INSTRUCTORS

Under-educated women need to learn to read, write, and do simple arithmetic. They also need to acquire knowledge in such areas as mathematics and science in order to have meaningful access to the technical, non-traditional occupations, for which there is growing economic demand. The majority of ABE instructors in the survey do not have a science degree. Many tend to have a degree in education or in the general arts at the bachelor level. This is a problem with respect to the teaching of science to under-educated women. ABE instructors need skills in teaching the science and mathematics education required by the women. It is this kind of education that the women urgently need if the range of occupations accessible to them is to be expanded.

CURRICULUM

The under-educated women included in this survey described themselves as students and unemployed persons. As students they need and want to learn the three R's; as unemployed persons they need to acquire job-related skills such as knowing how to look for a job, how to fill out job application forms, how to read their pays lips , and so on. These, too, are basic educational needs of adults in society. Clearly, the three R's are not sufficient for under-educated adult women.

The major focus of ABE programs is reading and writing, followed by basic mathematics. This is compatible with the providers' definition of ABE as education which provides the three R's. Yet, as has been pointed out repeatedly in this report, under-educated women need more than this. They need to be aware of the declining demand for traditional female jobs and the growing demand for technical, non-traditional occupations. They need to be encouraged to enter these occupations, and to acquire basic training in science. No respondent mentioned a basic knowledge of science in her definition of ABE.

There is no ABE curriculum for women. One is needed. Data were provided in this report which support the position that adult basic education comprises both basic literacy and post-literacy or pre-occupational programs. Each type of program appears to require a somewhat different curriculum and both should incorporate support services - childcare, transportation and counseling - as an integral part of the educational program and curriculum.

MATERIALS

Most instructors use textbooks and work- books. Few textbooks are designed to meet the educational needs of under-educated women. Many instructors reported that women were often portrayed in traditional roles in the materials. Many instructors also use materials that they have made themselves and "anything that I can find," even though materials development is not their official responsibility. As with program content, instructors have considerable control over the materials used in ABE programs. Few ABE programs use computers. However, many providers commented that the use of this technology should be increased in ABE programs.