All those who work in adult literacy and basic education must be willing to provide women with opportunities to enhance their learning by exploring and implementing a variety of woman-positive activities. Those involved in program, professional, and policy development must be able to argue that providing activities that are positive for women does not result in a situation of inequity, although it may reduce the unfair privilege of men. At the same time, they must acknowledge the possibility of passive, active, and potentially violent resistance whenever anyone threatens the status quo, and must accept responsibility for acting in ways that provide some measures of safety.

Programs must either be free or fees must be linked to women's ability to pay. They should include training allowances wherever possible - especially when equivalent programs developed for men include training allowances. Childcare needs must be accommodated if women are to have access to adult literacy and basic education programs, and programs must take into account women's access to transportation. Programs must provide appropriate space for women's learning. It must be space that allows for privacy since removing barriers to women's learning often involves discussing past and current abuse.

It is essential that all programs provide gender specific, culturally relevant, and non-racist curriculum materials. All curriculum materials used or developed should be evaluated by relevant cultural and women's interest groups for sexist and/ or racist content and tone. Special funding should be allocated for writing curriculum that could be used for women's studies/feminist studies. Ideally, curriculum that does not require homework should be available for women who often have paid work as well as family care responsibilities.

• Program-based action research

In order for women's experiences within particular programs and communities to be investigated, understood, and acted upon, resources must be allocated to program-based activities that will explore and meet different women's needs. Action research, particularly participatory action research, must be supported as an effective way to both develop and evaluate adult literacy and basic education programs.

• Provision of support services as a part of holistic education

The importance of holistic education, especially for women, must be acknowledged by allocating sufficient time and resources to do outreach and provide information about women's services and agencies within the community.

• Professional education and development

Professional development must enable people involved in adult literacy to reflect on and analyze administrative, teaching, and counseling practices from the perspectives of the different women who participate as students, as volunteers, as practitioners, administrators, and board members, as well as from the perspective of women who are not participating. Given the experience of the women who took part in this action research, facilitating practitioners' reflection, individually or in groups, must be made a priority by programs and by those who fund research and professional development.