Chapter 1

INTRODUCTION

1.1. THE NEED FOR THE REPORT

As an organization dedicated to improving learning opportunities for women in Canada, the Canadian Congress for Learning Opportunities for Women (CCLOW) is concerned about the extent of functional illiteracy among women (24.1 percent) and the very low school attendance (2.0 percent) of under-educated women. As individuals, these women need to improve their education in order to participate independently in the day-to-day activities of society, to obtain better paid employment, and to participate in the National Training Program. It is imperative, therefore, to ask the question: why is only 2 percent of the under-educated female adult population participating in educational programs? Two hypothetical but plausible answers to this question are suggested:

• the educational programs provided for under-educated adults are not meeting the needs of under-educated women; and

• certain factors are preventing the majority of under-educated women from attending the educational programs provided for them. These factors can be related to the women, the programs, the culture within which the women and programs are located (and so on).

Both of the above assumptions underlie CCLOW's decision to conduct a survey of adult basic education (ABE) programs in Canada. Also underlying this decision is the fact that no empirical study of ABE programs in Canada has addressed specifically the adequacy of such programs for women.

While there have been national and provincial surveys and studies of ABE programs in Canada (Thomas, 1983; CAAE, 1982; MacKeracher, 1979), only one of these surveys appears to have focused on the adequacy of the present provision of ABE in Canada for women (MacKeracher, 1979). Thomas (1983) addresses the extent of illiteracy in Canada and the provision of ABE programs. Her analysis focuses on the general adult population. Scant attention is paid to women in this study. The CAAE (1982) survey of adult education programs and adult learners' needs pays very little attention to ABE programs and women who require them.

MacKeracher's study, Adult Basic Education and Women (1979) addresses the question of the extent to which present provision of ABE programs in Canada meets the needs of under-educated women. MacKeracher provides an excellent description and analysis of the issues involved in the present provision of ABE as it relates to women. Her work is a qualitative one, based on her examination of the literature and various policy documents.

Three other studies provide additional information on the general educational needs of women. A thorough review of the literature on the learning needs of women and the barriers to their participation in formal education programs has been done by Davie et al (1978). This review summarizes over forty international studies. Avedon et al (1979) conducted an empirical survey of the learning needs of women in the Waterloo region of Ontario. MacKeracher (1978) examined the learning needs of Canadian women in educational programs in general and the barriers to their participation in such programs.