Respondents were asked to report on whether they had knowledge of or used any curriculum specifically designed for women. The majority reported they had no knowledge of such a curriculum. Many of them expressed a desire for information about such a curriculum if it existed.

In chapter 4 (section 4.2.1), the point was raised that adult basic education appears to encompass two types of programs: basic literacy and post-literacy or pre-occupational programs. If two different types of programs do exist, then it seems logical to assume that basic literacy programs address educational goals and issues which are different from those of post-literacy programs. Therefore, the curriculum of each should vary accordingly. While both might focus on reading, writing, mathematics and science, basic literacy would need to focus on helping students develop basic skills while post literacy programs would need to focus on helping students to use these skills to reach the academic level required for admission to occupational training programs and to find and hold jobs.

In chapter 4 (section 4.4), it was noted that the providers of adult basic education programs do not appear to view support services such as childcare, transportation, and counselling as part of an educational service. A curriculum which is appropriate for under-educated women should view support services as integral components of the curriculum rather than as ancillary services to be provided by someone else.

The development of curricula to meet the varying needs of under-educated women in basic literacy, post-literacy and pre-occupational programs is an issue which should concern both administrators and instructors.

6.3.4. Teaching Format

The teaching format most used by instructors involves one-to-one teacher student interactions. With the exception of education by correspondence, the least employed format is that of large class teaching (see Table 6-l2). The latter is also one of the least preferred by students.

Two observations can be made from Table 6-l2. First, although instructors use the one-to-one format more than the small group format, many of them prefer the latter to the former.

Second, they do not consider distance education (including correspondence education) appropriate for ABE students. If the instructors are equating distance education with correspondence education, then this opinion probably reflects the reliance of correspondence education on reading and writing skills. However, distance education also includes the use of radio, television, telephone, and computer-mediated interactions between instructor and students. The opinion expressed that distance education is inappropriate for under-educated adults may reflect the instructors' lack of knowledge and experience in using various forms of media to interact with learners. Further, any instructional technique which introduces under-educated women to the use of computers in the classroom will have a long-term benefit in helping them prepare for technological occupations. This is a point that should be taken into consideration by those who are developing educational resources for use in ABE programs. On the other hand, given the women students' earlier emphasis on their psychological needs (self-confidence, assertiveness training), distance education may be too impersonal for them.