Numeracy in the Workplace. A Comparison of Skill Demands and Skill Levels and Numeracy Skills for Workplace Needs.

Autor/inn/en	Lloyd, Paul; Mikulecky, Larry
Titel	Numeracy in the Workplace. A Comparison of Skill Demands and Skill Levels and Numeracy Skills for Workplace Needs.
Quelle	(1998), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adults; Education Work Relationship; Educational Needs; High School Equivalency Programs; Job Skills; Mathematics Instruction; Numeracy; School Business Relationship; Workplace Literacy; National Adult Literacy Survey (NCES) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Educational need; Bildungsbedarf; Produktive Fertigkeit; Mathematics lessons; Mathematikunterricht; Rechenkompetenz
Abstract	Although numeracy demands in today's workplace are rising steadily, the National Adult Literacy Survey (NALS) suggests that many workers do not possess sufficient higher-level numeracy skills. Analysis of the NALS results by occupation reveals that large percentages of workers in a wide variety of industries perform only at the two lower levels of the NALS scale. However, the degree of flexibility and independent working now required of workers corresponds to the three higher levels of the survey. This skills gap needs to be bridged by adult educators who are expert at using workplace context to teach workplace skills. Because many adult educators are now becoming involved in workplace education for the first time, they need guidance in the ways workplace programs differ from more general adult numeracy education. Though workplace programs do often provide traditional General Educational Development and other high school equivalency classes, they also do more by providing several different strands of educational experience. Typical goals of a multistrand workplace program include enhancing job numeracy skills, increasing confidence with numeracy in the home and family, and encouraging further educational experiences. Preparation for teaching these objectives includes the following: analysis of workplace and personal tasks into the skills needed to perform them, custom-designing curriculum around those analyses, and negotiating with funders, management, and workers to produce high-quality programs that will satisfy all parties. (Contains 30 references) (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC