Two conclusions are possible: either the sample of women students is not representative of women in ABE programs; or the sample is representative of women in ABE programs, but such women are not representative of under-educated women. Data provided in Section 2.4 of Chapter 2 and in Section 4.3 of this chapter support the second conclusion.

Table 4-4 indicates that most students enrolled in the ABE program for "upgrading" and "to obtain better jobs". In Chapter 6, data are reported on the definitions used by providers to describe literacy and ABE programs. The reasons for enrolment expressed by the women interviewed seem to correspond most closely to the definition of ABE programs as post-literacy and pre-occupational (see Table 6-10). However, in Table 4-5, the women describe what they would like to be learning as "reading/writing" and "mathematics". These current needs seem to correpond more closely to the definition of literacy programs as basic educational skills, (see Table 6-10). skills which are prerequisites for upgrading to the level required for national training programs and for the training programs themselves.

Further, the needs expressed by the women interviewed for education in reading, writing and mathematics does not seem congruent with the educational attainment levels reported by the women. The expression, "they just passed me through" (see Table 4- 1), may explain why so many of the women who were interviewed, in spite of their reported educational attainment, still felt the need for the basic skills which make up the school curriculum up to grade 8. The combination of these data provides further evidence for the unreliability of grade attainment as an accurate measure of functional literacy, and suggest that ABE programs are of two types in which the first, basic education or literacy, is preparatory to the second, post-literacy and pre-occupational, which prepares women for entry to the job market. This point will be discussed in later chapters.

4.2.2. Childcare Responsibilities

With respect to children, most of the women (n=21) had at least one child, and seventeen had children under twelve years of age (see table 4-2). Only one of these women had a child placed in an institutional childcare facility. Many of the women relied on family members -- frequently a younger sister -- to take care of their children. Native women expressed uneasiness about leaving their children in predominantly non-native childcare facilities. Even those who wished to leave their children in such facilities did not have this opportunity: none of the 5 programs in which students were interviewed had an on-campus or affiliated childcare facility.

4.2.3. Previous and Intended Occupations of Women in ABE Program.

The past or usual occupations reported by the women could all be classified as semi-skilled or unskilled jobs (see Table 4-3). Of those who had future plans for their education (n=24), 15 planned to enter careers in traditional female occupations (clerical, service-oriented); and 7 to enter careers in non-traditional occupations. Only one student reported any knowledge of the non-traditional training seats available for women in the National Training Program.