text: the status of women. A well-defined machinery was in place at both the national and the provincial levels, and the Government was continuing to fund over 600 women's organizations across the country to assist in pressing for women's rights. In economic terms, business, labour and Government were all aware that a skilled work-force required inputs from both men and women. The presence of so many cultures in one country also had a catalytic effect. All those involved were well aware that collective efforts would yield the best results. The reasons for shortcomings in services for children were both economic and social. While society was only just beginning to understand the value of children, there was at the same time no consensus in the country on the role of the State in the provision of child care. It appeared, however, that a strategy would be completed before the end of the current Government's mandate. Furthermore, the figures probably failed to indicate the extent of informal child care that wa~ also available. 90, The statistical document Women in Canada would be provided to all members of the Committee. Although the Royal Commission on Reproductive Technologies, which comprised six Canadian experts in various fields, did not include any representative of Aboriginal women, it was supposed to travel widely and receive submissions from many interested groups. With regard to legislation on abortion, no subject could be more divisive. While the majority appeared to support women's right to choose, opinion was evenly divided on the need for legislation. The Government's bill was an attempt to balance very disparate interests. 91. While it was true that Aboriginal women had to be proficient in either English or French if they were to engage in public activities, a number of programmes were in place for the purpose of maintaining native languages. The minimum age for 
analysis: The text discusses various aspects of Canadian society, including the status of women, child care, and legislation on abortion. It also touches on the importance of maintaining native languages. The text does not appear to focus on economic development, natural resources, agriculture, forestry, fishing, transport, communication, international trade, or science and technology. It does not fit under humanitarian aid and relief or culture. Education is mentioned indirectly as a factor in child care, but it is not the main focus.