6. Training Community Leaders - II
Training supports
Learning new skills takes time and resources, both of which are scarce for many women in the community. All of the community leaders had children and family responsibilities; all were involved in other community activities already; and many worked hard at part-time or casual jobs, but had very low incomes (see Latin American women organizing). One participant had to withdraw before the training started due to personal reasons (she got a full-time job!). Eleven of the twelve community leaders originally identified completed the course.
We designed the training course with many supports to make it easier for women to participate fully and to complete the training. They were paid out of Mujer Sana project funds for the time they attended classes, and for four additional hours per week so they could study. To facilitate participation of persons with limited economic resources, the hourly wage during training was set at approximately 30% above the Ontario minimum wage ($10 per hour compared to $6.85 minimum wage). Mujer Sana also covered the cost of registration at the university and college, and for ESL testing, (requirement of Carleton University). Trainees received bus passes, and some free parking spaces at the community centre. Childcare was provided on-site for pre-school children during all the regular course sessions, and also for school-age children during the Saturday sessions.
Mujer Sana provided all course materials free of charge, including notebooks, folders, agendas, book bags, and copies of readings. project computers, with access to internet and printing, were available to participants, both during and after regular 'office hours', and those who needed it received help from Mujer Sana staff to learn how to use them. Video and audio equipment and tapes were provided to students without cost, and used for several course assignments, such as practicing interview techniques. The project's resource library (books, articles, pamphlets) also was made available to participants.
The potential students were selected in May, and their training needs assessed in June. English skills were identified as an area that needed support, especially in anticipation of the required English as a Second Language (ESL) test for Carleton University. The project offered those who needed it the opportunity to improve their English skills over the summer, before the course began in September. There was small group instruction, a practice test, and individual coaching for ESL assignments throughout the summer months.
Course scheduling
Most training sessions were held at Centretown Community Health Centre, located in downtown Ottawa, with good bus access and a child-care room. Transportation was organized for site-visits. A few sessions were held on the campus of Algonquin College and at the Carleton University library.
Given the multiple responsibilities of the participants, scheduling had to take into account LHPs' availability, as well as the availability of instructors and rooms at the community centre. Some persons (students and instructors) were able to negotiate adjusted working hours with their workplace for the duration of the course; others had jobs which did not permit any flexibility. Finding mutually agreeable times was not an easy task, and required many compromises. The final schedule consisted of two half-day sessions (one in the morning and one in the afternoon) and one evening session, every week. Four full day sessions were held on four Saturdays.
Instructors were available during pre-determined office hours, and in addition made time available immediately after sessions, and by appointment. They answered questions, helped with assignments, and provided personal support to students.
Bilingualism
The course was developed and delivered in both Spanish and English. The School of Social Work requires that a minimum of two persons be available to assess assignments submitted in a language other than English. Since two instructors were fluent native Spanish-speakers, students had the choice to present up to half of their assignments in Spanish.
The work of the Lay Health Promoters (LHPs) with women in the community requires Spanish. The Hispanic community in Ottawa comes from many different countries. One of the course goals was for instructors and students to work together to develop a consistent vocabulary, and to use technical and health-related terms that would be understood by the majority of the community.
LHPs also work in English: they advocate on behalf of clients with English-speaking service providers and institutions. LHPs also need be able to read health information in English, and participate in project and community meetings. Furthermore, many of the better- paying jobs in Canada require good spoken and written English. One of the course goals was to improve students' English skill levels.
To achieve these goals, both Spanish and English readings and resources were used. English readings were frequently reviewed and summarized in class. The instructors made sure that key information was translated into both languages. Students were encouraged to express themselves in English, but many discussions were held in Spanish. Part of each session was presented in Spanish, to ensure that concepts were being understood. Some of the resource persons who were invited spoke both Spanish and English, and could switch back and forth to respond to questions. A 'class dictionary' was developed, by listing on a flip-chart words that were unfamiliar in English or Spanish during each session.
The instructors provided additional help to all students writing assignments in English, including several chances to correct their work in draft format prior to final marking. Two half-day workshops were added to the course, focusing on improving English writing skills and writing 'academic' papers. Almost all students attended.
