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Chapter 5 Two sets of information about ABE programs are provided in this chapter. The first $et consists of basic or general information about the programs, their location, who delivers them, whether they are full-time or part-time, and so on. The second set describes the supplementary services provided by the ABE programs. Not all respondents replied to all questions; the number of responses in each category has been specified in the appropriate table. The programs described in the returned questionnaires had a wide variety of names, giving the impression that they were very different from each other. Upon closer scrutiny, those with similar names were often found to be quite dissimilar, While those with different names often had similar objectives. Because it was so difficult to organize the programs into types on the basis of their names, the type of a program was determined through an examination of its name, its objectives when stated, and other pertinent clues (see Table 5-1). Seventy-one percent of the programs are provided in urban areas and 29 percent in rural areas. In urban areas, where more business and industries and government ministries are located, the economic need for functional literacy is greater than in the rural areas. Yet, as was shown in Chapter 2, a lesser proportion of under-educated urban women attend educational programs than do rural under-educated women. Only 13 percent of the programs in the sample existed prior to 1970. As many as 32.8 percent have been created since 1981 (see Table 5-2). |
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