NotesFAQContact Us
Search Tips
ERIC Number: ED330830
Record Type: RIE
Publication Date: 1990-Sep-15
Pages: 14
Abstractor: N/A
Reference Count: N/A
What Can Workplace Literacy Programs Realistically Be Expected to Accomplish, and How Do We Determine What This Should Be?
Galin, Jeffrey R.
Most corporate funds for workplace literacy programs are invested in intermediate literate workers. Questions regarding these learners concern what should be expected of them; what they should expect of workplace literacy programs; who or what should determine these criteria; and ramifications of the answers. Issues that affect the answers are the drive to use work-based materials and problems; use of job-task analyses to build workplace curricula; employers' hesitancy to fund costly literacy training; and lack of worker input. Workplace literacy is defined as survival skills for the workplace and those particular skills employers want. A lack of concern for workers as learners and participants in a larger society underlies these definitions. If service providers rely upon job task analysis to develop and administer curricula, they may isolate learners even further by producing training programs as if they existed in social and cultural vacuums. The following questions should be asked: who are the people workplace literacy programs are serving and whether what they do is enough; whether workers understand how others shape their expectations; and whether those in power really understand the goals and needs of workers as learners. The answers have profound consequences for the ways in which service providers plan workplace literacy programs. (14 references) (YLB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Responsibilities for Literacy Conference (Pittsburgh, PA, September 15, 1990).