Promoting Workplace Literacy and Basic Skills Development.

Autor/inn/en	Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen
Institution	Clemson Univ., SC. Inst. on Family and Neighborhood Life.
Titel	Promoting Workplace Literacy and Basic Skills Development.
Quelle	(2002), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Adult Literacy; Basic Skills; Education Work Relationship; Educational Improvement; Educational Needs; Educational Objectives; Employment Qualifications; Government Role; Government School Relationship; Instructional Development; Labor Force Development; Literacy Education; Needs Assessment; Program Content; Program Development; Program Evaluation; Publicity; Resource Materials; Role of Education; School Business Relationship; Skill Development; Staff Development; Statewide Planning; Workplace Literacy; South Carolina + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Basic skill; Grundfertigkeit; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Arbeitskräftebestand; Bedarfsermittlung; Programmgestaltung; Programmplanung; Programme evaluation; Programmevaluation; Quellenmaterial; Bildungsauftrag; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Planwirtschaft
Abstract	This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic skills development; and workplace literacy's role in bridging the skills gap. The next section lists key workplace literacy components and characterizes basic, modified, and customized workplace programs. A section on the challenges to developing workplace programs considers ways government and service providers can promote workplace literacy and basic skills development, the importance of better training and staff development, and the inadequacy of workplace education alone. The following steps in developing a workplace program are detailed: (1) have planners create community awareness; (2) develop readiness within willing businesses; (3) conduct a situational analysis to identify the business's needs and capacity to address workers' literacy problems; (4) have the planning team negotiate the workplace intervention; and (5) establish a partnership for program planning and implement the workplace literacy program. A process for evaluating workplace programs is presented along with frequently asked questions and an annotated listing of 17 available resources. (Contains 14 tables/charts and 57 endnotes and references.) (MN)
Anmerkungen	For full text: http://sclc.clemson.edu/assets/pdf/Workplac.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC