6.4.5. Non-Print Materials and Resources

Use of Computers in ABE Programs

In the majority of ABE programs no use of computers is made (64.1 percent). However, of those who did choose to comment on the lack of computers in their programs, 94 percent said there should be computers in ABE programs. The responses do not indicate how computers would be used in classrooms.

In contrast to their use of computers, providers make extensive use of films and other audio- visual resources and hardware 177 percent). Many of them arrange field trips for their students 155 percent).

6.5. CONCLUSION

There is a need for more ABE instructors with a science background. Those with such a background need to be trained to teach basic science to adult women.

With respect to curriculum, there seems to be a need for at least some guidelines for developing program content for women in ABE programs. The major participants in the development of such guidelines should be the instructors in consultation with women students.

A similar conclusion can be drawn with respect to materials. There is a definite need for more ABE materials of relevance to the skills level and personal and social needs of under-educated women. Since instructors have already taken the initiative to produce some of this kind of material, they would be invaluable in future development of the same.

ABE instructors were not given the opportunity to report on the nature and extent of professional development activities available to them. Data reported in this chapter suggest that such activities could be developed in relation to: working with under-educated adult women, the development of curriculum materials, teaching basic science and mathematics skills, and the use of computers in ABE programs.