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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.
RECOMMENDATIONS
The major recommendations of this report are:
General
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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.
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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.
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That communication links be established among providers of
ABE programs for women, providers of support services, and those responsible
for occupational training programs.
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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.
Program Delivery
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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.
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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 undereducated women.
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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.
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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.
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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).
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