• Curriculum

It is essential that all programs provide gender specific, culturally relevant, and anti-racist curriculum materials. Where these materials are limited or not available, programs should make it a priority to (advocate for the development of , materials specific to the needs of their students.

All curriculum materials developed within a program or by outside interests should be evaluated by relevant cultural and women's interest groups before publication for sexist and/ or racist content and tone.

Special funding should be advocated and allocated for writing adult literacy and basic education curriculums that could be used for women's studies/feminist studies. This curriculum should reflect the diverse reality of women's lives and the history for struggle in Canada and around the world. This would include the reality of women who live in rural and remote regions, who are poor and working class, who do not have a Euro-Canadian background, who have limited levels of education, who have been medically, psychologically, and intellectually labeled in a variety of ways.

The ideal curriculum does not require homework as it is an undue burden for women who often have paid work as well as family care responsibilities.

• Program-based action research

In order for women's experiences within particular programs and communities to be investigated, understood, and acted upon in significant ways, those who work in the field of adult literacy and basic education must allocate resources to program-based activities that will explore and meet different women's needs.

Action research, including participatory action research, must be supported as an effective way to both develop and evaluate adult literacy and basic education programs.

In particular, all those involved in research development and funding should work toward program-based research that would focus on concrete examples of how the recommendations from this project might be implemented in a variety of settings.

Recommendation:
Provision of support services

We must all acknowledge the importance of a holistic philosophy of education, particularly in relation to women involved in adult literacy and basic education programs.

Program workers must be given the time and resources to do outreach with women's services and agencies within the community. Women cannot work on reading, writing, and math separate from receiving information about such things as public health, the justice system, incest survivor groups, shelters for the homeless, transition houses for women in violent relationships, family planning, food banks, and children's aid.