ERIC Number: ED329672
Record Type: RIE
Publication Date: 1990-Dec
Reference Count: 0
Workplace Literacy and Basic Skills = L'alphabetisation et les competences de base en milieu de travail.
Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global economy. Workplace literacy programs, which are the result of strong partnerships among business, labor, education, and government, are one way for skills upgrading to be addressed. There are several types of service providers available to organizations interested in implementing workplace basic skills programs. The appropriate service provided depends on organization and learner needs as well as local resources available. Several approaches are now being used to upgrade these skills: (1) using the skills of trained adult educators; (2) coworkers instructing other workers; and (3) incorporating skills into the program. The most common questions about workplace literacy and basic skills are: Why would a program be needed? Do programs need to be custom designed? Is there an alternative way of approaching basic skills at the workplace? How are people identified who need a program? What is the difference between English/French-as-a-Second-Language programs at the workplace and workplace literacy skills programs? What are the advantages of a learner centered program versus a job specific program? and How should a source for delivering these programs be chosen? When setting up a program it is important to forge partnerships with key workplace players; conduct an organizational review; ensure confidentiality at all times; and budget for all employee replacement. When setting up a program, it is important to avoid the following: (1) singling out employees in terms of their need to upgrade skills; (2) using language like "literacy" or "basic skills" in oral and written descriptions of programs; (3) promising promotions or job security on the basis of individual program results; and (4) judging success of programs on productivity gain and accident decreases. (NLA)
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Education Work Relationship, English (Second Language), Foreign Countries, French, Functional Literacy, Global Approach, Individualized Instruction, Job Training, Labor Needs, Mathematics Skills, Problem Solving, Program Effectiveness, Reading Skills, School Business Relationship, Workplace Literacy, Writing Skills
Publication Type: Guides - Non-Classroom; Multilingual/Bilingual Materials
Education Level: N/A
Authoring Institution: National Literacy Secretariat, Ottawa (Ontario).
Identifiers: Canada; Partnerships in Education