For the interface between an undereducated woman and the administrative structures and practices to work well . . . .

The potential participant must ...

... know learning opportunities exist

... be able to obtain information about learning opportunities
... be able to connect specific learning opportunities to her own specific problems and needs; and to be able to see that a learning program might help solve that problem
... be willing and able to request assistance to become admitted and to be able to find the necessary resources

... be able to plan ahead and to solve whatever problems might be involved at some later time in attending the learning program.

and the service-provider must ...

... provide information about learning opportunities
... provide information in a format suitable to the needs of the potential participant
... provide counselling services to assist potential participants to make these connections
... provide a wide variety of alternative learning opportunities suitable to needs of potential participants
... provide an unintimidating environment and helpful personnel with positive attitudes toward women and undereducated learners; and provide an uncomplicated admissions procedure
... provide a counselling service to assist the potential participant to obtain financial assistance; child care services; and transportation, if necessary.

All this assumes that adult basic education programs must have, as part of their total service to the undereducated learner, integrated auxiliary services: for counselling, information and referral; for assistance in obtaining financial support, child care services, and transportation; and for training administrative and counselling personnel to be sensitive to the needs of the undereducated woman and to be capable of acting with a high degree of empathy toward such women.

If any of these services are missing, their absence can become a barrier to the participation of undereducated women. Too many educational institutions assume that the outreach function is adequately served through advertising, public relations, telephone answering services, advisory committees, and so on. This type of limited outreach does little to reach the undereducated woman nor is it responsive to her needs.

Several educational institutions do support outreach services, but they are invariably for educated women. Those outreach services which do serve the undereducated woman are invariably under-staffed, under-funded and over-worked.


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