Access for Women
Women's access to learning is constrained by limited time due to family and work commitments and, in many cases, by social expectations and limited finances. For many, distance from educational providers and lack of local programs are barriers because women typically are less able to move or travel to locations where programs are available. Limitations in previous education can also present challenges, notably in language, math and science.

The job market rationale for education traditionally did not apply to women whose education would be "wasted" if they opted to raise a family instead of joining the workforce. We probably all know families who invested heavily in their sons' education, encouraging their daughters to finish their formal studies quickly and acquire useful skills (like typing, or training in nursing or education) so they would have something to fall back on if marriage did not provide lifetime economic security.

In addition to the above women who may be seeking a "second chance" at learning, there are others who want to pursue further qualifications and/or obtain job related skills. There are also those who regard nonformal learning as a lifeline when dealing with personal, social and community issues. For all of these women, access is an important consideration.

Women's access to learning through part time and flexible programs
Many women accommodate learning within the other demands of their lives by taking advantage of the flexible arrangements offered by part time, open and distance education. Statistics Canada reports that almost 200,000 women were attending university part time in 1992-93, accounting for 63% of part time undergraduates. Moreover, 60% of women students aged 25 to 29 were part time learners, and 87% of women students aged 40 to 44 studied part time.³ As well, women account for between 60 and 70% of the 400,000 distance learners in Canada.

Women's high use of part time and flexible learning clearly demonstrates that many women need flexibility of time and/or place for learning. At present, it does not appear that the new technologies playa major role in increasing access for distance learners. In 1994, only 19% of the 400,000 distance learners were using an information technology-based medium, such as teleconferencing, the Internet, or multi-media. This means the majority were using print, video and audio materials and telephone communication.⁴ However, many educational providers are exploring the use of new learning technologies, and, in some cases, there is special funding for their use in pilot projects while there are cuts to funding elsewhere. This raises the possibility that the use of new learning technologies, because of limited availability, high cost, or displacement of more flexible programs, could in fact reduce access to learning for those who are most dependent on part time and flexible programs.

Educator Provision of Access
Another expectation that has shaped our understanding of access is that the educational provider has some responsibility to provide access, especially to learners in remote areas. In the early part of this century, many provincial education departments set up correspondence education systems to enable children to learn at home. Many of these programs are still going strong, serving younger students in remote areas, those who choose to study at home and, increasingly, some adult learners who want to complete elementary or secondary school programs.

This expectation goes beyond the level of compulsory education. Universities with a mandate to serve an entire province, such as the Universities of Saskatchewan and Alberta, set up programs in their early years to provide access both to formal and nonformal learning. The University of Saskatchewan, for example, took The Good Farming Train to community railway sidings, providing nonformal education in farming practice and home economics.

A number of other post secondary institutions offered formal courses by correspondence, in which learners followed a written program of studies and communicated with their instructor by letter. These programs were often the only option for learners, because of remoteness, disability, lack of funds, or family commitments, and no doubt were challenging and often isolating experiences for individual learners. Nonetheless, many people successfully completed their qualifications in this way.

Many of the early correspondence programs provided a basis for developments in distance education. In recent decades, systems have been enhanced by improved materials, more learner support, and use of a broader range of instructional approaches and media. The new technologies and systems should not provide less access than those already in place. The old systems can serve as a benchmark for the new ones.