| 1. |
Undereducated women hold attitudes about themselves as
learners and persons, about |
|
learning situations and educational
institutions which are frequently reinforced by the behaviour and attitudes of
service-providers. |
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| 2. |
Service-providers hold attitudes about undereducated
women, and about their own |
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organizational ability to provide services to
these adult learners which are frequently reinforce by the behavior and
attitudes of the undereducated women. |
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| 3. |
Frequently these two sets of attitudes and behaviors are
cyclical and mutually reinforcing, |
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with a Catch-22 built in which locks both sides
into impossible positions and incongruent behaviour. |
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| 4. |
The biggest problem appears to be a lack of awareness on
the part of the service-providers |
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about how their organizational structures,
processes and expectations about adult learners tend to act as a barrier to
undereducated women. |
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| 5. |
The attitudes and values which are explicit or implicit
in every encounter between the |
|
undereducated woman and the service-provider at
every level are one of the most important elements determining whether she
enters, remains and progresses in an adult basic education programs. |