Among the exceptions:
 
• Those who plan to take a program view childcare as very important and are not concerned it might be too late to learn.
• Women are somewhat more concerned than men about money problems and cite cognitive/emotive concerns more often than men.
• Female single parents cite money concerns more than any other group with children in the household. They are also most concerned about the distance of the program.
 

Preferred programs and locations

Those who state they might take a program in the next five years show strong interest in studying one-on-one with a tutor and small group sessions of 5-10 students. While just under a third are extremely interested in using the Internet to take an upgrading program, an almost equal number are not at all interested in the Internet option.

Among those expecting to take a program, a classroom in a local school, college or university is the preferred venue. All interviewees express a strong dislike for holding upgrading programs in public settings such as coffee shops, restaurants and pubs.

About a third of interviewees who have thought about taking a course are uncomfortable with the idea of their workplace or local church as a program location.

The challenge

The fact that there are a great many people who need help with literacy is not in doubt. The question to be answered is how best to reach and motivate them.

We know that 60 per cent of this study group have considered upgrading; 60 per cent are aware of programs in their communities, and 60 per cent indicate a need for improvement in at least one skill area.

Why then are only 2.0 per cent thinking of taking a course, and what we can do not only to increase this number but ensure they follow through and succeed"?

Suggestions for Action

To Policy Makers

Help remove financial and family barriers to upgrading by:

 
• providing ways to mitigate financial problems such as the provision of income replacement programs and offsetting expenses.
• providing solutions to family responsibilities that include provision of childcare and eldercare and the potential for participation by families.
 

To Employers and Unions

Help remove work-related barriers by:

 
• supporting efforts by employees and members to improve their skills and rewarding them for success.
• negotiating terms and conditions of employment that make it possible and realistic for employees to engage in upgrading programs.
 

To Literacy Field

Help remove cognitive/emotive barriers to upgrading and improve the appeal of programs by:

 
• acknowledging the nervousness and anxiety felt by adult learners, suggesting ways to reassure them, and emphasizing success.
• dispelling myths and explaining exactly what classes, learning groups, or tutoring are like, who the learners and teachers are, and what kinds of materials are used.
• ensuring the provision of one-on-one learning and learning in small 5-10 person groups in classrooms in educational institutions.

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