Basic Skills, Preparation for the GED, and English as a Second Language. Workplace Literacy Quarterly Report.

Institution	Prince George's County Board of Education, Upper Marlboro, MD.
Titel	Basic Skills, Preparation for the GED, and English as a Second Language. Workplace Literacy Quarterly Report.
Quelle	(1989), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Programs; Adult Students; Employer Attitudes; English (Second Language); High School Equivalency Programs; Labor Force Development; Literacy Education; Nonschool Educational Programs; Program Development; Program Effectiveness; Program Implementation; Second Language Instruction; Student Attitudes; Workplace Literacy; Maryland + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Arbeitgeberinteresse; English as second language; English; Second Language; Englisch als Zweitsprache; Arbeitskräftebestand; Programmplanung; Fremdsprachenunterricht; Schülerverhalten
Abstract	Since September 1988, the Prince George's County (Maryland) Board of Education and the area's Private Industry Council have worked together to provide literacy-enhancing classes at worksites for persons in the county whose jobs represent 15 different employers. These employers have recognized the problems of workers with poor literacy and deficient basic skills, and they have chosen to attack the problem by providing educational opportunities at their worksites. Almost 400 employees participated in various types of adult basic education (ABE) classes supported with federal funds. Of these, about 54 percent were taking high school equivalency programs, 23 percent were in ABE classes, 18 percent were in English-as-a-Second Language (ESL) classes, and about 6 percent were studying for their General Educational Development (GED) diploma. Teachers used any materials they found appropriate, and also developed materials specific to some worksites. The classes initially ran for 40 hours. The project facilitator and counselors regularly visited classes to make students aware of help available. After 40 hours, some classes stopped because they had attained their goals, while others continued enthusiastically and also added new students. (Descriptions of the individual classes held at the various worksites and handwritten comments from students are included in this report.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC