Women, Work, and Literacy. ERIC Digest No. 92. [Report No.: EDO-CE-89-92

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Women, Work, and Literacy. ERIC Digest No. 92. [Report No.: EDO-CE-89-92
Quelle	(1989), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Basic Skills; Education Work Relationship; Educational Benefits; Employment Potential; Employment Qualifications; Females; Functional Literacy; Job Training; Labor Force Development; Literacy Education; One Parent Family; Social Services; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Bildungsertrag; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Weibliches Geschlecht; Funktionale Kompetenz; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Single parent family; Ein-Eltern-Familie; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	The numbers of women with low literacy levels, the increased labor force participation of women, and increasing literacy requirements on the job make the case for the inclusion of a literacy component in employment programs for women. Such programs should strive to be comprehensive, learner-centered, flexible, standards-based, and linked to activities that advocate public policy issues that shape literacy services. Wider Opportunities for Women, an organization that seeks to expand employment opportunities for women, developed a program model based on case studies of five literacy programs that focus on the needs of low-income single mothers. The model, which can be used with other women, attacks the many internal barriers (such as low self-esteem, self-doubt about ability to learn, and guilt about taking time from their families for self-improvement) and external barriers (such as housing problems, financial and health difficulties, and the need for child care and transportation) faced by women in need of both literacy and job training. The five steps to the model (assessing, shaping the program, getting started, delivering services, measuring impact, and advocating public policy changes) are influenced by research showing that the comprehensive needs of the woman and her family must be addressed in order to have success in both literacy and employment readiness--because the women usually cannot focus on literacy as an isolated goal. (The document includes five references.) (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01