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A Description and Evaluation of Adult Basic Literacy Education (ABLE)

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A Description and Evaluation of Adult Basic Literacy Education (ABLE) A DESCRIPTION AND EVALUATION OF ADULT BASIC LITERACY EDUCATION (ABLE) PROVISION IN BARBADOS: INDIVIDUAL, INSTITUTIONAL AND NATIONAL GOALS 1990 - 1993 By Elizabeth Veronica Best Dissertation Submitted to the University of London for the Degree of Doctor of Philosophy November 1993 Department of Educational Psychology and Special Educational Needs (EPSEN) Institute of Education University of London 1 ABSTRACT This dissertation aims to describe the provision of adult basic literacy education (ABLE) in Barbados and examine the extent to which ABLE provision has been guided by the goals of participants, institutions which offered it and the government which required it. The empirical research study which constitutes the basis of the dissertation is located within the general field of adult education and the particular area of adult literacy. The data is related to both fields by a review of the literature on ABLE theory and practice from international, Caribbean and local perspectives. Focus is placed on the nature of literacy, as has been conveyed by definitions; and values attached to its acquisition, as have been indicated by declarations of its potential benefits. The descriptive component of the dissertation includes profiles of participants and practice of three ABLE programmes operating in Barbados between 1990 and 1993. The descriptive data was obtained from the responses of students and tutors to structured questionnaires and informal discussions; and from classroom observations made by the researcher from the perspectives of both passive and participant observer. Participants' profiles include personal details; information about their motivation, beliefs, attitudes, expectations and previous learning experiences; and the outputs they claim for the provision. The Profiles of practice cover instructional and interactive aspects of the teaching-learning process including the selection of materials, methods and strategies; type of classroom management and the nature of the relationship among participants. The evaluative component comprises an analysis of the data within a framework of national, institutional and personal goals, a focus informed by the importance which educators have attached to goal-setting in educational provision. The main findings of the research are that in most cases, local ABLE provision was not informed by the goals of the three interests and that ABLE practice often appeared to be directed towards outputs opposed to those goals. The main conclusion is that the impetus of the ABLE programmes was not goals but an internal dynamic informed by local attitudes to education in general and beliefs about literacy in particular. 2 TABLE OF CONTENTS Title Page 1 Abstract 2 Table of Contents 3 Acknowledgements 8 Dedicatory 9 List of Tables 10 List of Charts 10 Checklists 10 List of Abbreviations 11 Map 1. Map of the Caribbean Region 12 Map 2. Map of Barbados Showing 13 INTRODUCTION 14 CHAPTER 1. LOCAL EDUCATIONAL PROVISION: A HISTORICAL SKETCH 20 1.1. Origins: Restricted Provision 20 1.2. Educational Provision: Convention Versus Exigence 24 CHAPTER 2. ABLE: INTERNATIONAL PERSPECTIVES 27 2.1. Introduction 27 2.2. Defining Literacy: Widening Parameters 28 2.3. Refining Literacy: An Extended Metaphor 38 2.4. Re-evaluating Literacy: A Humanising Factor 40 2.5. Applying Literacy: Community Development 44 2.6. ABLE Provision: Extracting Core Elements 48 2.7. ABLE Provision: Facilitating Core Elements 50 2.7.1. ABLE Curriculum 50 2.7.2. ABLE Programme 52 2.7.3. Instructional Materials 52 2.7.4. Instructional Methodology 54 2.7.5. Roles And Relationships In ABLE Provision 58 2.8. International Theory and Practice: Overview 63 CHAPTER 3. ABLE: CARIBBEAN PERSPECTIVES 66 3.1. Adult Illiteracy: A Common Concern 66 3.2. ABLE provision: Varied Responses 66 3.3. Coordinating Regional provision: CARCAE 72 3.4. Code of Good ABLE Practice 76 3.5. Code Confirmed: Regional Consensus 84 3.6. Regional ABLE Theory and Practice: Overview 85 3 CHAPTER 4. ABLE: LOCAL PERSPECTIVES 87 4.1. Local Education Policy: ABLE Provision 87 4.1.1. Philosophy of Primary Education 88 4.1.2. Philosophy of Post Primary Education 91 4.2. Local ABLE Theory and Practice: Overview 107 CHAPTER 5. CASE STUDY: RESEARCH METHODS 119 5.1. Introduction 119 5.2. Research Design 120 5.2.1. The Research Topic 120 5.2.2. Conceptual Framework 120 5.2.3. Parameters of Pilot Study 122 5.2.4. Data-collecting Framework 127 5.2.5. Data Sources 130 5.2.6. Data-collecting Procedures 131 5.3. Questionnaire Design 134 5.3.1. Sequencing Items 134 5.3.2. Embedding Items 134 5.3.3. Rationale for Instruments 136 5.4. Pilot Study 138 5.4.1. Choice of Site and Assistants 138 5.4.2. Assistants' Brief 139 5.4.3. Complications 140 5.4.4. Modifying Instruments 140 5.5. Fieldwork 145 5.5.1. Contacting Sources 145 5.5.2. Collecting Data 149 5.5.3. Sorting Data 153 5.5.4. Analysing and Presenting Data 153 4 CHAPTER 6. CASE STUDY DATA: BARBADOS 155 6.0. Introduction 155 PART 1. PROFILE OF COMMUNITY-BASED PROVISION 159 6.1.1. Profile of Literacy Students 162 Commentary 1. 164 6.1.1.1. Students' Input to ABLE Provision 171 Commentary 2. 172 Commentary 3. 178 Commentary 4. 185 Commentary 5. 190 Commentary 6. 192 Commentary 7. 193 6.1.1.2. Students' Assessment of ABLE Provision 194 Commentary 8. 200 6.1.2. Profile of Literacy Tutors 206 6.1.2.1. Tutors's Input to ABLE Provision 206 6.1.2.2. Tutors' Assessment of ABLE Provision 213 Commentary 9. 213 6.1.3. Overview of Community-based Provision 214 PART 2. PROFILE OF PRISON-BASED PROVISION 216 6.2. Profile of Prison-based ABLE Provision 218 6.2.1. Profile of Literacy Students 219 Commentary 10. 223 6.2.1.1. Students' Input to ABLE Provision 225 Commentary 11. 228 6.2.1.2. Students' Assessment of ABLE Provision 232 Commentary 12. 237 6.2.2. Profile of Prison-based Tutors 239 6.2.2.1. Tutors' Input to ABLE Provision 239 6.2.2.2. Tutors' Assessment of ABLE Provision 244 Commentary 13. 245 6.2.3. Overview of Prison-based Provision 245 5 PART 3. 247 6.3. Profile of Church-based ABLE Provision 248 6.3.1. Profile of Church-based Students 248 6.3.2. Profile of Church-based Tutor 248 6.3.2.1. Tutor's Influence on ABLE Provision 249 6.3.3. Overview of Church-based Provision 252 PART 4. 255 6.4. Composite Profile of Local ABLE Provision 256 6.4.1 Composite Profile of Literacy Students 257 6.4.1.1. Students' Input to Provision 258 6.4.1.2. Students' Assessment of Provision 262 6.4.2. Composite Profile of Literacy Tutors 262 6.4.2.1. Tutors' Input to Provision 263 6.4.2.2. Tutors' Assessment of Provision 265 6.5. ABLE Provision: Related Goals 265 CHAPTER 7. SUMMARY AND CONCLUSIONS 271 7.1. Summary 271 7.1.1. ABLE Provision and National Goals 271 7.1.2. ABLE Provision and Institutional Goals 275 7.1.3. ABLE Provision and Students' Goals 276 7.2. Conclusion 278 7.3. The Case Study: Limitations and Contribution 281 7.4. Issues for Future Research 283 APPENDICES 286 1. Miscellaneous Questions from Brainstorming Exercise 287 2. Pilot Questionnaire (PQA) 289 2.1. Rationale PQA 293 2.2. Charted Responses to PQA 295 3. Pilot Questionnaire (PQB) 300 3.1. Rationale PQB 307 3.2. Charted Responses to PQB 309 4. Pilot Questionnaire (PQC) 316 4.1. Rationale PQC 320 4.2. Charted Responses to PQC 322 6 5. Community-based Students' Questionnaire (CQ) 329 5.1. Summary of Students' Responses to CQ 340 6. Prison-based Students' Questionnaire (PQ) 348 6.1. Summary of Students' Responses to PQ 354 7. Tutors' Questionnaire (TQ) 361 7.1. Summary of Tutors' Responses to TQ 370 BIBLIOGRAPHY 382 7 ACKNOWLEDGEMENTS I am very grateful to the ABLE students and facilitators in Barbados who patiently completed very long questionnaires and trusted me enough to share their experiences with me. I am equally grateful to the authorities at the Glendairy Prison and the managers of those literacy centres who gave me access to their classrooms. For information on the local ABLE initiative I thank Rosaline Corbin who gave me unlimited access to her library. For information on the Caribbean I am grateful to Dr. Patricia Ellis who shared information from the her archives with me; and Mrs. St. John, the librarian at CARNEID/UNESCO who helped me to locate Regional literature. For data on Government policy I am indebted to the very helpful officers in the Ministry of Education and Culture and the Ministry of Justice and Public Safety. My supervisors Professor Hazel Francis and Dr. Judy Ireson have been supportive, thorough and consistent. Their confidence in me boosted my own self confidence. I am very glad that they were assigned to me. Many thanks to both of them. Special mention must be made of the Department of Educational Psychology and Special Educations Needs (EPSEN) and the Institute of Education which provided resources and facilities which were indispensable to me in the process of conducting my research. I acknowledge with gratitude the Commonwealth Scholarship Commission in the United Kingdom for making my studies possible. The following persons provided the impetus for me to complete this study: Rosemarie, Maverick, Mia, Paula, Keith and the Macusi Players, Marlieza, Hubisi and Colin. I borrowed three years from the lives of Anyika and Adeshola, my children. Rather than make me feel guilty they inspired me to continue. To them I am most grateful. Ultimately, I owe everything to Yahweh who sustained me.
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