Functional Literacy, Workplace Literacy and Technical and Vocational Education: Interfaces and Policy Perspectives. UNEVOC Studies in Technical and Vocational Education 5.

Autor/in	Bhola, H. S.
Institution	United Nations Economic, Scientific, and Cultural Organization, Paris (France). Section for Technical and Vocational Education.
Titel	Functional Literacy, Workplace Literacy and Technical and Vocational Education: Interfaces and Policy Perspectives. UNEVOC Studies in Technical and Vocational Education 5.
Quelle	(1995), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Vocational Education; Basic Skills; Developing Nations; Economic Development; Education Work Relationship; Educational Policy; Foreign Countries; Functional Literacy; Job Skills; Models; Productivity; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Politics of education; Bildungspolitik; Ausland; Funktionale Kompetenz; Produktive Fertigkeit; Analogiemodell; Produktivität
Abstract	To achieve the intergenerational social reproduction of labor, all societies develop suitable institutional arrangements for the delivery of "Education and Training for Work" (ETW). Three programs together constitute the bulk of ETW initiatives in almost every country on the globe: functional literacy (FL), workplace literacy (WPL), and technical and vocational education and training (TVET). FL or work-oriented literacy is a child of development, born in the Third World. Since the 1960s, adult literacy has been seen as an important part of the educational plan for development. WPL emerged in response to international economic competition. WPL has been developed primarily to teach or improve literacy skills directly usable in the workplace to increase productivity. TVET everywhere in the world continues to have a class bias. Its critics say it neither connects learners with the world of work nor prepares people to become self-employed entrepreneurs. FL, WPL, and TVET are natural allies. Technological and vocational skills with related economic rewards are the motivational core of FL and WPL; literacy is the praxis-based core of all TVET. The three sectors overlap in their missions and methods and could be subsumed under a conceptual category named ETW. A model for ETW has four components: choice of an appropriate curricular core of technical and vocational education, institutional interfaces between education and the workplace, structural factors, and superstructural themes. (Contains 78 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01