Building Essential Skills for the Ohio Building and Construction Industry. Final Report.

Autor/inn/en	Pritz, Sandra G.; und weitere
Institution	Ohio State Univ., Columbus. Center on Education and Training for Employment.; Ohio State Building and Construction Trades Council, Columbus.
Titel	Building Essential Skills for the Ohio Building and Construction Industry. Final Report.
Quelle	(1995), (207 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Basic Skills; Classroom Techniques; Construction Industry; Cooperative Planning; Curriculum Development; Delivery Systems; Demonstration Programs; Educational Needs; Information Dissemination; Literacy Education; Needs Assessment; Numeracy; Outcomes of Education; Partnerships in Education; Pretests Posttests; Program Development; Program Effectiveness; Program Evaluation; Recruitment; School Business Relationship; Staff Development; Statewide Planning; Task Analysis; Unions; Workplace Literacy; Ohio + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Klassenführung; Baugewerbe; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Educational need; Bildungsbedarf; Informationsverbreitung; Bedarfsermittlung; Rechenkompetenz; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Programmplanung; Programme evaluation; Programmevaluation; Recruiting; Rekrutierung; Personnel development; Personalentwicklung; Planwirtschaft; Aufgabenanalyse
Abstract	The Center on Education and Training for Employment (CETE) at the Ohio State University worked in partnership with the Ohio State Building and Construction Trades Council (OSB&CT) to develop and deliver customized workplace literacy services for local union members in six major Ohio cities (Columbus, Cleveland, Cincinnati, Toledo, Dayton, and Akron). A partnership board of OSB&CT and CETE staff was formed to oversee the following program activities: literacy skills assessment; development of an integrated two-strand basic skills curriculum that included literacy and numeracy strands and an instructor training program and the development of training materials; development/delivery of support services to reduce barriers to participation; participant recruitment; assessment of participants' needs; implementation and evaluation of the basic skills program; and dissemination of program information. Approximately 360 participants' received the job-specific basic skills required to be able to participate in union-sponsored technical skills enhancement training. Program instructors and participants alike were very enthusiastic about the program. (Appendixes constituting approximately 80% of this document contain the following: DACUM [Developing a Curriculum] Enhanced Literacy Task Analysis; job description for part-time instructor position; summary instructor/program information; participant information and pretest/posttest scores; reports for the spring and fall 1994 sessions and winter and spring 1995 sessions.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC