Whatever Happened to Workplace Literacy? Myths and Realities.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Whatever Happened to Workplace Literacy? Myths and Realities.
Quelle	(2003), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Basic Skills; Economic Development; Educational Philosophy; Educational Principles; Employer Attitudes; Employer Employee Relationship; Employment Opportunities; Federal Programs; Functional Literacy; Globalization; Job Skills; Labor Force Development; Public Policy; Skill Obsolescence; State Programs; Teaching Methods; Work Environment; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Wirtschaftsentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Arbeitgeberinteresse; Berufschance; Beschäftigungschance; Funktionale Kompetenz; Globalisation; Globalisierung; Produktive Fertigkeit; Arbeitskräftebestand; Öffentliche Ordnung; Regierungsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmilieu
Abstract	Workplace literacy was the focus of attention during the era of the National Workplace Literacy Program (NWLP), funded by the U.S. Department of Education from 1988-1996. Since then, it has not disappeared, in part because recent legislation such as the Workforce Investment Act (WIA) and Welfare Reform Act has increased the work-related focus of adult basic and literacy education. At the national level, projects such as the National Institute for Literacy's Equipped for the Future are signs of continued federal attention to workplace literacy. Much of the leadership now resides at the state level. At the local level are WIA and union-funded programs. What is missing, however, is leadership and support from policy makers and funders. During the NWLP era, two instrumental assumptions were as follows: (1) a direct relationship exists between inadequate basic skills and economic problems and (2) the functional context approach is the most effective way of improving basic skills. However, assumptions about the relationship between individual skills and the economy tend to overlook such factors as globalization, how organizations structure work, and social and economic policies. Alternatives to functional context such as participatory and sociocultural approaches are being advocated. Since NWLP ended, there is still a great deal of workplace literacy activity, and adult educators are still dealing with many of the same issues. (Contains 14 references.) (SK)
Anmerkungen	For full text: http://www.cete.org/acve.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC