7.5. MATERIALS

Most instructors use textbooks and workbooks. Few textbooks are designed to meet the educational needs of under-educated women. Many instructors reported that women were often portrayed in traditional roles in the materials. Many instructors also use materials that they have made themselves and "anything that I can find," even though materials development is not their official responsibility. As with program content, instructors have considerable control over the materials used in ABE programs. Few ABE programs use computers. However, many providers commented that the use of this technology should be increased in ABE programs.

7.6. RECOMMENDATIONS

7.6.1. General

1. That a national policy to eradicate functional illiteracy among Canadian adults be instituted, that this policy address the specific learning and related needs of women, and that women's groups be consulted in the development of this policy.

2. That increased funding for adult basic education (ABE) be made available by both provincial and federal governments to support the following programs and services for women:
   
      .development of a wide range of ABE programs;
      .provision of support services;
      .professional development for instructors of ABE programs;
      .curriculum development; and
      .materials development.

3. That communication links be established among providers of ABE programs for women, providers of support services, and those responsible for occupational training programs.

4. That ABE program directories for each province and both territories be compiled immediately and that these directories:
   
      . be available to anyone in any part of Canada.
      . be provided in an accessible format, and
      . be updated on a regular basis.

7.6.2. Program Delivery

1. School boards and community colleges should continue to provide ABE programs for women. The membership of committees charged with making decisions about such programs should include women adult educators and adult women students.

2. Alternatives to institutionally provided ABE programs should be encouraged. For example, literacy groups, community and voluntary organizations should be encouraged politically and assisted financially to provide programs for under- educated women.

3. It is extremely difficult for adult women with jobs and children to pursue their educational goals within a time schedule designed for children and young adults. Measures must be taken to provide flexible time scheduling of programs for women.

4. Appropriate financial support should be available to women who want to upgrade their education during a full-time program. For example, a guaranteed income and access to free or low-cost childcare could be made available to women who are upgrading their education on a full-time basis. Subsidies should be made available to those who want to attend part-time programs.

5. The provision of supplementary services to women in ABE programs must be developed especially childcare, transportation and counselling services and support services necessary to assist women to enter training programs and the labour force. Supplementary services should be available not only during the day, but also during the evenings (and weekends, when necessary).