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ERIC Number: ED415401
Record Type: Non-Journal
Publication Date: 1997
Pages: 170
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Addressing Literacy Needs at Work. A Profile of Institutions, Courses, and Workers in the National Workplace Literacy Partnerships.
Moore, Mary T.; Myers, David E.; Silva, Tim
Descriptive data were collected on 45 workplace literacy partnerships during a national evaluation of the effectiveness of workplace literacy programs (WPL) funded by the National Workplace Literacy Program. Findings indicated the following: on average, partnerships consisted of 8 partners; about 60 percent were business or industry; 20 percent were education institutions; and fewer than 10 percent were unions. The most common activities partners engaged in were attending advisory meetings, monitoring program services, and recruiting learners. The most common reason for instituting a WPL program was to reduce errors and waste; the most common activity was providing instructional materials. Of 2,113 courses offered, 86 percent were held where participants worked; most were scheduled during normal work hours. The most common course emphasis was basic skills/literacy, with problem solving/reasoning and communication often incorporated. About 60 percent used a team-learning approach and workplace documents and displays. A wide range of assessment methods was reported. Course characteristics differed by employer and worker clientele. Instructors typically had numerous other responsibilities. About 37 percent of learners who completed at least one course had been given more job responsibility and about 17 percent received a pay raise. About one-third reported their education or career goals changed; substantial percentages planned to take other courses. (Appendixes contain 15 references, data analysis and tables, and data forms.) (YLB)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Planning and Evaluation Service.
Authoring Institution: Mathematica Policy Research, Washington, DC.