Comments were characterized by an extremely high degree of commitment and certain frustrations:

• Because re-entering the educational process presents emotional challenges, both students and their instructor/teachers emphasized the importance of classroom relationships with their instructor/teachers as well as their peer group.
• There were many calls for special, innovative approaches to teaching. Some of these were one-to one tutoring, support groups and a broader curriculum that deals with lifestyle issues (e.g. nutrition) as well as specific literacy. Multi-faceted, holistic approaches were considered to be a must.
• Access issues were mentioned in many instances. Flexible hours were a vital component to the retention of these learners, many of whom have irregular hours through part-time employment.
• Proximity of the program is another key element. Most of these learners do better when the program is near their residence or home community.
• The literacy levels of our senior population are quite low and there were calls for unique approaches to this problem.
• When many of these learners decide to attempt to resume their education, they are not sure where the programs are located. If their first contact is with a program that is beyond their capabilities, frequently no one is responsible to see that they are referred to the appropriate program.
• An important barrier for these learners is lack of social and personal supports:
  • Repeatedly participants reported that Income Assistance staff does not consistently recognize literacy as a legitimate activity for its clients. In some cases it is supported, in others it is not.
  • Many students are unemployed but are not eligible for Employment Insurance (EI) due to the technical requirements inherent in the EI program. Because members of this group are characteristically lacking in personal savings, regular assistance cheques are a must. There is no system in government that has the responsibility for the developmental needs of these potential literacy learners. The myriad of rules and regulatory procedures facing low income Manitobans who need literacy training is mind-boggling.
  • There are other serious barriers including lack of child care, lack of transportation and the need for on site counseling. As an example where child care is available many times it is only through good fortune and the complexities of ad hoc arrangements.
  • There was a distinct cry for support workers to advocate for learners.
  • One submission recommended the establishment of a learning assistance program rather than learning being negotiated as part of an income assistance program.