classroom training. Many undereducated women are being referred to the Job Entry/Reentry program of CJS.

Educators have criticized the narrow scope and rigid format and entrance criteria for the program. Many women are excluded. There is little provision for adult basic education, leaving undereducated learners on the outside.

Worse, the narrow focus seems to leave participants little room for setting priorities, for personal growth, for consciousness raising, or for broadening their general knowledge. The emphasis on job-related competencies has been attacked for serving the interests of employers, not those of learners. (See Nancy Jackson's article in this issue.)

Job Entry /Reentry seems to be based on a male model particularly inappropriate for the women learners for whom it is designedimage.

Traditional clerical training communicates to students their subordinate role in production and reinforces the relations of the workplace: it justifies the division of labour. In this approach, students have no space to question and challenge the devaluation of women's skills, the lack of opportunities for advancement and unfair working conditions.

The Re-Entry Automated Business Office Training Class certificate presentation ceremony was held on September 18, 1986 in the College Boardroom. Left to right in the photo are Chairperson Susie Safford, Jackie Butler, Sharon Bentley, Linda Elliot, Diana Hohne, Instructor Joan Ouchi, Sue Oldridge, College Board member Stella Black, Acting President Jim Wright, Herizon Consulting, Coordinator Linda Breault, Julie Carriere, Val Leaf, Linda Mattioli, Peigi Day, Vicki Miller, Janice Kindree, Faye Williamson, and Deane Anderson.

However, with all its flaws, CJS is often the only available funding for institutions to offer training for women. So what is a feminist adult educator to do? Can the model be made to work for women learners?

In developing and coordinating two Re-Entry programs, I have struggled to turn the Canada Employment Center's Canadian Jobs Strategy Re-Entry model into one that can reflect a feminist analysis of education and vocationalism and women's experience.

As a Co-ordinator, I explored ways to intervene in the traditional curriculum model. Such interventions may not increase the pay, status or promotion opportunities of traditional women's work, but I hope they can prepare women for the on-going struggle for equality in the work place and encourage them to seek more control of the work process.

These programs are offered in Kamloops, a middle-sized resource based community with one of the highest unemployment rates in Canada.


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