6.3.2. Instructors' Definition of Literacy and Adult Basic Education

Providers were asked to describe their understanding of the terms "literacy" and "adult basic education." The majority of them said that "literacy" meant the ability to read and write; and that "adult basic education," meant the three R's (see Table 6-10).

An important difference between the definitions of literacy and ABE was observed. No provider defined literacy in terms of jobs. However, 14 percent of them included "preparation for employment" in their definitions of ABE. Few felt that ABE should be more job-oriented than academic-oriented. A job-orientation in ABE programs would need to include the type of preparation required for entry into non-traditional occupations. However, notably absent from the definitions given of ABE were references to upgrading in the sciences.

A second observation about the difference in providers' definitions of literacy education and ABE pertains to the fact that, where as 60 percent regarded literacy education as involving reading and writing skills, only 5 percent saw this need as applicable to ABE programs. This suggests that ABE providers are assuming that prospective students already have basic reading and writing skills; and that ABE programs, therefore, are post-literacy and pre-occupational programs. A conclusion which might be drawn from these definitions is that ABE programs are targeted, not at those with less than grade 9 education - the functionally illiterate; but rather at that segment of the population which is already literate and which can be easily prepared for occupational training. The data provided in Chapters 2. and 4 tend to support this conclusion.

6.3.3. Pre-set Curriculum

Almost all of the 98 providers answered the question about curriculum employed in ABE programs, more than any other question in the questionnaire. Nearly one-third reported they did not use a pre-set curriculum. Of those who reported using a pre-set curriculum, an equal number use ministry of education curriculum guides and the Laubach curriculum (see Table 6-11 ).