Adult Basic Education for Women: A Model for Policy Development

NOTE: The separate statements made in this table are meant to be read as if they were part of a cumulative whole. Each separate contributes something to the overall attitude developed. Neither behaviour nor attitudes should be viewed apart from the context in which they occur. The possible interpretations and attitudes suggested may be used by some of the service-providers, some of the time This material is not to be reprinted or cited for publication.

Characteristics of undereducated learners	Resulting behaviour of learners	Possible interpretations by service-providers	Possible attitude of service-providers toward learners
8. If I thought I could do it I'd go for the long-range goal. If I can't get my problems solved I'll have to quit As soon as I get my driver's license I can go off welfare -- that will that be a great day.	may lack perseverance for long-range goals may be unable to plan ahead may be unwilling to do preparatory work may be unable to allocate time, money & energy resources. eg. attendance may be erratic behaviour centered on own immediate needs	limited time perspective impatient expect too much can't be trusted ego-centric and narcissistic	They live only to fulfill their own immediate needs They lack a willingness to defer gratification They are undependable They can't be trusted to make good use of resources so we must dole them out one day at a time They are childish
9. As an undereducated woman, I am a second- rate as well as a second-class person I should be at home where I belong I shouldn't need an education to be just a housewife or a mother or a wife My husband didn't want me to go to school. He wanted to be the educated one. He thought I would start to want a better life for myself.	may not ask for or demand what she needs may not know she has the right to demand anything for herself may drop-out of course when first conflict arises between roles as learner, mother, and wife	doesn't need anything doesn't cause trouble quitter second-rate learner	They don't need anything or they would be demanding it and causing trouble We shouldn't waste limited resources on such people They take up resources and don't accomplish anything

Characteristics of
undereducated learners

Resulting behaviour
of learners

Possible interpretations
by service-providers

Possible attitude of service-providers
toward learners

8. If I thought I could do it
I'd go for the long-range goal.
If I can't get my problems solved I'll have to quit
As soon as I get my driver's license I can go off welfare -- that will that be a great day.

may lack perseverance for long-range goals

may be unable to plan ahead

may be unwilling to do preparatory work

may be unable to allocate time, money & energy resources. eg. attendance may be erratic

behaviour centered on own immediate needs

limited time perspective

impatient

expect too much

can't be trusted

ego-centric and narcissistic

They live only to fulfill their own immediate needs

They lack a willingness to defer gratification

They are undependable

They can't be trusted to make good use of resources so we must dole them out one day at a time

They are childish

9. As an undereducated woman, I am a second- rate as well as a second-class person

I should be at home where I belong

I shouldn't need an education to be just a housewife or a mother or a wife

My husband didn't want me to go to school. He wanted to be the educated one. He thought I would start to want a better life for myself.

may not ask for or demand what she needs

may not know she has the right to demand anything for herself

may drop-out of course when first conflict arises between roles as learner, mother, and wife

doesn't need anything

doesn't cause trouble

quitter second-rate learner

They don't need anything or they would be demanding it and causing trouble

We shouldn't waste limited resources on such people

They take up resources and don't accomplish anything


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