Train-the-trainer programs for those who work in family literacy programs, workplace, Native programs, and employability enhancement programs must include the perspective of the women who participate, and women who are blocked from participating, in these programs. We must advocate for and allocate resources to train-the-trainer programs for those who work primarily with women and for those whose programs are not adequately serving women.

• Coalition building

Adult literacy practitioners usually work in isolation and their professional and political experiences are often fragmented. Those interested in women's experiences need to meet with others who both share and challenge their perspectives. Coalitions and organizations must include students.

• Policy analysis and development

Everyone involved in the field of adult literacy and basic education must work toward understanding the inherent inequities of our education system, inequities supported by governments' education policies. We must work toward policies that reflect the needs and values of the women who live and work in each jurisdiction. This must be on-going work.

Those involved in policy analysis and development must acquaint themselves with the diverse realities of women who participate in programs, or who might participate if programs were appropriate, affordable, and available. After acknowledging the diverse reality of women's lives, policy analysts and policy makers must either accommodate that reality in policy or explain that they are unwilling or unable to do so.

Funding for adult literacy and basic education programs must be adequate, long-term, and stable to match the political rhetoric that says these programs are important. Established programs must not require funding justification year after year as if they were temporary projects. Women-specific and small group programming must be recognized as core requirements, not special projects. At the same time, funding should not be restricted to pre-selected groups of participants, such as recipients of social assistance or unemployment insurance. This works to the detriment of women.

Funding must cover the actual costs of adequate space, resources, and staff. The provision of adequate resources includes equitable fees and training allowances, childcare, curriculum development, transportation, outreach to community services and agencies, professional development, and coalition building.