Literaturnachweis - Detailanzeige
Autor/inn/en | Kutner, Mark A.; und weitere |
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Institution | Pelavin Associates, Inc., Washington, DC. |
Titel | A Review of the National Workplace Literacy Program. |
Quelle | (1991), (77 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Adult Basic Education; Adult Literacy; Business Responsibility; Cooperative Planning; Data Analysis; Employer Employee Relationship; Federal Aid; Federal Programs; Grants; Illiteracy; Inplant Programs; Literacy Education; Literature Reviews; Material Development; Nonschool Educational Programs; On the Job Training; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; School Business Relationship; Staff Development; Task Analysis; Unions; Workplace Literacy Adult; Adults; Education; Adult education; Erwachsenenbildung; Auswertung; Grant; Finanzielle Beihilfe; Analphabetismus; Betriebliche Weiterbildung; Lehrmaterialentwicklung; Training-on-the-Job; Programmplanung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Aufgabenanalyse |
Abstract | Projects funded during the first year of operation of the National Workplace Literacy Program were examined. Activities included a review of research literature, analyses of data from 29 of the 37 first-year projects, and site visits to 6 projects. The research literature suggested the following elements of successful workplace literacy programs: a close and collaborative relationship between workplace literacy partners; employee involvement; a literacy task analysis; clear and objective program goals; linking of workplace literacy instruction with job tasks; and instructors with experience teaching adults. Information from site visits identified four components associated with effective workplace literacy projects: (1) active involvement by project partners, such as businesses and unions, in project planning, design, and operation; (2) active and ongoing employee involvement in conducting literacy task analyses and determining worker literacy levels; (3) systematic analysis of on-the-job literacy requirements; and (4) development of instructional materials related to literacy skills required on the job. Five recommendations to improve program effectiveness were offered: (1) require workplace literacy projects to collect data; (2) lengthen the grant period; (3) develop procedures for disseminating information about successful projects; (4) require projects to evaluate effectiveness; and (5) support development of instruments to assess participant literacy levels geared for the workplace. (Appendixes include 88 references and project data.) (YLB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |