A Work-Related Functional Literacy Program. Final Report.

Autor/in	Hittleman, Daniel R.
Institution	Jobs for Youth, Inc., New York, NY.
Titel	A Work-Related Functional Literacy Program. Final Report.
Quelle	(1979), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Competency Based Education; Curriculum Development; Disadvantaged Youth; Education Work Relationship; Formative Evaluation; Job Skills; Job Training; Literacy; Literacy Education; Out of School Youth; Program Design; Program Development; Remedial Programs; Remedial Reading; School Holding Power; Student Evaluation; Summative Evaluation; Unemployment; Youth Programs; New York (New York) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Benachteiligter Jugendlicher; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Alphabetisierung; Schreib- und Lesefähigkeit; Programme design; Programmaufbau; Programmplanung; Förderprogramm; Leseförderung; Schulnote; Studentische Bewertung; Arbeitslosigkeit; Jugendsofortprogramm
Abstract	To provide instruction in work-related reading, writing, and mathematical computation, Jobs for Youth established a Right-to-Read Reading Academy. Program objectives were (1) to develop and expand work-related instructional tasks, competency pre- and post-tests, and work-related curriculum and (2) to provide service in this area for out-of-school, out-of-work youth with poor basic and job-related skills in New York City. Jobs for Youth's association with the public and private sectors of educational institutions and industry, community involvement, and qualified staff benefited the reading academy program. The program provided such retention incentives as stipends and job placement for participants recruited primarily through referrals. The Reading Academy project was incorporated into an educational services component of Jobs for Youth. Other components were employer services, counseling, and operations. Designed to equip youth with the functional competencies needed to make the transition to work, educational services used a competency-based curriculum to ensure a match between "academic" skills (education) and actual job demands (work). In a laboratory setting both commercial and "homemade" materials were used. Evaluation processes involved student assessment, formative program assessment, and summative evaluation. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC