There has been an increasing amount of emphasis placed on antipoverty programs in the past number of years. Some of these programs are aimed at a particular segment of the population and designed to provide skills for unemployed and/or underemployed people. One such program is found in the Interlake area of Manitoba at Selkirk. Set up in 1969 under the F.R.E.D. Agreement, this program is aimed at Indian and Metis people in the Interlake. The program consists of a training program for carpentry, sheet metal work, painting and design. Park furniture is produced at the plant while the clients are in training. This report evaluates the Selkirk program in terms of the benefits that accrue to the individual trainees. Therefore, the program is evaluated in terms of its own objectives. The evaluation consisted of gathering data related to the program's impact on individual's income, employability and standard of living. In addition, data was also gathered on employment history, trainee satisfaction, family situation and the client's evaluation of the program. The data, upon analysis, illustrated that the program had its largest impact on the increase of material possessions. This was followed by the increase of individual's incomes. Another area of strong impact was that of increased employability. An important point to note is that most of the trainees interviewed (19 of 24) were employed immediately after receiving training. Very few held jobs before entering the program. The clients also identified areas of the training program they considered as needing improvement. These areas identified, in order of importance, included longer training periods, more classroom time, more information and instruction in the use of employment services, closer evaluation of trainees entering the program and a dissatisfaction of training allowances paid. It is important to note that the dissatisfaction of allowances was of least importance to clients.

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In recent years, programs designed to promote financial literacy among lowincome populations have proliferated. However, such programs have largely been developed by small community-based organizations operating in isolation from one another. Most have been conducted in absence of guidance explaining how to ensure that the program meets the needs of the target audience. Very few studies have been able to link the program to subsequent increases in financial understanding or improvements in financial behaviors among participants. This thesis serves as a guidebook for community organizations that intend to provide financial literacy training to low-income audiences. The subject is introduced by offering a working definition of financial literacy, a brief overview of the state of financial literacy education in the United States, and a discussion of the importance of financial literacy. The political and social climates surrounding financial literacy are then discussed, followed by a summary of previous research studies that have found financial education to be effective. The subsequent chapters provide financial educators with practical guidance on the program's design, content, delivery, evaluation, and administration. The final chapter provides insights from the fields of economics and psychology. Supplemental resources for financial educators are found in the appendices.