Recommendation:
Policy analysis and development

• Inequities in education systems

Everyone involved in the field of adult literacy and basic education must work toward understanding the inherent inequities of our education system, inequities that are supported by federal, provincial, and municipal education policies. We must work toward establishing a bureaucracy and policies that reflect the needs and values of the women who live and work in each jurisdiction. This is not a process that will ever be completed. It must be ongoing and it must take into account differences among women and between different regions of this country.

Those involved in policy analysis and development must acquaint themselves with the diverse reality of women's lives. They must listen and pay attention to the stories told by women who currently participate in adult literacy and basic education programs, or who might be able to participate if programs were appropriate, affordable, and accessible.

After acknowledging the diverse reality of women's lives, policy analysts and policy makers must either accommodate that reality in policy or explain that they are unwilling or unable to do so. In either case, they must be willing to make it clear that adult literacy and basic education programs must be changed if they are to meet the needs of women students.

• Funding

Funding for adult literacy and basic education programs must match the political rhetoric which claims these programs are a priority. It must be adequate, long-term, and stable.

Funding of established programs must not require justification year after year. Adult literacy and basic education should not be treated as a "project." It is a right, similar to youth education. This is particularly true in a political climate that holds individuals accountable for their employability.

Funding for adult literacy and basic education programs must cover the actual costs of adequate space, resources, and staff. As outlined above, the provision of adequate resources includes a consideration of equitable fees and training allowances, childcare, transportation, curriculum development, outreach to community services and agencies, professional development, and coalition building.

Funding must recognize the diversity of programs needed to meet the needs of adults who want or need to work on their reading, writing, and math skills and otherwise upgrade their education. In particular, woman-specific and small group programming must be recognized as core requirements, not special projects.