Table 6-13: Distribution of Responses about Criteria Used to
Determine Program Content

 
Criteria for Content Number % of Responses  

 
Student's skills 37 25.0%
  Student's personal needs 28 19.0%  
  Institutional guidelines 19 13.0%  
  Ministry of Education guides 18 12.0%  
  Instructor's experience 13 9.0%  
  Program philosophy 11 8.0%  
  Requirements for entry to higher education programs 10 7.0%  
  Community needs 5 3.0%  
  Public school curriculum 2 2.0%  
  Time available 2 2.0%  



Table 6-14: Distribution of Responses about Control of Program Content

 
  Decision Maker Number % of Responses  

 
Instructor 50 34.0%
  Instructor and Students 39 27.0%  
  Program Sponsor 19 13.0%  
  Program Funders 12 8.0%  
  Special Committee 10 7.0%  
  Students 9 6.0%  
  Other 7 5.0%  

6.4. MATERIALS

6.4.1. Materials Used in ABE Programs

Providers were asked to identify the kinds of materials used in the programs. Twenty-six of them reported using textbooks and workbooks (see Table 6-15). The second most used type of materials was "any I can find" and teacher-made. The third most popular sources were Laubach literature, newspaper and magazines. Only 3 percent reported using materials provided by the ministries of education.

Instructors tend to use textbooks more than any other kind of materials. By and large, textbooks are not written for under-educated adults, much less under-educated women. Textbooks aimed at persons with less than functional literacy skills are usually targeted at young children and adolescents, and are not adequate for under-educated women. It is no coincidence, perhaps, that the second most widely used materials fall into the categories of "anything I can find" and teacher-made materials. Yet, few providers described materials development as part of their official job description or responsibilities (see Table 6.8)



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