Communication Enhancement Project. Manitoba Pool Elevators and United Grain Growers. Phase One Final Report.

Autor/in	Howell, Sandi
Institution	Manitoba Dept. of Education and Training, Winnipeg. Literacy and Continuing Education Branch.
Titel	Communication Enhancement Project. Manitoba Pool Elevators and United Grain Growers. Phase One Final Report.
Quelle	(1993), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Agricultural Education; Agricultural Production; Basic Skills; Communication Skills; Crop Processing Occupations; Curriculum Development; Field Crops; Foreign Countries; Job Skills; Literacy Education; Mathematics Skills; Numeracy; Program Development; Program Effectiveness; Program Evaluation; Reading Skills; Verbal Communication; Vocational Education; Workplace Literacy; Writing Skills; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Basic skill; Grundfertigkeit; Kommunikationsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Produktive Fertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Programmplanung; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Berufsbildung; Writing skill; Schreibfertigkeit; Kanada
Abstract	In 1992, United Grain Growers (UGG) and Manitoba Pool (MP) formed a partnership to examine the literacy and numeracy needs of their rural grain elevator operators and the potential of delivering a communications enhancement program in the rural areas. During part 1, the committee held a series of initial planning meetings. Both companies held management meetings to communicate the program profile, enlist support, and answer questions. Ninety-eight employees from both companies were interviewed for an organizational needs assessment. Recommendations for a general course outline included writing, reading, oracy, and numeracy. During part 2, a 10-week course was developed, with a 50-hour class component and a 30-hour homework component. Content areas included grading, marketing, chemicals, weeds, crop diseases, seed quality, and new crops and processes. During part 3, classes were held at a central location in each region. UGG and MP arranged classroom locations and lunch provisions. Part 4 involved feedback, evaluation, and revision. In each final class, students completed evaluation questionnaires. Comments were mostly positive. Samples of student work at the exit point showed improvement. A major criticism of the curriculum was that the early math component was too simple. The grain companies were very pleased with results. (The bulk of the document contains appendixes that include a map, information package, surveys and results, lesson 1, interview questions, and student evaluation form.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC