Advocates for Community Based Training and Education for Women (ACTEW) lists the following barriers in their study on programs for women: "socialization; education; qualifications; role models; support systems, training/re-training; employer attitudes; discrimination; sexual harassment; and working conditions" (6). The Yukon Status of Women Council outlined a number of barriers facing women who wish to enter apprenticeships. These include sexist counseling, lack of guidance regarding training options, transportation problems, poor job search skills, inadequate childcare assistance, and a lack of bridging programs (7).

With respect to trades, technical and operations work, Marcia Braundy has noted that "special measures must be undertaken to ensure that those women who have been denied exposure and prior experience with mechanical tools and materials, are given sufficient orientation training to enable them to develop the skills confidence and background necessary to become successful workers and managers in technical occupations. They must address the other barriers that women experience--the multiple roles women playas workers and care givers; the realities of poverty and childcare responsibilities that circumscribe women's lives; gender stereotyping and women's often limited experience with trades, technical and operational work" (8).

Susan Witter's study of Canada's occupational training system lists the following problems: "fragmented and divided jurisdictions, an emphasis on short-term training, a passive income maintenance role, inconsistent mandates in basic skills training, inflexible training programs, a mismatch of training programs and the needs of the economy, insufficient data on training needs, and the need of the business sector to assume a greater involvement in training" (9).

Similar barriers to training have been identified by the Women's Reference Group and also include: little or no credit for work experience or certification in country of origin; large class size; non-standardized testing; multiple entrance requirements; difficulty obtaining information and/or approval for training from a Canada Employment Centre; and the presence of jargon and attitudes that screen out women interested in re-training (10).

In their work and research on women's access to appropriate and relevant training, the Women's Reference Group, through their Ad Hoc Committee on Transitions Research, have developed the following training criteria. These criteria must be considered essential components in the development and implementation of any training program if it is to adequately meet the needs of women.

1. Training must be learner-centred, use a holistic approach with a broad perspective for economic renewal:
   programs must be based on the needs of those being served while including strategies for women's participation in economic development.
2. Training must incorporate equity and accessibility: including access for all women, whether immigrants, aboriginal peoples, refugees, linguistic and visible minorities and people with all forms of disabilities. Equity includes receiving fair treatment and equal rights.
3. Collateral supports must be provided: these include income, childcare, flexible delivery, specialized learning aids, and transportation allowances, must be provided.
4. ESL or FSL as an integral part of skills upgrading: without these many women are excluded from training programs.
5. Qualification must include prior learning assessment: skills and experience previously acquired, both academic and non-academic, must be recognized.
6. Training must incorporate flexible, accessible, integrated components: the integration of personal development to improve self confidence with required academic components and job related skills are all necessary for successful transition to the workforce.
7. Training must include high quality anti-sexist, anti-racist curriculum, role models and trainers: curriculum must not reflect stereotypes or be discriminatory; trainers and role models should come from diverse populations.
8. Skills should be recognized as portable and transferable: learners should not be required to duplicate training in order to receive recognition for skills and knowledge previously acquired in other locations.
9. Active learning techniques, which involve learners in decision-making and program evaluation, should be used: the accommodation of women's relational learning style and the involvement of students in decision-making and evaluation promotes confidence and improves program effectiveness (11).