4.4. CONCLUSIONS

When analyzed in relation to the learning and related needs of women (as perceived by ABE providers), the information from the student interviews reveals many similarities and several major differences.

Both students and providers seem to agree that the major needs of women are educational, psychological and financial. An interesting similarity between the two sets of answers pertains to the perceptions of childcare services. Few providers mentioned access to childcare services as a major need of women in ABE programs. Yet many mentioned the lack of childcare services as a major barrier to women's regular attendance in a program. Similarly, no student mentioned access to childcare services as a major need in regard to a program; but the lack of access to childcare was seen as a major barrier to regular attendance.

The fact that both women students and ABE providers do not regard childcare as a major need for women in the programs, but as a barrier to regular attendance, suggests very strongly that neither party perceives childcare as an educational or education-related issue. This service seems to be omitted from their perception of what constitutes an educational program. Such an omission can be understood as a product of a male-oriented educational system which is not designed to meet the learning and related needs of women. Practically speaking, men in society are not responsible for the care of children. Thus, it is not surprising that those within the male-oriented educational system - both the producers and the consumers -- do not regard childcare as an education-related issue.

Women students have already secured such services prior to entry to educational programs. However, if for some reason this service becomes unavailable, they have no alternative source for such services. If a child becomes sick, emergency childcare services are unavailable. The solution to this problem lies in redefining and redesigning childcare services to help under-educated women maintain regular attendance in ABE programs.

Another important difference can be found in the differing perceptions of the major occupation of students. Providers described the majority of women students as "homemakers". Only 6 percent of the 30 students described themselves as such. If providers are interacting with women students as if they were homemakers, and only homemakers. then a communication problem may exist. With respect to the perceived learning needs of women in comparison with men, students and providers expressed different opinions. Almost 50 percent of providers perceive no difference between women and men students. However, 75 percent of students who answered the question felt that there was a difference. Noteworthy is the lack of interest in mathematics and science subjects among the students. Results to be reported in Chapter 5 indicate that few providers have a background for teaching science and none mentioned basic science education as a component of their definition of ABE.