What is the impact on our programs? Practitioners and learners work together to build individualized learning/training plans when learners enter programs. It has been communicated to the literacy field by our Ministry of Training, Colleges and Universities (MTCU) field consultants that this process should take approximately six to eight weeks. Learning plans must include end dates from the outset, dates that learners and practitioners often find they have to renegotiate when reviewing progress.

This raises questions and suggests a need to develop a more complex understanding of goal setting and the obstacles:

• Should timelines be more flexible and how would this impact program accountability?
• Before requiring learners to set timelines, would giving learners more time to experience learning successes help build a positive learner identity, help address their fear of failure and hence promote a willingness to set realistic end dates?
• What other types of practices might work better in recognizing the complexity of learning and the obstacles learners face?

Studies on learner retention and transition describe the importance of examining and making explicit the educational assumptions both learners and practitioners hold. They encourage open discussions with learners about their fears and concerns about their capabilities. The fact that many of the learners we spoke with (regardless of the length of time in the program) cited fear of failure as factor in considering timelines suggests these discussions need to be on-going.

C. Impact of violence

Although we as practitioners are aware of the issues of violence, it was still overwhelming at times to listen to or read of learners' stories of past physical and verbal abuses. It reminded us of how prevalent violence is in society and its impact on learning. Learners described violence from past school days and sometimes implied experiencing violence in other parts of their lives, for example at home, in an institution or out in the community. They spoke of the negative messages and labels they had to endure when young about their learning capabilities. The depth of their embarrassment, shame and fear had a profound impact on how they viewed themselves as learners. (Horsman, 1999) They came to their literacy programs with negative preconceived notions of what to expect.

One indicator of progress for these learners was their ability to speak in a group both in their programs, at home and out in the community without being afraid. Feeling safe, brave, proud and less anxious were other indicators of progress. Learners told us their program environment was a critical factor in changing their attitudes about their learning context and their ability to learn. An environment that was safe, welcoming and accepting and that allowed them to bring their whole self to learning was important in supporting them to overcome fear.